Advances in Health Sciences Education最新文献

{"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}

{"title":"\"Teaching is important, but it's not important\": a qualitative study of teacher identity among early-career academics in health professions.","authors":"Emil Ammitzbøll Weissmann, Louise Binow Kjær, Mette Krogh Christensen","doi":"10.1007/s10459-026-10556-6","DOIUrl":"https://doi.org/10.1007/s10459-026-10556-6","url":null,"abstract":"<p><p>Early-career academics (ECAs) constitute a substantial part of the teaching workforce in health professions education (HPE), yet their teacher identity is often marginalized in academic and clinical workplaces and may therefore remain underdeveloped. This study investigates how ECAs, with teaching responsibilities in HPE, construct and negotiate their teacher identities in relation to valuing teaching. Qualitative data from 11 ECAs across three Danish research-intensive universities were collected through semester-long audio diaries and exit interviews. Teacher identity was theorized using Kelchtermans' (2009) Personal Interpretative Framework as a sensitizing concept for understanding what it means to be a teacher, while Dialogical Self Theory (Hermans, 2001) was used to analyze the findings with attention to the dynamic processes of identity formation. Key findings showed that ECAs' teacher identity constructions and negotiations were shaped by tensions between internalized institutional priorities that often devalue teaching, a lack of community and support that can lead to loneliness, and their own personal motivation and moral commitment to teaching. The study contributes two constructs central to explaining this: (1) institutionally imposed template identities to not prioritize teaching, and (2) loneliness related to imagined teacher communities. The study recommends supporting teacher identity through recognition of teaching as a relational and moral practice. Faculty development should address loneliness, and institutions should avoid exploiting ECAs' altruism and ensure that institutional recognition of teaching holds real weight in reward and career systems.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279865","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":"A scoping review of inquiry in medicine and nursing using Dewey's perspective.","authors":"Gustavo Valbuena, Bridget C O'Brien, Marieke van der Schaaf, Kathleen Raskob, Patricia O'Sullivan","doi":"10.1007/s10459-026-10555-7","DOIUrl":"https://doi.org/10.1007/s10459-026-10555-7","url":null,"abstract":"<p><p>Health professions educators widely agree that inquiry must be fostered in trainees, yet fundamental questions remain about how to cultivate it as a habit. This scoping review examined instructional approaches to teaching inquiry in medicine and nursing through the lens of John Dewey's philosophical framework, which conceptualizes inquiry as comprising both a five-phase method and a psychological attitude toward inquiry methods. Our analysis of 103 articles describing inquiry-focused educational interventions in medical and nursing education shows that, beyond clinical reasoning and evidence-based practice, current approaches predominantly emphasize research participation, focusing on building knowledge and skills in inquiry methods while largely neglecting two critical components of Deweyan inquiry. First, interventions rarely engage learners in the initial phase of recognizing and experiencing uncertainty-the crucial starting point that drives authentic inquiry. Second, despite well-established links between attitudes and behavior, promoting positive attitudes toward inquiry methods was rarely an explicit educational objective. We conclude that teaching inquiry purely as a method, without attending to the formative experiences of uncertainty and attitude development, falls short of cultivating inquiry as a sustained professional habit. Future educational interventions can be strengthened by explicitly designing for awareness of uncertainty, including clear attitudinal objectives, and measuring not only the skills acquired but also the attitude formed toward inquiry methods.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148284827","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 Moral Competence Test in healthcare education: a critique based on informal logic.","authors":"Matthias Katzer","doi":"10.1007/s10459-026-10552-w","DOIUrl":"https://doi.org/10.1007/s10459-026-10552-w","url":null,"abstract":"<p><p>The article critically examines Georg Lind's Moral Competence Test, which is often used to assess the moral abilities of healthcare professionals and students. Test results have purportedly shown that students' moral competence declines during their studies; they have also failed to demonstrate the effectiveness of most ethics education methods. Based partly on Kohlberg's theory of moral development, the test presents moral dilemmas followed by arguments for and against the protagonists' decisions. Each argument corresponds to one of Kohlberg's stages of moral development. Participants rate how acceptable each argument is. They are assumed to have high moral competence if they rate arguments from the same stage similarly. The article argues that the test is valid only if three conditions are met: first; the stages of arguments are clearly identifiable; second, rating arguments of the same stage similarly is necessary to be consistent; and third, the scoring method avoids arbitrary effects and reflects the underlying theory. The discussion raises serious doubts about whether these conditions are met. Kohlberg himself noted that stages are often difficult to identify from brief statements. In addition, an analysis of the arguments using informal logic reveals that rating arguments of the same stage similarly is often inconsistent or not required. Lastly, the scoring method is overly sensitive to insignificant changes and insensitive to significant ones. These findings call into question many studies that have used the test to evaluate healthcare students' moral competence or to assess ethics teaching methods.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273640","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":"\"I have to split myself\": emotional labour and cleft habitus among dental academics in Malaysia.","authors":"Avita Rath, Gill Aitken","doi":"10.1007/s10459-026-10553-9","DOIUrl":"10.1007/s10459-026-10553-9","url":null,"abstract":"<p><p>This descriptive qualitative study explores how dental academics in a single resource-constrained Malaysian private university experience and negotiate emotional labour (EL), using Bourdieu's relational concepts-habitus, cleft habitus, emotional capital, symbolic violence, and field-as analytic tools. Drawing on in-depth qualitative interviews of eleven faculty across academic ranks, we employed abductive thematic analysis to interpret how EL is performed, silenced, and resisted within institutional logics that prioritise visibility, compliance, and performative professionalism. Our findings illuminate three interrelated tensions: the moral pull of teaching amid institutional constraint; the symbolic misrecognition of care and affective investment; and the identity fragmentation that emerges when emotional authenticity collides with managerial norms. Participants frequently described the experience of \"splitting\" themselves-managing emotional expectations while preserving their sense of vocational integrity. We argue that EL in this setting cannot be reduced to individual psychological strain; rather, it is a sociologically embedded and symbolically governed practice shaped by institutional hierarchies and cultural expectations. By advancing the concept of cleft habitus in relation to EL, the study offers a theoretically grounded contribution to health professions education from a unique sociological vantage point. We conclude with implications for faculty development, well-being policy, and equity-informed institutional reform. Recognising and redistributing EL, particularly in private and low-resource settings, is essential to cultivate sustainable academic environments that affirm the emotional, pedagogical, and relational dimensions of educational work.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148254381","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":"Lived experiences of international medical students displaced from Ukraine to an Irish university: a phenomenological study.","authors":"Nora McCarthy, Helen Hynes, Niamh Coakley","doi":"10.1007/s10459-026-10554-8","DOIUrl":"https://doi.org/10.1007/s10459-026-10554-8","url":null,"abstract":"<p><p>The Russian invasion of Ukraine in 2022 forced tens of thousands of international medical students to abruptly abandon their studies, disrupting educational trajectories and creating profound personal and professional uncertainty. While existing research has often focused on students who remained in Ukraine, little is known about the in-depth lived experiences of displaced international students. This study explores the lived experiences of medical students who fled Ukraine and enrolled as occasional students at University College Cork, Ireland. Using Interpretative Phenomenological Analysis (IPA), we examined in-depth interviews to capture the challenges and adaptations encountered during displacement. Three Group Experiential Themes emerged: Building and Rebuilding Social Connections in the Journey of Medicine, Navigating Fear, Loss, and Solidarity in Times of Crisis, and Braving the Unknown and Navigating the Education Path to Medicine. Participants described the loss and rebuilding of support and social networks; the trauma associated with the struggle of escaping the war and the relief on reaching safety; and the uncertainty surrounding their medical education and future, coupled with appreciation for the supports they received. Despite all adversities, they demonstrated resilience, adaptability, and commitment to completing their medical education. Findings highlight the interplay between individual perseverance and institutional responsiveness, underscoring the urgent need for systemic supports that sustain displaced students' academic continuity, wellbeing, and professional development. These insights contribute to theory and practice in health sciences education by informing future policies for learners and educators in crisis contexts.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148220580","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":"Virtual reality as a pedagogical approach for critical reflection: a case study on learning about homelessness in health professions education.","authors":"Niki Soilis, Vivetha Thambinathan, Farhan Bhanji, Laurence Roy, Francoise Filion, Jason M Harley, Fernanda Claudio, Elizabeth Anne Kinsella","doi":"10.1007/s10459-026-10548-6","DOIUrl":"https://doi.org/10.1007/s10459-026-10548-6","url":null,"abstract":"<p><p>People experiencing homelessness face persistent and intersecting barriers to care, which translate into limited access to preventive services, overreliance on emergency care, and stigmatization within health systems. Yet, homelessness remains insufficiently addressed in health professions education, contributing to gaps in provider preparedness to deliver care and critically engage with the social and structural forces that shape health and illness. While simulation-based education has been proposed as a promising approach to equity-oriented health professions education, the use of virtual reality in this context remains largely underexplored-specifically its role in teaching the unique challenges of homelessness and facilitating critical reflection. This study investigates the nature of health professions students' critical reflections on homelessness following participation in an immersive virtual reality simulation and a facilitated one-on-one debrief. Using a qualitative collective case study design, we analyzed reflections from 20 master's-level nursing students enrolled in a community health course that incorporated this approach. Five interrelated themes were identified: seeing the person through story, challenging assumptions and stereotypes, gaining insights into vulnerability, accessing health care, and engaging in immersive learning. The findings suggest that virtual reality, when paired with theory-informed debriefing, may support learners in questioning assumptions and reflecting on the personal, interpersonal and structural factors influencing health outcomes. This study offers insights into the potential of virtual reality as a pedagogical tool in equity-oriented health care.Clinical trial registration Not applicable.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148201010","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":"From disability competencies to disability consciousness: leveraging the health humanities to develop disability-focused health professions curricula.","authors":"Rachel Conrad Bracken","doi":"10.1007/s10459-026-10551-x","DOIUrl":"https://doi.org/10.1007/s10459-026-10551-x","url":null,"abstract":"<p><p>As health professions educators heed the call for more robust disability-conscious education, we must look beyond the entrenched methods and epistemologies of the biomedical sciences. Health professions education (HPE) rooted solely in a \"medical model\" of disability presents an incomplete portrait of living with disability, reinforcing ableist stigma and misconceptions of disability as an individual limitation rather than a simultaneously social, structural, and embodied phenomenon. This perpetuates stark health disparities that result from health care provider (HCP)'s insufficient medical knowledge, poor communication skills, implicit bias, and general discomfort caring for people with disability (PWD). Moreover, it draws a false divide between patients and providers with disabilities, contributing to discrimination against HCPs with disabilities. Both to address curricular gaps and to improve access and inclusion for HCPs with disabilities, curricular efforts to prepare health professions students to care for PWD must be grounded in disability theory and the health humanities. Applying Moniz and colleagues' 2021 \"Prism Model for Integrating the Arts and Humanities into Medical Education\" to the development of a disability curriculum, this article models the centrality of the health humanities not only for developing future HCPs' disability competencies, but also for encouraging students' disability consciousness. From mastering skills to promoting perspective taking, personal insight, and social advocacy, the epistemic functions of the health humanities provide the foundation for humility, accessibility, and disability consciousness.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148177163","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":"Making productive use of insider-outsider tensions in HPER","authors":"Ayelet Kuper,&nbsp;Patricia O’Sullivan,&nbsp;Susan van Schalkwyk","doi":"10.1007/s10459-026-10550-y","DOIUrl":"10.1007/s10459-026-10550-y","url":null,"abstract":"<div><p>This Questions and Quandaries article focusses on a topic less explored in research conversations, namely that of the tensions that can arise when researchers from distinct professions and disciplines engage in health professions education (HPE) research, each bringing their own set of assumptions and ways of knowing. The article argues that in this potentially conflicting space there are opportunities for productive engagement to improve both the insights and the impact of the academic work being done by HPE scholars within the field.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 3","pages":"731 - 733"},"PeriodicalIF":3.3,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148037350","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":"Development of cognitive engagement and motivation using AI chatbot-facilitated questioning in medical education.","authors":"Johann Emilio Gonzales Embang, Ying Hui Valerie Tan, Shing Chuan Hooi, Amanda Huee-Ping Wong, Lik-Wei Wong","doi":"10.1007/s10459-026-10547-7","DOIUrl":"https://doi.org/10.1007/s10459-026-10547-7","url":null,"abstract":"<p><p>Artificial intelligence tools such as ChatGPT offer new opportunities to support medical students' learning through interactive questioning and instantaneous feedback. However, while ChatGPT may facilitate learning engagement through its accessibility, ChatGPT's potential to foster higher-order thinking and sustained engagement remains underexplored. This study explored how ChatGPT-facilitated questioning relates to medical students' cognitive engagement and motivation in a first-year foundational science module, integrating Self-Determination Theory, Expectancy-Value Theory, and Bloom's Taxonomy as learning frameworks. A study was conducted among medical students pursuing a cardiovascular physiology course. Students generated course-related questions and used ChatGPT to obtain answers, which were subsequently evaluated by instructors. 31 student questions were independently coded by two reviewers according to Bloom's cognitive domains. Perceived autonomy, competence, relatedness, interest/enjoyment, and task value were collected using validated Self-Determination and Expectancy-Value Theory-based tools. Student-generated questions were coded according to Bloom's cognitive domains, and open-ended feedback on the strengths and limitations of ChatGPT was synthesised through conventional content analysis. Survey results indicated higher perceived autonomy, competence, and task value among ChatGPT users compared with non-users, although differences were not statistically significant. Most student-generated questions also reflected lower to intermediate cognitive levels - 'Understand' (41.9%), and 'Apply' (45.2%), with few reaching 'Analyse'. Qualitative insights highlighted ChatGPT's efficiency, accessibility, and cognitive support, alongside concerns regarding accuracy, superficial engagement, and limited interpersonal interactions. Integrated results suggest that ChatGPT may support self-directed motivation and learning but does not consistently facilitate higher-order thinking and social relatedness without instructor mediation. ChatGPT may offer benefits for medical education by supporting autonomy and perceived usefulness. However, motivation alone is insufficient to promote higher-order thinking. ChatGPT should be facilitated by educators to transform artificial intelligence use from information retrieval into reflective, dialogic inquiry. Integrating ChatGPT within collaborative learning may strengthen analytical reasoning and relational engagement in early medical training.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989990","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}