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

“I never wanted to burn any bridges”: discerning between pushing too hard and not enough in trainees’ acts of professional resistance
AbstractAs trainees resist social harm and injustice in medicine, they must navigate the tension between pushing too hard and risking their reputation, or not enough and risking no change at all. We explore the discernment process by examining what trainees attend to moments before and while they are resisting to understand how they manage this tension. We interviewed 18 medical trainees who shared stories of resisting social harm and injustice in their training environments. Interviews were analyzed using open and focused coding using Vinthagen and Johansson ’s work, which conceptualizes resistance as a dynamic process ...
Source: Advances in Health Sciences Education - February 13, 2024 Category: Universities & Medical Training Source Type: research

The case for metacognitive reflection: a theory integrative review with implications for medical education
AbstractThe concepts of metacognitive reflection, reflection, and metacognition are distinct but have undergone shifts in meaning as they migrated into medical education. Conceptual clarity is essential to the construction of the knowledge base of medical education and its educational interventions. We conducted a theoretical integrative review across diverse bodies of literature with the goal of understanding what metacognitive reflection is. We searched PubMed, Embase, CINAHL, PsychInfo, and Web of Science databases, including all peer-reviewed research articles and theoretical papers as well as book chapters that addres...
Source: Advances in Health Sciences Education - February 12, 2024 Category: Universities & Medical Training Source Type: research

Medical students ’ motivations for participating in an elective focused on social inequalities and health disparities
In this study, we examine students ’ reasons for pursuing elective training focused on medical racism and systemic health inequities at a midwestern medical school. Data collection included semi-structured interviews with students who participated in an optional course focused on these topics. We analyzed their motivations, goals, and interests using reflexive thematic analysis and created three themes based on students’ responses. Theme (1) “pre-existing conditions” focuses on students’ knowledge, beliefs, worldviews and experience prior to the class. Theme (2) “enacting change” examines their desires to bec...
Source: Advances in Health Sciences Education - February 5, 2024 Category: Universities & Medical Training Source Type: research

Exploring the use of metacognitive monitoring cues following a diagram completion intervention
This study explored the types and patterns of cues used by participants after being subjected to a diagram completion task prior to their prediction of performance (PoP). Participants’ thought processes were studied by means of a think-aloud method during diagram completion and the subsequent PoP. Resu lts suggest that relying on comprehension-specific cues may lead to a better PoP. Poor monitors relied on multiple cue types and failed to use available cues appropriately. They gave more incorrect responses and made commission errors in the diagram, which likely led to their overconfidence. Good mo nitors, on the other ha...
Source: Advances in Health Sciences Education - January 29, 2024 Category: Universities & Medical Training Source Type: research

The effect of the attitude towards risk/ambiguity on examination grades: cross-sectional study in a Portuguese medical school
This study aims to measure the effect of students ’ attitude towards risk and ambiguity on their number of correct, wrong, and blank answers. In October 2018, 233 3rd year medical students from the Faculty of Medicine of the University of Porto, in Porto, Portugal, completed a questionnaire which assessed the student’s attitudes towards risk an d ambiguity, and aversion to ambiguity in medicine. Simple and multiple regression models and the respective regression coefficients were used to measure the association between the students’ attitudes, and their answers in two examinations that they had taken in June 2018. Ha...
Source: Advances in Health Sciences Education - January 15, 2024 Category: Universities & Medical Training Source Type: research