Medical Teacher最新文献_第7页

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

Prospects for the development of medical professionalism education in the AI perspective: A qualitative study of Chinese postgraduate medical students' written reflections. 人工智能视角下医学专业教育的发展展望——对我国医学研究生书面反思的定性研究

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-01-08 DOI: 10.1080/0142159X.2024.2445056

Su Wenhang, Zhang Shenting, Chen Shaohua

{"title":"Prospects for the development of medical professionalism education in the AI perspective: A qualitative study of Chinese postgraduate medical students' written reflections.","authors":"Su Wenhang, Zhang Shenting, Chen Shaohua","doi":"10.1080/0142159X.2024.2445056","DOIUrl":"10.1080/0142159X.2024.2445056","url":null,"abstract":"Introduction: Medical professionalism education is of paramount importance to the development of medical careers and medical students. Currently, there is a need for more research in China on the integration of artificial intelligence (AI) and medical professionalism education.Methods: For this study, we collected 44 written reflections from first-year postgraduate students of clinical medicine in China during the spring semester of 2024 on the prospect of applying AI in conjunction with medical professionalism education. The data were transcribed, coded, and analyzed thematically. A framework for interpretation was provided in the form of a literature review.Results: The findings indicate that Chinese medical students hold divergent views on the potential integration of AI with medical professionalism education. These perspectives encompass both the current paths of development and predictions of future trends. Thematic analysis was conducted using NVivo14, resulting in the identification of four themes: Technology application and medical ethicsDoctor-patient relationship and communicationEducation and career developmentSocial responsibility and public interest.Conclusion: The study's findings underscore the potential benefits of AI in medical professionalism education, as perceived by Chinese medical students. These benefits could significantly enhance the quality and effectiveness of medical education. However, the students also highlighted potential risks and the need for careful oversight and management, indicating the practical implications of these findings for the future of medical education.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1535-1543"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142951364","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

Enhancing reflective practice with ChatGPT: A new approach to assignment design. 用ChatGPT加强反思练习：作业设计的新方法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-02-06 DOI: 10.1080/0142159X.2025.2461534

Anita Samuel, Michael Soh, Eulho Jung

{"title":"Enhancing reflective practice with ChatGPT: A new approach to assignment design.","authors":"Anita Samuel, Michael Soh, Eulho Jung","doi":"10.1080/0142159X.2025.2461534","DOIUrl":"10.1080/0142159X.2025.2461534","url":null,"abstract":"What was the educational challenge? Reflective practice (RP) fosters professional growth but is often hindered by unclear purpose and minimal guidance. Designing comprehensive RP assignments is challenging because it takes time and not all faculty possess the skills to generate effective assignments. This innovation addressed two challenges: (1) creating clear, scaffolded reflective assignments using the transparent assessment framework (TAF) and (2) reducing faculty workload in assignment design. What was the solution? ChatGPT 4o was used to design RP assignments in health professions education (HPE). The TAF guided the design of the assessment. How was the solution implemented? A four-step process was followed to facilitate the design of the assignment. ChatGPT 4o was prompted to design the assignment and refined for the course. What lessons were learned that are relevant to a wider global audience? A pilot study in three graduate-level HPE courses showed ChatGPT-assisted assignments improved clarity, structure, and student performance while decreasing faculty preparation time. What are the next steps? We plan to expand this research to obtain student feedback on the effectiveness of the redesigned assignment and to explore the effectiveness of AI-generated reflective assignments with medical students who may require more structured guidance and contextualized prompts.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1438-1440"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256244","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

Dialogues with artificial intelligence: Exploring medical students' perspectives on ChatGPT. 与人工智能对话：探索医学生对 ChatGPT 的看法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2024-12-18 DOI: 10.1080/0142159X.2024.2438766

Mehmet Başaran, Cevahir Duman

引用次数: 0

Latin American framework for faculty development in health education. 拉丁美洲健康教育师资发展框架。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2024-12-13 DOI: 10.1080/0142159X.2024.2438786

Oscar Jerez, Marcela Antúnez, Marioly Müller, Ulrike Kemmerling, Boris Marinkovic

{"title":"Latin American framework for faculty development in health education.","authors":"Oscar Jerez, Marcela Antúnez, Marioly Müller, Ulrike Kemmerling, Boris Marinkovic","doi":"10.1080/0142159X.2024.2438786","DOIUrl":"10.1080/0142159X.2024.2438786","url":null,"abstract":"Purpose: This study aims to develop and establish a comprehensive framework for faculty development in health sciences in Latin America. This initiative enhances teaching methodologies and elevates the quality of learning experiences.Materials and methods: The methodology included a qualitative approach using an initial questionnaire, interviews, and group discussions. 1836 professionals from 16 Latin American countries participated, providing a broad and diverse perspective.Results: Five key dimensions were defined: learning facilitation, evaluation and feedback, innovation and research, managing educational processes, and empathetic and socioemotional pedagogical relationships. The framework identifies seven progressive levels of teacher development, emphasizing 'catalytic performances' as critical drivers for continuous improvement and reciprocal influence within the educational system.Conclusions: The Latin American framework offers a detailed structure adapted to the region's particularities, highlighting the importance of advanced pedagogical competencies and teacher-student relationships. Its holistic and progressive approach is relevant and applicable in the Latin American context, providing a guide for professional development in health sciences.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1483-1491"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142818686","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 role of clinical supervision in enhancing procedural training: A necessary complement to clinical teaching associates. 临床督导在加强程序性训练中的作用：对临床教学助理的必要补充。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2025-02-28 DOI: 10.1080/0142159X.2025.2472788

Manuel Millán-Hernández

引用次数: 0

Simulation-based education's impact on medical students' tolerance of uncertainty: A grounded theory study. 基于模拟的教育对医学生不确定性容忍度的影响：一个有根据的理论研究。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2024-12-11 DOI: 10.1080/0142159X.2024.2438787

Rebekah Cole, Carly Bowling, Xiao Ren, Leslie Vojta

引用次数: 0

Pass/fail grading in preclinical courses and differential attainment between racially/ethnically minoritized groups and non-minoritized groups. 临床前课程的及格/不及格评分以及种族/民族少数群体和非少数群体之间的差异成就。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-09-01 Epub Date: 2024-12-10 DOI: 10.1080/0142159X.2024.2436452

David J Cipriano, José Franco, Robert Treat

{"title":"Pass/fail grading in preclinical courses and differential attainment between racially/ethnically minoritized groups and non-minoritized groups.","authors":"David J Cipriano, José Franco, Robert Treat","doi":"10.1080/0142159X.2024.2436452","DOIUrl":"10.1080/0142159X.2024.2436452","url":null,"abstract":"Many medical schools are transitioning to pass/fail grading from tiered grading systems which have been associated with increased competition, grade inflation, decreased wellness, and grading disparities along racial/ethnic lines. This retrospective cohort study followed two cohorts of students from one medical school for four years. One cohort was the last class to enter the school under a 5-point grading system for preclinical courses and the other was the first cohort to enter school under a pass/fail grading system for preclinical courses. Data was collected on various performance measures for the 501 students who comprised these two cohorts. Given the enduring problem of differential attainment between underrepresented in medicine (URiM) students to non-URiM students, we explored whether a change in grading systems impacted all students similarly. Overall students did as well or better in classroom performance, clerkship subject exams, and licensing exams following the change and the effect was essentially equal for URiM and non-URiM students alike. The most important finding was a decrease in differential attainment between URiM and non-URiM students after the change to pass/fail grading for the great majority of the performance measures studied.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1464-1469"},"PeriodicalIF":3.3,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801412","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