Advances in Health Sciences Education最新文献

{"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}

{"title":"A thick description of love's contours for health professions education.","authors":"Katie Lee Bunting, Anja Krumeich, Laura Nimmon","doi":"10.1007/s10459-026-10504-4","DOIUrl":"10.1007/s10459-026-10504-4","url":null,"abstract":"<p><p>BACKGROUND: Affective, relational, and humanistic approaches are well represented in health professions education (HPE) literature. Within this landscape, love offers a distinctive and expansive way of relating—one that can challenge hierarchical or extractive dynamics and create space for shared humanity in HPE. Such an approach holds the possibility of fostering both personal transformation for students and educators and HPE systems (e.g. curricular, programmatic). The purpose of this critical review paper is to explore how love can be described and understood, offering a thoughtful and nuanced foundation for considering its potential as a HPE educational approach. OBJECTIVE: In this critical review paper we answer the question, ‘what is love and what is love’s promise?’, as a foundation to explore love as an educational approach in HPE. METHODS: We drew on a poststructural feminist perspective, which is attentive to how gender and power intersect within relationships. We situated this work in embodied inquiry, intuitive inquiry and hermeneutic phenomenology. 12 texts were selected drawing from disciplines including philosophy, education, and theology. FINDINGS: We provide a thick description of what love is, what love requires, love in action, and what love offers through the following contours of love: love is transcendent, the “tangibilities” of love, the groundwork for a love practice, a love practice, and love’s promises. Findings highlight love’s transcendent power, the intentional work needed to practice love, and love’s potential to facilitate deep transformation in HPE. DISCUSSION: Love has begun to emerge within HPE literature as a potentially transformative educational approach. Our paper offers a critical descriptive foundation and invites others to build on and expand this work through a diversity of perspectives. </p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147291998","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":"Streamlining accreditation: a cross-disciplinary analysis.","authors":"Danielle Blouin","doi":"10.1007/s10459-026-10520-4","DOIUrl":"https://doi.org/10.1007/s10459-026-10520-4","url":null,"abstract":"<p><strong>Purpose: </strong>This study seeks to understand how accreditation of professional education programs achieves its positive impacts on the quality of education. It examines accreditation standards and processes across seven professional education disciplines (business administration, computer sciences, engineering, nursing, pharmacy, dental education, and medical education). The underlying theoretical assumption proposes that similar accreditation components drive similar endpoints, i.e. that commonalities in standards and processes across disciplines represent the core of accreditation and drive its impacts on education quality, since each accreditation organization independently considers them as important components of its accreditation practices. Accreditation carries significant costs (human, financial, lost opportunities) for programs. Understanding which components most contribute to its positive impacts will inform reforms of accreditation systems, improve cost-effectiveness and decrease accreditation burden on programs without sacrificing education quality METHOD: Thematic analyses of accreditation standards and processes were performed across seven professional education domains.</p><p><strong>Results: </strong>Common themes of standards across organizations related to 'Student', 'Curriculum', 'Program Resources', and 'Program Management', although their granularity varied widely between organizations. Two themes of standards were not shared ('Institution', 'Learning Environment'), suggesting that these themes were not universally seen as essential, thus offering opportunities for revisions and simplification of standards in remaining organizations. Accreditation processes were similar across organizations, but their intensity varied, impacting programs' workload and resources in preparing for accreditation CONCLUSIONS: The identification of core accreditation standards and processes, and of several areas where efficiencies can be achieved, provides practical avenues to reform accreditation systems to improve cost-effectiveness and decrease accreditation burden without sacrificing education quality.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147291972","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 framework for the design, delivery, and evaluation of rural health professions student placements.","authors":"Elyce Green, Claire Quilliam, Catherine Seaton, Jane Ferns, Melissa Ridd, Lyndal Sheepway, Leigh Moore, Jodie Bailie, Rohan L Rasiah, Carolyn Taylor, Kathryn W Fitzgerald, James Debenham","doi":"10.1007/s10459-026-10521-3","DOIUrl":"10.1007/s10459-026-10521-3","url":null,"abstract":"<p><p>High-quality rural health professions student placements are essential for preparing competent, confident, and adaptable health professionals. Despite growing international interest in rural health professions education, existing placement quality frameworks often lack the nuance required to address the complexities of rural and remote settings. This paper presents a comprehensive, evidence-informed framework for the design, delivery, and evaluation of rural health professions student placements. The framework was developed through a multi-study research program underpinned by rural standpoint theory and experiential learning principles. Drawing on data from a scoping review, a national survey and interview study, and a multiple-case Employing COnceptUal schema for policy and Translation Engagement in Research study, the framework identifies five overarching components of placement quality: foundations for engagement in rural learning; student choice, allocation, and advocacy; co-location, connection and collaboration; processes, people and pedagogy; and placement infrastructure, resources, financial support and safety. Within these components, 30 features are defined, offering actionable guidance for universities, placement providers, and rural communities. The framework supports place-based, culturally responsive and pedagogically sound placement practices, and has relevance for policy development, quality assurance and workforce strategies in rural health professions education across diverse international contexts. It also provides a foundation for continuous improvement, ensuring placements remain responsive to local needs and student experiences.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146259713","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: Locating agency with Judith Butler's theory of performativity.","authors":"Khoa Duy Duong, Linh Thuy Khanh Tran, Minh Thi Nguyen, Monica Molinaro, Elizabeth Anne Kinsella","doi":"10.1007/s10459-026-10518-y","DOIUrl":"10.1007/s10459-026-10518-y","url":null,"abstract":"","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229671","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":"Who determines clinical placement capacity? Understanding the historical, social, and political context using Foucault's critical discourse analysis.","authors":"Kirsty Pope, Linda Barclay, Fiona Kent","doi":"10.1007/s10459-026-10514-2","DOIUrl":"10.1007/s10459-026-10514-2","url":null,"abstract":"<p><p>Securing sufficient placement opportunities for healthcare students has been an internationally well-documented, long-standing, challenge. Creating placement opportunities is vital to addressing workforce shortages to meet healthcare needs. Previous studies have primarily focused on investigating different clinical placement models, lacking focus on the perspectives of those in leadership. The aim of this study was to understand the broader influence of power within organisational decision making for occupational therapy clinical placements. Foucauldian critical discourse analysis was employed to explore the placement problem from the context within which it is situated. Data collection included: interviews and focus groups with occupational therapy education leaders, and the creation of an archive of text. Foucault discourse analysis included extracting data from transcripts; analysing statements and extracting data from archive documents that support, or contradict, participant discursive statements. The three dominant discourses identified were: student education is an opportunity for personal gain; student education is an expectation; student education is beyond capacity. This research demonstrates the complex interplay of historical, social, and political forces that shape organisational decisions around student placements in the Australian health system. National and state-level policies have the potential to drive systemic change and foster a culture that values and invests in student clinical education. Attention to the top-down drivers that empower organisations with facilitatory structures and incentives, cannot be overlooked when securing the future of clinical education and workforce development.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146229658","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":"Stress dynamics between clinical supervisors and allied health students: a scoping review.","authors":"Piao Wang, Laurie Peebles, Aine O'Connor, Xinrong Li, Yongsheng Wang","doi":"10.1007/s10459-026-10511-5","DOIUrl":"10.1007/s10459-026-10511-5","url":null,"abstract":"<p><p>Stress within clinical supervision in allied health education functions as a reciprocal and relational process that shapes both learning and professional development. This scoping review synthesizes findings from 54 studies published between 1980 and 2024 to examine how stress is experienced, transmitted, and managed between students and clinical supervisors. Four interconnected domains were identified through the synthesis: the supervisory relationship, systemic and contextual pressures, personal factors, and the placement environment. Together these domains illustrate how organizational demands and supervisory strain influence student engagement, feedback processes, and educational outcomes. The literature provides valuable descriptive insight but remains fragmented, methodologically inconsistent, and limited in theoretical integration. Few studies systematically applied established frameworks or examined how stress mechanisms relate to measurable educational or clinical outcomes. Drawing together the transactional model of stress and coping, the job demands and resources model, and the crossover process model, this review proposes an integrated conceptual foundation that positions stress as a relationally embedded and context-dependent process. Advancing this field requires theory-driven and longitudinal research that captures bidirectional stress interactions and evaluates multilevel interventions addressing both relational and systemic contributors. Conceptualizing stress as a dynamic and interdependent process strengthens understanding of supervisory relationships and informs strategies that promote educational quality, professional resilience, and the preparation of competent practitioners in health sciences education.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221798","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":"Same, same, but different: exploring and comparing students' experiences of problem-based learning in a Swedish and a Kenyan medical education context.","authors":"Pius Musau, Katarina Kågedal, Malin Lindqvist Appell, Madeleine Abrandt Dahlgren","doi":"10.1007/s10459-026-10516-0","DOIUrl":"https://doi.org/10.1007/s10459-026-10516-0","url":null,"abstract":"<p><p>This study aimed at exploring and comparing how problem-based learning (PBL) is experienced by students and arranged in the medical programmes at Linköping University (LiU) in Sweden and Moi University (MU) in Kenya. Both institutions have a long history of using PBL and have collaborated for over 30 years, including annual student exchanges. The programmes are facing challenges related to increased student numbers and limited staff growth. A Comparative Case Study design was used, with site visits and focus group interviews with students. Thematic analysis was employed to compare experiences of PBL, focusing learning processes and professional development as embedded in the local respective contexts. A Comparative Case Study design was used, with site visits and focus group interviews with students. Thematic analysis was employed to compare experiences of PBL, focusing learning processes and professional development as embedded in the local respective contexts. Discussions centered on four topics: reflections on the tutorial group for learning, attitudes towards co-ownership of the learning process, views on scenarios in tutorials, reflections and opinions of learning resources. Three main themes were revealed: collective learning, clinical relevance, and the tutorial process. Both groups valued collective learning, however, LiU students benefited from structured tutor support and feedback, supporting learning and professional development. In contrast, MU students faced challenges due to tutor absenteeism and inconsistent feedback, impacting their learning experience. The study shows how the students' experiences of PBL are linked to the material and socio-cultural contexts and arrangements of the programmes. The findings provide insights for future collaboration and development of PBL in medical education, emphasizing sustainable faculty development programmes and inter-institutional cooperation. Addressing these challenges can enhance the learning experience and better prepare students for their future roles as medical professionals.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146214905","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":"Curriculum development as a governance process: insights from a new PharmD program.","authors":"Geneviève Gauthier, Françoise Moreau-Johnson, Christine Landry, Tim Dubé, Claire Touchie","doi":"10.1007/s10459-026-10517-z","DOIUrl":"10.1007/s10459-026-10517-z","url":null,"abstract":"<p><p>Most health professions education programs are transitioning toward outcomes-based education, emphasizing measurable competencies and programmatic assessment. However, these models—largely focused on teaching and assessment strategies—often overlook the institutional, political, and relational dimensions that shape how curricula are conceived, approved, and enacted. This study examines curriculum as both an educational product and a governance artifact, drawing on the case of a newly established French-language Doctor of Pharmacy (PharmD) program in Canada. We conducted a qualitative case study informed by a critical realist approach, using curriculum-making theory and institutional entrepreneurship as sensitizing frameworks. Data collection unfolded in three phases to deepen understanding of governance mechanisms. First, a review of foundational documents was used to construct a chronological account of program development. Second, exploratory interviews with stakeholders refined this timeline and informed an initial program theory. Third, in-depth interviews with 14 stakeholders—including administrators, academic leaders, financial officers, analysts, and external funders—examined governance dynamics across institutional levels. Analysis identified eight governance mechanisms operating across three overlapping phases: vision development, approval, and implementation. Mechanisms such as coalition-building, navigating governance structures, and mobilizing resources operated across micro, meso, macro, and supra levels, highlighting governance as distributed and adaptive. We argue that curriculum is not merely a pedagogical blueprint but an institutional project forged through multi-level negotiation and strategic agency. Integrating governance into the conceptualization of curriculum highlights its role in shaping institutional identity and invites educators and leaders to approach curriculum development as both a pedagogical and political process. </p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146196090","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":"Protection, preparation or processing support for medical students’ emotional challenges in work-based learning—a grounded theory","authors":"Linda Barman,&nbsp;Maria Weurlander,&nbsp;Henrik Lindqvist,&nbsp;Robert Thornberg,&nbsp;Annika Wernerson","doi":"10.1007/s10459-026-10512-4","DOIUrl":"10.1007/s10459-026-10512-4","url":null,"abstract":"<div><p>Research shows that students experience emotional challenges during work-based learning that may affect their professional becoming and well-being, but they seldom feel supported by clinical supervisors in coping with or learning from these situations. The aim of this study was to explore clinical supervisors’ role in supporting medical students’ experiences of emotional challenges in work-based learning. We conducted a constructivist grounded theory analysis based on interviews with 20 physicians from different medical specialties, including residents working in Swedish healthcare who had experiences of supervising medical students. The findings illuminate how supervisors use different strategies in regard to students’ experiences of emotional challenges. As constraints in healthcare make it difficult to find room for reflective conversations, support is often provided on an ad hoc basis. Not all supervisors considered themselves to be responsible for providing students with emotional support, believing instead that such activities should be scheduled into the curriculum offered by universities. Our findings suggest that, despite evidence that medical students hide emotional affect, a major part of the responsibility to signal need and be open for emotional support still rests on students. Clinical supervisors can contribute to a permissive climate, allowing for emotional reflections; and supervisor training can foster discussions on the types of situations medical students may experience as emotionally challenging.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1239 - 1258"},"PeriodicalIF":3.4,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-026-10512-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183334","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}