教育学最新文献

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.

Learning embryology is often challenging for students as it requires conceptualizing morphological changes to embryologic structures across time. To further complicate the process, while some structures transition to permanent structures, others disappear or degenerate. Embryology is often taught didactically through lectures which limits student engagement. In this discursive article, we describe how we have implemented student-developed small group sessions where students often create game-based activities to engage their peers in embryologic development in a graduate embryology course. Students sign up to lead a small group session over a particular organ system, develop learning objectives, create an activity, and develop a series of questions for students to work through during the activity. Students can cover any aspect of development of their selected organ system but often choose a congenital abnormality and design their activity around the embryologic process through which the defect occurs. The student can choose any activity, but several session types are recommended including case-based learning sessions, crafting, and games. To date, students have developed a range of activities to demonstrate complex embryological processes and engage their peers in the session. We will describe several game-based activities including: Minute-to-Win-It, Embryology card games, Family Feud, and Jeopardy. Student perceptions of these sessions in end of course evaluations are overall positive and describe how the small group sessions give them an opportunity to apply and integrate embryology content in a fun and low-stakes environment. This article will demonstrate the value of student-developed game-based sessions in engaging their peers in embryology.

Mistreatment is a chronic issue in residency training in Asian countries with high power distance cultures. Despite the need for culturally appropriate strategies, researchers have yet to assess the literature on learner safety, particularly psychological safety, in these contexts. We conducted a scoping review to identify strategies to foster what might be termed "psychological safety" in Western residency settings and examined what other local framings are used within Asian residency training environments. We followed the Arksey and O'Malley scoping review framework with additional insights from the Joanna Briggs Institute (JBI). We conducted systematic searches from April to July 2024 across nine databases (Medline, Scopus, ERIC, PsychINFO, PubMed, CINAHL, JSTOR, EMBASE, and Google Scholar). To enhance comprehensiveness, we did additional searches across Indonesian databases and journals. We included articles discussing strategies to promote psychological safety. We employed descriptive numerical and inductive content analyses. Out of 1,580 articles identified, 42 met the inclusion criteria. Only four articles (9.52%) mentioned "psychological safety" explicitly. Most articles used alternative terms to describe the broader sense of psychological safety, which we grouped into two categories: "Positive terms" (n = 29, 58.0%) and "Negative terms" (n = 21, 42.0%). We identified 29 strategies to improve psychological safety, including local or alternative framings, and categorised them into four levels: 1) "Organisational level" (n = 49, 48.0%), 2) "Team level" (n = 17, 16.7%), 3) "Interpersonal level" (n = 16, 15.7%), and 4) "Individual level" (n = 20, 19.6%). Direct importation of the Western concept of psychological safety may be incongruous with societal culture in Asian contexts. Thus, foundational research involving stakeholders is essential to develop a culturally appropriate concept of psychological safety that aligns with local linguistic contexts and cultural values. Instead of relying on a single-level strategy, a system-based approach is required, addressing organisational, team, interpersonal, and individual levels. In societies with ingrained high power distance cultures, efforts should focus on marshalling the hierarchy to support residents' learning.