Advances in Health Sciences Education最新文献

{"title":"Developing an educational blueprint for surgical handover curricula: a critical review of the evidence.","authors":"Anastasija Simiceva, Jessica M Ryan, Walter Eppich, Dara O Kavanagh, Deborah A McNamara, Marie Morris","doi":"10.1007/s10459-025-10410-1","DOIUrl":"https://doi.org/10.1007/s10459-025-10410-1","url":null,"abstract":"<p><p>Background Currently no guidelines exist for the development of surgical handover educational curricula. This critical review synthesises the relevant literature to identify best approaches to handover education and develop an evidence-based framework for teaching and assessing surgical handover skills. Methods The following resources were critically reviewed by two independent researchers to identify key educational components; (1) all published studies primarily utilising an educational intervention to improve surgical handover up to May 2023, (2) key international guidelines and (3) reviews of all handover interventions published within the last 10 years. Results A total of eight comparative studies, two systematic reviews, and four handover guidelines were included. Findings were reported across eight domains; including educational setting, approach, format, content, resources used, assessment, student feedback, and follow-up training. A framework for developing surgical handover curricula was also reported. Conclusion The reported educational framework or 'blueprint' aims to assist educators across multiple settings to develop evidence-based surgical handover curricula for undergraduate and postgraduate learners. Future studies need to achieve higher Kirkpatrick levels to demonstrate both effectiveness and sustainability of educational interventions, ensuring safer patient care.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076378","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":"Mapping Educational uncertainty stimuli to support health professions educators' in developing learner uncertainty tolerance.","authors":"Michelle D Lazarus, Amany Gouda-Vossos, Angela Ziebell, Jaai Parasnis, Swati Mujumdar, Gabrielle Brand","doi":"10.1007/s10459-024-10345-z","DOIUrl":"10.1007/s10459-024-10345-z","url":null,"abstract":"<p><p>Uncertainty is a feature of healthcare practice. In recognition of this, multiple health profession governing bodies identify uncertainty tolerance as a healthcare graduate attribute and evaluate uncertainty tolerance within new graduate cohorts. While it is clear that uncertainty tolerance development for healthcare learners is valued, gaps remain for practically addressing this within healthcare curricula. Guiding frameworks for practical approaches supporting uncertainty tolerance development in healthcare learners remains sparse, particularly outside of medicine and in certain geographical locations. As uncertainty tolerance is increasingly recognised as being, at least in part, state-based (e.g. contextually changeable)- a broader understanding of teaching practices supporting uncertainty tolerance development in diverse health professions is warranted. This study explored educators' teaching practices for purposefully stimulating learners' uncertainty tolerance. Semi-structured interviews investigated how academics at a single institution, from diverse fields and health professions, stimulate uncertainty across multiple learning contexts. Framework analysis identified three themes for stimulating uncertainty: Purposeful questioning, Forecasting uncertainty, and Placing learners in unfamiliar environments, with characterisation of these themes (and related subthemes) also described. Many of the identified themes align with aspects of existing learning theories suggesting that curricular frameworks supporting learner uncertainty tolerance development may be informed by theories beyond the boundaries of health professions education research.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"259-280"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141312220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Big data analysis: examination of the relationship between candidates' sociodemographic characteristics and performance in the UK's Membership of the Royal College of Physicians Part 1 examination.","authors":"Peter W Johnston, Rute Vieira, Isobel M Cameron, Ben Kumwenda, Kim A Walker, Jennifer A Cleland","doi":"10.1007/s10459-024-10406-3","DOIUrl":"10.1007/s10459-024-10406-3","url":null,"abstract":"<p><p>Big datasets and data analytics enable granular analyses examining group differences in performance. Our focus is on differential attainment (DA) in postgraduate College (Board) examinations. We asked: Are candidates' sociodemographic characteristics associated with performance on the UK's Membership of the Royal College of Physicians (MRCP) Part 1 after adjusting for medical school performance (MSP) and type of medical programme? This was a retrospective longitudinal cohort study of 6040 medical graduates with linked sociodemographic data in the UK Medical Education Database qualifying from a UK medical school (2012-2014) and sitting MRCP Part 1 before October 2019. Chi-squared tests established univariable associations with MRCP performance (pass/fail first sitting MRCP Part 1). Multivariable mixed-effects logistic regression identified independent explanatory factors of success, adjusted for medical school. The odds (95% CI) of passing MRCP Part 1 exams on first sitting were greater for men (OR = 1.61, CI 1.42-1.81, p < 0.001) and those on a graduate entry programme (OR = 1.44, 1.05-1.99, p < 0.001). The odds of passing were lower as age increases (OR = 0.87, 0.85-0.90, p < 0.001), for minority ethnic (OR = 0.61, CI 0.53-0.7, p < 0.001), and gateway to medicine (OR = 0.49, CI 0.27-0.90, p = 0.02) candidates. After adjusting for MSP, odds were greater for passing in men (OR = 1.62, CI 1.24-2.11, p < 0.001) and candidates with higher MSP (OR = 4.12, CI 3.40-4.96, p < 0.001). Our findings illustrate how performance on MRCP part 1 is associated with group-level social and educational factors. This DA may be due to aspects of the assessment itself, and/or the persistent nature of social and educational disadvantage.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"53-68"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925973/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142866138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing healthcare practice and education via data sharing: demonstrating the utility of open data by training an artificial intelligence model to assess cardiopulmonary resuscitation skills.","authors":"Merryn D Constable, Francis Xiatian Zhang, Tony Conner, Daniel Monk, Jason Rajsic, Claire Ford, Laura Jillian Park, Alan Platt, Debra Porteous, Lawrence Grierson, Hubert P H Shum","doi":"10.1007/s10459-024-10369-5","DOIUrl":"10.1007/s10459-024-10369-5","url":null,"abstract":"<p><p>Health professional education stands to gain substantially from collective efforts toward building video databases of skill performances in both real and simulated settings. An accessible resource of videos that demonstrate an array of performances - both good and bad-provides an opportunity for interdisciplinary research collaborations that can advance our understanding of movement that reflects technical expertise, support educational tool development, and facilitate assessment practices. In this paper we raise important ethical and legal considerations when building and sharing health professions education data. Collective data sharing may produce new knowledge and tools to support healthcare professional education. We demonstrate the utility of a data-sharing culture by providing and leveraging a database of cardio-pulmonary resuscitation (CPR) performances that vary in quality. The CPR skills performance database (collected for the purpose of this research, hosted at UK Data Service's ReShare Repository) contains videos from 40 participants recorded from 6 different angles, allowing for 3D reconstruction for movement analysis. The video footage is accompanied by quality ratings from 2 experts, participants' self-reported confidence and frequency of performing CPR, and the demographics of the participants. From this data, we present an Automatic Clinical Assessment tool for Basic Life Support that uses pose estimation to determine the spatial location of the participant's movements during CPR and a deep learning network that assesses the performance quality.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"15-35"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926039/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of interprofessional student led health clinics for patients, students and educators: a scoping review.","authors":"Janine Prestes Vargas, Moira Smith, Lucy Chipchase, Meg E Morris","doi":"10.1007/s10459-024-10342-2","DOIUrl":"10.1007/s10459-024-10342-2","url":null,"abstract":"<p><strong>Background: </strong>Although interprofessional student led health clinics have been implemented worldwide, the impact of this model await confirmation.</p><p><strong>Objectives: </strong>To conduct a critical analysis of the literature on interprofessional student led clinics, and the views of stakeholders on feasibility and the barriers and facilitators to implementation.</p><p><strong>Design: </strong>A scoping review, evidence synthesis and quality appraisal were conducted using PRISMA Scr. Eight databases were searched from 2003 to 2023: Medline (Ovid), Embase (Ovid), CINAHL (EBSCO), Cochrane, Scopus, ERIC, Web of Science and Informit Health Collection. A qualitative descriptive approach was used to analyse data from patients, students and educators and inductive thematic analysis identified emergent themes.</p><p><strong>Results: </strong>Forty-six studies were included from a yield of 3140 publications. A key theme to emerge was that patients perceived improvements in their health and wellbeing and valued gaining health information from student led clinics. Student experiences were mostly positive although some found it challenging to work in interprofessional teams and roles were not always clear. The clinics enabled students to improve communication skills and autonomy. Clinical educators reported that students benefited from experiential learning within an interprofessional context. The clinics were feasible, provided that sufficient funding, infrastructure, staff and resources were available. Barriers to implementation included lack of funding, excessive waiting times and non-aligned student timetables. Pre-clinic orientation and support from on-site clinical educators facilitated implementation.</p><p><strong>Conclusions: </strong>Despite some challenges with implementing interprofessional student led clinics, they can have a positive impact on student learning and patient experiences.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"321-345"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925975/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141262828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the adoption of concept-based curricula: insights from educators and implications for change.","authors":"Judith Tweedie, Fiona Pelly, Hattie Wright, Claire Palermo","doi":"10.1007/s10459-024-10346-y","DOIUrl":"10.1007/s10459-024-10346-y","url":null,"abstract":"<p><p>Concept-based approaches to curriculum design have been proposed to solve content and curricula overload and promote conceptual learning. Few health professions have adopted this approach and little is known about how to support this educational change. We aimed to understand how nutrition and dietetics educators may navigate proposed education change towards concept-based curricula. We employed an interpretivist approach and in-depth interviews that explored the views of nutrition and dietetic educators towards using a concept-based approach to curriculum. Employing deductive thematic analysis based on the diffusion of innovation theory, data from twenty experienced dietetics educators were analysed. Three main themes were identified; the need for change champions, concerns about change, and the complexity of the education system. Diffusion of innovation theory highlighted that to enact change, the relative advantage and compatibility of the approach with current structures and systems, with evidence from trialling and observing the new approach in action, were needed. Developing education leaders and infiltrating the social system of education through existing communities of practice is critical to enacting educational change.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"223-237"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141201125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethical considerations of using learning analytics in medical education: a critical review.","authors":"Kayla Marcotte, Phillip Yang, M Andrew Millis, Christian J Vercler, Stefanie S Sebok-Syer, Andrew E Krumm, Brian C George","doi":"10.1007/s10459-024-10402-7","DOIUrl":"10.1007/s10459-024-10402-7","url":null,"abstract":"<p><p>Learning analytics are increasingly used in medical education to analyze data and make decisions about learners' abilities. While there are many potential benefits of using learning analytics to drive improvement in medical education, there are also ethical concerns surrounding how this may affect learners and their patients. We conducted a critical review of studies that use learning analytics and big data within medical education. Using guidelines established by Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), relevant articles were identified in MEDLINE (PubMed) and SocINDEX databases from inception to April 2021. Detailed data abstraction was performed across studies to identify current uses of learning analytics and identify potential ethical concerns. Eighteen articles met the search criteria. Our analysis identified the use of learning analytics and big data in four aspects of medical education: (1) the learning process and pedagogy; (2) retrospective assessment; (3) prospective assessment; and (4) improvement of education. We identified some ethical concerns surrounding the use of learning analytics and big data, including the (1) trustworthiness of data; (2) reliability of methodology; (3) privacy, confidentiality, and management of data; and (4) labeling of learners as \"problematic.\" Using Beauchamp and Childress's biomedical ethics as a framework, we identified potential consequences of using learning analytics for learners within the principles of beneficence, nonmaleficence, autonomy, and justice. As learning analytics becomes more widespread in medical education, examining and mitigating potential harm towards learners is imperative.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"87-101"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484588","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":"More, better feedback please: are learning analytics dashboards (LAD) the solution to a wicked problem?","authors":"Simon Kitto, H L Michelle Chiang, Olivia Ng, Jennifer Cleland","doi":"10.1007/s10459-024-10358-8","DOIUrl":"10.1007/s10459-024-10358-8","url":null,"abstract":"<p><p>There is a long-standing lack of learner satisfaction with quality and quantity of feedback in health professions education (HPE) and training. To address this, university and training programmes are increasingly using technological advancements and data analytic tools to provide feedback. One such educational technology is the Learning Analytic Dashboard (LAD), which holds the promise of a comprehensive view of student performance via partial or fully automated feedback delivered to learners in real time. The possibility of displaying performance data visually, on a single platform, so users can access and process feedback efficiently and constantly, and use this to improve their performance, is very attractive to users, educators and institutions. However, the mainstream literature tends to take an atheoretical and instrumentalist view of LADs, a view that uncritically celebrates the promise of LAD's capacity to provide a 'technical fix' to the 'wicked problem' of feedback in health professions education. This paper seeks to recast the discussion of LADs as something other than a benign material technology using the lenses of Miller and Rose's technologies of government and Barry's theory of Technological Societies, where such technical devices are also inherently agentic and political. An examination of the purpose, design and deployment of LADs from these theoretical perspectives can reveal how these educational devices shape and govern the HPE learner body in different ways, which in turn, may produce a myriad of unintended- and ironic- effects on the feedback process. In this Reflections article we wish to encourage health professions education scholars to examine the practices and consequences thereof of the ever-expanding use of LADs more deeply and with a sense of urgency.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"69-85"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925967/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142057143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"\"I felt like a little kind of jolt of energy in my chest\": embodiment in learning in continuing professional development for general practitioners.","authors":"Stense Kromann Vestergaard, Torsten Risor","doi":"10.1007/s10459-024-10332-4","DOIUrl":"10.1007/s10459-024-10332-4","url":null,"abstract":"<p><p>Learning in medical education encompasses a broad spectrum of learning theories, and an embodiment perspective has recently begun to emerge in continuing professional development (CPD) for health professionals. However, empirical research into the experience of embodiment in learning in CPD is sparse, particularly in the practice of general medicine. In this study, we aimed to explore general practitioners' (GPs') learning experiences during CPD from an embodiment perspective, studying the appearance of elements of embodiment-the body, actions, emotions, cognition, and interactions with the surroundings and others-to build an explanatory structure of embodiment in learning. We drew on the concepts of embodied affectivity and mutual incorporation to frame our understanding of embodiment. Four Danish and three Canadian GPs were interviewed to gain insight into specific learning experiences; the interviews and the analysis were inspired by micro-phenomenology, augmented with a complex adaptive systems approach. We constructed an explanatory structure of learning with two entrance points (disharmony and mundanity), an eight-component learning phase, and an ending phase with two exit points (harmony and continuing imbalance). All components of the learning phase-community, pride, validation, rehearsal, do-ability, mind-space, ambiance, and preparing for the future-shared features of embodied affectivity and mutual incorporation and interacted in multi-directional and non-linear ways. We discuss integrating the embodiment perspective into existing learning theories and argue that CPD for GPs would benefit from doing so.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"103-124"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925986/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140871097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can all roads lead to competency? School levels effects in Licensing examinations scores.","authors":"Kulamakan Kulasegaram, Douglas Archibald, Ilona Bartman, Saad Chahine, Amrit Kirpalani, Claire Wilson, Brian Ross, Erin Cameron, John Hogenbirk, Cassandra Barber, Raquel Burgess, Eleni Katsoulas, Claire Touchie, Lawrence Grierson","doi":"10.1007/s10459-024-10398-0","DOIUrl":"10.1007/s10459-024-10398-0","url":null,"abstract":"<p><p>At the foundation of research concerned with professional training is the idea of an assumed causal chain between the policies and practices of education and the eventual behaviours of those that graduate these programs. In medicine, given the social accountability to ensure that teaching and learning gives way to a health human resource that is willing and able to provide the healthcare that patients and communities need, it is of critical importance to generate evidence regarding this causal relationship. One question that medical education scholars ask regularly is the degree to which the unique features of training programs and learning environments impact trainee achievement of the intended learning outcomes. To date, this evidence has been difficult to generate because data pertaining to learners is only rarely systematically brought together across institutions or periods of training. We describe new research which leverages an inter-institutional data-driven approach to investigate the influence of school-level factors on the licensing outcomes of medical students. Specifically, we bring together sociodemographic, admissions, and in-training assessment variables pertaining to medical trainee graduates at each of the six medical schools in Ontario, Canada into multilevel stepwise regression models that determine the degree of association between these variables and graduate performances on the Medical Council of Canada Qualifying Examinations (Part 1, n = 1097 observations; Part 2, n = 616 observations), established predictors of downstream physician performance. As part of this analysis, we include an anonymized school-level (School 1, School 2) independent variable in each of these models. Our results demonstrate that the largest variable associated with performance on both the first and second parts of the licensing examinations is prior academic achievement, notably clerkship performance. Ratings of biomedical knowledge were also significantly associated with the first examination, while clerkship OSCE scores and enrollment in a family medicine residency were significantly associated with the Part 2. Small significant school effects were realized in both models accounting for 4% and 2% of the variance realized in the first and second examinations, respectively. These findings highlight that school enrollment plays a minor role relative to individual student performance in influencing examination outcomes.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":"37-52"},"PeriodicalIF":3.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787743","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}