Medical Teacher最新文献_第9页

What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example. 期刊编辑团队如何努力实现卫生专业教育出版的公平性？以身作则。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-09 DOI: 10.1080/0142159X.2024.2425026

Anna T Cianciolo, Abigail Konopasky, Neera R Jain, Tasha R Wyatt, Halah Ibrahim, Candace J Chow, Anabelle Andon, Dario Torre, Thirusha Naidu

{"title":"What can a journal editorial team do to strive for equity in health professions education publishing? Leading by example.","authors":"Anna T Cianciolo, Abigail Konopasky, Neera R Jain, Tasha R Wyatt, Halah Ibrahim, Candace J Chow, Anabelle Andon, Dario Torre, Thirusha Naidu","doi":"10.1080/0142159X.2024.2425026","DOIUrl":"https://doi.org/10.1080/0142159X.2024.2425026","url":null,"abstract":"What was the educational challenge?: Representation gaps in medical education publishing are widely recognized and may be attributed to epistemic injustice, defined as 'wrong done to someone in their capacity as a knower.' Although peer review is meant to ensure 'rigor,' some quality assurance practices can inadvertently silence entire populations and impede understanding of a field's foundational concepts.What was the proposed solution?: To honor our journal's commitment to equitable knowledge production, a diversity, equity, and inclusion working group at Teaching and Learning in Medicine (TLM) reimagined rigor to include striving for a 'more equitable, diverse, and inclusive research system.'How was the proposed solution implemented?: We implemented structural peer review reform at TLM by adapting Hogan et al.'s Dimensionality and R4P framework for health equity, prioritizing change in our communication with contributors.What lessons learned are relevant to a wider audience?: Since implementation, our journal has received feedback expressing appreciation for humanity and personal connection in our peer review, and we have observed increased publications from geographically marginalized authors. We believe our outcomes result from respecting marginalized authors' authority to pursue their own interests, concerns, and successes with respect to knowledge production.What are the next steps?: We believe our approach can be adopted by other peer-reviewed journals. We invite application and critique of our framework to advance community development in creating relevant, accessible, and equitable knowledge production for all people.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624021","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 critical review of perspective-taking measurement instruments. 对透视测量工具的批判性回顾。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-08 DOI: 10.1080/0142159X.2024.2425036

Supianto

引用次数: 0

Reviewing the authenticity of the OSCE: Challenges and opportunities. 审查欧安组织的真实性：挑战与机遇。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-06 DOI: 10.1080/0142159X.2024.2425041

Supianto

引用次数: 0

Commentary to concerns regarding the assessment of clinical reasoning in medical students. 对医学生临床推理能力评估关注问题的评论。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-06 DOI: 10.1080/0142159X.2024.2425027

Carlos Fernando Collares, Eduardo Pleguezuelos, Eduardo Hornos

引用次数: 0

Promoting students' autonomous motivation for innovative teaching project in the "Real World". 促进学生在 "真实世界 "中自主开展创新教学项目。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-05 DOI: 10.1080/0142159X.2024.2424313

Tao Zhang, Xiaojie Wan, Yingfan Zhu, Jianhong Zhou, Xiaodong Cheng

引用次数: 0

Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics. 点燃火种，看透硝烟：让医学生将自己视为未来的临床学者。

IF 4.3 2区教育学

Medical Teacher Pub Date : 2024-11-05 DOI: 10.1080/0142159X.2024.2422542

Bethany Bracewell, Alison Ledger, Anne-Marie Reid

{"title":"Igniting the fire and seeing through the smoke: Enabling medical students to see themselves as future clinical academics.","authors":"Bethany Bracewell, Alison Ledger, Anne-Marie Reid","doi":"10.1080/0142159X.2024.2422542","DOIUrl":"10.1080/0142159X.2024.2422542","url":null,"abstract":"Purpose: Lack of recruitment to clinical academic careers is of concern, and may be linked to lack of awareness and promotion of this pathway in undergraduate medical education. Our study explored undergraduate experiences which support academic career progression and potential barriers to pursuing Specialised Foundation roles in the United Kingdom.Methods: We adopted a constructivist lens and conducted interviews with specialised foundation programme (SFP) doctors and final year students who had applied for SFP positions. We analysed interview transcripts using reflexive thematic analysis.Results: We recognised four key stages which stimulated and supported students in pursuing a clinical academic career: (1) Lighting the inner spark; (2) Igniting the fire; (3) Feeding the fire; and (4) Seeing through the smoke. Although students showed a strong inner drive, meaningful undergraduate experiences and positive interactions with academics were crucial for sparking academic interests. Participants were more often inspired by their extra-curricular activities than core undergraduate education.Conclusions: Early positive experiences are needed for students to overcome stereotypes and consider clinical academic careers. Medical schools should raise awareness of clinical academic careers early on, ensure all students have opportunities to participate in relevant activities with academic teams, and develop medical educators and researchers who can engage and inspire others.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":4.3,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142580995","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

Longitudinal studies in administrative science and public health issues: A research approach and public health practices. 行政科学和公共卫生问题的纵向研究：研究方法和公共卫生实践。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-04 DOI: 10.1080/0142159X.2024.2422541

Abdillah Abdillah, Ida Widianingsih, Rd Ahmad Buchari, Heru Nurasa

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 : 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

A three-step approach to enhancing the educational value of workplace-based assessments. 提高工作场所评估教育价值的三步法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-03 DOI: 10.1080/0142159X.2024.2424314

Ryan Lam

引用次数: 0

Clarifying the definition of faculty development. 明确教师发展的定义。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2024-11-02 DOI: 10.1080/0142159X.2024.2421276

Rachel Moquin, Anthony Gaynier, Stacey Pylman, Deborah Simpson, Larry Hurtubise, Heather Billings, Judy S Blebea, David Way

引用次数: 0