Advances in Health Sciences Education最新文献_第2页

Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory. 在重要方面尚未做好准备--利用合法化规范理论对初级医生的执业准备情况进行定性研究。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-06-01 Epub Date: 2024-10-07 DOI: 10.1007/s10459-024-10380-w

Stuart Redvers Pattinson, Hans Savelberg, Anique Atherley

{"title":"Not ready in the ways that count- a qualitative exploration of junior doctor's perceived preparedness for practice using Legitimation Code Theory.","authors":"Stuart Redvers Pattinson, Hans Savelberg, Anique Atherley","doi":"10.1007/s10459-024-10380-w","DOIUrl":"10.1007/s10459-024-10380-w","url":null,"abstract":"Despite demonstrating the required competencies to graduate, many newly qualified doctors find the transition to internship difficult. There is a concern over whether their preparation is aligned with the expectations of the role. This study aimed to gain a better understanding of the competencies needed for legitimate practice as junior doctors and explores their perceived preparedness for practice. A qualitative, descriptive study using focus groups was undertaken with first year internship doctors. Thirty-two junior doctors in their first year of internship took part in five focus groups. The data were analysed using a reflective thematic analysis approach with a subsequent analysis using the Legitimation Code Theory (LCT) specialisation dimension coding framework to aid interpretation. Personal attributes including adaptability, organisation and proactivity form the basis of achievement in internship. While graduates felt ready in some ways, it was not in the ways that counted. Participants felt well prepared in terms of their clinical knowledge and skills, but legitimacy came from being able to take responsibility, communicate effectively and apply knowledge confidently and efficiently to all aspects of patient care, something that they did not feel ready to do. Using LCT has revealed a shift in the basis of achievement between medical school, where individual academic performance is rewarded, and internship, where personal and social competencies are legitimised. There is a clash between what graduates feel well prepared for and the expectations and demands of the internship role, resulting in a difficult and stressful transition from student to doctor.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"795-814"},"PeriodicalIF":3.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382299","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

Epistemic work and emotion in interprofessional practice: Lessons for interprofessional education. 跨专业实践中的认知工作与情感：跨专业教育的启示。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-26 DOI: 10.1007/s10459-025-10438-3

Rebecca E Olson, Alberto Bellocchi, Louise Cooney, Diana Jones, Mark B Pinkham, Bena Brown, Elizabeth Brown

{"title":"Epistemic work and emotion in interprofessional practice: Lessons for interprofessional education.","authors":"Rebecca E Olson, Alberto Bellocchi, Louise Cooney, Diana Jones, Mark B Pinkham, Bena Brown, Elizabeth Brown","doi":"10.1007/s10459-025-10438-3","DOIUrl":"https://doi.org/10.1007/s10459-025-10438-3","url":null,"abstract":"Use of theory to conceptualise interprofessional practice and inform interprofessional education is growing. This paper draws on two emerging theories in education and the sociology of emotions - epistemic cognition and emotional climates - to analyse an important interprofessional setting: weekly case conferences in one radiation oncology department. Drawing on detailed transcription of video data, ethnographic fieldnotes, and reflexive interviews with four participant/co-analysts, we analysed the knowledge aims, ideals, and processes for evaluating knowledge claims across 9 case conferences (3 meetings x 3 groups), as well as their associated emotional climates. Findings indicate that recency, and relational or disciplinary expertise are key values against which knowledge claims are judged. Epistemic styles and emotional climates vary; when meeting leaders encourage others to ask questions and promote a relaxed emotional climate, this may invite more diversified epistemic contributions. More broadly, our study brings together epistemic cognition and emotional climate as situated phenomena, providing empirical, conceptual and potential pedagogical advances.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144258","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 surgical habitus: surgeons' perspectives on learner mistreatment in surgery. 手术习惯：外科医生对手术中学习者虐待的看法。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-24 DOI: 10.1007/s10459-025-10446-3

Stephanie Peel, Andrew Glennie, Anne Mahalik, Sarah Burm

{"title":"A surgical habitus: surgeons' perspectives on learner mistreatment in surgery.","authors":"Stephanie Peel, Andrew Glennie, Anne Mahalik, Sarah Burm","doi":"10.1007/s10459-025-10446-3","DOIUrl":"https://doi.org/10.1007/s10459-025-10446-3","url":null,"abstract":"Learner mistreatment remains a pervasive challenge in medical education, particularly within the surgical learning environment. In medical education scholarship, surgical culture is often cited both as an explanation, and at times, a justification for learner mistreatment in surgery. In this critical qualitative study, informed by constructivist grounded theory, we conducted 20 interviews with surgical faculty, representing 10 different surgical disciplines at a Canadian institution. Surgeons were invited to reflect on their encounters with mistreatment throughout their medical careers. While many surgeons recounted instances of mistreatment during their own training, few recalled witnessing learner mistreatment in their current roles as surgical faculty. This paper utilizes Pierre Bourdieu's concept of habitus as an analytical tool to enhance our understanding of surgeons' perspectives and move beyond reductionist explanations that regard mistreatment as an inherent aspect of surgical culture. Through an exploration of how aspects of surgical culture are embodied and reproduced through the cultivation of a surgical habitus, we provide insights into why learner mistreatment persists in surgery.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144345","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

Exploring pathways to develop interprofessional identity: a moderated mediation study. 探索发展跨职业认同的途径：一个有调节的中介研究。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-15 DOI: 10.1007/s10459-025-10441-8

Qing He, John Ian Wilzon T Dizon, George L Tipoe, Xiaoai Shen, Fraide A Ganotice

{"title":"Exploring pathways to develop interprofessional identity: a moderated mediation study.","authors":"Qing He, John Ian Wilzon T Dizon, George L Tipoe, Xiaoai Shen, Fraide A Ganotice","doi":"10.1007/s10459-025-10441-8","DOIUrl":"https://doi.org/10.1007/s10459-025-10441-8","url":null,"abstract":"Interprofessional identity (IPI) is crucial in shaping the perceptions, knowledge, and collaborative skills of health professions learners. Its development is influenced by external factors (educational and practice contexts) and internal factors (motivational beliefs and confidence). Despite its importance, a comprehensive understanding of IPI formation is limited. This study proposed a theoretical model to clarify how professional self-efficacy and motivational beliefs contribute to IPI development, moderated by learning gains and satisfaction within interprofessional education (IPE). A longitudinal study with 473 health professions students was conducted during a 3-week IPE simulation course. Data were collected at the start and end of an IPE simulation course through questionnaires assessing professional self-efficacy, motivational beliefs, IPI, and program learning gains and satisfaction at two time points in 2023. A bootstrapped moderated mediation analysis using PROCESS Macro was employed to examine the mediating role of motivational beliefs between professional self-efficacy and IPI. Additionally, the study explored whether learning gains and satisfaction moderated the link between motivational beliefs and IPI. Professional self-efficacy significantly predicted IPI, with motivational beliefs mediating this relationship. The mediation effect was strengthened by students' perceived learning gains and satisfaction with the IPE program, indicating a significant index of moderated mediation (B = 0.073, BootSE = 0.026, 95% BootCI [0.020, 0.120]). Effective IPE initiatives should enhance professional self-efficacy and motivational beliefs to develop IPI among health professions students. Creating a supportive interprofessional learning environment is essential, fostering engagement and satisfaction to build a resilient IPI, ultimately enhancing collaborative practices and patient care quality.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081973","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

Transferability in three dimensions (3D): applicability, theoretical engagement, and resonance. 可转移性在三个维度（3D）：适用性，理论参与，和共鸣。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-14 DOI: 10.1007/s10459-025-10439-2

Megan E L Brown, Renée E Stalmeijer, Bridget C O'Brien

{"title":"Transferability in three dimensions (3D): applicability, theoretical engagement, and resonance.","authors":"Megan E L Brown, Renée E Stalmeijer, Bridget C O'Brien","doi":"10.1007/s10459-025-10439-2","DOIUrl":"https://doi.org/10.1007/s10459-025-10439-2","url":null,"abstract":"Though transferability is a multidimensional concept, our representations of transferability within Health Professions Education have largely focused on whether innovations or outcomes can be applied in different contexts. However, transferability has been variously described and used as a quality criterion through the history of qualitative research. To capture the complexity of this concept we propose a tri-dimensional conceptualisation of transferability, drawing on foundational qualitative research literature and our own experiences as qualitative researchers. We consider the origins of transferability within qualitative and Health Professions Education research, including its association with the concept of generalisability. We draw attention to shifts in debate, and the need for a clear conceptualisation of transferability as a concept. The three dimensions we propose, as part of our 3D transferability model, are: applicability; theoretical engagement; and resonance. By exploring these three dimensions, we highlight the importance of a critical, multifaceted approach to understanding and operationalising transferability. To promote practical application, we make suggestions regarding the use and discussion of each dimension of transferability. In doing so, we hope this exploration will be useful for scholars seeking to achieve broader impact of their evaluative work and empirical research.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143997563","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

Identifying the experience of geographical narcissism during medical education and training. 识别医学教育和培训期间的地理自恋经历。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-10 DOI: 10.1007/s10459-025-10440-9

Riitta Partanen, Diann Eley, Remo Ostini, Matthew McGrail

{"title":"Identifying the experience of geographical narcissism during medical education and training.","authors":"Riitta Partanen, Diann Eley, Remo Ostini, Matthew McGrail","doi":"10.1007/s10459-025-10440-9","DOIUrl":"https://doi.org/10.1007/s10459-025-10440-9","url":null,"abstract":"Inequality of healthcare provision between metropolitan and rural communities is an enduring international concern. Geographical narcissism (GN) in medicine is a belief that the best healthcare provision only occurs in the big cities. In healthcare education and workforce development, there is a growing sentiment that GN exists, and is likely contributing to access inequalities and rural workforce shortages. This qualitative study aimed to explore if and understand how, where, when and why GN was experienced by medical students and prevocational doctors during their medical education and training. A constructivism research paradigm was applied, and reflexive thematic analysis was utilised for inductive coding of the different experiences and perceptions of GN. Semi-structured interviews with 29 Australian medical students and prevocational doctors were undertaken. Four key themes, with ten subthemes, were identified. First, GN is part of the hidden curriculum of medical education and training. Second, GN occurs across the continuum of medical education and training. Third, GN occurs with medical career advice. Fourth, GN is demonstrated by models of healthcare and health systems. This exploratory study confirmed previous anecdotal evidence that GN exists in healthcare and has outlined how, where, when and why it is experienced during medical education and training. Ignoring the potential damage and consequences of GN perpetuates the established metrocentric models of medical education, training, workplace culture, healthcare service provision and investment. The cycle of inequality will persist for rural populations, including poorer health outcomes and the rural medical workforce shortfall will continue - in part due to GN.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042882","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

Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists. 能力自我反思：心理学家自我评价的元认知过程与障碍。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-05-01 DOI: 10.1007/s10459-025-10434-7

Stephanie E Banner, Adam J Rock, Suzanne M Cosh, Nicola Schutte, Kylie Rice

{"title":"Self-reflection on competence: metacognitive process and barriers of self-assessment in psychologists.","authors":"Stephanie E Banner, Adam J Rock, Suzanne M Cosh, Nicola Schutte, Kylie Rice","doi":"10.1007/s10459-025-10434-7","DOIUrl":"https://doi.org/10.1007/s10459-025-10434-7","url":null,"abstract":"Psychologists, like many health professionals, must effectively self-assess their competencies across the career trajectory in order to practice ethically and within the bounds of their knowledge and skills. Given this, research is needed to explore the cognitive process of self-assessment, and the utility of a structured measure for psychologists. This study aimed to explore: 1) how psychologists self-assess their competencies, 2) what value a structured measure has for self-assessment, and 3) the barriers or limitations to using a structured measure for self-assessment. Twelve registered psychologists were interviewed, and reflexive thematic analysis was applied. Themes were identified in the following two broad areas: 1) metacognitive processes and helpful cognitive strategies that aid self-assessment and the use of a structured self-assessment measure, and 2) barriers to self-assessment including unhelpful metacognitions about both the process of self-assessment itself, and the self. One theme and three sub-themes were identified to explain the metacognitive processes and helpful cognitive strategies described by participants, and three themes were identified pertaining to barriers to self-assessment. The current research extends the existing literature through incorporating the voice of psychologists in understanding the metacognitive processes and barriers of self-assessment, including structured self-assessment. This research has implications for health science practitioners, supervisors, educators and research.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144023992","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 anatomy of ontological ambiguity: exploring moral distress in cadaveric dissection. 本体歧义的解剖：探讨尸体解剖中的道德困境。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-04-30 DOI: 10.1007/s10459-025-10436-5

Erik Larsen, Christopher Mooney, Natercia Rodrigues, Margie Hodges Shaw

{"title":"The anatomy of ontological ambiguity: exploring moral distress in cadaveric dissection.","authors":"Erik Larsen, Christopher Mooney, Natercia Rodrigues, Margie Hodges Shaw","doi":"10.1007/s10459-025-10436-5","DOIUrl":"https://doi.org/10.1007/s10459-025-10436-5","url":null,"abstract":"This study investigates sources of distress experienced by some medical students performing cadaveric dissection in the anatomy lab. Using a novel theoretical framework adapted from the humanities, faculty at the University of Rochester sought to understand the connection between distress, dissection, and the ontological assumptions students hold about cadavers. Between 2019 and 2021, the authors engaged in an iterative inductive thematic analysis to better understand student experiences. We conducted 14 semi-structured individual interviews with medical students about their experiences. We found that students' experiences of distress were closely related to confusion surrounding the cadaver's ontological status. Our study contributes to understanding this connection in three significant ways: (1) our findings bolster the existing literature linking distress to the ontological ambiguity surrounding the cadaver-an ambiguity related to the ontological status of persons in Western societies; (2) we share a conceptual framework, derived from Roberto Esposito's work on persons and things in Western history, to better understand distress in the anatomy laboratory and to facilitate development of healthy coping strategies for morally complicated situations in patient care; and (3) applying our framework, we demonstrate how dissection challenges norms fundamental to our moral understanding, and consider how it may create experiences of moral distress for some students.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044796","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

Harnessing lived experience in health professions simulation-based education: a scoping review. 在卫生专业模拟教育中利用生活经验：范围审查。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-04-24 DOI: 10.1007/s10459-025-10432-9

Renee Molloy, James Bonnamy, Gabrielle Brand, Nicole Pope, Richard Schweizer, Samantha Sevenhuysen

{"title":"Harnessing lived experience in health professions simulation-based education: a scoping review.","authors":"Renee Molloy, James Bonnamy, Gabrielle Brand, Nicole Pope, Richard Schweizer, Samantha Sevenhuysen","doi":"10.1007/s10459-025-10432-9","DOIUrl":"https://doi.org/10.1007/s10459-025-10432-9","url":null,"abstract":"Simulation is an established pedagogical approach in health professions education, typically led by educators and informed by their clinical expertise. Partnerships between educators and people with lived experience ensures simulation authentically represents the needs of people accessing healthcare. To map available literature on how lived experiences are incorporated into health professions simulation-based education a scoping review was conducted. In April 2024 CINAHL Complete, Scopus, ERIC, Medline, PsycINFO, and ProQuest Dissertations and Theses Global Database were searched. Studies were screened against the inclusion criteria, and data was extracted from 45 studies using a purposively developed and piloted extraction tool, and organised according to four research questions. Medicine and nursing most commonly include lived experiences in simulation-based education and cultural and linguistic diversity is the lived experience most often harnessed. Lived experience involvement across the entire six phases of simulation design and delivery was not common, however active and meaningful involvement was represented at each stage. Lived experience involvement enhances simulation-based education and provides an additional opportunity for people with lived experience to be involved in health professions education. There is an urgent need for guidelines describing how educators can harness lived experiences in simulation-based education. Further research, in partnership with people with lived experience, is required to determine how to more authentically represent lived experience in simulation-based education.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025362","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

Lurking in the shadows: time as an actor in the narratives of pregnancy within graduate medical education. 潜伏在阴影中：时间作为一个演员在研究生医学教育中怀孕的叙述。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-04-18 DOI: 10.1007/s10459-025-10431-w

Caitlin M Drumm, Paolo C Martin, Elizabeth V Schulz, Tasha R Wyatt

{"title":"Lurking in the shadows: time as an actor in the narratives of pregnancy within graduate medical education.","authors":"Caitlin M Drumm, Paolo C Martin, Elizabeth V Schulz, Tasha R Wyatt","doi":"10.1007/s10459-025-10431-w","DOIUrl":"https://doi.org/10.1007/s10459-025-10431-w","url":null,"abstract":"Previous studies suggest that time factors heavily into trainees' decision-making around issues of pregnancy within graduate medical education (GME). Trainees are often dissatisfied with parental leave policies and tension exists as they navigate training interruptions. However, our understanding is limited because prior studies have conceptualized only two main actors involved in this negotiation, program directors (PDs) and trainees. This study aimed to understand the role of a third ever present character that has been overlooked - Time. We recruited 13 pairs of residents/fellows who had been pregnant during GME training and their PDs. We conducted semi-structured interviews on trainee and PD experiences, which were then analyzed utilizing narrative analysis to interrogate how individuals assigned meaning to time. Time loomed in the background of all trainees' and PDs' experiences as they negotiated pregnancy. Depending on context, time was positioned either as an ally, assisting trainees with achieving their personal and professional goals, or as a foil, sabotaging their experience. As an ally, time was positioned as a malleable commodity that was flexed to meet the individual trainee's needs. As a foil, time was an immovable barrier exerting rigid constraints. How time was experienced by the trainee was strongly influenced by the attitudes and actions of the PD. This study positions time as a main actor in trainees' narratives of pregnancy. The role time plays largely reflects the value assigned to conformity with traditional timelines and whether a program has revised their perspectives to position time as a side character.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144006818","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