Advances in Health Sciences Education最新文献

{"title":"Unlocking knowledge: a meta-analysis assessing the efficacy of educational escape rooms in health sciences education.","authors":"Nicholas J Kakos,Rebecca S Lufler,Brendan Cyr,Christian Zwirner,Erin Hurley,Christina Heinrich,Adam B Wilson","doi":"10.1007/s10459-024-10373-9","DOIUrl":"https://doi.org/10.1007/s10459-024-10373-9","url":null,"abstract":"Educational escape rooms within health sciences education are gaining traction as a unique and engaging game-based strategy for reviewing instructional content. Educational escape rooms cultivate valuable skills such as teamwork, communication, creativity, attention to detail, and the ability to apply knowledge under time pressures. While several studies have independently assessed learners' knowledge gains after educational escape room interventions, the present work meta-analyzes the efficacy of educational escape rooms across studies and student learners within health sciences education. A systematic search across seven databases was performed by a health sciences librarian from inception to March 24, 2023. Record screenings, full-text reviews, and data extractions were managed within Covidence. MERSQI criteria were used to assess study quality. Pooled effect sizes (Standardized Mean Differences = SMD) were estimated through meta-analysis to summarize learner performance outcomes after educational escape room interventions. Eleven studies followed a longitudinal pretest-posttest design, and five studies followed a control-treatment group design. Learners' posttest scores after participating in an educational escape room were statistically higher than their pretest scores as indicated by a large positive summary effect size (SMD ≥ 0.893; p <0.001). Educational escape rooms were also effective for treatment group participants (n = 508), who significantly outperformed (SMD = 0.616; p <0.001) control group participants (n = 555). Most escape rooms were employed as a mechanism for reviewing educational content. This meta-analytic review suggests escape rooms are effective educational interventions for increasing knowledge gains among health sciences learners and highlights common implementation practices to help guide educators interested in this game-based learning approach.","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"50 1","pages":""},"PeriodicalIF":4.0,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142265607","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":"“I seemed calmer, clearer, and better able to react to challenging situations”: phenomenological reflections on learning about mindfulness in health professions education","authors":"Elizabeth Anne Kinsella,&nbsp;Kirsten Sarah Smith,&nbsp;Allison Chrestensen","doi":"10.1007/s10459-024-10363-x","DOIUrl":"10.1007/s10459-024-10363-x","url":null,"abstract":"<div><p>It is widely acknowledged that healthcare practitioner well-being is under threat, as many factors like excessive workloads, perceived lack of organizational support, the rapid introduction of new technologies, repercussions of the COVID-19 pandemic, and other factors have transformed the health care workplace. Distress, anxiety and burnout are on the rise, and are particularly concerning for health professions’ students who must navigate challenging academic and clinical demands, in addition to personal responsibilities. While not a panacea for the systemic issues at play, ‘mindfulness practices’ have shown some promise in supporting students to navigate stressful environments. Yet despite calls for more phenomenological studies, little is known about health professions students’ lived experiences of learning about and using mindfulness in higher education contexts. The objective of this hermeneutic phenomenological study was to inquire into the first-hand lived experiences of health professions students by examining their written reflections on learning about and using mindfulness in a higher education context. The study reports on themes identified in an analysis of students’ phenomenological reflections written during and following a mindfulness elective course offered at a Canadian University. The analysis revealed four predominant themes: (a) reframing perceptions, (b)‘being’ while ‘doing’, (c) witnessing the struggle, and (d) compassion for self and others. In a time when health professionals are increasingly under strain, and systemic reform is needed but slow to take shape, the findings of this study reveal potential affordances of mindfulness for helping students to navigate the myriad of challenges they face. The findings are unique in their in-depth exploration of students’ reflections on the experience of learning about and engaging in ‘mindfulness practices’ in a higher education context. The findings contribute first-hand perspectives to the evolving field of mindfulness education research and generate new conversations about mindfulness education in the health professions curriculum.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"533 - 555"},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10363-x.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142156568","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":"Can written prompts help medical residents to accurately monitor their own communication skills and those of others?","authors":"F. O. de Meijer,&nbsp;N. Nyamu,&nbsp;A. B. H. de Bruin","doi":"10.1007/s10459-024-10364-w","DOIUrl":"10.1007/s10459-024-10364-w","url":null,"abstract":"<div><p>In healthcare, effective communication in complex situations such as end of life conversations is critical for delivering high quality care. Whether residents learn from communication training with actors depends on whether they are able to select appropriate information or ‘predictive cues’ from that learning situation that accurately reflect their or their peers’ performance and whether they use those cues for ensuing judgement. This study aimed to explore whether prompts can help medical residents improving use of predictive cues and judgement of communication skills. First and third year Kenyan residents (N = 41) from 8 different specialties were randomly assigned to one of two experimental groups during a mock OSCE assessing advanced communication skills. Residents in the intervention arm received paper predictive cue prompts while residents in the control arm received paper regular prompts for self-judgement. In a pre- and post- test, residents’ use of predictive cues and the appropriateness of peer-judgements were evaluated against a pre-rated video of another resident. The intervention improved both the use of predictive cues in self-judgement and peer-judgement. Ensuing accuracy of peer-judgements in the pre- to post-test only partly improved: no effect from the intervention was found on overall appropriateness of judgements. However, when analyzing participants’ completeness of judgements over the various themes within the consultation, a reduction in inappropriate judgments scores was seen in the intervention group. In conclusion, predictive cue prompts can help learners to concentrate on relevant cues when evaluating communication skills and partly improve monitoring accuracy. Future research should focus on offering prompts more frequently to evaluate whether this increases the effect on monitoring accuracy in communication skills.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"515 - 531"},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10364-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142134372","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":"How to establish a new medical school? A scoping review of the key considerations","authors":"Sneha Kirubakaran,&nbsp;Koshila Kumar,&nbsp;Paul Worley,&nbsp;Joanne Pimlott,&nbsp;Jennene Greenhill","doi":"10.1007/s10459-024-10370-y","DOIUrl":"10.1007/s10459-024-10370-y","url":null,"abstract":"<div><p>Establishing new medical schools in medically under-served regions is suggested as part of the solution to the problem of doctor shortages and maldistributions. Establishing a new medical school is, however, a complex undertaking with high financial and political stakes. Critically, the evidence-base for this significant activity has not previously been elucidated. This paper presents the first scoping review on this vitally important, yet under-researched aspect of medical education and health workforce planning. To better understand the process of new medical school establishment, this review posed two research questions: (1) What is the nature of the available literature on establishing a new medical school?; (2) What are the key factors to be considered when establishing a new medical school? Five databases and grey literature were searched in 2015 and 2021 for English-language articles, using search terms related to new medical schools and their establishment. Inclusion and exclusion criteria were based on relevance and suitability in answering the research questions. Seventy-eight articles were analysed both structurally and thematically to understand the nature of the literature and the key considerations involved. Structurally, most articles were descriptive pieces outlining personal and institutional experiences and did not make use of research methodologies nor theory. Thematically, thirteen key considerations were identified including reasons for establishment; location choices; leadership and governance; costs and funding; partnerships; staffing; student numbers; student recruitment; curriculum design and implementation; clinical training sites; buildings and facilities; information and technology resources; and accreditation. Significant gaps in the literature included how to obtain the initial permission from governing authorities and the personal costs and burnout experienced by founding leaders and staff. Although, the literature on new medical school establishment is empirically and theoretically under-developed, it is still useful and reveals a number of important considerations that could assist founding leaders and teams to maximise the outcomes and impact of their establishment efforts. Critically, the evidence-base underpinning this complex undertaking needs to be better informed by theory and research.</p><h3>Graphical abstract</h3><div><figure><div><div><picture><source><img></source></picture></div></div></figure></div></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"645 - 669"},"PeriodicalIF":3.0,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10370-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142127250","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":"From constructive to critical and everywhere in between: education leaders’ decision-making related to harsh feedback from learners about their teachers","authors":"Katherine Wisener,&nbsp;Erik Driessen,&nbsp;Amy Tan,&nbsp;Cary Cuncic,&nbsp;Kevin Eva","doi":"10.1007/s10459-024-10367-7","DOIUrl":"10.1007/s10459-024-10367-7","url":null,"abstract":"<div><p>Feedback from learners is important to support faculty development, but negative feedback can harm teachers’ motivation, engagement, and retention. Leaders of educational programs, therefore, need to balance enabling students’ voices to be heard with maintaining teachers’ enthusiasm and commitment to teaching. Given the paucity of research to explain or guide this struggle, we explored why and how education leaders grapple with negative learner feedback received about their teachers. Using an Interpretive Description methodology, 11 education leaders participated in semi-structured interviews. Discussion was stimulated by showing participants learner narratives they had previously asked to be deleted because they perceived the narrative to be overly critical. Transcripts were iteratively analyzed as codes were developed, refined, and combined into themes. Education leaders interpreted the scope, framing, and focus of the feedback to decide whether it was overly critical. Such determinations were combined with contextual considerations such as the teacher’s personal circumstances, the learning environment and how the teacher might react to think through what potential damage the feedback might do to the teacher. Throughout the process, leaders struggled with whether protecting teachers risked not protecting learners and remained unsure about the ethics of censoring student voices. Our study offers direction regarding how to optimize feedback to teachers while minimizing risks inherent in sharing negative feedback with them. Implications include that there is value in: (1) extending feedback interpretation support to teachers, education leaders and learners; (2) situating upward feedback in a coaching dialogue; and, (3) applying the same principles recommended for the provision of feedback to learners, to teachers.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"497 - 513"},"PeriodicalIF":3.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142114516","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":"Going beyond the comparison: toward experimental instructional design research with impact","authors":"Adam G. Gavarkovs,&nbsp;Rashmi A. Kusurkar,&nbsp;Kulamakan Kulasegaram,&nbsp;Ryan Brydges","doi":"10.1007/s10459-024-10365-9","DOIUrl":"10.1007/s10459-024-10365-9","url":null,"abstract":"<div><p>To design effective instruction, educators need to know <i>what</i> design strategies are generally effective and <i>why</i> these strategies work, based on the mechanisms through which they operate. Experimental comparison studies, which compare one instructional design against another, can generate much needed evidence in support of effective design strategies. However, experimental comparison studies are often not equipped to generate evidence regarding the mechanisms through which strategies operate. Therefore, simply conducting experimental comparison studies may not provide educators with <i>all</i> the information they need to design more effective instruction. To generate evidence for the <i>what</i> and the <i>why</i> of design strategies, we advocate for researchers to conduct experimental comparison studies that include mediation or moderation analyses, which can illuminate the mechanisms through which design strategies operate. The purpose of this article is to provide a conceptual overview of mediation and moderation analyses for researchers who conduct experimental comparison studies in instructional design. While these statistical techniques add complexity to study design and analysis, they hold great promise for providing educators with more powerful information upon which to base their instructional design decisions. Using two real-world examples from our own work, we describe the structure of mediation and moderation analyses, emphasizing the need to control for confounding even in the context of experimental studies. We also discuss the importance of using learning theories to help identify mediating or moderating variables to test.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"557 - 570"},"PeriodicalIF":3.0,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082503","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":"Avoiding common pitfalls in mixed methods research?","authors":"Patricia O’Sullivan,&nbsp;Ayelet Kuper,&nbsp;Jennifer Cleland","doi":"10.1007/s10459-024-10362-y","DOIUrl":"10.1007/s10459-024-10362-y","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 focus on how to help mentees take an analytic approach to improve their mixed methods work. Mixed methods research has increased in popularity and with that comes both strengths and weaknesses in these studies. We suggest key elements to look for when reading a mixed methods research paper. We also provide guidance around weaknesses we have noticed in reporting.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 4","pages":"1071 - 1073"},"PeriodicalIF":3.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142057142","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 authentic assessment undermine authentic learning?","authors":"Rose Hatala,&nbsp;Rachel H. Ellaway","doi":"10.1007/s10459-024-10361-z","DOIUrl":"10.1007/s10459-024-10361-z","url":null,"abstract":"<div><p>In this editorial the editors consider the ideals and realities of high and low stakes assessments in clinical workplaces, the impact of these assessments on clinical workplace learning, and the clash between authenticity in assessment and authenticity in learning.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 4","pages":"1067 - 1070"},"PeriodicalIF":3.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890799","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":"Enabling and inhibiting doctors transitions: introducing the social identity resource and belonginess model (SIRB)","authors":"Gillian M. Scanlan,&nbsp;Lisi Gordon,&nbsp;Kim Walker,&nbsp;Lindsey Pope","doi":"10.1007/s10459-024-10360-0","DOIUrl":"10.1007/s10459-024-10360-0","url":null,"abstract":"<div><p>The transition into postgraduate medical training is complex, requiring an integration into the workplace, adjustment to new identities, and understanding of the social and organisational structure of healthcare. Studies suggest that social resources, including a sense of belonging, inclusivity from social groups, and having strong social identities can facilitate positive transitions. However, little is known about the role these resources play in junior doctors’ transitions into the healthcare community. This study aimed to explore the implications of having access to social resources for junior doctors. This study undertook secondary analysis from a longitudinal qualitative study which followed 19 junior doctors (residents within two years of qualification) for nine months. Data were thematically analysed using an abductive approach, with the social identity resource and belongingness (SIRB) model as a conceptual lens to explore how social networks of support act as identity resources (IRs) for junior doctors as they experience transitions. The doctors narrated that having accessible IRs in the form of supportive workplace relationships enabled an integration and a sense of belonging into healthcare practice, supported the construction of new professional identities, and strengthened career intentions. Those with inaccessible IRs (i.e. poor workplace relationships) expressed a lack of belonging, and casted doubt on their identity as a doctor and their career intentions. Our study indicates that SIRB model would be beneficial for medical educators, supervisors, and managers to help them understand the importance and implications of having IRs within the workplace environment and the consequences of their accessibility for healthcare staff experiencing transitions.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"475 - 496"},"PeriodicalIF":3.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10360-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753333","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":"Tailoring support following summative assessments: a latent profile analysis of student outcomes across five medical specialities","authors":"Huiming Ding,&nbsp;Matt Homer","doi":"10.1007/s10459-024-10357-9","DOIUrl":"10.1007/s10459-024-10357-9","url":null,"abstract":"<div><p>Summative assessments are often underused for feedback, despite them being rich with data of students’ applied knowledge and clinical and professional skills. To better inform teaching and student support, this study aims to gain insights from summative assessments through profiling students’ performance patterns and identify those students missing the basic knowledge and skills in medical specialities essential for their future career. We use Latent Profile Analysis to classify a senior undergraduate year group (<i>n</i> = 295) based on their performance in applied knowledge test (AKT) and OSCE, in which items and stations are pre-classified across five specialities (e.g. Acute and Critical Care, Paediatrics,…). Four distinct groups of students with increasing average performance levels in the AKT, and three such groups in the OSCE are identified. Overall, these two classifications are positively correlated. However, some students do well in one assessment format but not in the other. Importantly, in both the AKT and the OSCE there is a mixed group containing students who have met the required standard to pass, and those who have not. This suggests that a conception of a borderline group at the exam-level can be overly simplistic. There is little literature relating AKT and OSCE performance in this way, and the paper discusses how our analysis gives placement tutors key insights into providing tailored support for distinct student groups needing remediation. It also gives additional information to assessment writers about the performance and difficulty of their assessment items/stations, and to wider faculty about student overall performance and across specialities.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"459 - 473"},"PeriodicalIF":3.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10357-9.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141749609","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}