Advances in Health Sciences Education最新文献

{"title":"Beyond the curriculum: negotiating power and knowledge in informal trans health educational initiatives.","authors":"Inna Blus-Kadosh, Gilly Hartal","doi":"10.1007/s10459-026-10529-9","DOIUrl":"10.1007/s10459-026-10529-9","url":null,"abstract":"<p><p>The transgender community faces significant barriers in healthcare due to inadequate medical education and systemic discrimination, resulting in persistent health disparities and limited access to competent care. This study examines how informal educational initiatives, defined here as grassroots activities that operate outside formal medical curricula, serve as alternative strategies for addressing trans health knowledge gaps in medical education. Drawing on semi-structured interviews with 39 healthcare professionals, transgender individuals, and activists, as well as analysis of relevant documents and observations at lectures on transgender health, we apply boundary object theory to explore how these initiatives facilitate knowledge exchange across institutional boundaries. Our findings indicate that informal initiatives provide flexible platforms for engagement and learning, fostering direct dialogue and knowledge sharing between medical students, healthcare professionals and the transgender community. However, their broader impact is constrained by entrenched power dynamics and the lack of formal curricular integration, which limits their capacity for systemic change. This research offers novel insights by demonstrating that even well-intentioned educational practices can inadvertently reinforce exclusion through institutional gatekeeping. Our study demonstrates that while informal efforts can bridge some knowledge gaps, advancing health equity ultimately depends on institutional and policy reforms that embed community perspectives and expertise into medical education.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147445800","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 impostor phenomenon construct in medical education: a meta-analysis of its prevalence and a critical appraisal of its measurement.","authors":"Yusof Mohamed Omar, Youssef A Khattab, Ahmed Abdelmageed, Mark Messak, Youssef Mandour, Abdullah Emad Shabeeb, Abdulrahman M Zakaria, Moaz Elsayed Abouelmagd","doi":"10.1007/s10459-026-10513-3","DOIUrl":"10.1007/s10459-026-10513-3","url":null,"abstract":"<p><p>Impostor phenomenon (IP) is widely cited as a significant challenge in medical education, yet its conceptual and methodological foundations are unstable, hindering a clear understanding of its true scope and impact. Thus, this systematic review and meta-analysis aimed to first establish a pooled prevalence of IP among medical students, and second, to critically appraise the measurement tools and definitions used in the literature. We systematically searched PubMed, Scopus, Web of Science, and CINAHL through July 2025 for all studies quantitatively assessing IP prevalence in medical students. Using a random-effects model, we analyzed data from 34 studies, including 9,550 participants. The overall pooled prevalence of IP was 49% (95% CI [0.43–0.54]), but this figure is complicated by extreme heterogeneity across studies (I2 =95.6%, P < 0.001) despite multiple sensitivity analyses. Subgroup analyses revealed significant prevalence differences by gender (females 51% vs. males 40%; P = 0.021), geographic region (P < 0.001), and the measurement tool used (P < 0.001). The qualitative synthesis suggested associations between IP and negative mental health outcomes, including anxiety, depression, and burnout. Nevertheless, the variance driven by different measurement tools suggests that researchers may not be consistently measuring the same construct. The reliance on unvalidated cutoffs further weakens the validity of prevalence estimates. We conclude that while IP is clearly a prevalent concern, the construct’s weak theoretical grounding and inconsistent measurement impede meaningful progress. Advancing this area of medical education research requires a foundational shift toward conceptual clarity and methodological rigor.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147391220","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 decolonial perspective on healthcare worker migration - and its implications for education and training.","authors":"Danica Anne Sims","doi":"10.1007/s10459-026-10525-z","DOIUrl":"10.1007/s10459-026-10525-z","url":null,"abstract":"<p><p>Worldwide, health-care worker migration follows a dominant and unequal pattern: healthcare workers trained in the resource-constrained global South relocate to wealthier countries in the global North, leaving already fragile healthcare systems with even fewer hands. The World Health Organisation projects a ten-million-worker shortfall by 2030, with 83 low- and middle-income countries already sitting below the workforce density needed for basic healthcare. Traditional explanations may describe this imbalance but offer few structural targets for meaningful change. Decoloniality provides a deeper analytic lens. It argues that European colonialism created a colonial matrix of power that still organises labour, capital, and knowledge. Three intertwined colonialities keep that matrix alive today: power (who controls resources), knowledge (whose expertise is legitimised), and being (whose personhood is valued). Viewed through this framework, the persistent outflow of Southern healthcare workers is not an unfortunate accident of globalisation; it is a contemporary iteration of colonial extraction. Northern countries under-invest in domestic education, then recruit talent from regions they historically dominated, validating only Western credentials and relegating international healthcare workers to inferior status even as they become essential to service delivery. This scholarly reflection does more than rename the problem – it illuminates new points of intervention. Tackling coloniality of power suggests reparative resource redistribution, whether financial or epistemic, with investment in domestic training capacity; addressing coloniality of knowledge through the recognition of Southern training and bi-directional knowledge exchange; and disrupting coloniality of being through workplace reforms that grant international healthcare workers full professional agency. By foregrounding structure over individual choice, decoloniality equips educators, policymakers, and researchers with a systemic perspective for building a fair, sustainable global health workforce.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357236","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 time to rethink CPD for the virtual space: using the lens of situational analysis to draw a connection between practices in a virtual CPD space and potentialities of the future.","authors":"Sanne Kaas-Mason, Cynthia Whitehead, Stella L Ng, Paula Rowland","doi":"10.1007/s10459-026-10515-1","DOIUrl":"https://doi.org/10.1007/s10459-026-10515-1","url":null,"abstract":"<p><p>Virtual conferencing technology has created novel spaces for diverse health and social care providers to share knowledge. One way to share knowledge is in virtual CPD spaces. In this study, we engage criticality and sociomateriality to illustrate the challenges of supporting, maintaining and further developing virtual CPD with strategic decisions, educational moves and/or investments. We do this through a qualitative study of Project ECHO, a CPD intervention conducted in the virtual space. Data collection included documents (n=185), interviews (n=21), and observations (n=51 hours and 15 minutes). By employing a situational analysis methodology, we illustrate four discursive positions that capture dynamics of power and/or effects of technology in these novel spaces, and, in our analysis, we draw a connection between these four positions and three likely future directions. Each potential future direction carries associated decisions and resource allocations with them. We contend that taking a status quo approach to virtual CPD is to disregard the impacts of the virtual space as a novel space. Instead, we argue that rethinking CPD for the virtual space is timely, and that multiple actors and elements are necessarily intertwined in this 'rethinking'. We also show that because 'rethinking' rests on a non-dominant discursive position, it requires a particularly resolute commitment to making it a strategic priority and to allocate resources to support it. Engaging in the virtual space with this awareness is relevant to educators, administrators and researchers who deliver, support, resource and/or research continuing professional development in this time of virtual conferencing technology.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357243","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":"Correction to: A realist evaluation of community-engaged learning for health professions students in rural Japan: explaining learning processes associated with cultural humility and professional reorientation.","authors":"Junji Haruta, Etsuko Tomisaki, Satoko Ishikawa, Tomonori Nakamura, Toshiaki Monkawa","doi":"10.1007/s10459-026-10522-2","DOIUrl":"https://doi.org/10.1007/s10459-026-10522-2","url":null,"abstract":"","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357304","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 integral partnership between history and medical education, in three parts.","authors":"Justin Barr","doi":"10.1007/s10459-026-10509-z","DOIUrl":"https://doi.org/10.1007/s10459-026-10509-z","url":null,"abstract":"<p><p>What use has the past? This paper explores its specific utility to the field of medical education. It particularly focuses on the value of history for educators (as opposed to students) by highlighting its potential to contribute in three areas. First, it examines the professional rupture in medical history as an example to avoid - and provides specific suggestions to retain unity. Second, in comparing how the humanities foundation of history privileges different modes of inquiry than the social sciences, it highlights how such methodology - in particular oral histories and material culture - might enrich educational scholarship. Finally, it suggests different ways of incorporating history into the classroom, such as interleaving eponyms, as a way to improve student retention and facilitate their ability to think more broadly, more ethically, and more empathetically.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345753","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":"Are we empowering the students to empower the patient? Student education in person and family-centered practice: a scoping review.","authors":"Maree Doble, Alison Purcell","doi":"10.1007/s10459-026-10523-1","DOIUrl":"10.1007/s10459-026-10523-1","url":null,"abstract":"<p><p>The aim of this scoping review was to examine and map the literature relating to the education of health professions students in person and family-centered practice (PFCP). The review was conducted in accordance with the PRISMA-ScR guidelines. After a systematic search of databases, screening for title, abstract, and full text was completed against a priori inclusion criteria. The Joanna Briggs Institute recommendations for data items created the framework for data extraction. These data were then summarized and rated for quality of educational intervention and reflexive thematic analysis was also applied. The literature search returned 3470 studies and following the screening process, 50 remained. A range of health professions were studied largely from medicine and nursing. Most studies were conducted in the university setting, examining changes in attitudes to PFCP rather than changes in behaviors or skills. In addition, most examined general clinical skills, rather than PFCP. Two themes were generated (i) the patient/family is missing in PFCP education and (ii) all training is reportedly effective but not effectively studied. Subthemes are explored. The findings of the scoping review indicate that PFCP education/training in health students requires a shift away from isolated clinical skills, and a focus on those that empower patients and families in their healthcare journey. Moreover, maintenance and transfer of skills to the workplace should be evaluated, and the patient/family should be included at points in the teaching and evaluation process. Finally, more studies utilizing control groups will assist in understanding effective teaching methods.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345696","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":"Well-being and stress in health sciences undergraduates' workplace learning.","authors":"Evelyn Steinberg, Takuya Yanagida","doi":"10.1007/s10459-026-10524-0","DOIUrl":"10.1007/s10459-026-10524-0","url":null,"abstract":"<p><p>Well-being and stress are crucial topics for health sciences students when they begin learning in the workplace. This study examined well-being and stress development over a semester to explore longitudinal change clusters of well-being and stress and whether students in different clusters differ in terms of their levels of cognitive and metacognitive learning. The sample included 188 veterinary undergraduates rotating between 15 workplaces on a weekly basis. The participants completed the WHO well-being scale and perceived stress scale at four time points throughout the semester and single items on cognitive and metacognitive aspects on a daily or weekly basis. The data were analysed via ANOVA, correlation analysis, cluster analysis and configuration frequency analysis (CFA). The results showed a decrease in well-being and an increase in stress over ten weeks. Well-being was negatively associated with stress. The cluster analysis revealed four longitudinal change clusters each for well-being and stress: Flourishers (positive development starting above average), Adapters (positive development starting about average), Decliner (negative development starting above average) and Strugglers (consistently under average). CFA resulted in two types and one antitype, showing that specific pairings of well-being and stress clusters are systematically associated. Compared with the other clusters, Flourishers reported significantly greater use of many cognitive and metacognitive learning strategies. Further research should employ more approaches to identify different student clusters and distinct trajectories of well-being and stress. To enhance students’ psychological functioning and learning, interindividual differences must be considered.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147345712","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":"At the precipice of assessing adaptive expertise?","authors":"Maria Louise Gamborg","doi":"10.1007/s10459-026-10526-y","DOIUrl":"10.1007/s10459-026-10526-y","url":null,"abstract":"<p><p>Adaptive Expertise is widely invoked as essential for navigating the uncertainty and complexity of contemporary professional practice, yet its conceptualization and measurement remain fragmented and imprecise. Building on the critical scoping review by Hissink et al. (Advances in Health Sciences Education, 1–27, 2025), this commentary argues that adaptive expertise assessment is currently at a precipice – a hazardous situation in which conceptual ambiguity, psychometric overreach, and operational vagueness threaten the construct’s theoretical integrity and practical utility. I trace the roots of adaptive expertise to Piaget’s interdependent processes of assimilation, accommodation, and equilibration, emphasizing that adaptive expertise emerges from their dynamic interplay rather than from schema-changing accommodation alone. Contemporary uses of adaptive expertise, however, frequently conflate these processes or privilege accommodation, obscuring important distinctions in the cognitive work required of learners and professionals. This imprecision extends to existing adaptive expertise instruments, many of which rely on self-report, collapse vast psychological domains into coarse categories, or measure outcomes without interrogating underlying mechanisms. I argue that such approaches fail to capture the situated, practice-based nature of adaptive expertise and risk distorting the construct beyond recognition. To move forward, adaptive expertise assessment must shift from abstract traits to observable adaptive practices situated within real-world tasks, drawing on ecological and embodied theories of cognition while treating their vocabulary as a proxy for adaptive expertise, rather than a way for true introspection. Ultimately, if adaptive expertise is to serve as a meaningful guide for assessment and pedagogy, the field must resist the temptation to measure everything at once and instead develop context-sensitive, theoretically grounded, and explanatory assessments that honor the complexity, and promise, of adaptive expertise.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311941","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":"Educating physicians to meet societal needs?: a genealogy of Canadian medical education.","authors":"Brett Schrewe, Maria Athina Tina Martimianakis, Claudia W Ruitenberg","doi":"10.1007/s10459-026-10519-x","DOIUrl":"10.1007/s10459-026-10519-x","url":null,"abstract":"<p><p>INTRODUCTION: Meeting the health care needs of society has been a key purpose of Canadian medical education for three decades, with significant scholarship focused on educating physicians-in-training for the provision of more equitable health care delivery. The success of these efforts is contingent upon first understanding the assumptions and priorities of the training system itself. METHODS: This work applies Foucauldian genealogy and critical discourse analysis to an archive of over 120 policy statements, education frameworks, strategic plans, and guiding documents to explore historically how medical professionalism, health advocacy, and social accountability shape contemporary physicians-in-training with respect to meeting the health care needs of Canadian society. RESULTS: Current policies and practices preferentially produce medical experts primarily focused on providing high-quality individual clinical care. This subject position entails from the ways in which these texts construct “contemporary society’s expectations”, de-emphasize training for systems-level advocacy, conceptualize social accountability as integral to—but not independent of—medical education institutions, and recurrently speak for and about the public that the profession serves. While this individual-focused skill set is necessary, it is insufficient to equip physicians to work for the equitable distribution of health care on societal levels. CONCLUSION: Historical analysis suggests that Canadian medical education has not effectively enacted its espoused purpose of meeting societal needs. For its institutions to strengthen their partnership with the public, they must commit to a more expansive understanding of health care, take up deliberative models that centre public engagement in the design and delivery of their activities, re-configure and clarify the social contract, and adopt strategies of social responsiveness. </p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147312072","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}