Advances in Health Sciences Education最新文献

{"title":"The Importance of historical context for medical education: the example of Ethiopia.","authors":"Dawit Wondimagegn, Lucy Vorobej, Melaku Taye, Adane Petros, Cynthia Whitehead","doi":"10.1007/s10459-026-10567-3","DOIUrl":"https://doi.org/10.1007/s10459-026-10567-3","url":null,"abstract":"<p><p>Histories of African medical education are typically narrated through a colonial-to-postcolonial sequence that does not fit Ethiopia. Ethiopia preserved its sovereignty. Yet its formal medical education has been heavily shaped by imported curricular models, expatriate faculty, and an ideal of 'international acceptability' / 'modernization' that has outlasted successive regimes. With close attention to the specific context of medical education in Ethiopia, this paper challenges broad, one-size-fits-all accounts of colonial influence. In this paper, we trace the history of medical education in Ethiopia, drawing on published historical scholarship and archival documents. Through attention to the specific historical context of Ethiopia, this case underscores that political sovereignty alone did not produce epistemological independence. In Ethiopia, across all periods, Ethiopian indigenous healing pedagogies have remained outside the 'modern' curricular frame. Foreign epistemic forms, introduced through invitation and emulation, persisted as mechanisms distinct from administrative colonization, yet still exerted a powerful influence. Historical scholarship with its call to be deeply attentive to context, continuity, and change over time offers a useful pathway to understand why colonial logics persist in contemporary medical education reform. This paper also presents models of international collaboration that have been developed in response to these historical insights. Efforts, such as the Toronto Addis Ababa Academic Collaboration and the African Hub for Innovation and Critical Scholarship in Health Professions Education, envision making 'Ethiopianisation' an epistemological project that replaces the imported model.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609581","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":"Personality and emotional intelligence among health professions students: the roles of perceived group cohesion, perceived team emotional intelligence, and attitudes toward interprofessional education.","authors":"Qing He, Jiahao Liang, Fraide Ganotice","doi":"10.1007/s10459-026-10562-8","DOIUrl":"https://doi.org/10.1007/s10459-026-10562-8","url":null,"abstract":"<p><p>Emotional intelligence (EI) is a cornerstone of effective teamwork in healthcare, yet the factors associated with it within interprofessional education (IPE) remain underexplored. This study constructs and validates a moderated chain mediation model to elucidate how personality traits, perceived group cohesion (GC), perceived team emotional intelligence (TEI), and individual EI interrelate across individual and team levels in IPE settings. It investigates how personality traits relate to team dynamics and how these dynamics, moderated by attitudes toward IPE (ATIPE), are linked to individual EI. A cross-sectional study was conducted in February 2025 with 344 health professions students (M_age = 21.3 years; 187 females) from four universities in Hong Kong, mainland China, and the United Kingdom, representing seven disciplines (e.g., medicine, nursing, Chinese medicine). Participants completed a three-week IPE course in randomly assigned teams. Data on demographics, personality traits, GC, TEI, EI, and ATIPE were collected via validated questionnaires. Confirmatory factor analysis ensured measurement validity, while descriptive statistics, correlational analysis, and PROCESS Models 6 and 91 tested mediation and moderation models. Agreeableness and openness were significantly and indirectly associated with individual EI through GC and TEI (B_{agreeableness-EI model} = 0.021, 95% Bootstrap CI [0.005, 0.044]; B_{openness-EI model} = 0.012, 95% Bootstrap CI [0.001, 0.029]). In addition, ATIPE significantly moderated the GC-TEI pathway and the corresponding serial indirect effects (agreeableness model: index of moderated mediation = -0.004, 95% Bootstrap CI [-0.012, -0.001]; openness model: index = -0.003, 95% Bootstrap CI [-0.007, -0.001]). This study unveils a novel framework demonstrating that agreeableness and openness are linked to individual EI through sequential mediation by GC and TEI. ATIPE significantly conditions this mechanism, with the positive GC-TEI association strongest at low levels of ATIPE and weaker, but still significant, at higher levels. By illuminating multilevel dynamics in IPE, our findings offer a blueprint for designing team-based interventions, such as team-building and emotional skills training, to support the emotional intelligence of healthcare professionals, enhancing collaborative practice and patient-centered care.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563560","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":"Educators' experiences of marking reflective writing: using collaborative learning to improve practice.","authors":"Elizabeth Armitage-Chan, Emma Driver, Kirsty Fox, Emily J Hall, Tierney Kinnison, Avril Senior, Rachel Davis","doi":"10.1007/s10459-026-10564-6","DOIUrl":"https://doi.org/10.1007/s10459-026-10564-6","url":null,"abstract":"<p><p>Reflective assignments represent an important component in the suite of health professionals' assessments, supporting professional identity formation, workplace learning, uncertainty tolerance and critical knowledge application. However, assessment is complex. Marking and feedback can be highly time-consuming, cognitive and emotional. Associated emotions (anxiety, stress, frustration), if unregulated, can detract from working memory, reducing cognitive capacity and compromising performance, with implications for marking quality. Different epistemological conceptions of criticality in reflection further compound quality of marking. Collaborative conversation was used to explore the experiences of seven experienced educators and their perspectives on marking reflective writing. This feminist research methodology is employed to improve practice through socially co-constructed understanding of that practice, achieved by analysing experiences, emotions and relationships. The purpose of the research was focused on improving examiners' experience, with the anticipation that this would improve their practice and enhance the quality of the assessment, for example improving reliability or feedback. Amongst the participants, marking reflection incited anxieties about personal workload, as well as students' emotional responses to grades and marks being 'wrong' or judged poorly by moderators; they responded by reading each essay multiple times and repeatedly revising feedback. All participants described a contrasting experience in a course in which collaborative paired marking was introduced. Marking and feedback were then viewed as both a shared task and as professional self-development, framing marking as a learning activity. Within examiner pairs, sharing interpretations of criticality in reflection and collaborating on feedback and grading widened individual examiners' interpretations of high-quality work, resulted in perceptions of fairer marking, reduced emotional load, and reduced perceived workload by removing the multiple rechecking of marks and feedback. A collaborative, open approach is therefore advocated to improve the practice of assessing reflective work, including perceptions of improved grading reliability and quality of feedback.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148537802","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 creative doctor: exploring the role of comics-enhanced education in medical professionalism.","authors":"Alice Scavarda, Veronica Moretti, Roberta Chardulo, Michael J Green","doi":"10.1007/s10459-026-10561-9","DOIUrl":"https://doi.org/10.1007/s10459-026-10561-9","url":null,"abstract":"<p><p>Medical education increasingly recognizes the need to prepare future physicians not only with biomedical expertise but also with the professional identities, skills, and reflexive capacities required to navigate uncertainty, complexity, and emotionally demanding clinical encounters. Drawing on scholarship on professional socialization and the emerging field of Graphic Medicine, this qualitative study explores how comics-enhanced education contributes to medical training. The paper reports findings from semi-structured, in-depth interviews with 14 North American medical and health professions educators who incorporate comics and graphic narratives into their teaching practices. Using a constructivist approach and template analysis, we examine educators' perspectives on the pedagogical value, limitations, and institutional challenges associated with comics-based teaching. Analysis revealed three interrelated themes describing the contribution of comics to medical education: Professional Identity formation, Professional Skills development, and Professional Implementation in clinical practice. Educators described how reading and creating comics supports students' reflection on their emerging professional identities, including emotional processing, ethical awareness, and coping with failure and uncertainty. Comics-based activities were also reported to enhance key professional skills such as empathy, communication (verbal and nonverbal), self-reflection, and awareness of bias and stigma. Finally, educators highlighted the potential of comics to improve professional practice by supporting patient-centered communication, health literacy, informed consent, and the destigmatization of illness.Despite challenges related to student resistance, institutional bias, and limited empirical evidence on outcomes, participants viewed comics as a valuable complement to traditional biomedical teaching. Overall, the study suggests that comics-enhanced education offers a creative and meaningful approach to fostering reflective, empathetic, and socially attuned medical professionals.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474142","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":"Learning eastward: reframing interprofessional education through collaborative cultures.","authors":"Fraide A Ganotice, John Ian Wilzon T Dizon","doi":"10.1007/s10459-026-10565-5","DOIUrl":"https://doi.org/10.1007/s10459-026-10565-5","url":null,"abstract":"<p><p>Interprofessional education (IPE) has been widely endorsed as essential to collaborative practice, yet decades of implementation have yielded only modest and inconsistent improvements in clinician behaviour and patient outcomes. This Reflection contends that the persistent knowledge gap reflects a deeper structural problem: educational interventions are being asked to do work that organisational and regulatory systems actively obstruct. Using comparative analysis of health systems in Asia, where interprofessional collaborative practice (IPCP) has emerged as an operational necessity in high-acuity settings, we examine the conditions under which IPCP becomes embedded in everyday practice rather than confined to training programmes. The analysis points to four structural enablers warranting attention: alignment between educational and service-level expectations; clarity in task-sharing and scope-of-practice arrangements; dedicated investment in IPCP processes and time; and accountability systems sensitive to context. Addressing these enablers requires not the adoption of a single model, but a reciprocal exchange of insights across health systems with different organisational histories and cultural resources.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474226","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 use of research-based theatre in health professions education: a scoping review.","authors":"Samantha Hingley, Julia Morphet, Gabrielle Brand","doi":"10.1007/s10459-026-10566-4","DOIUrl":"https://doi.org/10.1007/s10459-026-10566-4","url":null,"abstract":"<p><p>Research-based theatre (RbT) integrates research findings with performing arts to deliver a performance that informs, translates, and engages learners or audiences. Although not a new concept, RbT is growing in popularity within health professions education (HPE). A scoping review was conducted to map available literature regarding the methods used to inform RbT in HPE activities, as well as how they are used within education, training or curricula. The review followed Arksey and O'Malley's six-stage framework and the Joanna Briggs Institute methodology. Studies that report on the use of RbT (concept) as an educational intervention (context) among health professionals or students (participants) were included. Multiple databases were searched (CINAHL, MeDLINE, PsycINFO, AMED, ERIC, Scopus, EMBASE, International bibliography of theatre and dance, and Web of Science). A total of 286 studies were retrieved. Following title and abstract screening, 71 studies were retrieved for full text review and 31 were included in the final review. Results were analysed and synthesised narratively. Most RbT interventions were aimed at qualified health professionals (HP) across 13 different professions. Performances were delivered to diverse audiences, including HP students, the public, and were often accompanied by post-performance discussion. Educational impact was widely reported, including increased awareness, empathy, and critical reflection, though learning measurement approaches varied. Research-based theatre has significant potential as an innovative tool for HPE, translating research findings into accessible, engaging educational formats. However, implementation is often obstructed by ambiguous terminology and a lack of transparent methodology available to HP researchers. Addressing these challenges by highlighting sustainable strategies, such as consistent terminology, opportunities for digital dissemination and collaborative design, is vital to maximizing reach and educational impact.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148474161","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":"Decision-making in programmatic assessment is only a challenge when we make it one.","authors":"Kelly D Beekman, Lambert W Schuwirth","doi":"10.1007/s10459-026-10560-w","DOIUrl":"https://doi.org/10.1007/s10459-026-10560-w","url":null,"abstract":"<p><p>This essay challenges the assumption that high-stakes decisions in programmatic assessment for learning (PAL) are inherently intractable. We argue that much of their felt difficulty is diagnostically informative: it signals specific, and in principle modifiable, conditions of implementation. Two conditions are frequently under-developed: the narrative synthesis of assessment information, and the anticipation that decisions emerge from a documented trajectory rather than an isolated event. Where both are met, much of the difficulty specific to programmatic decision-making recedes. This is a position rather than a settled fact, and decisions can remain emotionally, relationally, and institutionally heavy even when well designed. We critique a measurement paradigm that treats competence as a single number and advocate a constructivist alternative in which competence is read as a narrative, while engaging rather than dismissing the psychometric tradition. We identify five institutional domains (value proposition, language, expectations, transparency, and integration) whose cultural transformation realises PAL's potential, while recognising that workload, infrastructure, governance, and faculty development bound what is feasible, as the uneven history of competency-based medical education warns. Generative AI is the essay's exigence: by making single-performance assessment newly fragile, it exposes the category error we describe and points to programmatic assessment as a structurally appropriate response. We close with five research priorities, from the phenomenology of non-surprise decisions to the assessment of human-AI collaboration.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148382982","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":"Factors influencing workplace collaboration and learning between resident doctors and senior nurses: a scoping review.","authors":"Jennifer Creese, Radhika Upreti Oli, Wen Wang","doi":"10.1007/s10459-026-10557-5","DOIUrl":"https://doi.org/10.1007/s10459-026-10557-5","url":null,"abstract":"<p><p>This study examines the working and learning dynamics between resident doctors and senior nurses, with a focus on identifying factors that influence how resident doctors can learn more effectively from experienced nurses to enhance their training. A scoping review of current literature related to working experience between resident doctors and nurses was conducted using the PRISMA2009 checklist. This scoping review followed the JBI Preferred Reporting for Systematic Reviews and Meta-analysis for Scoping Review Checklists. Medline, CINAHL, PubMed and Scopus databases were searched. The review used key terms around junior doctors/resident doctors/trainee doctors, nurses, and interprofessional collaboration and learning. 22 articles across different country settings spanning 9-years were included in the final review. Critical realism-informed thematic analysis was used, and three themes were developed regarding forces shaping learning between resident doctors: organisational factors, professional factors and personal factors. These findings suggest that interprofessional workplace collaboration, learning and mentoring can take place between resident doctors and experienced nurses. However, the findings suggest that in order to be most effective, programmes should be formalised, should take workload and emotional labour into account, and should critically examine the professional norms and intersectional factors which might be detrimental to learning relationships.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354633","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":"Historicizing health professions education research: history as a strategic analytic resource.","authors":"Robert Paul","doi":"10.1007/s10459-026-10559-3","DOIUrl":"https://doi.org/10.1007/s10459-026-10559-3","url":null,"abstract":"<p><strong>Background: </strong>Health professions education researchers have long emphasized evaluation, reform, and innovation, yet have paid comparatively little attention to the historical conditions under which educational practices, institutions, and forms of knowledge emerge and persist. Recurrent calls to historicize academic medicine signal recognition of this gap, but historical inquiry remains unevenly integrated into mainstream health professions education research (HPER).</p><p><strong>Purpose: </strong>This paper argues that historical research constitutes a distinct and valuable analytic approach for understanding contemporary challenges in health professions education. It further argues that historical inquiry can function as a strategic resource, informing institutional strategy, governance, and responses to disruption.</p><p><strong>Approach: </strong>Drawing on historiographic traditions attentive to context, power, and change, including genealogy and the history of the present, this article attempts to clarify what historical inquiry entails in health professions education research. It synthesizes prior calls for historical engagement, outlines key methodological features, and illustrates what historical analysis makes visible that present-focused qualitative or evaluative approaches often obscure.</p><p><strong>Key insights and conclusion: </strong>Historical analysis offers a valuable and complementary lens for HPER scholars. While historians have examined the institutions and people of health professions education, relatively little work has addressed the granular domain of HPER itself, leaving significant opportunities for future scholarship. As both an analytic and strategic resource, historical inquiry strengthens HPER's capacity for institutional learning, more grounded decision making, and future-oriented change. The argument is illustrated through an institutional case in which historical analysis informed a major self-study and strategic review.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354645","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":"Grave lessons: a guide to historiographical research in health professions education.","authors":"T R Wyatt, E Scarlett, A Pajoohesh-Ganji, D R Mallett","doi":"10.1007/s10459-026-10558-4","DOIUrl":"https://doi.org/10.1007/s10459-026-10558-4","url":null,"abstract":"<p><p>The phrase, \"Those who cannot remember the past are condemned to repeat it\" is an argument for the study of history in medical education and learning lessons conveyed by past events. However, many in our health professions education (HPE) research community may not know how to approach research in this way, thus frequently excluding historical analyses in their work. In this article, we describe how HPE researchers could incorporate a basic historical analysis using a historiographical approach. Our goal is to make this research method accessible to scholars in HPE. The process is broken down into four key steps: chronicling sources, gathering and evaluating both primary and secondary sources, applying theoretical lenses to formulate an argument, and identifying the topic's relevance to contemporary issues. The article uses the historical case of \"resurrectionists,\" or grave robbers, who supplied cadavers to medical schools for their anatomy labs, as a worked example to illustrate each step.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148347267","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}