Advances in Health Sciences Education最新文献

{"title":"From findings to scholarly insights: moving beyond description","authors":"Susan van Schalkwyk,&nbsp;Patricia O’Sullivan,&nbsp;Ayelet Kuper","doi":"10.1007/s10459-026-10578-0","DOIUrl":"10.1007/s10459-026-10578-0","url":null,"abstract":"<div><p>A comment often made by reviewers (and editors) is that, despite having an interesting topic, an appropriate methodology, and interesting findings, the ‘discussion’ section of the manuscript they had to review was disappointing. Instead of offering a critical interpretation of the results or findings, the discussion section did not go beyond a summary of the results, such that the reviewer struggled to see what the study added to the existing body of knowledge. In this Q&amp;Q, the discussion section in academic writing is placed under the spotlight. The role and purpose of this important part of an academic paper are explored, and ways in which authors can do justice to their findings considered.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1063 - 1065"},"PeriodicalIF":3.4,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867793","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":"Why are there no theory review boards?","authors":"Rachel H. Ellaway,&nbsp;Kent Hecker,&nbsp;Meredith Young","doi":"10.1007/s10459-026-10577-1","DOIUrl":"10.1007/s10459-026-10577-1","url":null,"abstract":"<div><p>In this editorial the editors consider asymmetries between review for the integrity of human ethics principles and review for theoretical integrity in health professions education scholarship.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1057 - 1061"},"PeriodicalIF":3.4,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148851989","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":"Retrieval enhanced learning: Does it matter what topic is to be learned?","authors":"Ian Scott, Timothy Frewin, Queenie Hui, Nicole N Woods, Kevin W Eva","doi":"10.1007/s10459-026-10573-5","DOIUrl":"10.1007/s10459-026-10573-5","url":null,"abstract":"<p><p>Testing (i.e., the retrieval of information from memory) has been shown to improve retention of learning material in lab-based studies, classrooms, and in an array of medical education contexts. However, the magnitude of its effects are variable without full clarity regarding when or why stronger effects are found. This study explores the under-examined relationship between topic of study and the pedagogical benefits of testing across three research projects. Knowledge retention over a one-week interval was compared for those who undertook a test during learning vs. those who engaged in extended study in 3 separate experiments: (1) Renal and gastrointestinal materials, studied by N = 32 first year medical students; (2) Gastrointestinal materials presented with more or less effort towards integrating content, studied by N = 39 first year medical students; (3) Rheumatological materials that presented pathophysiology and clinical material in either integrated or separated fashion, studied by N = 109 undergraduate biology students. Across 8 distinct examinations of the mnemonic benefits of retrieval (with vs. without integration, with medical students or biology students, using a recall or a diagnostic accuracy outcome measure) test-enhanced learning effects were observed except for when gastrointestinal learning materials were studied. Various exploratory analyses were unable to account for why differences in topic were associated with differences in effect magnitude. While the literature exploring the effects of testing is justified in concluding it to be pedagogically beneficial, puzzles remain regarding the magnitude of effect that can be expected when learners study different topics. At worst it appears testing is innocuous, so its general advantage for learning justifies its continued use even while further research is needed to explore the extent of factors that influence retrieval-enhanced learning before best practices can be fully specified.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148766000","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":"Direction and specification in a moderated mediation analysis of interprofessional education: a commentary on He et al.","authors":"Chujie Chen","doi":"10.1007/s10459-026-10574-4","DOIUrl":"10.1007/s10459-026-10574-4","url":null,"abstract":"<p><p>He et al. (2026) report that agreeableness and openness are indirectly associated with emotional intelligence (EI) through perceived group cohesion (GC) and perceived team emotional intelligence (TEI) among 344 health professions students completing an interprofessional education (IPE) course, and that attitudes toward IPE (ATIPE) moderate the GC→TEI path. This commentary raises three concerns. First, the estimated interaction is significantly negative in both models: the conditional association between GC and TEI, and the serial indirect effect, are strongest at low ATIPE and weakest at high ATIPE, as the Results correctly state. The Discussion nevertheless describes favorable attitudes as enhancing GC's impact on TEI (a directional contradiction), and the practical recommendations speak of maximizing and amplifying these effects in language that at minimum requires clarification. Second, assuming the supplementary appendices report conventional full-model F statistics for the analysis sample of 344, the R² and F values are numerically consistent with grade and discipline each entering the models as a single predictor, and cannot be reconciled with the stated dummy coding of a sample spanning seven disciplines; and the conditional effects are reproducible only under an unreported mean-centering of ATIPE. Third, statistical support for the TEI-only indirect effect is specification-dependent (present in Model 6 but not in Model 91), and the wording offered for the latter cannot explain the contrast between the two models. I outline why each point matters and which clarifications would resolve them.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148724820","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":"Meta-emotion in health professions education: a theoretical integrative review.","authors":"Bruce Lister, Calvin Smith, Diann Eley","doi":"10.1007/s10459-026-10570-8","DOIUrl":"https://doi.org/10.1007/s10459-026-10570-8","url":null,"abstract":"<p><p>Emotions play a central role in clinical decision-making, communication, empathy, and professional identity formation, yet medicine has traditionally privileged rationality and composure over engagement with emotional experience. Although health professions education has increasingly incorporated empathy, communication, and mindfulness-based interventions, these approaches tend to focus on discrete skills and behaviours without a coherent conceptual framework for understanding how clinicians interpret and respond to emotion. Meta-emotion may offer such a framework, but the construct remains inconsistently defined across philosophical, psychological, developmental, and educational literatures. This theoretical integrative review (TIR) examines how meta-emotion has been conceptualised across disciplines and explores its relevance to health professions education. Searches across eight databases identified literature addressing meta-emotion and related constructs. Selection focused on papers making substantive conceptual contributions, resulting in 34 studies included in the final synthesis. Analysis identified four broad paradigms conceptualising meta-emotion as experiential, evaluative, regulatory, or socialisation-oriented. Across these traditions, meta-emotion consistently involved reflexive engagement with emotional experience through processes of attention, interpretation, evaluation, and response. Rather than representing competing definitions, these paradigms appeared to reflect complementary dimensions of a broader phenomenon. The review proposes that meta-emotion is best understood as a socially and developmentally structured, belief-mediated system linking emotional awareness, interpretive frameworks, and regulatory responses. This formulation provides an integrative framework for understanding how clinicians make sense of emotional experience within professional and organisational contexts and offers a foundation for educational approaches that are attentive to emotional socialisation, reflexivity, and professional culture.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708343","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":"Pathways into academia - A scoping review with implications for the health professions.","authors":"Elizabeth Gatewood, Carrie Evans, Angel Kuo, Marianne Hultgren, Marieke van der Schaaf, Patricia O'sullivan","doi":"10.1007/s10459-026-10571-7","DOIUrl":"https://doi.org/10.1007/s10459-026-10571-7","url":null,"abstract":"<p><p>Health professions are experiencing a shortage of faculty, especially faculty from diverse ethnic and racial backgrounds. While research on recruitment and retention is well established, there is a gap in the evidence on the factors that influence the decision to pursue an academic career. This scoping review aimed to identify facilitators and barriers to choosing an academic career, identify findings specific to underrepresented minority (URM) populations, and identify theories and models used in this research. Following Arksey and O'Malley's scoping review framework, we searched four databases for articles (Arksey & O'Malley, 2005). We included empirical studies within higher education settings in English since 2000. We reviewed 119 publications, primarily from North America and Europe, spanning medicine, nursing, pharmacy, dentistry, engineering, and general PhD preparation. Examining facilitators and barriers, we identified the overarching concept of ecosystem with three themes: (1) opportunity, (2) value, and (3) productivity. Facilitators included organizational and interpersonal support, research and teaching opportunities, mentorship, and academic productivity. Barriers involved a lack of career pathway and insufficient support. Fluidity within the ecosystem across areas of opportunity, value, and productivity influenced learners' career decisions. Few articles focused on learners from underrepresented populations, although many noted this gap and identified it as an opportunity for future research. Most articles did not specify or utilize a theory or model. The model proposed can enable researchers to conduct research, especially to encourage underrepresented learners to consider academic careers and to build theory in this area.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690156","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":"Elite interviewing as a research method: a worked example studying academic leadership in health professions education.","authors":"Sarah J Aitken, Abigail W Konopasky, Chelsea Dorsey, Patricia S O'Sullivan","doi":"10.1007/s10459-026-10572-6","DOIUrl":"https://doi.org/10.1007/s10459-026-10572-6","url":null,"abstract":"<p><p>Research in health professions education (HPE) frequently seeks insights from individuals who occupy senior positions of influence - leading scientists, clinicians, hospital executives, medical deans - whose decisions shape educational and institutional directions. Generating interview data with sufficient interpretive richness and depth in these settings can be challenging, and requires methodological approaches capable of moving beyond rehearsed organizational narratives to support nuanced, contextually situated accounts of decision-making, values and institutional processes. The HPE literature has limited practical, worked examples of how to conduct such interviews. Elite interviewing, a method widely used in political science and sociology, is a dialogic exchange designed to engage with influential individuals. In this paper, we examine elite interviewing as a methodological approach and, drawing on literature and a worked example of academic leadership in postgraduate medical education, we identify six interrelated elements: narrative framing, co-construction of knowledge, affective vulnerability, institutional critique, credibility building, and ethical reflexivity. While many of these elements will be familiar to researchers conducting high-quality interpretivist interviews, we argue they assume particular salience when interviewing senior academic leaders or other participants with institutional authority. Drawing on our worked example, we demonstrate how these elements shape the interview encounter and support depth, reflexivity and critical engagement during both the interview process and analysis. Our aim is to provide practical guidance for HPE researchers and demonstrate the potential of elite interviewing to enrich qualitative inquiry in contexts shaped by institutional authority, expertise and power.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680820","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":"Interprofessional teams see differently: a cross-over study using dual mobile eye-tracking.","authors":"Michelle Bellstedt, Dana Bostedt, Anastasiia Samoukina, Cihan Papan, Nils Otto, Anita Robitzsch, Hendrik Friederichs, Bertrand Schneider, Dogus Darici","doi":"10.1007/s10459-026-10568-2","DOIUrl":"https://doi.org/10.1007/s10459-026-10568-2","url":null,"abstract":"<p><p>It is widely assumed that interprofessional teams (IP) attend to broader range of clinical information than monoprofessional teams (MP), because each profession is trained to prioritize different aspects of patient care. Yet no study has empirically tested this assumption. We conducted a randomized cross-over study, where medical and nursing students in their fourth year worked together in teams of two on paper-based clinical cases, and in three different team compositions: medical+medical (MP_Med), nursing+nursing (MP_Nurse), and medical+nursing (IP). We used mobile eye-tracking glasses on both team members simultaneously to record where each person looked, and measured how long they spent attending visually to different types of clinical information. Comparing both monoprofessional conditions, we found that MP_Med teams spent more time looking at medical-specific information, while MP_Nurse teams focused more on nursing-specific information (β = 0.86, 95% CI [0.24, 1.47]). IP teams, by contrast, tended to focus on both types of information. To understand what drove this mixture, we examined how individual members in IP teams allocated their visual attention, specifically, whether the two professions converged towards shared gaze pattern or diverged. We observed that medical students maintained their medical-specific focus while nursing students retained their nursing-specific focus, indicating that the integrated team-level pattern emerged from profession-specific attention rather than convergence. This study found evidence for profession-specific perceptual templates formed early in health professions training. Importantly, when working together in interprofessional teams, these templates persisted. These findings offer a novel, perception-level perspective of how professional diversity in teams shape clinical collaboration, and caution against training approaches that seek to standardize attentional patterns across professions before their complementary value is better understood.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632571","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 in health professions education: conceptual foundations and a pragmatic approach.","authors":"Matthew Tieu, Gregory B Crawford","doi":"10.1007/s10459-026-10569-1","DOIUrl":"10.1007/s10459-026-10569-1","url":null,"abstract":"<p><p>Professional identity is a complex concept that is understood and applied in various ways, and thus, what professional identity formation entails for health professions education remains unclear. The aim of this \"reflections\" paper is to clarify and build upon our current understanding of professional identity to inform professional identity formation in health professions education. We begin by elaborating on the concept of professional identity (and related concepts), how it is currently understood in the context of health professions, how it is shaped by the altruistic and pro-social ideals associated with the public beneficence function of health professions, and how this has been translated into an idealistic and moralistic approach to professional identity formation. We point out that tensions may arise from such an approach due to the fact that aspiring health professionals in today's society may be primarily motivated by individualistic values and egoistic goals. The tensions will become increasingly acute given the complexity of healthcare needs of populations and the associated challenges and demands placed upon health professionals working within rapidly changing healthcare landscapes. We argue that navigating and reconciling such tensions is fundamental to professional identity formation and thus instead of an idealistic and moralistic approach, we propose a pragmatic approach, one that is based on a more sophisticated conceptualisation of professional identity and gives due consideration to the psychosocial processes involved in reconciling such tensions and the sociocultural contexts in which aspiring health professionals are embedded. The pragmatic approach emphasises the need for alignment between a health professional's individualistic values and egoistic goals, and the public beneficence function of their chosen profession, as a foundation for ongoing professional identity formation throughout their career span.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148622430","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":"Publicly praised but privately undermined: the hidden costs of equity work in medical education.","authors":"Jasmine Sodhi, Rachael Pack, Carolyn M Melro, Sarah Burm","doi":"10.1007/s10459-026-10563-7","DOIUrl":"https://doi.org/10.1007/s10459-026-10563-7","url":null,"abstract":"<p><p>Over the past decade, medical schools worldwide have launched equity, diversity, inclusion, and accessibility (EDIA) initiatives to foster more inclusive learning environments. Yet, skepticism persists around whether the medical education community is genuinely committed to equity. Progress is often slow and met with resistance-particularly in highly competitive environments like medical schools, which rely on entrenched notions of meritocracy. While it is important to acknowledge the gains made, there is equal value in examining the unspoken challenges experienced by those advancing EDIA. Drawing on feminist scholar Sara Ahmed's critique of institutional change, this paper explores the hidden costs of equity work at one Canadian medical school. Between October 2020 and December 2021, 19 semi-structured interviews were conducted with learners, faculty, community members, and student affairs and admissions staff. Reflexive thematic analysis guided our interpretation. Results are presented as composite narratives. Participants described growing momentum and small wins but raised concerns about barriers to lasting change-including over-reliance on diversity quotas, rushed implementation, and performative approaches. Many discussed the emotional burden of pursuing equity, often feeling torn between advocating for change and protecting their psychological safety. They reflected on the tension between institutional image-making and meaningful structural transformation. Our work is timely in the current cultural landscape of rapidly shifting political and institutional dynamics. More attention must be paid to the costs borne by those advancing equity, and greater resources and institutional accountability are needed to support those who carry its weight.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609565","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}