教育学最新文献

Context: Situational judgment tests (SJTs) are increasingly considered in medical school admissions to assess non-academic competencies within holistic review. Questions remain regarding accessibility, variation in performance across applicant groups, and their relationship to admissions outcomes. This study examines the association between AAMC PREview SJT scores and admissions outcomes in a real-world applicant pool, where scores were not used in decision-making and were reviewed retrospectively.

Methods: We conducted a retrospective analysis of 5,993 applicants to the Icahn School of Medicine at Mount Sinai during the 2022-2023 application cycle. Of these, 4,046 (67.5%) completed the PREview SJT. Scores were not available to the admissions committee at any stage and did not influence interview or acceptance decisions. Applicants were categorized by socioeconomic status (SES) and first-generation college status. Logistic regression models evaluated associations between PREview scores, interview invitations, and post-interview committee evaluations, adjusting for demographic variables. Outcomes were compared between test takers and non-takers.

Results: Applicants from lower SES and first-generation backgrounds were more frequently represented among lower PREview score categories. PREview scores were not associated with post-interview committee evaluations. However, lower PREview scores were associated with a lower likelihood of interview invitation. Among interviewed applicants, neither PREview score nor demographic variables were associated with committee outcomes.

Conclusions: In a setting where PREview scores were not used in admissions decisions, lower scores were associated with interview invitation status but not with post-interview committee evaluations. These findings suggest limited alignment between PREview scores and the outcomes of holistic admissions review and underscore the importance of careful evaluation before incorporating SJTs into admissions processes.

Objective: Cultivating compassionate communication skills in healthcare enhances quality patient care and health outcomes, while improving the experiences of healthcare trainees and professionals. Given the limited research on compassionate communication within pharmacy training, this study assessed the impact of a novel, compassionate communication curriculum at the University of California, San Diego, Skaggs School of Pharmacy and Pharmaceutical Sciences.

Methods: Compassionate communication training sessions were integrated across all four years of pharmacy school curricula. Sessions were tailored to the experience levels of cohorts to promote compassionate communication skills in healthcare settings. Sessions included information sharing, engaging demonstrations and videos, skill-building exercises, and self-reflection. Participants were invited to complete pre- and post-surveys, including select items from the Compassionate Engagement and Action Scale, along with measures of confidence and likelihood of applying learned skills.

Results: A total of 273 pharmacy students participated in the curriculum, with 237 (86.8%) completing the pre-survey and 234 completing the post-survey (85.7%). Pre- and post-surveys were successfully matched for 151 participants, yielding a matched response rate of 55.3%. Post-training, participants demonstrated significant improvements in compassionate engagement and action toward self and others, perceived confidence in demonstrating compassionate communication within interprofessional teams, and the likelihood of incorporating compassionate communication in patient-centered care.

Conclusion: Implementing a compassionate communication curriculum within pharmacy education is a feasible and valuable approach to fostering compassion and collaboration, with downstream benefits for students, future pharmacist leaders, patients, and healthcare teams.

Technical standards (TS) define the non-academic requirements for admission, progression, and graduation in pharmacy education, yet they may also function as structural barriers for students with disabilities. Although other health professions have advanced guidance on inclusive TS, pharmacy education has lagged in both scholarship and implementation. This commentary synthesizes best practices for developing accessible TS drawn from health professions education literature, legal and accreditation frameworks, and professional guidance. Central recommendations include replacing organic, ability-based language with functional, competency-focused standards; clearly communicating disability disclosure and accommodation processes; aligning TS with competency-based education models; and maintaining a structured, interactive accommodation process supported by specialized Disability Resource Professionals. Two case examples from U.S. schools of pharmacy illustrate distinct approaches to TS revision, demonstrating how interdisciplinary collaboration, faculty education, legal review, and proactive communication can improve clarity, transparency, and inclusivity. These examples support cultural change and institutional accountability. Accessible, functional TS influence who is able to enter, persist in, and contribute to the pharmacy profession. Aligning TS with contemporary educational models represents a strategic opportunity to strengthen equity, workforce sustainability, and the future of pharmacy education.

Background and aims: Emotional intelligence (EI) is an essential competency for physicians. Medical educators seek educational interventions to cultivate EI in their learners. This scoping review aimed to conceptualize current knowledge about educational interventions for developing EI in medical education. Methods: This study adopted the first five stages of Levac et al.'s scoping review framework, which builds on Arksey and O'Malley's scoping review methodology. The authors accessed three databases-PubMed, CINAHL, and PsycINFO-to review the literature from 2014 to February 2025. Two authors (WI and TS) independently screened the literature for eligibility. A third author (BAAW) resolved any discrepancies. Two authors (WI and BAAW) charted the eligible articles. Results: Of the 638 studies, 64 were eligible. Approximately one-third of eligible studies focused on interventions for medical students. Stress management, leadership, communication, and professionalism were key topics integrated into EI development interventions. Various methods were employed, such as small-group discussions, case-based discussions, and simulations. Most studies used self-rating questionnaires as assessment tools. Half of the studies (56.25%) reported positive impacts from their interventions. Conclusions: The findings could serve as a guide for educators and researchers seeking to implement or study such interventions.