Advances in Health Sciences Education最新文献

The line we draw: shifting epistemic regimes of standard setting in health professions education. 我们画的线：在卫生专业教育标准制定的认识制度的转变。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-06 DOI: 10.1007/s10459-026-10542-y

Jacob Pearce, Neville G Chiavaroli

{"title":"The line we draw: shifting epistemic regimes of standard setting in health professions education.","authors":"Jacob Pearce, Neville G Chiavaroli","doi":"10.1007/s10459-026-10542-y","DOIUrl":"https://doi.org/10.1007/s10459-026-10542-y","url":null,"abstract":"This paper examines standard setting in health professions education through the lens of historical epistemology. Rather than treating standard setting as a neutral technical procedure, we analyse how it became thinkable as a distinct assessment practice and how its forms have shifted across different historical contexts, driven by evolving concerns and epistemic assumptions. We develop a five-part analysis of historically situated epistemic regimes of standard setting, spanning forms of threshold judgement in which standards were operative but not yet explicit, through prescriptive, predictive, and performative approaches, to the contemporary landscape of programmatic assessment and entrustment. Across these regimes, standard setting practices are informed by changes in styles of reasoning, characteristic questions, forms of authority, and modes of justification that shape what counts as minimum competence, how it is determined, and who is authorised to judge. Our central argument is that standard setting is historically contingent and epistemically constructed, while remaining indispensable to assessment practice. Recognising this does not weaken standard setting; rather, it clarifies the assumptions about evidence, expertise, authority, and acceptable risks embedded in different methods, situates those methods within shared professional commitments and historically shifting interpretations of competence, and makes their justificatory bases more explicit. We argue that standard setting practices are best understood and defended through contextually grounded validity arguments, informed by epistemological reflection and attentiveness to historicity.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845835","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 development of degree-oriented and vocational education in clinical pharmacy in China. 中国临床药学学位教育和职业教育的发展。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-05 DOI: 10.1007/s10459-026-10543-x

Li-Ying Guo, Lei-Ming Zhou

{"title":"The development of degree-oriented and vocational education in clinical pharmacy in China.","authors":"Li-Ying Guo, Lei-Ming Zhou","doi":"10.1007/s10459-026-10543-x","DOIUrl":"https://doi.org/10.1007/s10459-026-10543-x","url":null,"abstract":"Clinical pharmacy education originated in the United States during the 1950s and was introduced to China in the 1960s. In China, clinical pharmacy education encompasses degree-oriented and vocational education. The purpose of this study is to offer insights and references that may guide the future development of China's clinical pharmacy education. To acquire targeted and authoritative information, the study conducted a systematic literature and data retrieval process. This study searched academic databases, reviewed monographs on the history of pharmaceutical education, examined university archives, analyzed media reports, and browsed the official websites of educational institutions and healthcare facilities. Then this study classified, counted and analyzed the collected information according to the literature analysis method. Following a chronological framework, the study integrated the key policies and regulations, influential figures, and significant historical events that had shaped the development of degree-oriented and vocational education in China's clinical pharmacy. Findings reveal that China's degree-oriented education has evolved from a marginalized field to a multi-tiered and diversified training system. Likewise, vocational education has progressed from a fragmented and disorganized state into a more structured and standardized system. Nevertheless, significant challenges persist. Currently, universities and healthcare institutions often operate independently in the training of clinical pharmacists, lacking a unified and standardized educational model comparable to the Pharm. D. system in the US or the medical education system in China. There remains the absence of cohesive assessment standards and coordinated mechanisms across the country.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845752","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

What marks the "ideal" black doctor? a critical discourse analysis of flexnerian segregation within contemporary diversity discourses. “理想”黑人医生的标志是什么？当代多样性话语中弗莱克斯式隔离的批判性话语分析。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-24 DOI: 10.1007/s10459-026-10541-z

Carmen Black, Abigail Konopasky, Shavonne Temple, Javeed Sukhera, Jennifer Okolo, Ashlynn Gray, Melissa C Funaro, Christopher Fields

引用次数: 0

Translating programmatic assessment for learning (PAL) across clerkship models: implementing PAL in block and longitudinal structures. 跨职员模型翻译程序化学习评估：在块状和纵向结构中实现程序化学习评估。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-20 DOI: 10.1007/s10459-026-10539-7

Dario Torre, Lambert W Schuwirth

引用次数: 0

What is the problem of 'clinical reasoning' represented to be in medical education policy? 医学教育政策中“临床推理”的问题是什么？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-17 DOI: 10.1007/s10459-026-10540-0

Bjorn Watsjold, Faizal Haji, Rabia Khan

{"title":"What is the problem of 'clinical reasoning' represented to be in medical education policy?","authors":"Bjorn Watsjold, Faizal Haji, Rabia Khan","doi":"10.1007/s10459-026-10540-0","DOIUrl":"https://doi.org/10.1007/s10459-026-10540-0","url":null,"abstract":"Objectives: Recent policy proposals call for formal integration of clinical reasoning into medical education competency frameworks. We describe how these proposals represent and problematize clinical reasoning, and what they allow health professionals subject to them to say, do, and be in their teaching, assessment and practice of clinical reasoning.Methods: Using Carol Bacchi's \"What is the problem represented to be?\" approach, we conducted a discourse analysis comparing two policy proposals calling for integration of clinical reasoning into competency frameworks in Canada and the United States.Results: In the policy proposals, the problem of clinical reasoning is represented as: (1) an educational problem, characterized by poor teaching and assessment, and (2) as a problem of medical error, with poor clinical reasoning described as a source of errors. By calling to policy changes in individual competency frameworks, these policy proposals could codify clinical reasoning as an issue of individual competency, focusing research, teaching, and assessment at this level, rather than as a situated, relational, or collective competence. This problem representation constrains pluralistic forms of understanding clinical reasoning that view it as arising from interactions between patients, healthcare teams, and care contexts.Conclusions/implications: Representing clinical reasoning as an individual problem that requires educational intervention centers physicians as decision-makers and responsible for the outcomes of clinical reasoning. This silences the voices of patients and other health professions while elevating the role of education to resolve the problem of clinical reasoning and absolving health systems of their responsibility in mitigating error.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718809","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

Variation in clinical educators' understanding of being an expert clinical educator: a phenomenographic study. 临床教育工作者对专业临床教育工作者理解的差异：一项现象研究。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-10 DOI: 10.1007/s10459-026-10535-x

Gretel Evans, Jacqueline Raymond, Kate Thomson, Merrolee Penman

引用次数: 0

Facilitators and barriers along the pathways from secondary school to medical programmes- results from a national longitudinal study in Aotearoa New Zealand. 从中学到医学课程的道路上的促进因素和障碍——来自新西兰奥特罗阿国家纵向研究的结果。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-08 DOI: 10.1007/s10459-026-10534-y

Sarah Randal, Tim J Wilkinson, Phillippa Poole, John Randal, Boaz Shulruf

引用次数: 0

Concept analysis: a methodological means to clarify key concepts in health professions education. 概念分析：阐明卫生专业教育中关键概念的一种方法学手段。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-07 DOI: 10.1007/s10459-026-10538-8

Ethan Bazos, Claude Julie Bourque, Melanie Marceau, Meredith Young

引用次数: 0

The history of Nagasaki, the Japanese birthplace of Western medicine and its education. 日本西医发源地长崎的历史及其教育。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-04 DOI: 10.1007/s10459-026-10531-1

Hisayuki Hamada, Mariko Morishita, Lucy Vorobej, Cynthia Whitehead

引用次数: 0

Neoliberal pedagogies in medical education: how audit cultures shape professional formation. 医学教育中的新自由主义教学法：审计文化如何塑造专业形成。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-02 DOI: 10.1007/s10459-026-10537-9

Aaron Lawson McLean

引用次数: 0