Advances in Health Sciences Education最新文献

{"title":"The experiences of culturally and linguistically diverse health practitioners in dominant culture practice: a scoping review","authors":"Mikaela Harris,&nbsp;Timothea Lau-Bogaardt,&nbsp;Fathimath Shifaza,&nbsp;Stacie Attrill","doi":"10.1007/s10459-024-10359-7","DOIUrl":"10.1007/s10459-024-10359-7","url":null,"abstract":"<div><p>Increasing the proportion of culturally and linguistically diverse (CALD) health practitioners is identified as one strategy to address healthcare disparities that individuals from minority or under-represented backgrounds experience. However, professional and institutional cultures and structures are known to contribute to the challenges for CALD practitioners who work in dominant culture practice contexts. This scoping review used the theory of Legitimate Peripheral Participation to describe and interpret literature about the experiences of CALD health practitioners in view of informing strategies to increase their representation. A systematised search was conducted across four allied health, medicine and nursing databases. Following abstract and full text screening, articles which fit the inclusion criteria (n = 124) proceeded to data extraction. Categories relating to the experiences of practitioners were extracted, and three themes were identified that were subsequently theoretically interpreted: Discrimination, Consequences and Hierarchy. Discrimination functioned as a barrier to CALD practitioners being legitimised and able to participate equally in healthcare practice, retaining their position at the periphery of the practice community; Consequences reinforced this peripheral position and further impeded legitimation and participation; and Hierarchy was maintained through structures that reinforced and reproduced these barriers. The findings summarise how these barriers are reinforced through the intersections of professional and racial hierarchies, and highlight a need for strategies to address discrimination and structures that marginalise CALD practitioners’ identity, practices and participation in their health professional communities.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"613 - 643"},"PeriodicalIF":3.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10359-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141735572","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":"Interactional competencies in medical student admission– what makes a “good medical doctor”?","authors":"Leonie Fleck,&nbsp;Dorothee Amelung,&nbsp;Anna Fuchs,&nbsp;Benjamin Mayer,&nbsp;Malvin Escher,&nbsp;Lena Listunova,&nbsp;Jobst-Hendrik Schultz,&nbsp;Andreas Möltner,&nbsp;Clara Schütte,&nbsp;Tim Wittenberg,&nbsp;Isabella Schneider,&nbsp;Sabine C. Herpertz","doi":"10.1007/s10459-024-10348-w","DOIUrl":"10.1007/s10459-024-10348-w","url":null,"abstract":"<div><p>Doctors’ interactional competencies play a crucial role in patient satisfaction, well-being, and compliance. Accordingly, it is in medical schools’ interest to select candidates with strong interactional abilities. While Multiple Mini Interviews (MMIs) provide a useful context to assess such abilities, the evaluation of candidate performance during MMIs is not always based on a solid theoretical framework. The newly developed selection procedure “Interactional Competencies – Medical Doctors (IC-MD)” uses an MMI circuit with five simulation patient scenarios and is rated based on the theoretically and empirically grounded construct of emotional availability. A first validation study with <i>N</i> = 70 first-semester medical students took place in 2021. In terms of convergent validity, IC-MD ratings showed strong correlations with simulation patients’ satisfaction with the encounter (<i>r</i> =.57) but no association with emotional intelligence measures. IC-MD ratings were not related to high school performance or a cognitive student aptitude test, indicating divergent validity. Inter-rater reliability (<i>ICC</i> = 0.63) and generalizability (<i>Eρ</i>^<i>2</i> <i>=</i> 0.64) were satisfactory. The IC-MD proved to be fair regarding participants’ age and gender. Participants with prior work experience in healthcare outperformed those without such experience. Participant acceptance of the procedure were good. The IC-MD is a promising selection procedure capable of assessing interactional competencies relevant to the medical setting. Measures of interactional competencies can complement the use of cognitive selection criteria in medical student admission. The predictive validity of the IC-MD needs to be addressed in future studies.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"439 - 458"},"PeriodicalIF":3.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10348-w.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617520","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":"Exploring the use of Rasch modelling in “common content” items for multi-site and multi-year assessment","authors":"David Hope,&nbsp;David Kluth,&nbsp;Matthew Homer,&nbsp;Avril Dewar,&nbsp;Rikki Goddard-Fuller,&nbsp;Alan Jaap,&nbsp;Helen Cameron","doi":"10.1007/s10459-024-10354-y","DOIUrl":"10.1007/s10459-024-10354-y","url":null,"abstract":"<div><p>Rasch modelling is a powerful tool for evaluating item performance, measuring drift in difficulty over time, and comparing students who sat assessments at different times or at different sites. Here, we use data from thirty UK medical schools to describe the benefits of Rasch modelling in quality assurance and the barriers to using it. Sixty “common content” multiple choice items were offered to all UK medical schools in 2016-17, and a further sixty in 2017-18, with five available in both years. Thirty medical schools participated, for sixty total datasets across two sessions, and 14,342 individual sittings. Schools selected items to embed in written assessment near the end of their programmes. We applied Rasch modelling to evaluate unidimensionality, model fit statistics and item quality, horizontal equating to compare performance across schools, and vertical equating to compare item performance across time. Of the sixty sittings, three provided non-unidimensional data, and eight violated goodness of fit measures. Item-level statistics identified potential improvements in item construction and provided quality assurance. Horizontal equating demonstrated large differences in scores across schools, while vertical equating showed item characteristics were stable across sessions. Rasch modelling provides significant advantages in model- and item- level reporting compared to classical approaches. However, the complexity of the analysis and the smaller number of educators familiar with Rasch must be addressed locally for a programme to benefit. Furthermore, due to the comparative novelty of Rasch modelling, there is greater ambiguity on how to proceed when a Rasch model identifies misfitting or problematic data.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"427 - 438"},"PeriodicalIF":3.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10354-y.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560287","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":"Navigating identity dissonance: subjectification to balance socialization","authors":"Diego Suarez,&nbsp;Adam Sawatsky","doi":"10.1007/s10459-024-10356-w","DOIUrl":"10.1007/s10459-024-10356-w","url":null,"abstract":"<div><p>One of the main goals of medical education is to facilitate the development of a professional identity. As part of this effort, trainees are exposed to the values and cultures of the profession in a process known as socialization. Learners must then negotiate incongruent aspects between their preexisting identities and nascent professional identities. Individuals from historically underrepresented ethnic groups often undergo more significant changes due to their values and culture not being as prevalent within the dominant ideology of medicine. This transformative process can lead to identity dissonance and manifest as an internal discomfort resulting from perceived contradictions between one's existing identity and the required professional identity. Identity dissonance may be traumatic and pose a threat to the academic performance and professional integration of trainees. These detrimental effects harm the medical workforce by depriving it of a group crucial in addressing health inequities. Educators tasked with facilitating the professional development of learners must consider their implicit expectations about professionalism, explore the distinct challenges experienced by individuals from underrepresented backgrounds in their professional development, and work to develop strategies to help trainees navigate identity dissonance. Subjectification, an education philosophy that focuses on compelling individuals to explore the new possibilities and responsibilities imparted to them by their education, provides a theoretical framework to help educators guide learners through identity dissonance.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"571 - 578"},"PeriodicalIF":3.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141545428","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":"Effects of (de)motivating supervision styles on junior doctors’ intrinsic motivation through basic psychological need frustration and satisfaction: an experimental vignette study","authors":"Wieke E. van der Goot,&nbsp;Nico W. Van Yperen,&nbsp;Casper J. Albers,&nbsp;A. Debbie C. Jaarsma,&nbsp;Robbert J. Duvivier","doi":"10.1007/s10459-024-10344-0","DOIUrl":"10.1007/s10459-024-10344-0","url":null,"abstract":"<div><p>In clinical practice, junior doctors regularly receive supervision from consultants. Drawing on Basic Psychological Needs Theory, consultants’ supervision styles are likely to affect junior doctors’ intrinsic motivation differently in terms of psychological need frustration and psychological need satisfaction. To examine the effects of (de)motivating supervision styles, we conducted two experimental vignette studies among junior doctors. In Study 1 (<i>N</i> = 150, 73.3% female), we used a 2 (need support: <i>high</i> vs. <i>low</i>) x 2 (directiveness: <i>high</i> vs. <i>low</i>) <i>between</i>-subjects design and, in Study 2, a <i>within</i>-subjects design with the same factors (<i>N</i> = 46, 71.7% female). Both studies revealed a consistent positive effect of need-supportive supervision styles on psychological need satisfaction (+), need frustration (-), and intrinsic motivation (+). Particularly in Study 2, the main effect of need-supportive styles was strengthened by supervisor’s directiveness. Moreover, in both studies, the effects of supervision styles on intrinsic motivation were explained through psychological need frustration and psychological need satisfaction. We discuss the implications of these findings for postgraduate clinical training.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"401 - 426"},"PeriodicalIF":3.0,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10344-0.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447499","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":"Promoting clinical reasoning in undergraduate Family Medicine curricula through concept mapping: a qualitative approach","authors":"Marta Fonseca,&nbsp;Pedro Marvão,&nbsp;Patrícia Rosado-Pinto,&nbsp;António Rendas,&nbsp;Bruno Heleno","doi":"10.1007/s10459-024-10353-z","DOIUrl":"10.1007/s10459-024-10353-z","url":null,"abstract":"<div><p>Clinical reasoning is a crucial skill for physicians, enabling them to bridge theoretical knowledge with practical application. The gap between basic sciences and clinical practice persists as a challenge, with traditional teaching methods yet to effectively bridge it. Concept maps (CMs), visual tools for organizing and connecting knowledge, hold promise for enhancing clinical reasoning in the undergraduate medical curriculum. However, further research is required to ascertain if CMs facilitate clinical reasoning development in medical students transitioning from basic sciences to clinical practice. This study aims to delineate how CMs can facilitate clinical reasoning in patients with multimorbidity within undergraduate Family Medicine curricula, as perceived by students and tutors, and to understand the implementation process and resources required. This exploratory qualitative study formed a part of an action research project. While introducing an educational intervention to 5th-year medical students, we conducted a qualitative evaluation. Subsequently, semi-structured group interviews were conducted with students, and a focus group was conducted with tutors. Three main educational impacts were identified: integration of clinical information, support for patient management and care plan, and collaborative learning. Key aspects for successful CM implementation included clear instructions for map construction, using user-friendly software, allocating sufficient time for the task, encouraging group discussion of CMs, and incorporating tutor feedback. CMs are pedagogical tools that facilitate clinical information integration and support management and treatment plans, helping students better understand multimorbidity patients and promoting some components of clinical reasoning in undergraduate medical education.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"383 - 400"},"PeriodicalIF":3.0,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10353-z.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141443686","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":"Who should proof my paper?","authors":"Patricia O’Sullivan,&nbsp;Ayelet Kuper,&nbsp;Jennifer Cleland","doi":"10.1007/s10459-024-10352-0","DOIUrl":"10.1007/s10459-024-10352-0","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 challenges in proofreading a manuscript. Emerging researchers might think that someone in the production team will catch any errors. This may not always be the case. We emphasize the importance of guiding mentees to take the process of preparing a manuscript for submission seriously.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 3","pages":"721 - 723"},"PeriodicalIF":3.0,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141428212","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":"Identifying competencies in advanced healthcare practice: an umbrella review","authors":"Emily Kenyon,&nbsp;Sarah DeBoer,&nbsp;Rosy El-Khoury,&nbsp;Denise La,&nbsp;Brendan Saville,&nbsp;Heather Gillis,&nbsp;Greg Alcock,&nbsp;Erin Miller,&nbsp;Jackie Sadi","doi":"10.1007/s10459-024-10349-9","DOIUrl":"10.1007/s10459-024-10349-9","url":null,"abstract":"<div><p>The four pillars of advanced healthcare practice (AHCP) are clinical practice, leadership and management, education, and research. It is unclear, however; how competencies of AHCP as defined by individual health professions relate to these pillars. Addressing this knowledge gap will help to facilitate the operationalization of AHCP as a concept and help inform educational curricula. To identify existing competencies across AHCP literature and examine how they relate to the four pillars of a multi-professional AHCP framework. An umbrella review was conducted in accordance with JBI methodology. The electronic search for published and grey literature was completed using CINAHL, Scopus, Medline (OVID), Embase (OVID), ERIC (OVID) and Google. Secondary reviews and research syntheses of master level AHCP programs published after 1990 in either English or French were considered for inclusion and results were analyzed using a directed content analysis. Seventeen publications detailing 620 individual competencies were included. AHCP competencies were described across four professions and 22 countries, with many publications related to nursing and AHCP in the United Kingdom, Canada, and Australia. Many retrieved competencies were found to map to the four pillars of AHCP, although clinical practice and leadership and management pillars were addressed more often. Competencies of AHCP are generally consistent with the four pillars. However, the distribution of competencies is unequal across pillars, professions, and geographical regions, which may provide direction for further research. </p><p>Doi: 10.17605/OSF.IO/KV2FD Published on March 07, 2023.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"587 - 612"},"PeriodicalIF":3.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421723","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":"Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education","authors":"Baijayanta Mukhopadhyay,&nbsp;Vivetha Thambinathan,&nbsp;Elizabeth Anne Kinsella","doi":"10.1007/s10459-024-10343-1","DOIUrl":"10.1007/s10459-024-10343-1","url":null,"abstract":"<div><p>Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming. The objective of this scoping review is to examine the current literature on anti-racist educational interventions, that integrate a systemic or structural view of racism, within postgraduate medical education. Through the identification and analysis of 23 papers, this review identified three major components of interest across medical interventions, including (a) conceptualization, (b) pedagogical issues, and (c) outcomes &amp; evaluation. There were overlapping points of discussion and analysis within each of these components. Conceptualization addressed how researchers conceptualized racism in different ways, the range of curricular content educators chose to challenge racism, and the absence of community’s role in curricular development. Pedagogical issues addressed knowledge vs. skills-based teaching, and tensions between one-time workshops and integrative curriculum. Outcomes and evaluation highlighted self-reported Likert scales as dominant types of evaluation, self-evaluation in educational interventions, and misalignments between intervention outcomes and learning objectives. The findings are unique in their in-depth exploration of anti-racist medical interventions within postgraduate medical education programming, specifically in relation to efforts to address systemic and structural racism. The findings contribute a meaningful review of the current state of the field of medical education and generate new conversations about future possibilities for a broader anti-racist health professions curriculum.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"30 2","pages":"359 - 381"},"PeriodicalIF":3.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-024-10343-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141318923","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":"Where have all the reviewers gone?","authors":"Rachel H. Ellaway","doi":"10.1007/s10459-024-10350-2","DOIUrl":"10.1007/s10459-024-10350-2","url":null,"abstract":"<div><p>In this editorial the editor considers the growing challenges journals are facing in securing peer reviewers, some of the approaches being tried to address this problem, and the prospects for sustaining communities of scholars with and without an ongoing commitment to peer review.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"29 3","pages":"717 - 720"},"PeriodicalIF":3.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141307270","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}