Advances in Health Sciences Education最新文献

{"title":"Metacognitive regulation: emergence, focus, and function in interprofessional collaborative learning.","authors":"Erika Österholm, Tuike Iiskala, Reetta Mustonen, Mari Murtonen","doi":"10.1007/s10459-025-10458-z","DOIUrl":"https://doi.org/10.1007/s10459-025-10458-z","url":null,"abstract":"<p><p>Effective learning depends on metacognitive regulation (MR), especially in interprofessional learning (IPL) contexts, which typically involve collaboration on diverse cases. However, education research and support have devoted insufficient attention to the regulation of group collaborative learning. The present study employed rigorous socio-cognitive content analysis to examine IPL in small mixed groups (N = 7) of undergraduate health professionals (N = 47). A four-week online group discussion period was used to explore the emergence, focus, and function of MR and socially shared metacognitive regulation (SSMR). The results confirm the emergence of MR in every group, ranging from 15 to 25% of sentences produced regarding four themes: task production, case content, interprofessional content, and group collaborative learning. In every group, MR focused more on high-level content processing than on low-level task production. The findings indicate that the primary function of MR is to monitor learning, with little planning or evaluation. While most MR was socially shared, there were clear differences between the groups in this regard. Overall, statistical testing revealed significant differences between the seven groups in terms of the emergence, focus, and function of MR and the extent of SSMR. It can be concluded that consistent high-level collaboration demands explicit educational support to amplify MR emergence, with a greater focus on content integration, planning and evaluation. The study augments the limited existing literature on the role of MR and SSMR in interprofessional collaborative learning; it shows how MR in collaborative learning can enhance instruction in health and social care education contexts.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144735120","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":"Peer observation of teaching: multiple-site case study guided by diffusion of innovations theory.","authors":"Arone Wondwossen Fantaye, Janet Alexanian, Ruth Chen, Cora McCloy, Heather Lochnan, Megan Burnett, Karen Leslie, Teresa Chan, Natalia Danilovich, Paul Hendry, Simon Kitto","doi":"10.1007/s10459-025-10456-1","DOIUrl":"https://doi.org/10.1007/s10459-025-10456-1","url":null,"abstract":"<p><p>There is limited evidence and understanding of the factors that promote the successful Peer Observation of Teaching (POT) implementation and long-term sustainability. The purpose of this multi-site study is to examine how Canadian universities implement a POT innovation and what factors influence its implementation and sustainability. This study employed a cross-comparative case study design of two Canadian universities guided by the Diffusion of Innovations (DOI) Theory. Semi-structured interviews were conducted with administrators and faculty who had experience providing or receiving peer observation. Public records relevant to POT innovation implementation and operationalisation were also collected. A qualitative content analysis, using a combination of directed and open coding, was conducted with both sets of data from the two sites. Factors affecting the implementation of POT: the promotion of POT teaching and the availability of resources and supports were insufficient in ensuring adoption in departments where POT was not compatible with demands, routines, and departmental culture. Specifically, the POT innovation was successfully implemented and sustained in two non-medicine departments where it fit with pre-existing professional culture and routines. In contrast, in departments of medicine, where teaching and peer feedback were undervalued, POT was perceived as burdensome and unimportant. Interviews with clinical teachers from medicine and allied health professions suggest the existence of a \"hidden curriculum\" that may act in contradiction to the principles of a POT innovation. Our findings suggest that while it is important to promote teaching excellence and faculty development, the sustainability and effectiveness of a teaching innovation to this end may require attention to the specific departmental context in which it is employed. Compatibility with routines, time constraints, norms, and culture is important in ensuring an innovation's sustainability.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144610183","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":"Simulated learning interventions to improve communication and practice with deaf and hard of hearing patients: a systematic review and qualitative synthesis.","authors":"Julia Terry, Rachel Wilks, Joanne Davies","doi":"10.1007/s10459-025-10452-5","DOIUrl":"https://doi.org/10.1007/s10459-025-10452-5","url":null,"abstract":"<p><p>Virtual and simulated patients are increasingly used in health professional education as learning about patient needs in a safe space greatly benefits student knowledge and skills and increases their empathy towards patients. Yet to date there has been limited focus on using simulated learning techniques in health professional education to promote learning about D/deaf and hard of hearing patients. We used systematic review methodology to search, identify, appraise and abstract relevant articles across CINAHL, MEDLINE, ASSIA and Proquest Central, Scopus, Web of Science and Cochrane databases yielding a total of 1112 papers. After removing duplicates, inclusion criteria were defined and applied, resulting in 132 articles retrieved for full-text review. Six articles met all inclusion criteria, addressing simulated learning methods for health professional students that provide educational opportunities about Deaf patient experiences. Findings suggest that a myriad of possible simulation modalities can be developed that include opportunities to learn about the D/deaf patient experience and to consider learning about communication and application of knowledge to a specific topic environment. This qualitative synthesis provides insight into potential methods and styles of delivery, whilst noting a very small number of studies in this area. Future research should focus on rigorous and longitudinal studies to understand more about student learning and how interventions impact on their communication and encounters with D/deaf patients.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144602155","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":"Understanding contexts and mechanisms through which video based benchmarking promotes alignment of examiners' scoring in objective structured clinical exams.","authors":"Rebecca Jane Edwards, Peter Yeates, Janet Lefroy, Robert McKinley","doi":"10.1007/s10459-025-10454-3","DOIUrl":"https://doi.org/10.1007/s10459-025-10454-3","url":null,"abstract":"<p><p>Aligning examiners judgements to a shared standard is desirable within Objective Structured Clinical Exams (OSCEs) because it accords with OSCEs' epistemic assumptions and purpose. Video-based benchmarking (VBB) involves examiners scoring station specific videos and comparing their judgements against an agreed score. Despite promising potential to enhance examiner alignment, VBB has been little researched. As the intervention's efficacy is likely influenced by context, we used Realist Evaluation to study how, why and under what circumstances VBB may aid examiner alignment. Within stimulated interviews, examiners viewed videos of year-3 student OSCE performances and received expert-panel derived benchmark information. Different participants experienced adaptations of VBB, including varying benchmark performance standards, and different timings of receiving the benchmark information. Our resulting middle range theory suggests that despite conscientious preparation with written material, examiners' expectations remain uncertain until encountering concrete performance examples. Judging a video serves this role, whilst comparison to a standard allows examiners to locate their judgement. Examiners experience dissonance when their scores are discrepant, and several contextual factors mediate whether they dismiss the suggested standard or adjust their perspectives. Examiners' degree of engagement with video observation and score reflection is critical to VBB's efficacy, and is influenced by examiner factors and other procedural contexts. These procedural contexts underpin tentative recommendations for practice which may enhance the likelihood of VBB's effectiveness. When conscientious examiners engage effectively with well-constructed benchmarks, they perceive themselves as more prepared and aligned in their judgements because comparative reflection produces adjustment to their frame of reference.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561897","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":"The power with us: experiences of resisting oppression among Black women physicians in academic medicine.","authors":"Sherese B Johnson, Abigail Konopasky, Tasha R Wyatt","doi":"10.1007/s10459-025-10455-2","DOIUrl":"https://doi.org/10.1007/s10459-025-10455-2","url":null,"abstract":"<p><p>Black women physicians often face bias, discrimination, and mistreatment within the academic environment because of their racial and gender identities. This shows up as microaggressions, exclusion, and minimal opportunities to advance their careers despite their expertise, contributions, and leadership to support institutions with creating environments that prioritize broad representation, welcoming and respectful spaces, and addressing barriers that prohibit individuals from thriving. Their first-hand experiences with intersecting oppressions told in their own voices as clinicians, educators, and leaders are largely absent from the literature, yet are critical in moving forward. We conducted semi-structured interviews with fifteen women identifying as Black or African American physicians who were faculty members, administrators, or instructors at U.S. academic medical institutions to examine their experiences with racial trauma and how these affect their careers. We used Black feminist constructs as a conceptual framework and Collins' concepts of disciplinary and hegemonic power as a theoretical lens to center intersecting social identities and identify oppression in academic medicine. We also explored how acts of resistance are utilized to counter oppressive experiences. We identified six themes of oppression paired with acts of resistance within the disciplinary and hegemonic domains of power that were particularly salient in participants' stories. While some Black women physicians are choosing to resist oppression by centering themselves, their values, and what they bring to the profession, we must continue elevating their stories to advance institutional change.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561896","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":"Three doors to the house of perspective-taking and self-reflection: Experiences of guided narrator exploration for healthcare education.","authors":"Jussi Valtonen, Elina Renko","doi":"10.1007/s10459-025-10450-7","DOIUrl":"https://doi.org/10.1007/s10459-025-10450-7","url":null,"abstract":"<p><p>Prior research shows that writing interventions can foster perspective-taking, the ability to imagine how other people would experience things. An aspect that is not well understood concerns the experienced effects of such writing for healthcare practitioners. How do clinicians experience the relevance and effects of personal reflective/creative writing from different points of view for their clinical practice? To investigate clinicians' experienced effects of personal writing on perspective-taking and ethical patient-centered practice, we administered weekly writing interventions to healthcare and social work professionals over a 7-week course that followed the narrative medicine model. We guided participants to explore three narrator choices in their personal writing: The autobiographical first person; the autobiographical third person; and the fictional first person (i.e., a patient's/client's POV). Interviews with course participants (n = 14), analyzed using inductive reflexive thematic analysis, generated three themes reflecting experienced effects of personal writing from different points of view: (1) The familiar seen in a new light, the experience that the writing helped participants to see their clinical work and their own role with new acuity; (2) Transformations of emotions and relationships through the reframing and reinterpretation of experienced events, experienced changes in perspective and reoriented interpretations of clinical encounters and relationships; and (3) Questioning the objectivity of one's observations and assumptions, questions related to epistemic humility inspired by the writing. The results illustrate the experienced relevance of personal reflective/creative writing for healthcare practitioners and show that narrator choice is relevant for the experienced effects.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144499015","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":"Better understanding the clinical reasoning skills of 4th-year medical students through think aloud interviews: implications for theory and practice.","authors":"Monica M Cuddy, Christopher Runyon, Ulana A Luciw-Dubas, Stephanie Iaccarino, Su Somay, Jennifer Lord, Rachel Swym, Polina Harik","doi":"10.1007/s10459-025-10426-7","DOIUrl":"https://doi.org/10.1007/s10459-025-10426-7","url":null,"abstract":"<p><p>Clinical reasoning skills develop through increased knowledge acquisition, greater clinical experience, and continued practice over time. Yet, across undergraduate and graduate medical education, it is inconsistently taught. As progressive clinical reasoning curricula emerge, research is needed to help inform the content and activities appropriate for different learner levels. While much is understood about the clinical reasoning skills of novices and experts, less has been theorized about students in between those two extremes. Our study explores the clinical reasoning skills of medical students in their final year of medical school, informed by clinical reasoning models and information processing theories. We conducted think-aloud interviews with 18 4th-year medical students tasked with completing a novel web-based assessment. Students reviewed simulated patient charts, answered clinically relevant questions, and justified their thinking and responses. Using a qualitative data collection and analysis framework, we coded interviews for clinical reasoning elements and emergent themes. Our findings present an initial framework for understanding the clinical reasoning skills of 4th-year medical students. The framework includes four high-level skills that we defined as interpreting, framing, generating, and justifying. These skills reflect elements of nonanalytic and analytic thinking in that students used semantic qualifiers, partially activated illness scripts, and engaged in aspects of hypothetical-deductive reasoning. Our framework can help shape how best to structure clinical reasoning instruction in medical education across the novice-to-expert continuum, as well as aid in the development of clinical reasoning theories that incorporate a range of learner levels.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486863","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":"Efficacy of mind maps and concept maps in enhancing academic performance among undergraduate medical students in the preclinical stage: a systematic review.","authors":"Husam Aljamal, Rama Alawneh, Afnan Derbas, Mohammad Edaibes, Aya Ahmed, Lama Amer, Hiba Alzoubi, Hashem Abu Serhan","doi":"10.1007/s10459-025-10437-4","DOIUrl":"https://doi.org/10.1007/s10459-025-10437-4","url":null,"abstract":"<p><strong>Purpose: </strong>This systematic review aims to evaluate the impact of mind maps and Concept Maps on academic performance among undergraduate medical students in the preclinical stage.</p><p><strong>Methods: </strong>Our protocol was registered on PROSPERO (CRD42024529458). We followed PRISMA guidelines in conducting our systematic review. We searched PubMed, Scopus, Google Scholar, and Cochrane Library from inception to June 2024. We included only randomized controlled trials (RCTs) that involved undergraduate medical students in the preclinical stage, evaluated mind mapping and Concept Maps as the intervention, and compared it to traditional methods or no intervention, with academic performance as the primary outcome. A qualitative synthesis of the results was conducted, and where possible, effect sizes (e.g., Cohen's d) were calculated to quantify the impact of mind maps and concept maps on academic performance. The risk of bias was assessed using the Cochrane Risk of Bias tool. The risk of bias was assessed using the Cochrane Risk of Bias tool.</p><p><strong>Results: </strong>A total of six RCTs were included. Four studies reported significantly higher assessment scores with the use of mind maps or concept maps. Teli et al. (Indian Journal of Clinical Anatomy and Physiology 7(2):243-246, 2020) observed a significant improvement in knowledge retention in the intervention group (mean score: 82.4% vs. 69.8%, p < 0.0001). Concept maps demonstrated moderate-to-large effect sizes, with Ho et al. (Medical Education 48(7):687-697, 2014) reporting Cohen's d = 0.7-0.8 for improved test scores. Two studies found no significant differences in performance (p > 0.05), but students consistently expressed a preference for these methods due to their utility in understanding and summarizing information. Overall, mind maps and concept maps prove to be effective tools for enhancing academic performance, especially in terms of knowledge retention and comprehension.</p><p><strong>Conclusion: </strong>This systematic review shows that mind maps and Concept Maps are effective methods in helping undergraduate preclinical medical students achieve better performance, especially in terms of knowledge retention and comprehension. While not all studies showed significant differences, the overall preference for these methods indicates their potential as valuable learning tools. We recommend integrating these tools into preclinical curricula and providing training sessions to enhance their effectiveness.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477765","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":"The relationship between pathway programs and student pursuit of physical therapy careers.","authors":"Adrienne N Pinckney","doi":"10.1007/s10459-025-10449-0","DOIUrl":"https://doi.org/10.1007/s10459-025-10449-0","url":null,"abstract":"<p><p>Limited diversity among physical therapists throughout the United States warrants exploration of avenues to enhance representation across the profession and, ultimately, improve population health. Pathway programs are arguably a means of supporting and recruiting underrepresented minority (URM) students into the physical therapist profession. The purpose of this investigation was to explore whether meaningful relationships exist between URM status, pathway program participation, and student pursuit of careers as licensed physical therapists. A total of 139 first-year post-Baccalaureate, entry-level Doctor of Physical Therapy (DPT) students participated in the research investigation. Among study participants, 45.3% were URM students and 54.7% were non-URM students. Participants completed an online survey involving self-report of grade point average (GPA), graduate record examination (GRE) percentile rankings, and reflections on pathway program experiences. Student GPA leading into entry-level DPT program application was not influenced by URM status or pathway program participation. The relationships between pathway program participation and the three sections of the GRE were inconsistent, yet promising signs of pathway program benefit to GRE performance among some URM students were evident. All students with pathway program experience demonstrated greater career interest development, self-efficacy beliefs, outcome expectations, and goal representations. Pathway programs appear to be a viable avenue through which a diverse composition of individuals may be ushered into the licensed physical therapist profession.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477766","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":"A theory-informed approach to identify barriers to utilising Point-of-Care Ultrasound (POCUS) in practice: from vicious cycles to sustainable solutions.","authors":"Riikka Hofmann, Lenka Janik Blaskova, Nicola Jones","doi":"10.1007/s10459-025-10447-2","DOIUrl":"https://doi.org/10.1007/s10459-025-10447-2","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) is a vital tool for diagnosis of life-threatening conditions, with broad consensus supporting its integration into medical curricula. Despite evidence of effectiveness of POCUS training, many clinicians do not utilise skills in practice, resulting in missed patient benefits. Research on the barriers to POCUS utilisation remains limited. To address this, we conducted a theory-informed exploratory qualitative case study to investigate the utilisation of Focused Intensive Care Echo (FICE) in a specialist heart and lung hospital. The investigation was framed using situated learning and activity theory. We undertook 28 interviews, three focus groups (N = 27) and two expert discussions. Thematic analysis identified barriers while difference-within-similarity-analysis (Hofmann, 2020) uncovered how these interact to hinder POCUS-utilisation. We demonstrate how barriers preventing trainees from using POCUS interacted with the wider activity system, forming vicious cycles to further hinder use. These vicious cycles related to enthusiasm, opportunity, support, participation, communication and norms that hindered POCUS-use, and manifest as an underlying tension between competing priorities of POCUS training and patient care. We discuss how theoretically re-framing the findings suggests low/medium-resource mechanisms which helped mitigate this tension and overcome the vicious cycles. These facilitative mechanisms could generate scalable and sustainable solutions to support POCUS-training and utilisation.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477764","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}