Advances in Health Sciences Education最新文献

{"title":"Dental students' intention to treat people living with HIV/AIDS (PLWHA): an application of the Extended Theory of Planned Behavior (E-TPB).","authors":"Aviv Goldstein, Alona Emodi-Perlman","doi":"10.1007/s10459-026-10586-0","DOIUrl":"https://doi.org/10.1007/s10459-026-10586-0","url":null,"abstract":"<p><p>Limited evidence exists regarding dental students' intentions to treat People Living with HIV/AIDS (PLWHA). This study aimed to examine the factors associated with intentions to treat PLWHA among students at the Tel Aviv University School of Dental Medicine using an Extended Theory of Planned Behavior (E-TPB) framework. A cross-sectional survey was conducted between September 2024 and January 2025 among a convenience sample of 302 dental students. The questionnaire assessed TPB variables (attitudes, subjective norms, and perceived behavioral control) as well as extended constructs, including self-efficacy, moral norms, altruism, HIV-related knowledge, risk perceptions, and protective perceptions. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). Participants reported moderate intentions to treat PLWHA. The final SEM demonstrated good fit to the data and explained 51% of the variance in intention-to-treat PLWHA. Moral norms emerged as the strongest predictor of intention, followed by self-efficacy, emotional attitudes, and instrumental attitudes. Subjective norms, risk perceptions, and protective perceptions did not demonstrate significant unique associations with intention in the final model. These findings suggest that ethical responsibility, confidence in one's ability to provide care, and positive evaluations of treating PLWHA play a central role in shaping dental students' intentions to provide care. Educational interventions targeting these factors may help promote equitable oral healthcare for PLWHA.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149229333","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":"Authors' reply to the commentary by Chen (2026).","authors":"Qing He, Jiahao Liang, Fraide Ganotice","doi":"10.1007/s10459-026-10587-z","DOIUrl":"https://doi.org/10.1007/s10459-026-10587-z","url":null,"abstract":"<p><p>We respond to Chen's commentary on our recent article, \"Personality and emotional intelligence among health professions students: the roles of perceived group cohesion, perceived team emotional intelligence, and attitudes toward interprofessional education.\" We address methodological and interpretive questions concerning covariate coding, variable centering, the Group Cohesion (GC) × Attitudes Toward Interprofessional Education (ATIPE) interaction, and the perceived team emotional intelligence (TEI)-only indirect pathway. Sensitivity analyses supported the main findings of the original article, including the serial mediation effects, the negative GC × ATIPE interaction, and the moderated mediation effects. We further clarify that the interaction reflects attenuation rather than amplification, and that the TEI-only pathway attenuated after attitudes toward interprofessional education were included as a predictor. Overall, this reply reinforces the robustness of the original findings while refining their interpretation.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149229302","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":"Concept before capability - a validity-led approach to AI in OSCEs.","authors":"Jack Amiry, James Galloway, Helen Oram","doi":"10.1007/s10459-026-10585-1","DOIUrl":"https://doi.org/10.1007/s10459-026-10585-1","url":null,"abstract":"<p><p>Objective Structured Clinical Examinations (OSCEs) remain central to the assessment of clinical competence, yet the integration of artificial intelligence (AI) into assessment design, delivery, and scoring raises a fundamental question: what evidence of competence are OSCEs intended to generate? This paper argues that AI should be evaluated through the lens of OSCE validity, with particular attention to how it may strengthen or weaken the interpretive chain linking observed performance to assessment decisions. Drawing on Messick's unitary conception of validity and Kane's argument-based framework, we examine how AI may introduce distinct threats across the scoring, generalisation, extrapolation, and implication inferences that underpin OSCE interpretation. We argue that generative AI (genAI) creates a particular risk of construct drift, whereby plausible assessment materials or scoring processes gradually reward observable proxies rather than the underlying clinical capabilities they are intended to assess. To translate this validity perspective into practice, we propose a framework that maps AI applications across the OSCE workflow according to their proximity to candidate consequences and the evidential burden required to justify their use. Lower-risk applications, such as design support and post-hoc analytics, may strengthen assessment when accompanied by construct-focused review and human oversight, whereas higher-risk uses, including AI-mediated candidate encounters and automated summative scoring, require substantially stronger validity evidence. We conclude that AI should be adopted according to the principle of concept before capability: assessment communities must first establish what clinical competence means and what evidence should count before deciding where AI has a legitimate role in high-stakes assessment.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149208157","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":"Correction to: Beyond compliance: evaluating AfriMEDS competencies in South African medical education.","authors":"Nathaniel Mofolo, Priscilla Mpho Jama, Gina Wisker","doi":"10.1007/s10459-026-10581-5","DOIUrl":"https://doi.org/10.1007/s10459-026-10581-5","url":null,"abstract":"","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128680","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":"Seeing the patient: professional vision in clinical ward rounds (and beyond).","authors":"M Gartmeier, N McIntyre, J Fritsche, G Kahraman, C Kosel, A-K Schindler, R Schmidmaier, K Vogt, P O Berberat, T Seidel","doi":"10.1007/s10459-026-10584-2","DOIUrl":"https://doi.org/10.1007/s10459-026-10584-2","url":null,"abstract":"<p><p>Clinical ward rounds are complex, high‑stakes encounters in which physicians must integrate clinical reasoning, team coordination, and patient‑centred communication. While ward rounds are routinely described as occasions on which physicians \"see\" their patients, ironically, the visual dimension of ward round communication has rarely been examined conceptually. In this paper, we argue that communication during ward rounds and other complex clinical encounters crucially relies on physicians' professional vision: learned, task-specific ways of noticing, interpreting, and using visual information in socially and institutionally structured contexts. Drawing on research from medical education, cognitive psychology, and interaction research, we conceptualize professional vision enacted during ward rounds as encompassing two interrelated aspects: a cognitive aspect (noticing and knowledge‑based reasoning) and an embodied and interactional aspect (the coordination of gaze, body, and talk). We show how these aspects unfold across different phases of ward rounds and enable physicians to align information retrieval, decision‑making, teamwork, and patient engagement. By explicating professional vision as a central yet previously under-theorized resource in clinical practice, exemplified here through ward-round communication, this paper offers a conceptual foundation for future empirical research and suggests new directions for simulation‑based and professional vision‑focused instructional approaches in medical education.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149065816","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":"Conceptualising impostor phenomenon in health professional students using concept mapping and case-based tools.","authors":"Isha Hariname, Kelley Graydon, Peter Carew, Margaret S Osborne, Grace Nixon, Dani Tomlin","doi":"10.1007/s10459-026-10583-3","DOIUrl":"https://doi.org/10.1007/s10459-026-10583-3","url":null,"abstract":"<p><p>Impostor Phenomenon (IP) is characterised by feelings of perceived inadequacy despite evidence of competence. Health professional students frequently experience IP, which can affect their wellbeing, learning and professional development. Previous literature has predominantly viewed IP as an individual-level construct with largely negative impacts and has made limited use of theory to explain IP. Using self-discrepancy theory as a lens, this study views IP as a contextually situated experience of emotional discomfort, rather than a fixed individual trait. This study aims to develop a theoretically grounded conceptualisation of IP by exploring health professional students' views of IP, its perceived impacts, and coping strategies. Concept mapping and case-based methodology was employed. Twenty-five students from six different health disciplines produced statements about the meaning of IP, associated feelings, perceived academic and personal impacts, and strategies to manage or embrace IP. Eighteen participants then grouped and rated these statements, producing concept maps that represented meaningful themes. Participants viewed IP as a self-imposed barrier to feeling confident, characterised by perceived professional inadequacy and difficulty internalising success. Negative impacts included stress, self-doubt, maladaptive coping, impaired academic performance, while increased study, active learning and increased self-awareness emerged as positive consequences. Coping strategies included cognitive reframing, self-care, goal-oriented study and seeking social support. IP emerged as a multifaceted experience among health professional students, revealing positive dimensions that have been largely unexplored in the literature. Health professional educators can use this understanding to support students in recognising, managing and leveraging IP for growth.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992467","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":"Latent interculturality in health professions education: hidden cultural tensions within apparently homogeneous contexts.","authors":"Yuta Sakamoto","doi":"10.1007/s10459-026-10579-z","DOIUrl":"https://doi.org/10.1007/s10459-026-10579-z","url":null,"abstract":"<p><p>This scholarly perspective examines intercultural tension that can emerge even in health professions education (HPE) settings assumed to be culturally homogeneous. Although discussions of intercultural education have often focused on visible differences such as ethnicity, nationality, and religion, HPE may also involve friction rooted in divergent assumptions about authority, communication, professionalism, hierarchy, and appropriate participation. This article introduces latent interculturality to address this problem. Latent interculturality refers to culturally patterned differences in values, norms, and role expectations within communities regarded as homogeneous, where the cultural basis of these differences is not ordinarily recognized. When differing expectations come into tension, the resulting friction may instead be attributed to individual attitude, motivation, maturity, or professionalism. Within HPE, expectations transmitted through professional socialization and the hidden curriculum may become established as professional common sense. High-context communication can amplify this process by leaving expectations implicit, whereas professional closure can stabilize particular expectations and give them evaluative force through supervision, assessment, and gatekeeping. Neither condition is necessary for latent interculturality to occur; rather, they help explain why culturally patterned mismatches may remain unrecognized and become institutionally consequential. The analysis identifies three educational responses: recognizing latent interculturality, calibrating professional expectations without over-accommodation, and fostering intercultural understanding through dialogue. These responses require attention at the individual, relational, and institutional levels. Latent interculturality thus provides a relational and group-level lens for understanding educational friction that might otherwise be reduced to individual deficiencies and for reconsidering the professional expectations through which learners' conduct is interpreted.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148964087","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":"Professional identity formation and the limits of intelligibility in medical education: a queer reframing.","authors":"Jaime Alonso Caravaca-Morera, Marco A de Carvalho Filho, Francisco Olmos-Vega","doi":"10.1007/s10459-026-10580-6","DOIUrl":"https://doi.org/10.1007/s10459-026-10580-6","url":null,"abstract":"<p><p>Professional identity formation (PIF) has become a central tenet of medical education, yet its dominant assumptions leave a constitutive question underexamined: under what conditions can diverse configurations of knowledge, body, affect, and authority be recognized as legitimately medical in the first place? Building on a growing critical PIF literature that has mapped the normative pressures shaping who can become a physician-whiteness, patriarchy, cis-heteronormativity, Euro-centrism-and documented the agency and resistance of minoritized learners, we argue for a complementary move: theorizing the regime of recognizability itself. Drawing on Queer theory, we reframe PIF as a regime of professional intelligibility sustained by performative reiteration: less a matter of how identity is formed than of how recognizability is constructed. Intelligibility names the normative field that pre-determines which medical identities can be seen and validated; performativity names the everyday enactments-clinical evaluations, communication styles, embodied comportment-through which that field is reproduced and, occasionally, resignified. We illustrate this analytic by using a recent study of lesbian, gay, bisexual, transgender, intersex, queer, and asexual (LGBTIQA+) medical trainees alongside the participants' own account of crafting a \"Care Weaver\" physician identity, showing how scenes of clinical foreclosure, calibrated self-presentation, and uneven concealment make the regime, and its porosity, empirically visible. We argue that representational inclusion, while necessary, leaves the criteria of recognition intact: a trainee may be wholly visible yet remain unintelligible as a physician. We close by outlining a research agenda that asks how the regime of intelligibility is inscribed in daily artefacts, how iterated performances resignify professional norms, and which conditions let alternative configurations take hold-so that the field might help sustain more plural ways of being recognized as a physician.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921305","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":"Collaborative clinical reasoning in the ICU: how teams construct shared understanding in real time.","authors":"Ching-Yi Lee, Hung-Yi Lai, Ching-Hsin Lee, Mi-Mi Chen, Sze-Yuen Yau","doi":"10.1007/s10459-026-10575-3","DOIUrl":"https://doi.org/10.1007/s10459-026-10575-3","url":null,"abstract":"<p><p>Clinical reasoning research has predominantly conceptualised reasoning as individual cognition, yet contemporary clinical practice distributes reasoning across teams, tools, and time. This study examines collaborative clinical reasoning (CCR) as a social practice constituted through observable interactional mechanisms. Examining ICU teams as an epistemic extreme case-where high stakes and time pressure amplify reasoning practices present but less visible elsewhere-we ask: through what mechanisms do clinicians construct shared clinical understanding? Video-based microinteractional analysis of 27 h of naturally occurring ICU interaction across 18 encounters, of which 12 episodes were analysed in depth, identified three interactional mechanisms through which CCR is accomplished. Progressive clarification is a mechanism of shared problem construction through layered, profession-specific contributions. Conditional alignment is a mechanism of epistemic negotiation enabling hypothesis exploration while preserving team cohesion. Situated coordination is a mechanism of material-interactional coupling whereby spatial positioning and artifacts structure participation. These mechanisms represent candidate practices that may be noticed, supported, and potentially coached; their learnability was not directly tested in this observational study. By shifting the unit of analysis from individual cognition to interactional accomplishment, this study provides an empirically grounded foundation for understanding how collaborative reasoning may be supported and sustained through participation in clinical work.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898275","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":"Institutional phronesis: theorizing how US primary care clinicians navigate competing incommensurate logics of efficiency, care, and market in clinical practice.","authors":"Chloe L Warpinski","doi":"10.1007/s10459-026-10576-2","DOIUrl":"https://doi.org/10.1007/s10459-026-10576-2","url":null,"abstract":"<p><p>In the highly privatized United States primary care environment, physicians must attend to incommensurate logics of quality care. That is, they must attempt to holistically care for patients within a system that has been described as highly commodified and bureaucratically violent. I introduce the concept of institutional phronesis as a key component of the professional skills required to navigate this complex organizational environment. The article uses ethnographic insights garnered through 18 months at a rural medical center to demonstrate how primary care physicians experience disparate logics and seek to provide high-quality care through institutional phronesis in this setting. I close with recommendations for how institutional phronesis might be incorporated in physician professional development and continuing education.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898298","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}