Advances in Health Sciences Education最新文献_第6页

Facilitators and barriers along the pathways from secondary school to medical programmes- results from a national longitudinal study in Aotearoa New Zealand. 从中学到医学课程的道路上的促进因素和障碍——来自新西兰奥特罗阿国家纵向研究的结果。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-08 DOI: 10.1007/s10459-026-10534-y

Sarah Randal, Tim J Wilkinson, Phillippa Poole, John Randal, Boaz Shulruf

{"title":"Facilitators and barriers along the pathways from secondary school to medical programmes- results from a national longitudinal study in Aotearoa New Zealand.","authors":"Sarah Randal, Tim J Wilkinson, Phillippa Poole, John Randal, Boaz Shulruf","doi":"10.1007/s10459-026-10534-y","DOIUrl":"10.1007/s10459-026-10534-y","url":null,"abstract":"Secondary school academic achievement is the most predictive measure for successful medical school selection, followed by aptitude tests and, to a lesser extent, interviews. Despite extensive research on medical student selection, little is known about the factors influencing the pathway to medical school prior to the selection process. This study aimed to identify changeable facilitators and barriers along the pathway from secondary school to medical programmes, using data from a New Zealand longitudinal national data repository. Data from the Statistics New Zealand research repository (2016–2020) were used to create four cohorts. An accelerated longitudinal methodology enabled efficient observation of long-term educational trajectories using contemporary data unaffected by COVID-19. The analysis involved multiple forward stepwise logistic regression models to identify predictors of progression towards medicine. Secondary school academic achievement had a lasting impact on university progression, even when not directly used for selection decisions. Subject choice was also significant: higher performance in academic subjects predicted progression towards medicine, whereas higher performance in vocational subjects predicted alternative pathways. Additionally, maternal education level was a significant predictor of progression from secondary school to the pre-medicine stage. The findings suggest that increasing the likelihood of securing a place in a medical programme benefits from strategic academic planning beginning early in secondary school. Consistent with Bourdieu’s Theory of Social Reproduction, early educational experiences have enduring effects on medical school pathways, emphasising the importance of academic achievement, subject choice, and parental education in shaping these trajectories.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635038","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

Concept analysis: a methodological means to clarify key concepts in health professions education. 概念分析：阐明卫生专业教育中关键概念的一种方法学手段。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-07 DOI: 10.1007/s10459-026-10538-8

Ethan Bazos, Claude Julie Bourque, Melanie Marceau, Meredith Young

{"title":"Concept analysis: a methodological means to clarify key concepts in health professions education.","authors":"Ethan Bazos, Claude Julie Bourque, Melanie Marceau, Meredith Young","doi":"10.1007/s10459-026-10538-8","DOIUrl":"10.1007/s10459-026-10538-8","url":null,"abstract":"Health Professions Education (HPE) is an interdisciplinary field where concepts are routinely exchanged, transformed, and applied across a variety of contexts. Concepts are core to HPE and practice; yet many are underdefined, their understandings can shift over time, and concurrent understandings can blur shared understandings of key concepts. Multiple and shifting understandings of key concepts create a need for concept clarification. Concept analysis methodologies are uniquely suited to address this need and can be a helpful approach for concept clarification in HPE research. This article summarizes the benefits of concept analysis in HPE and describes two different approaches and their potential to clarify key concepts for the purposes of research, teaching, and assessment. More specifically, this article defines concepts, describes when and why concept analysis may be useful, explores two key approaches to concept analysis including examples of their use specifically in HPE, discusses strengths and limitations, and offers suggestions for those looking to use concept analysis in HPE. Concept analysis approaches are powerful tools in our methodological toolbox, as these approaches are designed to provide concept clarification for later theory development, operationalization, implementation, or use in practice. With the prevalence of concepts at play in HPE – from competencies to communities of practice – concept clarification is a key foundation on which to continue to build theories and ground practices in HPE.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147629126","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 history of Nagasaki, the Japanese birthplace of Western medicine and its education. 日本西医发源地长崎的历史及其教育。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-04 DOI: 10.1007/s10459-026-10531-1

Hisayuki Hamada, Mariko Morishita, Lucy Vorobej, Cynthia Whitehead

{"title":"The history of Nagasaki, the Japanese birthplace of Western medicine and its education.","authors":"Hisayuki Hamada, Mariko Morishita, Lucy Vorobej, Cynthia Whitehead","doi":"10.1007/s10459-026-10531-1","DOIUrl":"10.1007/s10459-026-10531-1","url":null,"abstract":"Over the past several centuries, Western medical knowledge and practices have circulated globally through colonial, missionary, and educational networks. Contemporary trends toward standardization continue to shape medical education worldwide, often reinforcing asymmetric power relations between the Global North and South. Although dominant models have frequently marginalized local knowledge and traditions, medical education has also involved processes of adaptation and integration within local contexts. This study adopts a historical case study approach to examine the development of Western medical education in Nagasaki, Japan, during the nineteenth and twentieth centuries, focusing on the Dutch physician who established the Nagasaki Medical School in 1857. Drawing on critical analysis of his writings as primary sources, alongside relevant historical materials, the study explores how Western medical education was introduced, interpreted, and transformed within specific cultural and political conditions. We employed perspectives of colonialism, the Japanese concept of Wakon Yōsai (Japanese spirit with Western technology), and Cultural Fusion theory to analyze both the pedagogical intentions of the foreign instructor and the strategic engagement of Western medicine by Japanese students. The findings demonstrate that Western medical education in Nagasaki was not simply imposed but actively negotiated by local actors, resulting in hybrid educational practices. This interaction between foreign instruction and local agency continued to shape medical education beyond the founder’s tenure. By foregrounding these historical encounters, this study highlights the role of local actors in negotiating medical knowledge and expertise and underscores the importance of recognizing diverse historical and epistemological foundations in international collaborations in medical education.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147618959","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

Neoliberal pedagogies in medical education: how audit cultures shape professional formation. 医学教育中的新自由主义教学法：审计文化如何塑造专业形成。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-04-02 DOI: 10.1007/s10459-026-10537-9

Aaron Lawson McLean

{"title":"Neoliberal pedagogies in medical education: how audit cultures shape professional formation.","authors":"Aaron Lawson McLean","doi":"10.1007/s10459-026-10537-9","DOIUrl":"10.1007/s10459-026-10537-9","url":null,"abstract":"Outcome-based medical education (OBME) has become the dominant reform paradigm across health professions, promising transparency, equity, and accountability. Yet beneath its procedural appeal lies a deeper ideological transformation that curriculum theorists in education have long identified. This essay interprets OBME as a manifestation of neoliberal rationality, tracing how the managerial logic of New Public Management has reconstituted medical education as a domain of audit. Portfolios, milestones, and entrustment ratings—originally tools for formative assessment—now function as technologies of visibility through which learning is rendered measurable, comparable, and governable. Drawing on Foucault’s analyses of disciplinary power and governmentality, Lyotard’s concept of performativity, and Deleuze’s notion of societies of control, the paper situates OBME within a wider moral economy of measurement in which legitimacy derives from demonstrable performance rather than interpretive judgment. This critique is informed by a substantial body of curriculum theory—including the work of Biesta, Pinar, Aoki, and Schwab—that has long challenged the reduction of education to measurable outcomes. Empirical evidence reveals the ambivalence of this transformation: while OBME improves procedural reliability and institutional alignment, it has not demonstrated consistent improvements in patient outcomes or long-term professional competence, and ethnographic studies document assessment fatigue, instrumental learning, and erosion of professional identity. In contrast, longitudinal integrated clerkships exemplify pedagogical designs that preserve relational continuity, narrative coherence, and civic engagement—features largely invisible to audit metrics. The essay concludes that a post-neoliberal pedagogy must reclaim three neglected dimensions of professional formation: relationality, duration, and civic purpose. Such a reframing would preserve accountability while resisting epistemic reduction, restoring education’s capacity to cultivate judgment under uncertainty.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147596159","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

How can authors address reflexivity in quantitative studies? 作者如何解决定量研究中的反身性？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-30 DOI: 10.1007/s10459-026-10536-w

Patricia O’Sullivan, Susan van Schalkwyk, Ayelet Kuper

引用次数: 0

Call for applications: Editor-in-Chief of Advances in Health Sciences Education (AHSE) 招聘：《健康科学教育进展》（AHSE）主编。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-27 DOI: 10.1007/s10459-026-10528-w

引用次数: 0

Correction to: Who determines clinical placement capacity? Understanding the historical, social, and political context using Foucault's critical discourse analysis. 更正：谁决定临床安置能力？运用福柯的批判话语分析来理解历史、社会和政治语境。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-26 DOI: 10.1007/s10459-026-10527-x

Kirsty Pope, Linda Barclay, Fiona Kent

引用次数: 0

The defensibility of beginnings and endings 开头和结尾的可防卫性。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-23 DOI: 10.1007/s10459-026-10533-z

Rachel H. Ellaway

引用次数: 0

Does learning by drawing from a multimedia document improve knowledge and self-assessment in anatomical education? 在解剖学教学中，通过多媒体文献学习是否能提高知识和自我评价？

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-16 DOI: 10.1007/s10459-026-10530-2

Laura Leconte, Eric Jamet

{"title":"Does learning by drawing from a multimedia document improve knowledge and self-assessment in anatomical education?","authors":"Laura Leconte, Eric Jamet","doi":"10.1007/s10459-026-10530-2","DOIUrl":"10.1007/s10459-026-10530-2","url":null,"abstract":"Asking students to draw elements of human anatomy constitutes a learning strategy that can lead to a more in-depth processing of pedagogical content. Two studies investigated the effect of a drawing activity on nursing students’ anatomy learning and self-evaluation. In Study 1 (N = 46), a condition without drawing was compared to a condition with drawing. In Study 2 (N = 97) the same protocol was used while incorporating a segmentation of the reading and generating tasks. To examine the effect that changing the order of the tasks had, three groups were compared: a control group, a consultation-drawing group, and a drawing-consultation group. The results demonstrated that drawing improved the spatial organization of knowledge, as evidence by better performance on the visuospatial knowledge test, without effect of order in the second study. Both studies also revealed a positive effect on the monitoring accuracy. In contrast, no effect was found on the recall of nonpictorial information or on comprehension. In light of the results of these two studies, it appears that the effects of drawing seem limited and restricted to specific dimensions of learning.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470246","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

A critical discourse analysis of the problem-oriented medical record. 问题导向病案的批判性话语分析。

IF 3.4 2区教育学

Advances in Health Sciences Education Pub Date : 2026-03-14 DOI: 10.1007/s10459-026-10532-0

Daniel Huang, Ayelet Kuper, Cynthia Whitehead

{"title":"A critical discourse analysis of the problem-oriented medical record.","authors":"Daniel Huang, Ayelet Kuper, Cynthia Whitehead","doi":"10.1007/s10459-026-10532-0","DOIUrl":"10.1007/s10459-026-10532-0","url":null,"abstract":"The problem-oriented medical record (POMR) is a core feature of modern medical record-keeping that traces its history to the work of Lawrence Weed in the mid-1960s. Many of its features, from the SOAP note to the problem list, are ubiquitous in the millions of records written by medical trainees around the world each year, whether on paper or in the latest generation of EHR and digital scribe. Yet, its history remains underexplored, risking an incomplete understanding of the problems facing EHRs and the solutions proposed to fix them. This study deepens historical analysis of the POMR by using Foucauldian critical discourse analysis to examine the POMR as a discourse of regulation. In Weed’s view, the medical record, appropriately structured, could reveal and regulate all aspects of a trainee’s clinical activities. It could be used to instill “scientific discipline” in both students and their teachers. This discourse in turn created a form of disciplinary power—the discrete and subtle multiplicity of minor processes described in Foucault’s Discipline and Punish—that is a key historical legacy of the POMR, continuing to shape how medical records are used and thought of today.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147460789","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