Medical Teacher最新文献_第6页

Designing an African-context game to entice physiotherapy students to study child developmental milestones. 设计一款非洲背景游戏，吸引理疗专业的学生研究儿童发展里程碑。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-12 DOI: 10.1080/0142159X.2025.2556872

Anri Human, Maria Elizabeth Cochrane

{"title":"Designing an African-context game to entice physiotherapy students to study child developmental milestones.","authors":"Anri Human, Maria Elizabeth Cochrane","doi":"10.1080/0142159X.2025.2556872","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2556872","url":null,"abstract":"Educational challenge: Teaching child developmental milestones in undergraduate physiotherapy can be challenging due to the high volume of factual content, which students often find difficult to master. Furthermore, higher education institutions are expected to promote self-directed learning among students. This dual challenge requires innovative methods of teaching and learning to ensure student success.Solution and implementation: A narrative-based digital game, called 'Kidnapped', was developed using a design-thinking approach. This game was developed in response to the need for interactive, accessible content delivery and to foster self-directed learning among students. The game was intentionally designed to incorporate the principles of learning scaffolding and reinforced learning through repetition, ensuring its educational relevance and alignment with student learning needs. The game was piloted with academic staff to ensure implementation feasibility.Lessons learned and next steps: A cross-sectional, cross-over study will be conducted towards the end of 2025, combining quantitative and qualitative methods to evaluate the game's effectiveness. Findings will inform iterative improvements and guide broader implementation across health sciences programmes. Key lessons learned include the value of early stakeholder engagement, the importance of adaptable technology, and the potential of gamification to enhance active learning and learning autonomy in health professions education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145054775","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

Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education. 近同伴导师的学习成绩与进步：本科医学教育的比较分析。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-11 DOI: 10.1080/0142159X.2025.2553658

András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás

{"title":"Academic performance and progression among near-peer tutors: A comparative analysis in undergraduate medical education.","authors":"András Komócsi, Gergely Csaba, Eszter Veronika Csöngei, Krisztina Fischer, Kristóf Filipánits, László Czopf, Andrea Tamás","doi":"10.1080/0142159X.2025.2553658","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2553658","url":null,"abstract":"Introduction: Near-peer teaching (NPT) in medical education supports active learning and peer engagement while fostering professional development. However, the academic benefits for NPT tutors, including effects on performance and graduation timelines, remain underexplored.Methods: We evaluated the impact of NPT participation on academic outcomes, including grade point averages (GPAs), final examination performance, and curriculum adherence. A five-year dataset comprising 1544 medical students was analyzed. Academic performance metrics included GPAs from basic sciences and clinical rotations, diploma GPA, final board exam scores, and progression through semesters. Multiple regression and Generalized Additive Models (GAMs), adjusting for baseline performance and confounders, were used to assess associations.Results: NPT tutors were found to have significantly higher diploma GPAs (+0.24, p < .001) and State exam scores (+0.15, p < .001) than non-tutors. They also had fewer passive semesters (-0.25, p < .001) and shorter total study duration (-0.79 semesters, p < .001). Non-linear interactions were observed between early academic performance and later outcomes.Discussion: Participation as an NPT tutor was associated with higher academic performance and more efficient curricular progression. Academic benefits were most pronounced among students with lower preclinical GPAs, suggesting that NPT may represent a high-impact opportunity to support students who face early academic challenges.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145033669","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

The Quantum thinking approach in medical education: A change in perspective. 医学教育中的量子思维方法：视角的改变。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-09 DOI: 10.1080/0142159X.2025.2558908

Krishna Mohan Surapaneni

引用次数: 0

Enabling micro-assessments of skills in the simulated setting using temporal artificial intelligence-models. 使用时间人工智能模型在模拟环境中对技能进行微观评估。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-07 DOI: 10.1080/0142159X.2025.2555353

Iben Bang Andersen, Morten Bo Søndergaard Svendsen, Anne Line Risgaard, Christian Sander Danstrup, Tobias Todsen, Martin G Tolsgaard, Mikkel Lønborg Friis

{"title":"Enabling micro-assessments of skills in the simulated setting using temporal artificial intelligence-models.","authors":"Iben Bang Andersen, Morten Bo Søndergaard Svendsen, Anne Line Risgaard, Christian Sander Danstrup, Tobias Todsen, Martin G Tolsgaard, Mikkel Lønborg Friis","doi":"10.1080/0142159X.2025.2555353","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2555353","url":null,"abstract":"Background: Assessing skills in simulated settings is resource-intensive and lacks validated metrics. Advances in AI offer the potential for automated competence assessment, addressing these limitations. This study aimed to develop and validate a machine learning AI model for automated evaluation during simulation-based thyroid ultrasound (US) training.Methods: Videos from eight experts and 21 novices performing thyroid US on a simulator were analyzed. Frames were processed into sequences of 1, 10, and 50 seconds. A convolutional neural network with a pre-trained ResNet-50 base and a long short-term memory layer analyzed these sequences. The model was trained to distinguish competence levels (competent=1, not competent=0) using fourfold cross-validation, with performance metrics including precision, recall, F1 score, and accuracy. Bayesian updating and adaptive thresholding assessed performance over time.Results: The AI model effectively differentiated expert and novice US performance. The 50-second sequences achieved the highest accuracy (70%) and F1 score (0.76). Experts showed significantly longer durations above the threshold (15.71s) compared to novices (9.31s, p= .030).Conclusions: A long short-term memory-based AI model provides near real-time, automated assessments of competence in US training. Utilizing temporal video data enables detailed micro-assessments of complex procedures, which may enhance interpretability and be applied across various procedural domains.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145008341","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

The plurality of good teaching. 多元善教。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-05 DOI: 10.1080/0142159X.2025.2555360

Dan Pratt

引用次数: 0

Response to: "Virtual patients, real conversations: ChatGPT advanced voice mode for pain communication training". 回应：“虚拟患者，真实对话：ChatGPT高级语音模式进行疼痛沟通训练”。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-04 DOI: 10.1080/0142159X.2025.2556877

Andrew Coggins, Tina Wu, Ishan Tellambura, Sandra Warburton

引用次数: 0

Response to: 'In gossip, we trust: Residents' understanding of gossip as a social resource'. 回应：“在八卦中，我们信任：居民对八卦作为一种社会资源的理解”。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-03 DOI: 10.1080/0142159X.2025.2551251

Jasmine M Collins, Thomas Lewis

引用次数: 0

Twelve tips for data extraction for knowledge syntheses. 知识综合中数据提取的12个技巧。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-02 DOI: 10.1080/0142159X.2025.2551252

Lauren A Maggio, Joseph A Costello, Dario M Torre, Brian Gin

{"title":"Twelve tips for data extraction for knowledge syntheses.","authors":"Lauren A Maggio, Joseph A Costello, Dario M Torre, Brian Gin","doi":"10.1080/0142159X.2025.2551252","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2551252","url":null,"abstract":"In medical education, the number of knowledge syntheses has increased dramatically, reflecting their growth and influence on education practice, research, and policy. However, despite the availability of instruction on many of the steps of conducting knowledge syntheses, practical guidance for the critical step of data extraction is limited. Data extraction is the process of systematically identifying and collecting information from the studies included in a knowledge synthesis. Without clear guidance, data extraction can become flawed and overly time-consuming, ultimately jeopardizing the quality of the knowledge synthesis. This article addresses this gap by offering 12 practical tips for data extraction. The tips are grounded in the literature and informed by the authors' collective experience conducting and mentoring knowledge synthesis projects. Organized into two sections, creating a data extraction tool and operationalizing it, the tips provide actionable guidance on aligning extraction with research objectives, supporting a team-based approach, resolving discrepancies, and how to pilot a data extraction tool. Taken together, these tips aim to improve the rigor, efficiency, and reliability of knowledge synthesis in medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144961150","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

Medical education for the future generation - why you should listen to students' voices: Insights from the AMEE symposium. 下一代的医学教育——为什么你应该倾听学生的声音：来自AMEE研讨会的见解。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-05-08 DOI: 10.1080/0142159X.2025.2501256

Lara Serban, Clara Ehrenzeller, Claudia Schlegel, Monika Brodmann Maeder

{"title":"Medical education for the future generation - why you should listen to students' voices: Insights from the AMEE symposium.","authors":"Lara Serban, Clara Ehrenzeller, Claudia Schlegel, Monika Brodmann Maeder","doi":"10.1080/0142159X.2025.2501256","DOIUrl":"10.1080/0142159X.2025.2501256","url":null,"abstract":"Introduction: Healthcare providers are confronted with an increasingly diverse population with different attitudes towards medical care. Medical education has recognized this by including principles of diversity, equity, and inclusion. Student involvement is essential for creating inclusive curricula and can prevent them from losing motivation for their future profession. Methods: This article is a thematic summary of the AMEE 2024 symposium \"Medical Education for the Future Generation - Why You Should Listen to Students' Voices\". Data was collected from the panellists' statements and audience contributions. Using Braun and Clarke's approach, the authors performed a thematic analysis to identify key themes, independently reviewed data, and reached consensus on themes through group discussion. Results: Three main themes could be identified related to curriculum development in health professions education: Inclusivity, open-mindedness, and the integration of the young generation. Students should be empowered to engage as key stakeholders and should become co-creators of knowledge. Discussion: Inclusive education aims to equip future healthcare professionals with the competencies to provide optimal care for all patients, regardless of background. Empowering students to contribute meaningfully to curriculum changes and co-create knowledge strengthens the learning environment. Involvement of students and non-traditional educators shifts the paradigm towards co-creation.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1551-1554"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022884","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

A response to Ma and Tackett: WFME recognised agency standards explained. 对马和塔克特的回应：WFME认可的机构标准解释。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-02-17 DOI: 10.1080/0142159X.2025.2464207

Geneviève Moineau, Ricardo León-Bórquez

引用次数: 0