Advances in Health Sciences Education最新文献

{"title":"A theoretical framework for experiential learning: Creating Active Knowledge Experiences (CAKE).","authors":"Rebecca M Archer, Maryam Wagner, Linda Snell","doi":"10.1007/s10459-026-10508-0","DOIUrl":"10.1007/s10459-026-10508-0","url":null,"abstract":"<p><p>Educators use experiential learning extensively. When implemented effectively, it significantly improves engagement and learning outcomes. Many educators design experiential learning opportunities for their students through trial and error, often achieving variable success. Considering the time- and resource-intensive nature of experiential learning, developing a framework to maximize the likelihood of positive learning outcomes is essential. A learning opportunity has a greater impact when informed by theory, increasing the chances of achieving desired outcomes. This work examines experiential learning, existing frameworks, and learning theories highlighted in the literature as evidence supporting teaching and learning. It introduces the Creating Active Knowledge Experiences (CAKE) Framework, a novel, user-friendly, and theory-informed tool designed to help educators create effective experiential learning opportunities in classroom-based courses.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183361","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 realist evaluation of community-engaged learning for health professions students in rural Japan: explaining learning processes associated with cultural humility and professional reorientation.","authors":"Junji Haruta, Etsuko Tomisaki, Satoko Ishikawa, Tomonori Nakamura, Toshiaki Monkawa","doi":"10.1007/s10459-026-10510-6","DOIUrl":"10.1007/s10459-026-10510-6","url":null,"abstract":"<p><p>Community-engaged learning (CEL) has gained attention in health professions education, yet there remains limited explanatory understanding of how it generates learning processes in East Asian contexts characterized by hierarchical professional cultures. This study used realist evaluation to examine a two-week rural community diagnosis practicum involving Japanese medical, nursing, and pharmacy students. Data were collected through ethnographic fieldwork, students' written reflective reports, and ten focus group interviews conducted in 2023 and 2024. Analysis identified five key context-mechanism-outcome (CMO) configurations explaining how learning unfolded under specific conditions. These included disruption of perceived \"correctness\" through lived community encounters, reframing deficit-oriented assumptions about resources through community storytelling, adaptive learning across institutional boundaries, reconsideration of urban-centric career values, and dialogic engagement enabled by students' non-expert and outsider positioning. Across configurations, learning was generated when contextual conditions disrupted certainty and loosened institutional scripts, activating mechanisms of reflexive reappraisal, adaptive sense-making, and relational openness. These mechanisms contributed to outcomes such as increased epistemic humility, reorientation of professional assumptions, and heightened sensitivity to relational and contextual dimensions of care. Importantly, the uncertainty and ambiguity inherent in CEL functioned not as limitations but as conditions that enabled these learning processes to occur. By specifying how, why, and under what conditions CEL operated in this setting, the study offers a mechanism-focused explanation of learning in hierarchical and collectivist contexts. Findings from rural Japan highlight the theoretical transferability of these explanations and provide guidance for the design and evaluation of CEL initiatives in other sociocultural settings.</p>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":" ","pages":""},"PeriodicalIF":3.3,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183340","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":"Locating agency with Judith Butler’s theory of performativity","authors":"Khoa Duy Duong,&nbsp;Linh Thuy Khanh Tran,&nbsp;Minh Thi Nguyen,&nbsp;Monica Molinaro,&nbsp;Elizabeth Anne Kinsella","doi":"10.1007/s10459-026-10507-1","DOIUrl":"10.1007/s10459-026-10507-1","url":null,"abstract":"<div>\u0000 \u0000 <p>Health sciences education (HSE) encompasses many daunting tasks, including training health professionals as change agents. This training, along with the necessary changes it involves, is often filled with wicked problems that defy easy resolution. The agency of health care practitioners is central to these wicked problems and may simultaneously offer solutions to these complex issues. Despite the increasing recognition of the importance of practitioner agency in HSE literature, many researchers are unfamiliar with theories of agency and, further, have not considered Judith Butler’s theory of performativity, a post-structuralist theory, as a potential source of valuable insights into agency. This paper explores this Butlerian theory, aiming to make it accessible and practical for HSE scholars, and proposes its application in HSE through a process of reflexivity. We begin by mapping previous conceptions of agency based on existing reviews in the fields of education and HSE. We then present Butler’s theory of performativity and discuss how it could be used in HSE practice and research. We conclude by presenting potential “Butlerian methodologies” and by illustrating a few examples of topics in HSE where Butlerian approaches could be fruitful.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1287 - 1301"},"PeriodicalIF":3.4,"publicationDate":"2026-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146133644","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":"On the receiving end: feedback literacy for mentees","authors":"Susan van Schalkwyk,&nbsp;Ayelet Kuper,&nbsp;Patricia O’Sullivan","doi":"10.1007/s10459-026-10506-2","DOIUrl":"10.1007/s10459-026-10506-2","url":null,"abstract":"<div><p>This is the fourth and final article in a mini-series exploring the research supervision relationship. In the first two articles, the authors presented an introduction to the mentor-mentee relationship and explored some of the tricky issues involved in supporting academic writing. In the third article, the authors turned to the practical question of concrete ways in which mentors can effectively provide useful feedback to mentees about their written work. In this final paper, the focus shifts to the mentee who is on the receiving end of such feedback and offers some guidance on how to make this feedback work for them.</p></div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 1","pages":"7 - 10"},"PeriodicalIF":3.3,"publicationDate":"2026-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146114958","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":"Affects of ableism in medical education: happiness, resignation, and the disabled killjoy","authors":"Erene Stergiopoulos,&nbsp;Neera R. Jain","doi":"10.1007/s10459-025-10499-4","DOIUrl":"10.1007/s10459-025-10499-4","url":null,"abstract":"<div>\u0000 \u0000 <p>Exclusion is not only an experience but a feeling. Yet, studies of disabled medical learners have paid little attention to their emotions. Affect theory provides a lens for studying how emotions are produced by socio-political ways of being and knowing. In this study, we investigated affects circulating through disabled student narratives to explore how these students perceived disability and agency within an ableist system. We conducted a reflexive thematic analysis of 674 open-text responses by disabled medical students from the 2019 and 2020 AAMC Year Two Questionnaire about their experiences with disability in medical school. We interpreted themes using affect theory and critical disability theory to map the interconnections between students’ emotions, the political actions they took, and where they responsibilized disability and change. Three primary affects circulated in these texts. Happiness underpinned students’ expressions of gratitude, awe, and institutional compliance with any accommodations they received, for disabilities they considered their own responsibility. Frustration accompanied descriptions of institutional silencing or failure to accommodate, where students emphasized environmental learning barriers, system failures, and embodied the “disabled killjoy” who resisted system constraints. Resignation circulated among students who gave up on institutional access, and resorted to managing disability alone in a system they assumed would not change. These students internalized principles of self-regulation to manage their disability, providing a novel perspective on disability non-disclosure in medical education. Affect theory provides an underexplored lens for studying the relations between emotions power, and highlights the need for nuance in interpreting disabled students’ emotions.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1213 - 1237"},"PeriodicalIF":3.4,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-025-10499-4.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146108267","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":"Mixed up: evidence of integration in health professions education mixed methods research","authors":"Jonathan Sherbino,&nbsp;Mark Lee,&nbsp;Elif Bilgic,&nbsp;Daniel Brandt Vegas,&nbsp;Sandra Monteiro,&nbsp;Sarah Munce,&nbsp;Cheryl Poth","doi":"10.1007/s10459-026-10503-5","DOIUrl":"10.1007/s10459-026-10503-5","url":null,"abstract":"<div>\u0000 \u0000 <p>Mixed methods research (MMR) has emerged as a promising approach for addressing the complex and multifaceted research questions facing health professions education (HPE). In this article, it is argued that evidence of integration - the defining feature of MMR and a key marker of its recent methodological advancements – needs to be made more visible in HPE studies employing MMR designs. Unlike other multi-method approaches that simply report quantitative and qualitative sub-studies in parallel, MMR emphasizes the integration of design elements such as theory, data, and analytical strategies to generate insights that a single approach could not achieve. As the use of MMR becomes more prevalent, examining how integration is reported is both timely and essential for researchers and reviewers, cuing them to understand the where, when, and how of integration. Without explicit attention to integration, the potential of MMR to address HPE’s complex challenges is diminished. To strengthen the case for clearer reporting of integration, a synthesis of recent studies published across five leading HPE journals is reported. The literature synthesis demonstrated a range of evidence of integration from only 4.6% of studies (2/43) at the design stage up to 44.2% of studies (19/43) at the data collection stage. Recommendations are provided to increase the specificity of evidence of purposeful integration across the four stages of a research study: study design, data collection, analysis, and reporting.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1273 - 1285"},"PeriodicalIF":3.4,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087786","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":"Extrapolitis","authors":"Rachel H. Ellaway","doi":"10.1007/s10459-026-10505-3","DOIUrl":"10.1007/s10459-026-10505-3","url":null,"abstract":"<div>\u0000 \u0000 <p>In this editorial the editor considers the tendency for some scholars to over-extrapolate from a single configuration of an educational intervention to make knowledge claims on behalf of all possible configurations of that intervention.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 1","pages":"1 - 5"},"PeriodicalIF":3.3,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146068311","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":"Beyond intentions: a critical narrative review of accreditation’s planned and emergent impact on medical schools","authors":"Do-Hwan Kim,&nbsp;Roghayeh Gandomkar,&nbsp;Hyo Hyun Yoo,&nbsp;David Rojas","doi":"10.1007/s10459-026-10501-7","DOIUrl":"10.1007/s10459-026-10501-7","url":null,"abstract":"<div>\u0000 \u0000 <p>As medical schools rapidly expand worldwide, accreditation has become a key mechanism for ensuring and improving the quality of medical education. However, its effectiveness remains unclear due to conflicting research results and limited empirical evidence. Therefore, the aim of this critical narrative review is to synthesize and analyze the intended (planned) and unintended (emergent) impacts of medical school accreditation. We conducted a critical narrative review by systematically searching five databases: MEDLINE, EMBASE, ERIC, Global Index Medicus, and ProQuest. The literature search was conducted between October and November 2024. Thirty-two empirical studies on the impact of medical school accreditation were included. Following a subjectivist orientation, we combined deductive categorization and inductive thematic analysis for analysis. Three researchers conducted repeated coding and data extraction through a consensus process, identifying both planned and emergent processes and outcomes. The planned processes included governance reform, faculty and student engagement, infrastructure investment, data monitoring and sharing, structured curriculum reform, and the introduction of program evaluation of quality improvement systems. These contributed to improved student outcome, curriculum refinement, and enhanced institutional awareness. However, emergent processes were identified, such as navigating conflicting demands, strategically controlling data disclosure, and adapting to changes in standards. These led to emotional ambivalence among stakeholders, resources intensification, and short-term strategizing that hindered sustainable reform. These results challenge the assumption that accreditation operates linearly, emphasizing that its impact on medical schools is accompanied by both intended and unintended effects. Policymakers and institutions must recognize the dual nature of accreditation, promote sustainable engagement, and proactively address unexpected outcomes to ensure that accreditation aligns well with long-term educational goals.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1419 - 1443"},"PeriodicalIF":3.4,"publicationDate":"2026-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-026-10501-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146042059","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":"Interprofessional education initiatives to teach advocacy in health professions programs: a narrative review","authors":"Jessica Lees,&nbsp;Flynn Halliwell,&nbsp;Melissa Russell,&nbsp;Louisa Ng,&nbsp;Jayne Lysk,&nbsp;Fiona Dobson","doi":"10.1007/s10459-026-10502-6","DOIUrl":"10.1007/s10459-026-10502-6","url":null,"abstract":"<div>\u0000 \u0000 <p>Interprofessional education (IPE) offers a valuable platform for advocacy education in health professions programs, reflecting the collaborative principles central to advocacy practice. This narrative review aimed to interpret and synthesise how advocacy is conceptualised, delivered, and experienced in IPE initiatives within health professions education (HPE). A narrative review approach was used to synthesise empirical literature to provide a comprehensive understanding of teaching advocacy in interprofessional HPE contexts. Five databases were searched using terms related to IPE and advocacy. Titles and abstracts were screened on predetermined criteria, and a consensus process was used to include studies following full text review. Thematic analysis was used to explore how the initiatives were structured, delivered, and experienced by learners. The search identified 941 studies, with nine meeting the inclusion criteria. While diverse in content, delivery mode, and duration, all initiatives incorporated a scaffolded pedagogical design. Teaching typically progressed from foundational knowledge-building to applied advocacy activities and reflection. Community involvement was a key feature in most initiatives. Students generally perceived the programs as relevant and impactful, reporting gains in advocacy knowledge and skills, as well as increased motivation to engage in advocacy in the future. A scaffolded interprofessional education curriculum that includes engagement with community is a valuable approach to teach health professions students about advocacy. Further research is needed to explore longer-term outcomes and the influence of interprofessional processes on advocacy learning.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1399 - 1418"},"PeriodicalIF":3.4,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-026-10502-6.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031549","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":"Longitudinal integrated clerkships: a hermeneutic literature review","authors":"David L. Garne,&nbsp;Judy R. Mullan,&nbsp;Paul Worley,&nbsp;Ian G. Wilson,&nbsp;Lambert W. T. Schuwirth","doi":"10.1007/s10459-026-10500-8","DOIUrl":"10.1007/s10459-026-10500-8","url":null,"abstract":"<div>\u0000 \u0000 <p>The longitudinal integrated clerkship (LIC) approach to medical education, offering students sustained, immersive clinical experiences, is in stark contrast with traditional block rotations. Although evidence shows that LICs are an effective way of educating medical students, much is still unknown on why or how this is so. This hermeneutic review of the literature aimed to produce a synthesis of the pedagogical understanding of LICs by addressing questions about the principles and philosophies of LICs, their intended outcomes, and how student learning is different in LICs compared with more traditional pedagogical structures. This review of 70 peer-reviewed publications identified three core principles underpinning LICs: continuity, meaningful relationships, and immersion in clinical and community settings. These factors may contribute to transformative learning in the form of deeper clinical reasoning, greater patient-centredness, and increased social accountability. Within LICs, the development of long-term, meaningful relationships with the clinical teams in which students are embedded and with patients could be important in fostering the understanding that dealing with patients is an organic, complex process rather than a straightforward mechanistic one. This provides the potential benefit of producing doctors who are more aligned to patient, societal and healthcare needs. The review highlights that LICs could be well-positioned to meet the evolving expectations of modern medical education by producing patient-centred, adaptable, reflective and socially accountable graduates who have the ability to deal flexibly with uncertainty and to be life-long learners.</p>\u0000 </div>","PeriodicalId":50959,"journal":{"name":"Advances in Health Sciences Education","volume":"31 4","pages":"1381 - 1398"},"PeriodicalIF":3.4,"publicationDate":"2026-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://link.springer.com/content/pdf/10.1007/s10459-026-10500-8.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145991523","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}