Advances in Health Sciences Education最新文献_第5页

"Had I been seen as an asset, I would have become one": key factors influencing how dietetics students engage with feedback processes in clinical placement. “如果我被视为一种资产，我就会成为一种资产”：影响营养学学生在临床实习中如何参与反馈过程的关键因素。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-22 DOI: 10.1007/s10459-026-10549-5

Anna Kleppe Moe, Helene Dahl, Hanne Rosendahl-Riise, Monika Kvernenes

{"title":"\"Had I been seen as an asset, I would have become one\": key factors influencing how dietetics students engage with feedback processes in clinical placement.","authors":"Anna Kleppe Moe, Helene Dahl, Hanne Rosendahl-Riise, Monika Kvernenes","doi":"10.1007/s10459-026-10549-5","DOIUrl":"https://doi.org/10.1007/s10459-026-10549-5","url":null,"abstract":"Workplace-based learning outcomes are results of a complex interplay between the opportunities and resources made available in the workplace, and the students' capacities to draw upon these. Students are expected to engage with the work environment and the feedback opportunities that occur. There is, however, limited understanding of the factors that promote and inhibit student engagement with feedback in ways that support learning during clinical placements, especially in dietetics where students meet few role models from their own profession. We employed an explorative interpretivist qualitative design using semi-structured individual interviews with bachelor students in dietetics (n = 11) at the University of Bergen, Norway, after their first clinical peer placement experience including a two-week preparatory course. Interviews were analysed using reflexive thematic analysis, informed by a conceptual framework for feedback literacy, within a relativist ontological positioning. Four themes which describe factors affecting student engagement with feedback were constructed: (1) Perceptions of task relevance, (2) Recognition of individual competence as feedback, (3) Alignment between external feedback and self-assessment, and (4) Preference for symmetrical relationships. The ambiguous scope of dietetic practice influences students' engagement with feedback and exacerbates challenges related to professional identity formation. For feedback engagement to be sparked, feedback processes must be characterised by tasks relevant for the profession, a sense of mattering, as well as mutual respect and dialogue between feedback provider and receiver. Our findings identified possible entry points for interventions to improve feedback practices in clinical placement.","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":"148007481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The best of all possible worlds? 所有可能的世界中最好的？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-19 DOI: 10.1007/s10459-026-10546-8

Rachel H. Ellaway

引用次数: 0

Oral history as reparatory practice for health professions: an ethic of epistemic justice. 口述历史作为卫生专业人员的补偿性实践：一种认识正义的伦理。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-18 DOI: 10.1007/s10459-026-10544-w

Britt Dahlberg, Suzanne Snider, Jessica Martucci

{"title":"Oral history as reparatory practice for health professions: an ethic of epistemic justice.","authors":"Britt Dahlberg, Suzanne Snider, Jessica Martucci","doi":"10.1007/s10459-026-10544-w","DOIUrl":"https://doi.org/10.1007/s10459-026-10544-w","url":null,"abstract":"From burnout to social determinants of health, contemporary healthcare challenges require greater integration of the social sciences and humanities to address. Many key healthcare challenges can be conceptualized as forms of epistemic injustice, in which a person's knowing of lived experience are dismissed or made illegible. Oral history is a longstanding field with methods designed to foster collaborative discussion and support sharing of lived experiences, with great potential for intervening in epistemic harms. Existing applications of oral history to healthcare fields have been beneficial but limited. We call for and sketch expanded possibilities for advancing the use of oral history as a distinct tool in health professions education, research, and practice in ways that humanize responses to, and repair epistemic harm for, patients and clinicians alike. In this article we (1) summarize existing applications, (2) introduce key oral history concepts and methods to guide future applications, and (3) describe three project cases that illustrate these concepts in practice. We use these case studies to sketch three avenues for the development of expanded applications of oral history in health professions: oral history pedagogy for communication skills training; oral history content as part of HPE content curriculum and listening practices; and oral history as method in community engagement and research. We advocate for further exploration of oral history's potential applications, introducing oral history as the next field joining the vibrant umbrella of the health humanities.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147965354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Making historical perspectives matter in medical education: a commentary on Arfeen et al. 使历史观点在医学教育中重要：对Arfeen等人的评论。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-18 DOI: 10.1007/s10459-026-10545-9

Xiaoshuai Li, Rui Wang

引用次数: 0

The line we draw: shifting epistemic regimes of standard setting in health professions education. 我们画的线：在卫生专业教育标准制定的认识制度的转变。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-06 DOI: 10.1007/s10459-026-10542-y

Jacob Pearce, Neville G Chiavaroli

{"title":"The line we draw: shifting epistemic regimes of standard setting in health professions education.","authors":"Jacob Pearce, Neville G Chiavaroli","doi":"10.1007/s10459-026-10542-y","DOIUrl":"https://doi.org/10.1007/s10459-026-10542-y","url":null,"abstract":"This paper examines standard setting in health professions education through the lens of historical epistemology. Rather than treating standard setting as a neutral technical procedure, we analyse how it became thinkable as a distinct assessment practice and how its forms have shifted across different historical contexts, driven by evolving concerns and epistemic assumptions. We develop a five-part analysis of historically situated epistemic regimes of standard setting, spanning forms of threshold judgement in which standards were operative but not yet explicit, through prescriptive, predictive, and performative approaches, to the contemporary landscape of programmatic assessment and entrustment. Across these regimes, standard setting practices are informed by changes in styles of reasoning, characteristic questions, forms of authority, and modes of justification that shape what counts as minimum competence, how it is determined, and who is authorised to judge. Our central argument is that standard setting is historically contingent and epistemically constructed, while remaining indispensable to assessment practice. Recognising this does not weaken standard setting; rather, it clarifies the assumptions about evidence, expertise, authority, and acceptable risks embedded in different methods, situates those methods within shared professional commitments and historically shifting interpretations of competence, and makes their justificatory bases more explicit. We argue that standard setting practices are best understood and defended through contextually grounded validity arguments, informed by epistemological reflection and attentiveness to historicity.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of degree-oriented and vocational education in clinical pharmacy in China. 中国临床药学学位教育和职业教育的发展。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-05-05 DOI: 10.1007/s10459-026-10543-x

Li-Ying Guo, Lei-Ming Zhou

{"title":"The development of degree-oriented and vocational education in clinical pharmacy in China.","authors":"Li-Ying Guo, Lei-Ming Zhou","doi":"10.1007/s10459-026-10543-x","DOIUrl":"https://doi.org/10.1007/s10459-026-10543-x","url":null,"abstract":"Clinical pharmacy education originated in the United States during the 1950s and was introduced to China in the 1960s. In China, clinical pharmacy education encompasses degree-oriented and vocational education. The purpose of this study is to offer insights and references that may guide the future development of China's clinical pharmacy education. To acquire targeted and authoritative information, the study conducted a systematic literature and data retrieval process. This study searched academic databases, reviewed monographs on the history of pharmaceutical education, examined university archives, analyzed media reports, and browsed the official websites of educational institutions and healthcare facilities. Then this study classified, counted and analyzed the collected information according to the literature analysis method. Following a chronological framework, the study integrated the key policies and regulations, influential figures, and significant historical events that had shaped the development of degree-oriented and vocational education in China's clinical pharmacy. Findings reveal that China's degree-oriented education has evolved from a marginalized field to a multi-tiered and diversified training system. Likewise, vocational education has progressed from a fragmented and disorganized state into a more structured and standardized system. Nevertheless, significant challenges persist. Currently, universities and healthcare institutions often operate independently in the training of clinical pharmacists, lacking a unified and standardized educational model comparable to the Pharm. D. system in the US or the medical education system in China. There remains the absence of cohesive assessment standards and coordinated mechanisms across the country.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147845752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What marks the "ideal" black doctor? a critical discourse analysis of flexnerian segregation within contemporary diversity discourses. “理想”黑人医生的标志是什么？当代多样性话语中弗莱克斯式隔离的批判性话语分析。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-24 DOI: 10.1007/s10459-026-10541-z

Carmen Black, Abigail Konopasky, Shavonne Temple, Javeed Sukhera, Jennifer Okolo, Ashlynn Gray, Melissa C Funaro, Christopher Fields

{"title":"What marks the \"ideal\" black doctor? a critical discourse analysis of flexnerian segregation within contemporary diversity discourses.","authors":"Carmen Black, Abigail Konopasky, Shavonne Temple, Javeed Sukhera, Jennifer Okolo, Ashlynn Gray, Melissa C Funaro, Christopher Fields","doi":"10.1007/s10459-026-10541-z","DOIUrl":"10.1007/s10459-026-10541-z","url":null,"abstract":"The Flexner Report of 1910 erected persistent barriers against Black Americans becoming doctors, which diversity and community engagement initiatives endeavor to remedy. However, less than half of today’s enrolled students represent lineages enduring Flexner’s educational deprivation since 1910: Flexnerian-Deprived Black Americans (FDBAs). FDBAs represent the approximately 90% ethnic majority of Black Americans who trace their ancestry within foundational American history since enslavement, termed Ethnic Black Americans (EBAs) within the sociohistorical justice (SHJ) framework. This critical discourse analysis searched six databases from 2009 to 2024 for papers engaging the Flexner Report about physician workforce representation to apply a SHJ perspective about how Flexnerian logic may sustain institutional segregation against FDBAs/EBAs, and subsequently all Black American doctors. 11 texts were analyzed. Analysis suggested that existing Discourses in medical education reinforce nine originating Flexnerian arguments regarding Black doctors’ idealized purpose and function. Two Discourses emerge: labor-based perspectives– which present Black doctors as a commodifiable resource to treat Black patients in underserved areas and/or primary care capacities, and diversity-based perspectives – which advocate for historical justice to Black Americans while defaulting to Flexnerian logic. Neither Discourse considers Black Americans’ distinct historical identities or generational knowledges. These findings suggest that this oversimplification risks reinforcing Flexnerian segregation that devalues all Black doctors’ rights, intellectual capacity, differential lived expertise, and ideal scope of practice. True progress requires honoring the rights and educational restitutions owed to FDBAs by American history and its anti-Black harm, including the Flexner Report.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147788225","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Translating programmatic assessment for learning (PAL) across clerkship models: implementing PAL in block and longitudinal structures. 跨职员模型翻译程序化学习评估：在块状和纵向结构中实现程序化学习评估。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-20 DOI: 10.1007/s10459-026-10539-7

Dario Torre, Lambert W Schuwirth

{"title":"Translating programmatic assessment for learning (PAL) across clerkship models: implementing PAL in block and longitudinal structures.","authors":"Dario Torre, Lambert W Schuwirth","doi":"10.1007/s10459-026-10539-7","DOIUrl":"10.1007/s10459-026-10539-7","url":null,"abstract":"Competency-Based Medical Education (CBME) requires assessment systems that capture learners’ development over time and across contexts. Programmatic Assessment for Learning (PAL) provides such a framework, emphasizing longitudinal data collection, triangulation, proportionality, and learner agency. Yet, clerkships, the bridge between preclinical and clinical training, differ structurally between Block Clerkships (BCs) and Longitudinal Integrated Clerkships (LICs), each offering distinct affordances and challenges for implementing PAL. Drawing on Vygotsky’s Zone of Proximal Development, Cognitive Load Theory, and Landscapes of Practice, this conceptual paper also incorporates learning principles such as distributed learning and interleaving to explain how repeated, varied, and contextualized assessment supports durable competence development. LICs, with continuity of supervision and patient care, naturally facilitate longitudinal assessment, feedback, and coaching but risk confirmation bias and cognitive overload. BCs, though episodic, can achieve longitudinality through structured handovers, portfolios, and cross-disciplinary coaching. Across both models, successful PAL implementation depends on deliberate educational design, faculty assessment literacy, and alignment of infrastructure, culture, and governance. Ultimately, the implementation of PAL depends less on the clerkship structure than on the intentional integration of feedback, longitudinal data, and learning principles that support validity, fairness, and educational impact.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147730636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What is the problem of 'clinical reasoning' represented to be in medical education policy? 医学教育政策中“临床推理”的问题是什么？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-17 DOI: 10.1007/s10459-026-10540-0

Bjorn Watsjold, Faizal Haji, Rabia Khan

{"title":"What is the problem of 'clinical reasoning' represented to be in medical education policy?","authors":"Bjorn Watsjold, Faizal Haji, Rabia Khan","doi":"10.1007/s10459-026-10540-0","DOIUrl":"https://doi.org/10.1007/s10459-026-10540-0","url":null,"abstract":"Objectives: Recent policy proposals call for formal integration of clinical reasoning into medical education competency frameworks. We describe how these proposals represent and problematize clinical reasoning, and what they allow health professionals subject to them to say, do, and be in their teaching, assessment and practice of clinical reasoning.Methods: Using Carol Bacchi's \"What is the problem represented to be?\" approach, we conducted a discourse analysis comparing two policy proposals calling for integration of clinical reasoning into competency frameworks in Canada and the United States.Results: In the policy proposals, the problem of clinical reasoning is represented as: (1) an educational problem, characterized by poor teaching and assessment, and (2) as a problem of medical error, with poor clinical reasoning described as a source of errors. By calling to policy changes in individual competency frameworks, these policy proposals could codify clinical reasoning as an issue of individual competency, focusing research, teaching, and assessment at this level, rather than as a situated, relational, or collective competence. This problem representation constrains pluralistic forms of understanding clinical reasoning that view it as arising from interactions between patients, healthcare teams, and care contexts.Conclusions/implications: Representing clinical reasoning as an individual problem that requires educational intervention centers physicians as decision-makers and responsible for the outcomes of clinical reasoning. This silences the voices of patients and other health professions while elevating the role of education to resolve the problem of clinical reasoning and absolving health systems of their responsibility in mitigating error.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Variation in clinical educators' understanding of being an expert clinical educator: a phenomenographic study. 临床教育工作者对专业临床教育工作者理解的差异：一项现象研究。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-10 DOI: 10.1007/s10459-026-10535-x

Gretel Evans, Jacqueline Raymond, Kate Thomson, Merrolee Penman

{"title":"Variation in clinical educators' understanding of being an expert clinical educator: a phenomenographic study.","authors":"Gretel Evans, Jacqueline Raymond, Kate Thomson, Merrolee Penman","doi":"10.1007/s10459-026-10535-x","DOIUrl":"10.1007/s10459-026-10535-x","url":null,"abstract":"Being a clinical educator in real-practice settings is an important role adopted by many allied heath clinicians, enabling pre-qualifying students to develop the professional capabilities and work-readiness needed for practice. Although there are some characteristics and impacts associated with what clinical educator expertise looks like, developmental trajectories of clinical educators and what it takes to develop this expertise are unknown. Using a phenomenographic approach, we investigated the qualitatively different ways that allied health clinical educators understand what being an expert clinical educator means. We interviewed a diverse sample of clinical educators and analysed their critically different ways of understanding and the relationships between these ways of understanding. Eighteen clinical educators participated, representing 7 allied health disciplines. Four distinct ways of understanding ‘being an expert clinical educator’ were constituted. These were: (i) Teaching professional skills; (ii) Managing learning activity; (iii) Facilitating learning responsively; and (iv) Partnering with learners. These ways of understanding are differentiated by varying levels of awareness of 16 dimensions of what it means to be an expert clinical educator, which were arranged into four thematic groupings: (i) Role of the clinical educator; (ii) Understanding of students; (iii) Understanding of how students learn and (iv) Desired outcomes. These findings offer unique knowledge about how clinical educators understand what it means to be an expert clinical educator, and highlights how some understandings are limited in complexity. This knowledge is valuable for shaping the design of educator learning programs, policy frameworks and the recognition of clinical educator capabilities.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147646883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0