Advances in Health Sciences Education 
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This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.Should I do a synthesis (i.e. literature review)?
AbstractThis column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the question of whether one should conduct a literature review or knowledge synthesis, considering the why, when, and how, as well as its potential pitfalls. The goal is to guide supervisors and students who are considering whether to embark on a literature review in education research. (Source: Advances in Health Sciences Education)
Source: Advances in Health Sciences Education - April 18, 2024 Category: Universities & Medical Training Source Type: research
Teaching through their eyes: effects on optometry teachers ’ adaptivity and students’ learning when teachers see students’ gaze
AbstractAdaptive teacher support fosters effective learning in one-to-one teaching sessions, which are a common way of learning complex visual tasks in the health sciences. Adaptive support is tailored to student needs, and this is difficult in complex visual tasks as visual problem-solving processes are covert and thus cannot be directly observed by the teacher. Eye-tracking apparatus can measure covert processes and make them visible in gaze displays: visualizations of where a student looks while executing a task. We investigate whether live dynamic gaze displays help teachers in being more adaptive to students ’ needs...
Source: Advances in Health Sciences Education - April 10, 2024 Category: Universities & Medical Training Source Type: research
A qualitative study of career decision making among African and Asian international medical students in China: process, challenges, and strategies
This study substantiates and expands the application of the CIP theory within the sphere of the particular cultural and educational context of IMSs educated in China. It highlights the significance of integrating migration decision-making into career guidance for IMSs, and contributes to the literature by proposing an evidence-based tiered career intervention programme for IMSs. (Source: Advances in Health Sciences Education)
Source: Advances in Health Sciences Education - April 9, 2024 Category: Universities & Medical Training Source Type: research
Game design elements of serious games in the education of medical and healthcare professions: a mixed-methods systematic review of underlying theories and teaching effectiveness
AbstractSerious games, as a learning resource, enhance their game character by embedding game design elements that are typically used in entertainment games. Serious games in its entirety have already proven their teaching effectiveness in different educational contexts including medical education. The embedded game design elements play an essential role for a game ’s effectiveness and thus they should be selected based on evidence-based theories. For game design elements embedded in serious games used for the education of medical and healthcare professions, an overview of theories for the selection lacks. Additionally, ...
Source: Advances in Health Sciences Education - April 2, 2024 Category: Universities & Medical Training Source Type: research
The effects of gaze-display feedback on medical students ’ self-monitoring and learning in radiology
AbstractSelf-monitoring is essential for effectively regulating learning, but difficult in visual diagnostic tasks such as radiograph interpretation. Eye-tracking technology can visualize viewing behavior in gaze displays, thereby providing information about visual search and decision-making. We hypothesized that individually adaptive gaze-display feedback improves posttest performance and self-monitoring of medical students who learn to detect nodules in radiographs. We investigated the effects of: (1) Search displays, showing which part of the image was searched by the participant; and (2) Decision displays, showing whic...
Source: Advances in Health Sciences Education - March 31, 2024 Category: Universities & Medical Training Source Type: research
Does ‘summative’ count? The influence of the awarding of study credits on feedback use and test-taking motivation in medical progress testing
AbstractDespite the increasing implementation of formative assessment in medical education, its ’ effect on learning behaviour remains questionable. This effect may depend on how students value formative, and summative assessments differently. Informed by Expectancy Value Theory, we compared test preparation, feedback use, and test-taking motivation of medical students who either took a pure ly formative progress test (formative PT-group) or a progress test that yielded study credits (summative PT-group). In a mixed-methods study design, we triangulated quantitative questionnaire data (n = 264), logging data of an on...
Source: Advances in Health Sciences Education - March 19, 2024 Category: Universities & Medical Training Source Type: research
Impact of a university teaching of integrative medicine on the social representations of undergraduate medical students
AbstractIntegrative medicine, need to be inoffensive, effective, and of quality (World Health Organization). In 2010, the American Society of Teachers of Family Medicine approved 19 competencies for teaching integrative medicine to residents. In 2018, the University of Rennes created a course: “Integrative Medicine and Complementary Therapies”. Up until then, the only feedback from the courses was the students’ opinions. We investigated the impact on medical students’ social representation.We performed a sociological analysis of students ’ social representations before and after the course. The social representat...
Source: Advances in Health Sciences Education - March 19, 2024 Category: Universities & Medical Training Source Type: research
Dual purposes by design: exploring alignment between residents ’ and academic advisors’ documents in a longitudinal program
AbstractLongitudinal academic advising (AA) and coaching programs are increasingly implemented in competency based medical education (CBME) to help residents reflect and act on the voluminous assessment data they receive. Documents created by residents for purposes of reflection are often used for a second, summative purpose —to help competence committees make decisions—which may be problematic. Using inductive, thematic analysis we analyzed written comments generated by 21 resident-AA dyads in one large internal medicine program who met over a 2 year period to determine what residents write when asked to reflect, how...
Source: Advances in Health Sciences Education - March 5, 2024 Category: Universities & Medical Training Source Type: research
Defining a competency framework for health and social professionals to promote healthy aging throughout the lifespan: an international Delphi study
This study was developed following the CREDES standards. The initial version of the competence framework was based on the results of a scoping review and following the CanMEDS model. T he expert panel consisted of a purposive sample of twenty-two experts in healthy aging with diverse academic and clinical backgrounds, fields and years of expertise from seven European countries. Agreement was reached after three rounds. The final framework consisted of a set of 18 key competencies and 80 enabling competencies distributed across six domains. The SIENHA competence framework for healthy aging may help students and educators en...
Source: Advances in Health Sciences Education - March 5, 2024 Category: Universities & Medical Training Source Type: research
I ’d like to use a questionnaire (sub-text: this will be an easy way to get data. Right?)
AbstractThis column is intended to address the kinds of knotty problems and dilemmas with which many scholars grapple in studying health professions education. In this article, the authors address the question of using questionnaires in education research, considering the why, when, and how, as well as its potential pitfalls. The goal is to guide supervisors and students who are considering whether to develop and use a questionnaire for research purposes. (Source: Advances in Health Sciences Education)
Source: Advances in Health Sciences Education - March 4, 2024 Category: Universities & Medical Training Source Type: research
No cow on the ice: a tail of word games
AbstractIn this editorial, the editors raise the issues of language games in the field of health profession education and examines the implications of translating and communicating meaning from one context to another. This examination raises five issues that scholars in healthcare professions education should consider. (Source: Advances in Health Sciences Education)
Source: Advances in Health Sciences Education - February 28, 2024 Category: Universities & Medical Training Source Type: research
Playing well with others: lessons from theatre for the health professions about collaboration, creativity and community
AbstractDespite collaboration among different professions being recognized as fundamentally important to contemporary and future healthcare practice, the concept is woefully undertheorized. This has implications for how health professions educators might best introduce students to interprofessional collaboration and support their transition into interprofessional, collaborative workplaces. To address this, we engage in a conceptual analysis of published collaborative, interprofessional practices and conceptual understandings in theatre, as a highly collaborative art form and industry, to advance thinking in the health prof...
Source: Advances in Health Sciences Education - February 27, 2024 Category: Universities & Medical Training Source Type: research
Transforming self-experienced vulnerability into professional strength: a dialogical narrative analysis of medical students ’ reflective writing
AbstractMedical students ’ efforts to learn person-centered thinking and behavior can fall short due to the dissonance between person-centered clinical ideals and the prevailing epistemological stereotypes of medicine, where physicians’ life events, relations, and emotions seem irrelevant to their professional competenc e. This paper explores how reflecting on personal life experiences and considering the relevance for one’s future professional practice can inform first-year medical students’ initial explorations of professional identities. In this narrative inquiry, we undertook a dialogical narrative analysis of ...
Source: Advances in Health Sciences Education - February 24, 2024 Category: Universities & Medical Training Source Type: research
Persistence as a mediator between motivation and performance accomplishment among medical students: a mixed method approach
This study examined the relationship between motivation, performance accomplishment, and persistence as a mediator among medical students. Quantitative and qualitative data were collected through a two-stage sequential design to investigate the hypothesised model. A sample of 645 medical undergraduates participated in the quantitative stage, responding to an electronically structured questionnaire. Confirmatory factor analysis and structural equation modelling were utilised to analyse the data and assess the fit of the conceptual model. In the qualitative stage, semi-structured interviews were conducted with a purposeful s...
Source: Advances in Health Sciences Education - February 23, 2024 Category: Universities & Medical Training Source Type: research
Assessing supervisor versus trainee viewpoints of entrustment through cognitive and affective lenses: an artificial intelligence investigation of bias in feedback
AbstractThe entrustment framework redirects assessment from considering only trainees ’ competence to decision-making about their readiness to perform clinical tasks independently. Since trainees and supervisors both contribute to entrustment decisions, we examined the cognitive and affective factors that underly their negotiation of trust, and whether trainee demographic character istics may bias them. Using a document analysis approach, we adapted large language models (LLMs) to examine feedback dialogs (N = 24,187, each with an associated entrustment rating) between medical student trainees and their clinical supe...
Source: Advances in Health Sciences Education - February 23, 2024 Category: Universities & Medical Training Source Type: research
