教育学最新文献

{"title":"Commentary on \"The Widow's Lament in Springtime\".","authors":"Steven Schlozman","doi":"10.1097/01.ACM.0001115216.83318.fa","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115216.83318.fa","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"681"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175639","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":"Reliability and Validity of the Respect Factor in Student Evaluations of Clinical Educators.","authors":"Anita M Wilson, Aaron Douglas, John M Spandorfer","doi":"10.1097/ACM.0000000000006001","DOIUrl":"10.1097/ACM.0000000000006001","url":null,"abstract":"<p><strong>Purpose: </strong>Medical student mistreatment has profound negative effects on student education. When medical students feel mistreated, they may also feel that they have been treated disrespectfully. This study examines the validity and reliability of a tool to measure students' perception of educators' level of respect.</p><p><strong>Method: </strong>Data from 516 student raters of 2,534 clinical educators (i.e., faculty and residents across 8 clinical departments) were used to investigate validity evidence based on Kane's validity framework for an instrument that includes 2 items for measuring educator respect and 7 items for measuring teaching effectiveness. Exploratory and confirmatory factor analyses were conducted to investigate construct validity. Generalizability theory analysis was conducted to project estimates of the level of reliability of departmental-level respect scores for different data collection scenarios. The raters were third- and fourth-year students attending clinical rotations at Sidney Kimmel Medical College, Thomas Jefferson University, during the 2022 to 2023 academic year.</p><p><strong>Results: </strong>Exploratory factor analysis revealed 2 correlated latent factors that represent respect and teaching effectiveness. The estimated confirmatory factor analysis model, with 2 first-order latent factors (i.e., respect and teaching effectiveness) and 1 second-order latent factor (i.e., teaching quality), resulted in a root mean square error of approximation index of 0.10 (indicating mediocre fit), a nonnormed fit index of 0.95 (indicating good fit), and a standardized root mean square residual of 0.03 (indicating good fit). Generalizability theory decision studies revealed plausible scenarios that would lead to reliability estimates between 0.71 and 0.81.</p><p><strong>Conclusions: </strong>This study suggests that the respect rating scale yields sufficiently valid measures of students' experiences and reliable department-level respect scores for plausible scenarios when ratings are obtained from 10 students nested in each of 35 educators per department. The results also suggest that the scale allows for valid decision-making about feedback to clinical educators and their departments.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"705-709"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469867","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":"To disrupt the traditional compartmentalized learning of nutrition functions, a proposition for integrative teaching at undergraduate level.","authors":"Rémi Cadet","doi":"10.1152/advan.00231.2024","DOIUrl":"10.1152/advan.00231.2024","url":null,"abstract":"<p><p>Rather than an anatomy-centered study of the nutrition functions of the body (circulation, respiration, food digestion, and intestinal absorption of nutrients) as found in undergraduate physiology textbooks, a more integrative, mechanistic approach to teaching human physiology at the undergraduate level in science faculties is presented. Starting from the cell's needs for nutrients and oxygen, this proposal highlights the way in which each organ or apparatus ensures cell function. Then the fundamental physiological concepts of structure-function relationships and matter gradients can be constructed by considering the physicochemical mechanisms involved. The diversity of devices found in circulatory, ventilatory, and digestive systems is then examined through the prism of the mechanisms used to maintain gradients in nutrient concentration or gas partial pressure through exchange surfaces. Finally, the systems controlling nutrition functions are studied in fluctuating physiological contexts, such as during physical exercise or fasting. The presented pedagogical approach emphasizes the integration of functions on an organism-wide scale and focuses teaching on basic mechanisms rather than on the description of structures, while ensuring the transferability of physiological concepts. This pedagogical approach seems particularly relevant for the training of undergraduate students intending to teach biology in secondary education.<b>NEW & NOTEWORTHY</b> A proposal for teaching of human physiology at the undergraduate level in a science faculty outlines a pedagogical progression centered on cellular requirements for nutrients and oxygen. Rather than being taught independently, the three nutrition functions, circulation, respiration, and digestion, are interrelated and functional similarities are highlighted. The core concepts of physiology are thus more integrated at the organism level, with an emphasis on common mechanisms rather than specific structures.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"599-603"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626772","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 does interprofessional education affect attitudes towards interprofessional collaboration? A rapid realist synthesis.","authors":"Jean Anthony Grand-Guillaume-Perrenoud, Eva Cignacco, Maura MacPhee, Tania Carron, Isabelle Peytremann-Bridevaux","doi":"10.1007/s10459-024-10368-6","DOIUrl":"10.1007/s10459-024-10368-6","url":null,"abstract":"<p><p>Interprofessional collaboration (IPC) in healthcare is regarded as important by professionals, as it increases the quality of care while decreasing costs. Interprofessional education (IPE) is a prerequisite for IPC and influences learners' attitudes, knowledge, and collaboration skills. Since attitudes shape behavior, understanding how they are formed is crucial for influencing IPC in learners' professional practice. We investigated what kind of IPE works, for which students, how, and in what circumstances to develop positive attitudes towards IPC. Using realist synthesis, we extracted causal mechanisms that produce positive attitude outcomes and the conducive contexts that trigger them. Our analysis resulted in six plausible context-mechanism-outcome configurations that explain positive attitude development. Positive IPC attitudes are more likely to arise in contexts where IPE provides time and facilities for formal and informal interactions, as this allows learners to get to know each other both professionally and personally, fostering trust, respect, and mutual liking. Additionally, positive attitudes are more likely in contexts where the IPE curriculum is perceived as career-relevant and boosts confidence. Key mechanisms of positive attitude development include getting to know the other learners professionally and personally, experiencing positive affect during IPE, and learners experiencing mutual dependence. Sustained positive attitudes are more likely to develop when there is organizational support for IPC and professionals attend IPE on an ongoing basis, allowing the attitudes and values expected in IPC to be positively reinforced and eventually integrated into the learners' personal value system.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"879-933"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142309029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-directed learning and the student learning experience in undergraduate clinical science programs: a scoping review.","authors":"Ashleigh Finn, Caitlin Fitzgibbon, Natalie Fonda, Cameron M Gosling","doi":"10.1007/s10459-024-10383-7","DOIUrl":"10.1007/s10459-024-10383-7","url":null,"abstract":"<p><p>Health professional organisations are increasingly promoting the use of self-directed learning. Furthermore, the rapidly evolving field of healthcare has meant that there is greater emphasis within tertiary education for students to become self-directed learners and possess the skills to engage in life-long learning. The aim of this scoping review was to explore the drivers that improve the student learning experience, in undergraduate clinical science programs that utilise self-directed learning. The Joanna Briggs Institute Scoping Review Methodology guided this study. The electronic databases MEDLINE, Embase, Emcare, Scopus and ERIC were comprehensively searched in April 2022 and re-run August 2023, for peer-reviewed research articles published in English. The original search was developed in MEDLINE and then adapted to each database. Following the Joanna Briggs Scoping Review methodology, articles were screened first by title and abstract and then by full text. Included articles were assessment for methodological quality. The search strategy yielded 2209 articles for screening. 19 met the inclusion criteria. Five key factors were identified which improve the student learning experience in self-directed learning: (i) curricular elements; (ii) educator influence; (iii) impact of peers, (iv) environment; and (v) clinical placement experiences. There are many curricular, environmental, and external factors which can improve the student learning experience in programs that utilise self-directed learning. Greater understanding of these factors will allow educators within clinical science programs to implement self-directed learning strategies more effectively within curriculum.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"973-1005"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the \"led\" in health professional student-led experiences: a scoping review.","authors":"Dean Lising, Jodie Copley, Anne Hill, Julia Martyniuk, Freyr Patterson, Teresa Quinlan, Kathryn Parker","doi":"10.1007/s10459-024-10355-x","DOIUrl":"10.1007/s10459-024-10355-x","url":null,"abstract":"<p><p>To support a complex health system, students are expected to be competent leaders as well as competent clinicians. Intentional student leadership development is needed in health professional education programs. Student-led experiences such as student-run clinics and interprofessional training wards, are practice-based learning opportunities where learners provide leadership to clinical services and/or address a gap in the system. Given the absence of leadership definitions and concepts, this scoping review explored how student leadership is conceptualized and developed in student-led experiences. The review was conducted in accordance with best practices in scoping review methodology within the scope of relevant practice-based student-led experiences for health professional students. The research team screened 4659 abstracts, identified 315 articles for full-text review and selected 75 articles for data extraction and analysis. A thematic analysis produced themes related to leadership concepts/theories/models, objectives, facilitation/supervision, assessment and evaluation of curriculum. While responding to system gaps within health professional care, student-led experiences need to align explicit leadership theory/concepts/models with curricular objectives, pedagogy, and assessments to support health professional education. To support future student-led experiences, authors mapped five leadership student role profiles that were associated with student-led models and could be constructively aligned with theory and concepts. In addition to leveraging a student workforce to address system needs, student-led experiences must also be a force for learning through a reciprocal model of leadership and service to develop future health professionals and leaders.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"1007-1036"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119678/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142512463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflective writing assignments in the era of GenAI: student behavior and attitudes suggest utility, not futility.","authors":"Tori N Stranges, Meaghan J MacNutt","doi":"10.1152/advan.00241.2024","DOIUrl":"https://doi.org/10.1152/advan.00241.2024","url":null,"abstract":"<p><p>Reflective writing is widely used in health sciences education, but overreliance on generative artificial intelligence (GenAI) could undermine the reflective writing process. To explore this concern, students in three undergraduate courses with reflective writing assignments and policies permitting GenAI use were asked to retrospectively and anonymously self-report their GenAI-related behaviors and attitudes. Only 33% of respondents (<i>n</i> = 310) reported ever using GenAI on a reflective writing assignment. Among GenAI users, 81% reported that usage was motivated by learning, efficiency, and/or (to a significantly lesser extent) grades. Eighty-six percent of users reported benefits to learning, efficiency, and/or grades, but 10% reported that learning was hindered by using GenAI. Most GenAI users (83%) believed their usage of GenAI was ethical, and only 4% regretted their use. Notably, 19% of users and 38% of nonusers wished they had used GenAI more. Overall, only four assignments (representing 1.3% of respondents and 0.3% of submissions) were reportedly \"mostly written by GenAI.\" Instead, most students reported using GenAI selectively and in ways that were supportive rather than substitutive of their own reflective process. This finding inspires optimism that reflective writing assignments have retained their pedagogical value in the early GenAI era and that most students are well intentioned in their usage of GenAI. Heterogeneity in self-reported student behavior, motivations, and perceptions of GenAI's benefits and harms highlights the need for further research into factors influencing GenAI adoption and usage. Understanding and responding to this diversity will be crucial for developing inclusive and equitable strategies to help maximize GenAI's benefits while minimizing its harms.<b>NEW & NOTEWORTHY</b> We examined students' use of GenAI tools to complete reflective writing assignments in health and exercise science courses where these tools were permitted. Findings do not support common concerns about student overuse and misuse of GenAI tools. Instead, we provide evidence that students are using GenAI tools selectively and in ways they believe to be ethical and supportive of their learning. Tremendous variability in student behavior and attitudes warrants further consideration.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":"49 2","pages":"582-592"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063037","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":"Metabolic scaling: exploring the relation between metabolic rate and body size.","authors":"Beth Beason-Abmayr, David R Caprette","doi":"10.1152/advan.00171.2024","DOIUrl":"10.1152/advan.00171.2024","url":null,"abstract":"<p><p>We present an alternative to the traditional classroom lecture on the topics of metabolic scaling, allometric relationships between metabolic rate (MR) and body size, and reasons for rejecting Rubner's surface \"law,\" concepts that students have described as challenging, counterintuitive, and/or mathematical. In groups, students work with published data on MR and body size for species representing all five vertebrate groups. To support the exercise, we developed a worksheet that has students define the concept in their own words, compare different measures of MR, and evaluate plots of MR and mass-specific MR vs. body mass for both homeotherms and poikilotherms. Students also attempt to explain why selected species have exceptionally high or low MR values for their body sizes. Student feedback indicated that active learning is an effective way to learn the concepts of metabolic scaling and allometric relationships and that the opportunity to work in groups with real data stimulates interest and an appreciation for the importance of metabolic scaling to the understanding of animal physiology.<b>NEW & NOTEWORTHY</b> Here we describe a worksheet that we designed for a group exercise in which students study real data to learn about metabolic scaling in different groups of vertebrates, understand that metabolic rates are allometric functions of body size, and consider why physiologists now reject Rubner's surface \"law.\" We used this exercise in a course in animal physiology in place of the traditional lecture approach to teaching the concept of metabolic scaling.</p>","PeriodicalId":50852,"journal":{"name":"Advances in Physiology Education","volume":" ","pages":"273-279"},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034753","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":"L2 ASL high school learners' perspectives of Deaf communities and cultures.","authors":"Russell S Rosen","doi":"10.1093/jdsade/enaf039","DOIUrl":"https://doi.org/10.1093/jdsade/enaf039","url":null,"abstract":"<p><p>Hearing people have given their perspectives on deaf1 people and their abilities since antiquity. Recent years have witnessed growth in American Sign Language (ASL) classes as a world language2 in U.S. high schools. This study examines hearing ASL learners' perspectives of the communities and cultures of signing deaf people after they learned about them as a part of their learning of ASL as a world language and assesses the basis on which they develop their perspectives. The N = 217 learners from three northeastern U.S. metropolitan high schools at three different class levels of ASL were asked a question about their thoughts about the signing Deaf communities and cultures. They revealed four perspectives: humanism, pluralism, majority-minority, and no perspective. In addition, the type and distribution of perspectives did not vary across schools and curricula used by teachers and were stable across class levels. Taking coursework did not affect the overall distribution of perspectives among ASL learners at all schools and class levels. A Learner's Social Philosophy Model is proposed to explain the learners' perspectives that are shaped by their social philosophy regarding the nature of humanity, society, and culture.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200546","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":"Keepers of the Academic Mission: Calling All Faculty.","authors":"Vincent D Pellegrini, Stewart Babbott","doi":"10.1097/ACM.0000000000006010","DOIUrl":"10.1097/ACM.0000000000006010","url":null,"abstract":"<p><strong>Abstract: </strong>Academic medical centers expand their patient care mission through mergers often with nonacademic health care organizations to create more clinical revenue and a larger financial margin with the intent of cross-subsidizing the academic mission. Ironically, an unintended consequence of governance changes implicit in such mergers is the marginalization of the academic mission. Historically, the education and research missions have been effectively cross-subsidized by the medical school dean from the margin derived from the faculty clinical practice plan. Yet, in many merged entities, the faculty practice is subsumed under the health system, where its margin no longer directly accrues to the school. Concurrent shifts in health system governance have removed clinical enterprise oversight from the dean and chairs, effectively assigning financial support of education and research to the health system where it competes with a strong appetite to grow the clinical enterprise. Likewise, faculty are conscripted to more clinical service rather than encouraged to engage in academic endeavors. Consequently, the vigor of the education and research missions has been compromised in academic health system mergers. This circumstance invites critical review of the fundamental concept of academic medical center mergers and their resulting unintended consequences for the academic mission and faculty well-being to inform the wisdom of continuing this trend. A unified cadre of university leaders, deans, and faculty are needed to advocate for greater reinvestment of the margin in teaching and research efforts. Concurrently, academic medicine must develop more academic physicians committed to the academic mission as leaders of health systems. Taken together, these actions can reinforce that funding the academic mission must be an obligation rather than an option for academic health systems. Nothing less than the future of academic medicine, the well-being of faculty and learners, and the health of the nation depends on it.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"661-665"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494513","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}