Advances in Health Sciences Education最新文献_第7页

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-03-10 DOI: 10.1007/s10459-025-10416-9

Rachel H. Ellaway, Patricia O’Sullivan

引用次数: 0

The liminal space of metacognitive reflection: the art of contradistinction (a response to define or not define) 元认知反思的阈限空间：对比的艺术（对定义或不定义的回应）。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-03-10 DOI: 10.1007/s10459-025-10422-x

Jerusalem Merkebu, Douglas P. Larsen, Stewart Mennin, Mario Veen

引用次数: 0

Correction to: Can all roads lead to competency? School levels effects in licensing examinations scores 更正：所有的道路都能通向能力吗？学校水平对执照考试成绩的影响。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-03-03 DOI: 10.1007/s10459-025-10419-6

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

引用次数: 0

Career coaching to support medical student career decision-making: a randomized controlled trial. 职业指导支持医学生职业决策：一项随机对照试验

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-03-03 DOI: 10.1007/s10459-025-10409-8

Daan A H Fris, Annelies E M van Vianen, Edwin A J van Hooft, Matthijs de Hoog, Anne P J de Pagter

{"title":"Career coaching to support medical student career decision-making: a randomized controlled trial.","authors":"Daan A H Fris, Annelies E M van Vianen, Edwin A J van Hooft, Matthijs de Hoog, Anne P J de Pagter","doi":"10.1007/s10459-025-10409-8","DOIUrl":"https://doi.org/10.1007/s10459-025-10409-8","url":null,"abstract":"This study investigated whether career coaching can reduce medical students' career decision-making stress through clarifying students' self-concept, increasing career decision self-efficacy, and lowering perceived time pressure to make a career decision. We evaluated the effectiveness of a coaching intervention (including five individual coaching sessions over eight months) using a randomized-waitlist controlled trial design. Participating medical master's students completed a first survey (T1). The intervention condition (n = 94) started the coaching program right away. The waitlist-control condition (n = 130) started after 8.5 months. Participants in the intervention condition completed a second (T2) survey three weeks after their last coaching session. Participants in the waitlist-control condition received the second survey 8.5 months after registration. Data were analyzed using multilevel path modelling. The total effect of coaching on career decision-making stress was significantly negative (-0.17; 95% CI [-0.31, -0.06]), reflecting a small to moderate effect size. This total effect was partially mediated (i.e., explained) by career decision self-efficacy (-0.02; 95% CI [-0.06, -0.00]). Exploratory analyses suggested that coaching only clarified the self-concept of students with a relatively negative coaching attitude at T1. Moreover, coaching resulted in more changes in career choices and an increase in students' career choice certainty. This study demonstrates that coaching is effective in reducing medical students' career decision-making stress and increasing their career decision self-efficacy and career choice certainty. High-quality career decision-making is important because it is associated with higher job satisfaction, well-being, and performance. Medical schools may consider providing coaching to students to support their career decision-making.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543917","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

On concepts, constructs, measures, metrics, and the variable necessity of definitions 关于概念、构造、度量、度量和定义的可变必要性。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-27 DOI: 10.1007/s10459-025-10420-z

Meredith Young

引用次数: 0

Ethical considerations of using learning analytics in medical education: a critical review 在医学教育中使用学习分析的伦理考虑：批判性回顾。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-24 DOI: 10.1007/s10459-024-10402-7

Kayla Marcotte, Phillip Yang, M. Andrew Millis, Christian J. Vercler, Stefanie S. Sebok-Syer, Andrew E. Krumm, Brian C. George

{"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":"<div>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.</div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 on","pages":"87 - 101"},"PeriodicalIF":3.3,"publicationDate":"2025-02-24","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}

引用次数: 0

How do I get more involved in the health professions education research community? 我怎样才能更多地参与到卫生专业教育研究界？

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-18 DOI: 10.1007/s10459-025-10417-8

Ayelet Kuper, Susan van Schalkwyk, Patricia O’Sullivan

引用次数: 0

Community health learning experiences of Colombian undergraduate medical students. A phenomenographic research study. 哥伦比亚医科大学生社区卫生学习经验。现象学研究。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-14 DOI: 10.1007/s10459-024-10395-3

Claudia Liliana Jaimes-Peñuela, Francisco Lamus-Lemus, Natalia Reinoso-Chávez

{"title":"Community health learning experiences of Colombian undergraduate medical students. A phenomenographic research study.","authors":"Claudia Liliana Jaimes-Peñuela, Francisco Lamus-Lemus, Natalia Reinoso-Chávez","doi":"10.1007/s10459-024-10395-3","DOIUrl":"https://doi.org/10.1007/s10459-024-10395-3","url":null,"abstract":"Medical students' perceptions of their community learning experiences can provide valuable insights for evolving and improving healthcare professional education curricula to better respond to health needs. This study aims to explore the learning experiences of undergraduate medical students in a community health course at a Colombian University. Fifteen students who had completed the Family Medicine and Community Health course participated in this qualitative study, employing a phenomenographic approach and interview technique. The phenomenographic analysis, informed by the transformative service-learning theoretical framework, resulted in the construction of categories of description, organized hierarchically, based on levels of understanding. The findings revealed five main community health learning experiences: Fulfilling the requirements, Educating the community, Solving health problems, Joint construction, and Personal transformation. Students experienced learning in diverse hierarchical learning levels, with their understanding around community health evolving over time. Transformative learning experiences were identified among only some students, indicating the potential for everyone to reach such levels of complexity and depth. Educationally critical aspects for achieving more complex levels of learning include exposure to intense and major challenges in longer periods of community services, reflection guided by teacher in intentional pedagogical spaces, feedback, and meaningful relationships between key stakeholders. These findings hold significance for medical programs that offer community medicine or related courses, since they present pedagogical opportunities to create and improve similar learning contexts in other domains.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143426649","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

Data science in health professions education: promises and challenges 卫生专业教育中的数据科学：承诺与挑战。

IF 3.3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-10 DOI: 10.1007/s10459-025-10415-w

J. Cleland, L. Grierson, M. Tolsgaard

引用次数: 0

It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace. 这需要一个村庄：一项关于医科本科生如何在工作场所相互利用来学习临床推理的民族志研究。

IF 3 2区教育学

Advances in Health Sciences Education Pub Date : 2025-02-10 DOI: 10.1007/s10459-024-10404-5

Larissa I A Ruczynski, Marjolein H J van de Pol, Shiba Hashmi, Erwin J H Vos, Cornelia R M G Fluit, Bas J J W Schouwenberg

{"title":"It takes a village: an ethnographic study on how undergraduate medical students use each other to learn clinical reasoning in the workplace.","authors":"Larissa I A Ruczynski, Marjolein H J van de Pol, Shiba Hashmi, Erwin J H Vos, Cornelia R M G Fluit, Bas J J W Schouwenberg","doi":"10.1007/s10459-024-10404-5","DOIUrl":"https://doi.org/10.1007/s10459-024-10404-5","url":null,"abstract":"When students learn with-and from-other students, it is called peer-assisted learning (PAL). How undergraduate medical students use their peers for their clinical-reasoning learning process remains unclear, although literature suggests that it is a promising learning strategy at this stage. This research therefore explores the question: 'How is PAL manifested in the clinical learning environment of undergraduate medical students with regard to developing clinical-reasoning skills?'. A constructivist paradigm with a sociocultural theoretical framework was adopted for this research, using PAL and workplace learning as theoretical background. Focused ethnography and a combination of template and open coding was used to gather and analyze qualitative data. Twenty semi-structured interviews were conducted with nine students, four residents, and seven clinical supervisors. A total number of 31.5 h were used for five clinical observations. Following categories were used to describe the data: (1) the role of PAL in the clinical-reasoning learning practice, in which PAL-theory was placed alongside clinical practice, (2) the role of different actors during PAL and (3) the PAL environment, in which contextual factors have been scrutinized. Students deploy various categories of PAL to advance their clinical-reasoning skills, although they were largely unaware of these processes, and facilitation of PAL is not consistently provided. Three topics of discussion are identified that need to be acknowledged: (1) the design of a PAL environment that is conducive to collaborative learning, (2) the shifting roles of peers when they enter clinical practice, and (3) the individualistic tendencies of students that can hamper PAL. Future research could focus on stimulating and facilitating PAL among the next generation of students and integrating PAL into the clinical practice workflow.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143384043","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