Medical Teacher最新文献_第3页

In experts' words: Translating theory to practice for teaching self-regulated learning. 专家的话：将自律学习教学的理论转化为实践。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-05-31 DOI: 10.1080/0142159X.2024.2359970

Lorena Isbej, Dominique Waterval, Arnoldo Riquelme, Claudia Véliz, Anique B H de Bruin

{"title":"In experts' words: Translating theory to practice for teaching self-regulated learning.","authors":"Lorena Isbej, Dominique Waterval, Arnoldo Riquelme, Claudia Véliz, Anique B H de Bruin","doi":"10.1080/0142159X.2024.2359970","DOIUrl":"10.1080/0142159X.2024.2359970","url":null,"abstract":"Introduction: Health professions education (HPE) should help students to competently self-regulate their learning, preparing them for future challenges. This study explored the perspectives of expert self-regulated learning (SRL) researchers and practitioners on the practical integration of SRL theories into teaching.Methods: An exploratory qualitative research study was conducted involving semi-structured interviews with acknowledged research leaders in the field of SRL and/or experienced professionals dedicated to teaching SRL strategies for complex skills in different disciplines. The data were analyzed using an iterative thematic approach guided by a six-step framework.Results: Fifteen interviews were conducted with experts from six countries representing diverse contexts, cultures, and disciplines. We identified five themes related to translating theory to practice for teaching SRL in HPE: theoretical issues, cultural aspects, stakeholders' participation, teaching complexity, assessment, and feedback.Conclusions: This study presents a useful starting point for teaching SRL. The experts suggest a supportive learning environment with the guidance of competent teachers by using general and task-specific teaching and learning strategies, as well as sufficient sources and cycles of feedback, all tailored to the culture and context. These findings call for a shift in faculty development programs to foster teachers to support second-order scaffolding in HPE.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"646-652"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141180137","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

An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171. 支持医学生形成职业认同的循证教学法：AMEE 指南第 171 号。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-08-07 DOI: 10.1080/0142159X.2024.2387809

Joke Fleer, Margreet J Smit, Hedwig J Boer, Maleah Knevel, Floor Velthuis, Miranda Trippenzee, Marco A de Carvalho Filho, Salome Scholtens

{"title":"An evidence-informed pedagogical approach to support professional identity formation in medical students: AMEE Guide No. 171.","authors":"Joke Fleer, Margreet J Smit, Hedwig J Boer, Maleah Knevel, Floor Velthuis, Miranda Trippenzee, Marco A de Carvalho Filho, Salome Scholtens","doi":"10.1080/0142159X.2024.2387809","DOIUrl":"10.1080/0142159X.2024.2387809","url":null,"abstract":"There is a long and impressive scholarly history evidencing why it is important to address professional identity formation (PIF) in medical curricula. In this AMEE Guide, the authors present an evidence-informed pedagogical approach to assist educators in developing educational practices to foster a healthy PIF in medical students. The authors first describe the theoretical framework that underpin this approach. At the core of this framework is the recognition that, for a healthy PIF, students need to become aware that they have the autonomy, but also responsibility, to form their professional identity in a way that fits both their personality and their (future) professional role. In other words, students need to learn to navigate the interplay between socialization and subjectification. Next, the authors outline the six-step structure of their pedagogical approach, designed to help students: (1) undergo a PIF-related experience, (2) observe their responses to the experience, (3) externalize their reflections, (4) share their reflections, (5) broaden their perspective, and (6) explore their freedom of choice through experimentation. The authors also describe six conducive conditions to facilitate the implementation of the pedagogical approach. These conditions include (1) creating a setting that enables students to slow down, (2) adopting a longitudinal approach, (3) making it part of the formal curriculum, (4) refraining from grading, (5) establishing an interdisciplinary expert team, and (6) providing teacher training. The authors conclude that the theoretical framework leads to a coherent and consistent pedagogical approach that, when implemented according to the conducive conditions, enables students to gradually internalize the reflective process and help them to cultivate a reflective attitude towards their PIF.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"580-588"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141902230","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

Transforming support: Responding to the evolving needs of future doctors. 转变支持方式：满足未来医生不断变化的需求。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-10-31 DOI: 10.1080/0142159X.2024.2422001

Bethan Macdonald

引用次数: 0

Under pressure: Supporting academic faculty in demanding times. 压力之下：在困难时期为学术教师提供支持。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-11-04 DOI: 10.1080/0142159X.2024.2422006

Laura Baecher-Lind, Helen Kang Morgan, Rashmi Bhargava, Katherine T Chen, Angela Fleming, Shireen Madani Sims, Christopher M Morosky, Jonathan Schaffir, Tammy Sonn, Alyssa Stephenson-Famy, Jill M Sutton, Celeste S Royce

引用次数: 0

Inter-school variations in the standard of examiners' graduation-level OSCE judgements. 考官对毕业水平 OSCE 评判标准的校际差异。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-07-08 DOI: 10.1080/0142159X.2024.2372087

Peter Yeates, Adriano Maluf, Gareth McCray, Ruth Kinston, Natalie Cope, Kathy Cullen, Vikki O'Neill, Aidan Cole, Ching-Wa Chung, Rhian Goodfellow, Rebecca Vallender, Sue Ensaff, Rikki Goddard-Fuller, Robert McKinley

{"title":"Inter-school variations in the standard of examiners' graduation-level OSCE judgements.","authors":"Peter Yeates, Adriano Maluf, Gareth McCray, Ruth Kinston, Natalie Cope, Kathy Cullen, Vikki O'Neill, Aidan Cole, Ching-Wa Chung, Rhian Goodfellow, Rebecca Vallender, Sue Ensaff, Rikki Goddard-Fuller, Robert McKinley","doi":"10.1080/0142159X.2024.2372087","DOIUrl":"10.1080/0142159X.2024.2372087","url":null,"abstract":"Introduction: Ensuring equivalence in high-stakes performance exams is important for patient safety and candidate fairness. We compared inter-school examiner differences within a shared OSCE and resulting impact on students' pass/fail categorisation.Methods: The same 6 station formative OSCE ran asynchronously in 4 medical schools, with 2 parallel circuits/school. We compared examiners' judgements using Video-based Examiner Score Comparison and Adjustment (VESCA): examiners scored station-specific comparator videos in addition to 'live' student performances, enabling 1/controlled score comparisons by a/examiner-cohorts and b/schools and 2/data linkage to adjust for the influence of examiner-cohorts. We calculated score impact and change in pass/fail categorisation by school.Results: On controlled video-based comparisons, inter-school variations in examiners' scoring (16.3%) were nearly double within-school variations (8.8%). Students' scores received a median adjustment of 5.26% (IQR 2.87-7.17%). The impact of adjusting for examiner differences on students' pass/fail categorisation varied by school, with adjustment reducing failure rate from 39.13% to 8.70% (school 2) whilst increasing failure from 0.00% to 21.74% (school 4).Discussion: Whilst the formative context may partly account for differences, these findings query whether variations may exist between medical schools in examiners' judgements. This may benefit from systematic appraisal to safeguard equivalence. VESCA provided a viable method for comparisons.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"735-743"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141559124","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

Unveiling the paradoxes of implementing post graduate competency based medical education programs. 揭示实施基于研究生能力的医学教育计划的悖论。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-05-28 DOI: 10.1080/0142159X.2024.2356826

Noa A Birman, Dana R Vashdi, Rotem Miller-Mor Atias, Arieh Riskin, Shmuel Zangen, Ita Litmanovitz, Doron Sagi

{"title":"Unveiling the paradoxes of implementing post graduate competency based medical education programs.","authors":"Noa A Birman, Dana R Vashdi, Rotem Miller-Mor Atias, Arieh Riskin, Shmuel Zangen, Ita Litmanovitz, Doron Sagi","doi":"10.1080/0142159X.2024.2356826","DOIUrl":"10.1080/0142159X.2024.2356826","url":null,"abstract":"Purpose: Competency-based medical education (CBME) has gained prominence as an innovative model for post-graduate medical education, yet its implementation poses significant challenges, especially with regard to its sustainability. Drawing on paradox theory, we suggest that revealing the paradoxes underlying these challenges may contribute to our understanding of post graduate competency-based medical education (PGCBME) implementation processes and serve as a first-step in enhancing better implementation. Thus, the purpose of the current study is to identify the paradoxes associated with PGCBME implementation.Method: A qualitative study was conducted, as part of a larger action research, using in-depth semi-structured interviews with fellows and educators in eight Neonatal wards.Results: Analysis revealed that the PGCBME program examined in this study involves three different levels of standardization, each serving as one side of paradoxical tensions; (1) a paradox between the need for standardized assessment tools and for free-flow flexible assessment tools, (2) a paradox between the need for a standardized implementation process across all wards and the need for unique implementation protocols in each ward; and 3) a paradox between the need for a standardized meaning of competency proficiency and the need for flexible and personal competency achievement indicators.Conclusions: Implementing PGCBME programs involves many challenges, some of which are paradoxical, i.e. two contradictory challenges in which solving one challenge exacerbates another. Revealing these paradoxes is important in navigating them successfully.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"622-629"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141157988","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

Model for an Academic Medicine Interest Group: A student-led initiative. 学术医学兴趣小组模型：学生主导的倡议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-06-18 DOI: 10.1080/0142159X.2024.2359956

Dawn M Szeltner, Timothy C Frommeyer, Garrett V Brittain, Michael M Gilbert, Brian J Schutter, Courtney Johnson-Gonzalez, Mark P Ortenzio, David P Muwanga, Reid M Fursmidt, Yanil V Ramirez, Nickolas A Stewart, Dean X Parmelee, Priti P Parikh

引用次数: 0

ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination. 作为项目校准工具的 ChatGPT：高风险考试的心理测量学启示。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-07-16 DOI: 10.1080/0142159X.2024.2376205

Daniela S M Pereira, Francisco Mourão, João Carlos Ribeiro, Patrício Costa, Serafim Guimarães, José Miguel Pêgo

{"title":"ChatGPT as an item calibration tool: Psychometric insights in a high-stakes examination.","authors":"Daniela S M Pereira, Francisco Mourão, João Carlos Ribeiro, Patrício Costa, Serafim Guimarães, José Miguel Pêgo","doi":"10.1080/0142159X.2024.2376205","DOIUrl":"10.1080/0142159X.2024.2376205","url":null,"abstract":"Introduction: ChatGPT has attracted a lot of interest worldwide for its versatility in a range of natural language tasks, including in the education and evaluation industry. It can automate time- and labor-intensive tasks with clear economic and efficiency gains.Methods: This study evaluated the potential of ChatGPT to automate psychometric analysis of test questions from the 2020 Portuguese National Residency Selection Exam (PNA). ChatGPT was queried 100 times with the 150 MCQ from the exam. Using ChatGPT's responses, difficulty indices were calculated for each question based on the proportion of correct answers. The predicted difficulty levels were compared to the actual difficulty levels of the 2020 exam MCQ's using methods from classical test theory.Results: ChatGPT's predicted item difficulty indices positively correlated with the actual item difficulties (r (148) = -0.372, p < .001), suggesting a general consistency between the real and the predicted values. There was also a moderate significant negative correlation between the difficulty index predicted by ChatGPT and the number of challenges (r (148) = -0.302, p < .001), highlighting ChatGPT's potential for identifying less problematic questions.Conclusion: These findings unveiled ChatGPT's potential as a tool for assessment development, proving its capability to predict the psychometric characteristics of high-stakes test items in automated item calibration without pre-testing in real-life scenarios.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"677-683"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141620435","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

Keeping humans in the loop efficiently by generating question templates instead of questions using AI: Validity evidence on Hybrid AIG. 通过使用人工智能生成问题模板而不是问题，让人类有效地参与环路：混合 AIG 的有效性证据。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-11-27 DOI: 10.1080/0142159X.2024.2430360

Yavuz Selim Kıyak, Emre Emekli, Özlem Coşkun, Işıl İrem Budakoğlu

{"title":"Keeping humans in the loop efficiently by generating question templates instead of questions using AI: Validity evidence on Hybrid AIG.","authors":"Yavuz Selim Kıyak, Emre Emekli, Özlem Coşkun, Işıl İrem Budakoğlu","doi":"10.1080/0142159X.2024.2430360","DOIUrl":"10.1080/0142159X.2024.2430360","url":null,"abstract":"Background: Manually creating multiple-choice questions (MCQ) is inefficient. Automatic item generation (AIG) offers a scalable solution, with two main approaches: template-based and non-template-based (AI-driven). Template-based AIG ensures accuracy but requires significant expert input to develop templates. In contrast, AI-driven AIG can generate questions quickly but with inaccuracies. The Hybrid AIG combines the strengths of both methods. However, neither have MCQs been generated using the Hybrid AIG approach nor has any validity evidence been provided.Methods: We generated MCQs using the Hybrid AIG approach and investigated the validity evidence of these questions by determining whether experts could identify the correct answers. We used a custom ChatGPT to develop an item template, which were then fed into Gazitor, a template-based AIG (non-AI) software. A panel of medical doctors identified the answers.Results: Of 105 decisions, 101 (96.2%) matched the software's correct answer. In all MCQs (100%), the experts reached a consensus on the correct answer. The evidence corresponds to the 'Relations to Other Variables' in Messick's validity framework.Conclusions: The Hybrid AIG approach can enhance the efficiency of MCQ generation while maintaining accuracy. It mitigates concerns about hallucinations while benefiting from AI.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"744-747"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142739707","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

Mental health and wellness of medical students in Ontario - a mixed methods approach. 安大略省医科学生的心理健康与福祉--一种混合方法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-11-02 DOI: 10.1080/0142159X.2024.2421992

Usama Qureshi, Yusuf Qureshi, Armaan Khan, Adam Suleman

引用次数: 0