教育学最新文献

The topics of ethics and professionalism in anatomy have only recently gained prominence within the discipline, reflecting trends in medical and health professions education and an increasing awareness of societal expectations around the use of the dead. Educators in anatomy have had limited access to specific resources and no established communities of practice to support their understanding and teaching of these subjects. This article traces the journey of three anatomy educators who addressed this gap by developing dedicated educational resources for use in anatomy teaching. The initiative began in 2020 with the creation of a suite of freely available resources designed to provide accessible, engaging content for educators. Next, the project expanded to include quarterly webinars to facilitate dialog and knowledge exchange, as well as in person sessions at anatomical conferences that have fostered professional networking and collaborations. Over time, what began as a resource-driven initiative evolved into a broader movement. By 2025, this journey has culminated in the establishment of an active community of practice and the adoption of the moniker "Bioethics Unicorns" that has come to represent the initiative. This article reflects on the stages of this journey, the development of the resources and community of practice, and provides advice for those wishing to develop educational initiatives for education in their own communities.

Participation in scientific meetings confers many benefits to undergraduate students and promotes their success and retention in science. However, the cost and time required to attend a scientific meeting is often prohibitive for students, and university funding is often restricted to students presenting research. Small regional scientific meetings offer an opportunity to promote non-presenting undergraduate attendance because of their reduced registration fees and travel time, but the benefits of attending regional scientific meetings have not been extensively studied. We recruited 45 non-presenting undergraduate students to attend the annual meeting of the Indiana Physiological Society and provided students with pre- and post-meeting surveys measuring self-perceptions of their professional abilities, sense of belonging in science, confidence in their degree program and career pathway, and reflections on the conference experience. Additionally, because non-presenting undergraduates made up nearly half of all meeting attendees, we surveyed other meeting attendees to assess the impact of these students on the meeting environment. After attending the meeting, students reported increased confidence talking to other scientists and presenting future research, a greater sense of belonging within the scientific community, more interest in pursuing research after graduation, and increased enthusiasm to attend future meetings. Other meeting attendees felt that the non-presenting undergraduates had a positive impact on the meeting and enhanced the environment for student presenters. Our results suggest that the attendance of non-presenting undergraduates at small regional scientific meetings provides mutual benefits to students, universities, and regional scientific societies.

Understanding immunology requires assimilating a considerable amount of theory. However, adapting the narrative of immunological processes from a human perspective and using accessible language can facilitate an authentic connection with the content, promoting creative teaching. From this viewpoint, an innovative format of micro-narratives is presented: the educational pitch-stories. These communication strategies can motivate while addressing complex topics in a short time. Those introduced here explain the activation, movement, and communication of cells through different manifestations of resilience: the creative resilience of neutrophils, physical resilience in cellular trafficking, and built resilience in the germinal center. This kind of trailer can organize and energize lectures, making the teaching-learning process a more motivating, engaging, meaningful, and flexible experience. From this perspective, new educational tools that combine creativity, shortness, and precision are suggested to guide students toward an understanding of the dynamics of immune responses.

Transgender and gender nonconforming (TGNC) individuals in the United States have faced escalating legislative hostility for more than a decade, with a marked acceleration following the legalization of marriage equality in 2015. Federal executive actions and state-level policies enacted in early 2025 represent an unprecedented escalation of this trend, sharply restricting access to gender-affirming care, legal recognition, and diversity, equity, inclusion, and belonging (DEIB) protections. Collectively, these actions constitute a policy-driven public health disaster with profound and potentially life-threatening consequences for TGNC communities. In this perspective, we reframe the current political climate as a policy disaster analogous to natural disasters, arguing that it demands an urgent, coordinated response from health professions educators and institutions. Drawing on disaster scholarship describing the disproportionate harms faced by LGBTQ+ communities during natural disasters, we propose a three-tiered framework for response grounded in cultural humility and critical resistance: (1) integration of structural competency, cultural humility, and advocacy training across undergraduate, graduate, and continuing medical education to prepare clinicians as frontline responders; (2) institutional efforts to address power imbalances and maintain healthcare access for TGNC individuals who are uninsured, undocumented, or living in hostile policy environments; and (3) development of mutually beneficial partnerships with TGNC-led community organizations that often deliver higher-trust and more adaptive care than traditional systems. Through narrative and critical analysis, we argue that medical education must move beyond neutrality to actively resist structural violence. In the absence of state protection, academic medical institutions have both the ethical responsibility and practical capacity to serve as a critical line of defense, mobilizing education, infrastructure, and community partnership to safeguard TGNC health during this unfolding policy disaster.