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Course directors' reflections on educational design choices for incorporating near-peer teaching into clinical skills teaching. 课程主任对将近同伴教学纳入临床技能教学的教育设计选择的思考。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-07-15 DOI: 10.1080/0142159X.2025.2522239
Roman Hari, Sören Huwendiek, Leander Alt, Diana H J M Dolmans, Renée E Stalmeijer

Purpose: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices?

Materials and methods: This descriptive qualitative study carried out 25 semi-structured interviews with course directors from 12 countries who had recently published on NPT, complemented by other, recognized NPT experts. Reflexive thematic analysis of the transcribed interviews combined inductive and deductive approaches. Cognitive Apprenticeship informed the deductive analysis.

Results: Course directors appointed near-peers to teach standardisable skills to small groups of beginners in courses without patients - complemented by faculty supervision. Some directors involved near-peers in co-designing education, co-assessments, or co-facilitating transition to clinical practice. Course directors justified their choices based on near-peers' limited content expertise, but also their adherence to teaching scripts, cognitive congruence with students, social proximity, digital/technical literacy and low costs.

Conclusions: Course directors' design choices were mainly inspired by working around near-peers' limitations. Some courses capitalised on near-peers' unique perspectives, extending near-peer roles to co-designing education and co-facilitating transitions to practice.

目的:近同伴教学在大学生临床技能培训中被广泛采用。然而,很少有人知道,当纳入NPT时,哪些教育设计选择,这促使了以下研究问题:当将近同龄人纳入临床技能课程时,课程主任的设计选择是什么?这些设计选择的原因是什么?材料和方法:这项描述性定性研究对来自12个国家的课程主任进行了25次半结构化访谈,这些课程主任最近发表了关于不扩散核武器的文章,并得到了其他公认的不扩散核武器专家的补充。归纳与演绎相结合的访谈笔录反思性主题分析。认知学徒为演绎分析提供了依据。结果:课程主任任命了“近乎同行”的人,在没有病人的课程中向一小群初学者教授标准化技能,并辅以教师监督。一些主任在共同设计教育、共同评估或共同促进向临床实践的过渡方面涉及近同龄人。课程主管为自己的选择做出了合理的解释,不仅考虑了同龄人在内容方面的专业知识有限,还考虑了他们对教学脚本的坚持、与学生的认知一致性、社交距离、数字/技术素养以及低成本。结论:课程主任的设计选择主要是受到同事限制的启发。一些课程利用了近同伴的独特视角,将近同伴角色扩展到共同设计教育和共同促进向实践的过渡。
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引用次数: 0
A timely blueprint: Bhutan's experience as a guide for expanding medical education in the Philippines. 及时的蓝图:不丹作为菲律宾扩大医学教育指南的经验。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-07-24 DOI: 10.1080/0142159X.2025.2536147
Richard Ian Mark T Necosia, Joanne Vivien B Necosia
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引用次数: 0
Including the public as meaningful others in professional identity formation. 将公众作为有意义的他人纳入职业认同的形成。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-08-06 DOI: 10.1080/0142159X.2025.2542840
Masashi Ikuno
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引用次数: 0
Proceed with caution: Conceptualizing the risk of artificial intelligence scribes in medical education. 谨慎行事:概念化医学教育中人工智能抄写员的风险。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-05-01 DOI: 10.1080/0142159X.2025.2497889
Chris Gilchrist, Mark Goldszmidt
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引用次数: 0
Leader-follower dynamics in medical training: A dual mobile eye-tracking analysis of teacher-student gaze patterns. 医学训练中的领导者-追随者动态:师生注视模式的双移动眼动追踪分析。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-06-16 DOI: 10.1080/0142159X.2025.2517719
Dogus Darici, Lion Sieg, Hendrik Eismann, Jan Karsten

Background: In medical training, learning typically involves individuals interacting asymmetrically: instructors who explain and demonstrate and learners who follow these instructions. However, there are also moments when learners lead the interaction, for example by pointing out unclear connections. This shifting 'dance of leadership' manifests in measurable patterns of visual attention, whose impact on learning is not well understood.

Methods: Using dual mobile eye-tracking methodology, we explored the joint eye movements of 29 teacher-student pairs (mean age = 24 years ± 3; 16 females) during a simulated sonography training in an OR environment. Using diagonal cross-recurrence analysis, we computed the gaze lag time for one person to couple the other's gaze pattern, which we used as a proxy for leader-follower behaviors. Afterward, we quantified the relative frequency of leading behaviors across distinct regions within the training environment and examined their relationship to learning performance metrics.

Results: We found that leader-follower behavior varied substantially. Teachers consistently led attention on the sonography monitor, showing tight coupling and minimal variation, reflecting its role as the procedural core. Students more frequently initiated gaze toward anatomical references and during interpersonal interactions. Importantly, only teacher-led guidance toward anatomical references was positively correlated with learning outcomes (r = .50, p < .01).

Conclusions: This study reveals that visual leadership during sonography training follows a two-tiered structure: instructor-dominated domains for technical execution and learner-engaged zones for exploration and social interaction. These insights about leader-follower dynamics could be used for targeted analysis and adaptation of clinical teaching situations.

背景:在医学培训中,学习通常涉及个人不对称的互动:教师解释和示范,学习者遵循这些指示。然而,也有学习者引导互动的时刻,例如指出不明确的联系。这种“领导力之舞”的转变体现在视觉注意力的可测量模式上,其对学习的影响尚未得到很好的理解。方法:采用双动眼动追踪方法,对29对师生(平均年龄24岁±3岁;16名女性)在手术室环境中进行模拟超声训练。通过对角交叉递归分析,我们计算了一个人对另一个人注视模式的注视滞后时间,并将其作为领导-追随者行为的代理。之后,我们量化了训练环境中不同区域的领导行为的相对频率,并检查了它们与学习绩效指标的关系。结果:我们发现领导者和追随者的行为差异很大。教师始终将注意力集中在超声监护仪上,表现出紧密的耦合和最小的变化,反映了超声监护仪作为程序核心的作用。学生更频繁地在解剖学参考文献和人际交往中发起凝视。重要的是,只有教师主导的解剖学参考文献指导与学习成果呈正相关(r = 0.50, p < 0.01)。结论:本研究揭示超声训练中的视觉领导遵循两层结构:教师主导的技术执行区域和学习者参与的探索和社会互动区域。这些关于领导者-追随者动态的见解可以用于有针对性的分析和适应临床教学情况。
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引用次数: 0
A comparison of the psychometric properties of GPT-4 versus human novice and expert authors of clinically complex MCQs in a mock examination of Australian medical students. 在澳大利亚医科学生模拟考试中,GPT-4与人类临床复杂mcq新手和专家作者的心理测量特性比较。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-06-12 DOI: 10.1080/0142159X.2025.2513418
Hannah Wu, Daniel Lee, Toby Zerner, Stefan Court-Kowalski, Peter Devitt, Edward Palmer

Purpose: Creating clinically complex Multiple Choice Questions (MCQs) for medical assessment can be time-consuming . Large language models such as GPT-4, a type of generative artificial intelligence (AI), are a potential MCQ design tool. Evaluating the psychometric properties of AI-generated MCQs is essential to ensuring quality.

Methods: A 120-item mock examination was constructed, containing 40 human-generated MCQs at novice item-writer level, 40 at expert level, and 40 AI-generated MCQs. int. All examination items underwent panel review to ensure they tested higher order cognitive skills and met a minimum acceptable standard. The online mock examination was administered to Australian medical students, who were blinded to each item's author.

Results: 234 medical students completed the examination. Analysis showed acceptable reliability (Cronbach's 0.836). There were no differences in item difficulty or discrimination between AI, Novice, and Expert items. The mean item difficulty was 'easy' and mean item discrimination 'fair' across all groups. AI items had lower distractor efficiency (39%) compared to Novice items (55%, p = 0.035), but no difference to Expert items (48%, p = 0.382).

Conclusions: The psychometric properties of AI-generated MCQs are comparable to human-generated MCQs at both novice and expert level. Item quality can be improved across all author groups. AI-generated items should undergo human review to enhance distractor efficiency.

目的:为医学评估创建临床复杂的选择题(mcq)可能很耗时。像GPT-4这样的大型语言模型是一种潜在的MCQ设计工具,它是一种生成式人工智能(AI)。评估人工智能生成的mcq的心理测量特性对于确保质量至关重要。方法:构建了一个120题的模拟考试,其中包括40个人工生成的新手级mcq、40个专家级mcq和40个人工智能生成的mcq。int。所有的考试项目都经过了小组审查,以确保它们测试了更高层次的认知技能,并达到了最低可接受标准。在线模拟考试是对澳大利亚医科学生进行的,他们不知道每个项目的作者。结果:234名医学生完成考试。分析显示可接受信度(Cronbach's 0.836)。AI、新手和专家道具在难度或区别上没有差别。所有小组的平均项目难度为“容易”,平均项目歧视为“公平”。AI道具的干扰效率(39%)低于新手道具(55%,p = 0.035),但与专家道具(48%,p = 0.382)没有差别。结论:在新手和专家水平上,人工智能生成的mcq的心理测量特性与人工生成的mcq相当。项目质量可以在所有作者组中得到改善。人工智能生成的物品应该经过人工审查,以提高分心效率。
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引用次数: 0
Let us in: How AI opens doors for non-native English scholars. 让我们进来:人工智能如何为非英语母语的学者打开大门。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-08-07 DOI: 10.1080/0142159X.2025.2542839
Jun Jie Lim
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引用次数: 0
In gossip, we fell apart: The interprofessional risks of gossip in clinical training. 在八卦方面,我们崩溃了:临床培训中八卦的跨专业风险。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-08-11 DOI: 10.1080/0142159X.2025.2544818
Jun Jie Lim, Shareen Nisha Jauhar Ali
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引用次数: 0
Promoting the joy in academic medicine: A scoping review. 促进学术医学的快乐:一项范围审查。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-06-18 DOI: 10.1080/0142159X.2025.2519640
Marghalara Rashid, Nicole Firth, Liz Dennett, Ida John, Julie Nguyen, Sarah Forgie

Purpose: As academic medical leaders, we aimed to improve the workplace by promoting joy at work. Unlike deficit-based approaches that focus on burnout or disengagement, joy is a strength-based approach. Nurturing joy increases productivity, creativity, and happiness. To achieve our aim, we performed a scoping review on how leaders can better support joy at work for individuals in the academic medical setting.

Methods: We searched seven databases, including peer-reviewed studies, books, book chapters, conference abstracts, and dissertations with no restriction on study design or country. Initial screen was abstract and title. Two reviewers screened, two extracted information, and a third reviewed entries. Discrepancies were resolved by consensus.

Results: 4649 publications were found (2465 after duplicate removal), 123 had full-text review, 25 met the inclusion criteria and were published between 1997 and 2023, conducted in the United States (n = 22), the United Kingdom (n = 2), and Canada (n = 1). Themes included shifting to a strengths-based focus on joy at work, implementing programs to prioritize it, and the key role of leaders in championing joy.

Conclusions: Making system-level changes and adopting evidence-based programs that promote joy at work for academic physicians is effective. Ensuring that leaders are competent in using evidence-based approaches to improve joy is key.

目的:作为学术医学的领导者,我们旨在通过促进工作乐趣来改善工作场所。与专注于倦怠或脱离的基于赤字的方法不同,快乐是一种基于力量的方法。培养快乐能提高生产力、创造力和幸福感。为了实现我们的目标,我们对领导者如何更好地为学术医疗环境中的个人提供工作乐趣进行了范围审查。方法:我们检索了7个数据库,包括同行评议的研究、书籍、书籍章节、会议摘要和论文,没有研究设计或国家限制。最初的屏幕是摘要和标题。两名审阅者进行筛选,两名提取信息,第三名审阅条目。分歧经协商一致解决。结果:共发现4649篇文献(剔除重复2465篇),123篇文献进行了全文审查,25篇符合纳入标准,发表于1997 - 2023年,分别来自美国(n = 22)、英国(n = 2)和加拿大(n = 1)。主题包括转向以优势为基础关注工作中的快乐,实施优先考虑的计划,以及领导者在倡导快乐方面的关键作用。结论:做出系统层面的改变,采用基于证据的方案,促进学术医生的工作乐趣是有效的。确保领导者有能力使用基于证据的方法来提高快乐是关键。
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引用次数: 0
Navigating the educational landscape in primary care: Medical student interprofessional placements across communities of practice. 导航教育景观在初级保健:医学生跨专业实习的社区。
IF 3.3 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2026-01-01 Epub Date: 2025-06-25 DOI: 10.1080/0142159X.2025.2515976
Linda Taoube, Chris Roberts, Annette Burgess, Priya Khanna, Carl R Schneider

Introduction: Despite challenges, interprofessional education during clinical placements offers well documented benefits. Interprofessional learning remains underutilised and under-researched in primary care practice-based settings. Sydney Medical School, Australia, implemented a program placing medical students in diverse primary care health professions. Grounded in bounded relativism and social constructivism, This study explored students' perceptions of the educational value of these placements.

Methods: Data from second year medical student survey responses (n=299) from 2021-2023 and ten student written reflections and interviews (2021-2022) were triangulated. We employed situated learning theory as a theoretical framework which envisioned student learning across various health professions representing different communities of practice (CoPs). These form a complex social learning system, creating an intricate landscape of practice.

Results: We derived four themes: (1) A real-world understanding of primary care (2) Reaching a broader understanding of roles (3) Broadening clinical expertise and (4) Boundary crossing and navigating barriers.

Discussion: While their engagement with other health professions was peripheral, students reported considerable benefits from interprofessional learning in primary care. Using the landscape of practice model, this study highlighted how boundary objects impacted students' learning as they navigated various CoPs. These insights align with situated learning theory, emphasising the value of interprofessional experiences beyond traditional medical training.

引言:尽管面临挑战,临床实习期间的跨专业教育提供了充分证明的好处。在以初级保健实践为基础的环境中,跨专业学习仍未得到充分利用和研究。澳大利亚悉尼医学院实施了一项计划,将医科学生安置在不同的初级保健卫生专业。本研究以有限相对主义和社会建构主义为基础,探讨学生对实习教育价值的认知。方法:对2021-2023年医学生二年级调查回复(n=299)和10名学生书面反思和访谈(2021-2022年)的数据进行三角分析。我们采用情境学习理论作为理论框架,设想学生在代表不同实践社区(cop)的各种卫生专业中学习。这些形成了一个复杂的社会学习系统,创造了一个复杂的实践景观。结果:我们得出了四个主题:(1)对初级保健的现实理解;(2)对角色的更广泛理解;(3)拓宽临床专业知识;(4)跨越边界和导航障碍。讨论:虽然他们与其他卫生专业的接触是次要的,但学生们报告说,从初级保健的跨专业学习中获得了相当大的好处。本研究使用实践景观模型,强调了边界对象如何影响学生在各种cop中学习。这些见解与情境学习理论一致,强调超越传统医学培训的跨专业经验的价值。
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引用次数: 0
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Medical Teacher
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