Advances in Health Sciences Education最新文献

{"title":"Game design elements of serious games in the education of medical and healthcare professions: a mixed-methods systematic review of underlying theories and teaching effectiveness","authors":"Alexandra Aster,&nbsp;Matthias Carl Laupichler,&nbsp;Saskia Zimmer,&nbsp;Tobias Raupach","doi":"10.1007/s10459-024-10327-1","DOIUrl":"10.1007/s10459-024-10327-1","url":null,"abstract":"<div><p>Serious games, as a learning resource, enhance their game character by embedding game design elements that are typically used in entertainment games. Serious games in its entirety have already proven their teaching effectiveness in different educational contexts including medical education. The embedded game design elements play an essential role for a game’s effectiveness and thus they should be selected based on evidence-based theories. For game design elements embedded in serious games used for the education of medical and healthcare professions, an overview of theories for the selection lacks. Additionally, it is still unclear whether and how single game design elements affect the learning effectiveness. Therefore, the main aim of this systematic review is threefold. Firstly, light will be shed on the single game design elements used in serious games in this area. Second, the game design elements’ underlying theories will be worked out, and third, the game design elements’ effectiveness on student learning outcome will be assessed. Two literature searches were conducted in November 2021 and May 2022 in six literature databases with keywords covering the fields of educational game design, serious game, and medical education. Out of 1006 initial records, 91 were included after applying predefined exclusion criteria. Data analysis revealed that the three most common game design elements were points, storyline, and feedback. Only four underlying theories were mentioned, and no study evaluated specific game design elements. Since game design elements should be based on theories to ensure meaningful evaluations, the conceptual GATE framework is introduced, which facilitates the selection of evidence-based game design elements for serious games.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1825 - 1848"},"PeriodicalIF":3.0,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10327-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of gaze-display feedback on medical students’ self-monitoring and learning in radiology","authors":"Ellen M. Kok,&nbsp;Diederick C. Niehorster,&nbsp;Anouk van der Gijp,&nbsp;Dirk R. Rutgers,&nbsp;William F. Auffermann,&nbsp;Marieke van der Schaaf,&nbsp;Liesbeth Kester,&nbsp;Tamara van Gog","doi":"10.1007/s10459-024-10322-6","DOIUrl":"10.1007/s10459-024-10322-6","url":null,"abstract":"<div><p>Self-monitoring is essential for effectively regulating learning, but difficult in visual diagnostic tasks such as radiograph interpretation. Eye-tracking technology can visualize viewing behavior in gaze displays, thereby providing information about visual search and decision-making. We hypothesized that individually adaptive gaze-display feedback improves posttest performance and self-monitoring of medical students who learn to detect nodules in radiographs. We investigated the effects of: (1) Search displays, showing which part of the image was searched by the participant; and (2) Decision displays, showing which parts of the image received prolonged attention in 78 medical students. After a pretest and instruction, participants practiced identifying nodules in 16 cases under search-display, decision-display, or no feedback conditions (<i>n</i> = 26 per condition). A 10-case posttest, without feedback, was administered to assess learning outcomes. After each case, participants provided self-monitoring and confidence judgments. Afterward, participants reported on self-efficacy, perceived competence, feedback use, and perceived usefulness of the feedback. Bayesian analyses showed no benefits of gaze displays for post-test performance, monitoring accuracy (absolute difference between participants’ estimated and their actual test performance), completeness of viewing behavior, self-efficacy, and perceived competence. Participants receiving search-displays reported greater feedback utilization than participants receiving decision-displays, and also found the feedback more useful when the gaze data displayed was precise and accurate. As the completeness of search was not related to posttest performance, search displays might not have been sufficiently informative to improve self-monitoring. Information from decision displays was rarely used to inform self-monitoring. Further research should address if and when gaze displays can support learning.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1689 - 1710"},"PeriodicalIF":3.0,"publicationDate":"2024-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10322-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140330279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of a university teaching of integrative medicine on the social representations of undergraduate medical students","authors":"Julien Poimboeuf,&nbsp;Éric Mener,&nbsp;Laure Fiquet,&nbsp;Pierric Renaut","doi":"10.1007/s10459-024-10323-5","DOIUrl":"10.1007/s10459-024-10323-5","url":null,"abstract":"<div><p>Integrative medicine, need to be inoffensive, effective, and of quality (World Health Organization). In 2010, the American Society of Teachers of Family Medicine approved 19 competencies for teaching integrative medicine to residents. In 2018, the University of Rennes created a course: “Integrative Medicine and Complementary Therapies”. Up until then, the only feedback from the courses was the students’ opinions. We investigated the impact on medical students’ social representation.</p><p>We performed a sociological analysis of students’ social representations before and after the course. The social representation is based on the way an individual creates his or her universe of beliefs and ideas. After hearing, “What word or group of words comes to mind when you hear people speak of integrative medicine and complementary therapies?”, students were asked to provide 5 words/phrases, rank their importance, and show their attitude towards these words/phrases. The frequency and importance of these words/phrases were used to construct social representations (with central cores, and primary and secondary peripheries) before and after the course.</p><p>Among the 101 students registered, 59 provided complete responses before and 63 after the course. Before, the central core comprised “hypnosis” and “alternative medicine”, while after: “complementary care” and “global care”. We only identified first periphery before the course: “acupuncture” and “homeopathy”. 4 new contrasting elements: “integration with conventional treatment”, “patient’s choice”, “personalisation of care”, and “caring relationship of trust”.</p><p>This teaching course positively affected students’ social representation of integrative medicine, and might promote their use during future practices.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1649 - 1663"},"PeriodicalIF":3.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177614","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":"Does ‘summative’ count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing","authors":"Elise V. van Wijk,&nbsp;Floris M. van Blankenstein,&nbsp;Jeroen Donkers,&nbsp;Roemer J. Janse,&nbsp;Jacqueline Bustraan,&nbsp;Liesbeth G. M. Adelmeijer,&nbsp;Eline A. Dubois,&nbsp;Friedo W. Dekker,&nbsp;Alexandra M. J. Langers","doi":"10.1007/s10459-024-10324-4","DOIUrl":"10.1007/s10459-024-10324-4","url":null,"abstract":"<div><p>Despite the increasing implementation of formative assessment in medical education, its’ effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a purely formative progress test (<i>formative</i> PT-group) or a progress test that yielded study credits (<i>summative</i> PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (<i>n</i> = 264), logging data of an online PT feedback system (<i>n</i> = 618), and qualitative interview data (<i>n</i> = 21) to compare feedback use, and test-taking motivation between the <i>formative</i> PT-group (<i>n</i> = 316), and the <i>summative</i> PT-group (<i>n</i> = 302). Self-reported, and actual feedback consultation was higher in the <i>summative</i> PT-group. Test preparation, and active feedback use were relatively low and similar in both groups. Both quantitative, and qualitative results showed that the motivation to prepare and consult feedback relates to how students value the assessment. In the interview data, a link could be made with goal orientation theory, as performance-oriented students perceived the <i>formative</i> PT as not important due to the lack of study credits. This led to low test-taking effort, and feedback consultation after the <i>formative</i> PT. In contrast, learning-oriented students valued the <i>formative</i> PT, and used it for self-study or self-assessment to gain feedback. Our results indicate that most students are less motivated to put effort in the test, and use feedback when there are no direct consequences. A supportive assessment environment that emphasizes recognition of the value of formative testing is required to motivate students to use feedback for learning.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1665 - 1688"},"PeriodicalIF":3.0,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10324-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dual purposes by design: exploring alignment between residents’ and academic advisors’ documents in a longitudinal program","authors":"Shiphra Ginsburg,&nbsp;Lynfa Stroud,&nbsp;Ryan Brydges,&nbsp;Lindsay Melvin,&nbsp;Rose Hatala","doi":"10.1007/s10459-024-10318-2","DOIUrl":"10.1007/s10459-024-10318-2","url":null,"abstract":"<div><p>Longitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose—to help competence committees make decisions—which may be problematic. Using inductive, thematic analysis we analyzed written comments generated by 21 resident-AA dyads in one large internal medicine program who met over a 2 year period to determine what residents write when asked to reflect, how this aligns with what the AAs report, and what changes occur over time (total 109 resident self-reflections and 105 AA reports). Residents commented more on their developing autonomy, progress and improvement than AAs, who commented far more on performance measures. Over time, residents’ writing shifted away from intrinsic roles, patient care and improvement towards what AAs focused on, including getting EPAs (entrustable professional activities), studying and exams. For EPAs, the emphasis was on getting sufficient numbers rather than reflecting on what residents were learning. Our findings challenge the practice of dual-purposing documents, by questioning the blurring of formative and summative intent, the structure of forms and their multiple conflicting purposes, and assumptions about the advising relationship over time. Our study suggests a need to re-evaluate how reflective documents are used in CBME programs. Further research should explore whether and how documentation can best be used to support resident growth and development.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1631 - 1647"},"PeriodicalIF":3.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029512","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":"Defining a competency framework for health and social professionals to promote healthy aging throughout the lifespan: an international Delphi study","authors":"Míriam Rodríguez-Monforte,&nbsp;Carles Fernández-Jané,&nbsp;Marietta Bracha,&nbsp;Adrianna Bartoszewska,&nbsp;Mariusz Kozakiewicz,&nbsp;Mariel Leclerc,&nbsp;Endrit Nimani,&nbsp;Pauliina Soanvaara,&nbsp;Sari Jarvinen,&nbsp;Meike Van Sherpenseel,&nbsp;Miriam van der Velde,&nbsp;António Alves-Lopes,&nbsp;Marietta Handgraaf,&nbsp;Christian Grüneberg,&nbsp;Elena Carrillo-Alvarez","doi":"10.1007/s10459-024-10316-4","DOIUrl":"10.1007/s10459-024-10316-4","url":null,"abstract":"<div><p>The promotion of healthy aging has become a priority in most parts of the world and should be promoted at all ages. However, the baseline training of health and social professionals is currently not adequately tailored to these challenges. This paper reports the results of a Delphi study conducted to reach expert agreement about health and social professionals’ competencies to promote healthy aging throughout the lifespan within the SIENHA project. Materials and methods: This study was developed following the CREDES standards. The initial version of the competence framework was based on the results of a scoping review and following the CanMEDS model. The expert panel consisted of a purposive sample of twenty-two experts in healthy aging with diverse academic and clinical backgrounds, fields and years of expertise from seven European countries. Agreement was reached after three rounds. The final framework consisted of a set of 18 key competencies and 80 enabling competencies distributed across six domains. The SIENHA competence framework for healthy aging may help students and educators enrich their learning and the academic content of their subjects and/or programs and incentivize innovation.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1787 - 1807"},"PeriodicalIF":3.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10316-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"I’d like to use a questionnaire (sub-text: this will be an easy way to get data. Right?)","authors":"Jennifer Cleland,&nbsp;Patricia O’Sullivan,&nbsp;Ayelet Kuper","doi":"10.1007/s10459-024-10321-7","DOIUrl":"10.1007/s10459-024-10321-7","url":null,"abstract":"<div><p>This column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the question of using questionnaires in education research, considering the why, when, and how, as well as its potential pitfalls. The goal is to guide supervisors and students who are considering whether to develop and use a questionnaire for research purposes.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 1","pages":"5 - 7"},"PeriodicalIF":3.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140023212","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":"No cow on the ice: a tail of word games","authors":"Rune D. Jensen,&nbsp;Rachel H. Ellaway","doi":"10.1007/s10459-024-10320-8","DOIUrl":"10.1007/s10459-024-10320-8","url":null,"abstract":"<div><p>In this editorial, the editors raise the issues of language games in the field of health profession education and examines the implications of translating and communicating meaning from one context to another. This examination raises five issues that scholars in healthcare professions education should consider.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 1","pages":"1 - 4"},"PeriodicalIF":3.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139991747","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":"Playing well with others: lessons from theatre for the health professions about collaboration, creativity and community","authors":"Julia Gray,&nbsp;Carrie Cartmill,&nbsp;Cynthia Whitehead","doi":"10.1007/s10459-024-10314-6","DOIUrl":"10.1007/s10459-024-10314-6","url":null,"abstract":"<div><p>Despite collaboration among different professions being recognized as fundamentally important to contemporary and future healthcare practice, the concept is woefully undertheorized. This has implications for how health professions educators might best introduce students to interprofessional collaboration and support their transition into interprofessional, collaborative workplaces. To address this, we engage in a conceptual analysis of published collaborative, interprofessional practices and conceptual understandings in theatre, as a highly collaborative art form and industry, to advance thinking in the health professions, specifically to inform interprofessional education. Our analysis advances a conceptualization of collaboration that takes place within a work culture of creativity and community, that includes four modes of collaboration, or the ways theatre practitioners collaborate, by: (1) paying attention to and traversing roles and hierarchies; (2) engaging in reciprocal listening and challenging of others; (3) developing trust and communication, and; (4) navigating uncertainty, risk and failure. We conclude by inviting those working in the health professions to consider what might be gleaned from our conceptualization, where the embodied and human-centred aspects of working together are attended to alongside structural and organizational aspects.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1611 - 1630"},"PeriodicalIF":3.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10314-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students’ reflective writing","authors":"Eivind Alexander Valestrand,&nbsp;Monika Kvernenes,&nbsp;Elizabeth Anne Kinsella,&nbsp;Steinar Hunskaar,&nbsp;Edvin Schei","doi":"10.1007/s10459-024-10317-3","DOIUrl":"10.1007/s10459-024-10317-3","url":null,"abstract":"<div><p>Medical students’ efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians’ life events, relations, and emotions seem irrelevant to their professional competence. This paper explores how reflecting on personal life experiences and considering the relevance for one’s future professional practice can inform first-year medical students’ initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of 68 essays in which first-year medical students reflected on how personal experiences from before medical school may influence them as future doctors. Students wrote the texts at the end of a 6-month course involving 20 patient encounters, introduction to person-centered theory, peer group discussions, and reflective writing. The analysis targeted medical students’ processes of interweaving and delineating personal and professional identities. The analysis yielded four categories. (1) <i>How medical students told their stories</i> of illness, suffering, and relational struggles in an interplay with context that provided them with new perspectives on their own experiences. Students formed identities with a person-centered orientation to medical work by: (2) <i>recognizing and identifying with patients’ vulnerability</i>, (3) <i>experiencing the healing function of sharing stories</i>, and (4) <i>transforming personal experiences into professional strength</i>. Innovative approaches to medical education that encourage and support medical students to revisit, reflect on, and reinterpret their emotionally charged life experiences have the potential to shape professional identities in ways that support person-centered orientations to medical work.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 5","pages":"1593 - 1610"},"PeriodicalIF":3.0,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10317-3.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139944656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}