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Seeing the invisible: extracurricular learning processes and learning outcome as experienced by student volunteers accompanying persons in a socially vulnerable situation to healthcare appointments-an ethnographic study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-12-01 Merete Tonnesen,Gitte Valentin,Thomas Maribo,Anne-Mette Hedeager Momsen
Becoming a healthcare professional is a complex process, where learning occurs in various ways. This study explores an extracurricular learning approach, called the Social Health Bridge-Building Programme, designed to address health inequities. Student volunteers accompany persons in a socially vulnerable situation to healthcare appointments. Operating outside the realms of health education, the programme
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How should I determine author order for this paper? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-12-01 Ayelet Kuper,Patricia O'Sullivan,Jennifer Cleland
This 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 conclude their short series of articles on academic authorship by addressing the question of how to determine author order, including taking into account power dynamics that may be at play.
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The effect of interprofessional education on the work environment of health professionals: a scoping review. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-12-01 Mariana Medina-Córdoba,Sara Cadavid,Angela-Fernanda Espinosa-Aranzales,Karen Aguía-Rojas,Pablo Andrés Bermúdez-Hernández,Daniel-Alejandro Quiroga-Torres,William R Rodríguez-Dueñas
To explore the existing literature on the effect of Interprofessional Education (IPE) on the work environment of health professionals. The research question was systematized according to the PCC (Population, Concept, and Context) format. A scoping review was performed. A search of multiple bibliographic databases identified 407 papers, of which 21 met the inclusion criteria. The populations of the
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What does consumer and community involvement in health-related education look like? A mixed methods study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-30 Ellie Fossey,James Bonnamy,Janeane Dart,Melissa Petrakis,Niels Buus,Sze-Ee Soh,Basia Diug,Dashini Ayton,Gabrielle Brand
Consumer and community involvement (also referred to as patient and public involvement) in health-related curricula involves actively partnering with people with lived experience of health and social care systems. While health professions education has a long history of interaction with patients or consumers, a shift in the way consumer and community engage in health-related education has created novel
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Creating synergies among education/research, practice, and policy environments to build capacity for the scholar role in occupational therapy and physiotherapy in the Canadian context. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-28 Sungha Kim,Annie Rochette,Sara Ahmed,Philippe S Archambault,Claudine Auger,Alex Battaglini,Andrew R Freeman,Eva Kehayia,Elizabeth Anne Kinsella,Elinor Larney,Lori Letts,Peter Nugus,Marie-Hélène Raymond,Nancy M Salbach,Diana Sinnige,Laurie Snider,Bonnie Swaine,Yannick Tousignant-Laflamme,Aliki Thomas
Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors-education/research, practice, and policy/regulation-that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles
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Implicit versus explicit first impressions in performance-based assessment: will raters overcome their first impressions when learner performance changes? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-27 Timothy J Wood,Vijay J Daniels,Debra Pugh,Claire Touchie,Samantha Halman,Susan Humphrey-Murto
First impressions can influence rater-based judgments but their contribution to rater bias is unclear. Research suggests raters can overcome first impressions in experimental exam contexts with explicit first impressions, but these findings may not generalize to a workplace context with implicit first impressions. The study had two aims. First, to assess if first impressions affect raters' judgments
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The integrated curriculum and student empathy: a longitudinal multi-cohort analysis. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-09 Christiane R Herber-Valdez,Julie A Blow,Tammy T Salazar,Kathryn V Horn,Dyanne G Herrera,Naomi L Lacy,Lisa Beinhoff,J Manuel de la Rosa
Research has demonstrated erosion of empathy in students during medical education. Particularly, U.S. studies have demonstrated empathy declines during clinical training in the third and fourth year of traditional medical programs. Yet, studies conducted outside the U.S. have not confirmed this trend. Timing and extent of patient interactions have been identified as empathy-protective factors. The
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Development and validation of the Workplace Learning Inventory in Health Sciences Education: a multimethod study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-08 Evelyn Steinberg,Stephan Marsch,Takuya Yanagida,Laura Dörrenbächer-Ulrich,Christopher Pfeiffer,Petra Bührle,Lukas Schwarz,Ulrike Auer,Christin Kleinsorgen,Franziska Perels
Health sciences students face many challenges in regard to clinical practical learning. A better understanding of student learning is required to address student needs in this crucial phase. The theory of self-regulated learning provides a comprehensive view of learning and could serve as a basis for further research. There are instruments to assess self-regulated learning in preclinical academic learning
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State-of-the-art review of medical improvisation curricula to teach health professional learners communication. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-11-03 Carolyn A Chan,Donna M Windish,Judy M Spak,Nora Makansi
Medical improvisation (improv) applies theater principles and techniques to improve communication and teamwork with health professionals (HP). Improv curricula have increased over time, but little is known about best practices in curricula development, implementation, and assessment. We sought to complete a state-of-the-art review of medical improv curricula to teach HP learners communication skills
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Procedural simulation in venipuncture for medical undergraduates and its transfer to the bedside: a cluster randomized study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-25 Kaumudee Kodikara,Thilanka Seneviratne,Ranjan Premaratna
Simulation is accepted as an effective method of learning procedural skills. However, the translational outcomes of skills acquired through simulation still warrants investigation. We designed this study to assess if skills laboratory training in addition to bedside learning (intervention group [IG]) would provide better learning results than bedside learning alone (control group [CG]) in the context
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The influence of a digital clinical reasoning test on medical student learning behavior during clinical clerkships. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-18 Larissa Ia Ruczynski,Bas Jjw Schouwenberg,Eugène Custers,Cornelia Rmg Fluit,Marjolein Hj van de Pol
Recently, a new digital clinical reasoning test (DCRT) was developed to evaluate students' clinical-reasoning skills. Although an assessment tool may be soundly constructed, it may still prove inadequate in practice by failing to function as intended. Therefore, more insight is needed into the effects of the DCRT in practice. Individual semi-structured interviews and template analysis were used to
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Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-18 Satoshi Hara,Kunio Ohta,Daisuke Aono,Toshikatsu Tamai,Makoto Kurachi,Kimikazu Sugimori,Hiroshi Mihara,Hiroshi Ichimura,Yasuhiko Yamamoto,Hideki Nomura
Objective structured clinical examination (OSCE) is widely used to assess medical students' clinical skills. Virtual OSCEs were used in place of in-person OSCEs during the COVID-19 pandemic; however, their reliability is yet to be robustly analyzed. By applying generalizability (G) theory, this study aimed to evaluate the reliability of a hybrid OSCE, which admixed in-person and online methods, and
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Social media as a mechanism of dissemination and knowledge translation among health professions educators: a scoping review. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-17 Catherine M Giroux,Sungha Kim,Lindsey Sikora,André Bussières,Aliki Thomas
Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology
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Towards a more nuanced conceptualisation of differential examiner stringency in OSCEs. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-16 Matt Homer
Quantitative measures of systematic differences in OSCE scoring across examiners (often termed examiner stringency) can threaten the validity of examination outcomes. Such effects are usually conceptualised and operationalised based solely on checklist/domain scores in a station, and global grades are not often used in this type of analysis. In this work, a large candidate-level exam dataset is analysed
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How do the activity patterns of people with chronic pain influence the empathic response of future health professionals: an experimental study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-10-04 Rosa Esteve,Elena R Serrano-Ibáñez,Sheila Castillo-Real,Carmen Ramírez-Maestre,Alicia E López-Martínez
Empathy in healthcare professionals is associated with better treatment outcomes and higher satisfaction among patients with chronic pain. Activity patterns play an essential role in the adjustment of these patients and, as a pain behaviour, may have a communicative function and elicit distinct empathic responses. This study investigated whether the activity pattern profiles characteristic of these
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Linking assessment to real life practice - comparing work based assessments and objective structured clinical examinations using mystery shopping. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-20 Angelina Lim,Sunanthiny Krishnan,Harjit Singh,Simon Furletti,Mahbub Sarkar,Derek Stewart,Daniel Malone
Objective Structured Clinical Examinations (OSCEs) and Work Based Assessments (WBAs) are the mainstays of assessing clinical competency in health professions' education. Underpinned by the extrapolation inference in Kane's Validity Framework, the purpose of this study is to determine whether OSCEs translate to real life performance by comparing students' OSCE performance to their performance in real-life
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Medical students' views on what professionalism means: an Ubuntu perspective. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-15 Mantoa Mokhachane,Lionel Green-Thompson,Ann George,Tasha Wyatt,Ayelet Kuper
Medical training has become a global phenomenon, and the Physician's Charter (PC), as a missionary document, is key to training those outside the Global North. Undergraduate and postgraduate students in the medical profession are sometimes trained in contexts foreign to their social and ontological backgrounds. This might lead to confusion and blunders, creating an impression of what might look and
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Using latent class growth analysis to detect group developmental trajectories in preclinical medical education. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-07 Xiaomei Song,Yuane Jia
Medical educators and programs are deeply interested in understanding and projecting the longitudinal developmental trajectories of medical students after these students are matriculated into medical schools so appropriate resources and interventions can be provided to support students' learning and progression during the process. As students have different characteristics and they do not learn and
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"Juggle the different hats we wear": enacted strategies for negotiating boundaries in overlapping relationships. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-07 Andrea Gingerich,Christy Simpson,Robin Roots,Sean B Maurice
Despite agreement that teaching on professional boundaries is needed, the design of health profession curricula is challenged by a lack of research on how boundaries are maintained and disagreement on where boundaries should be drawn. Curricula constrained by these challenges can leave graduates without formal preparation for practice conditions. Dual role or overlapping relationships are an example:
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Leveraging the health equity implementation framework to foster an equity focus in medical education. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-05 Deepa Ramadurai,Judy A Shea
Teaching equitable clinical practice is of critical importance, yet how best to do so remains unknown. Educators utilize implementation science frameworks to disseminate clinical evidence-based practices (EBP). The Health Equity Implementation Framework (HEIF) is one of these frameworks, and it delineates how health equity may be concomitantly assessed and addressed in planning the implementation of
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Commentary on "supervisory knowing in practice across medical specialties" : Scalpel, please! Why is it more challenging to hand over the scalpel than a ward round for future surgeons' learning? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-05 Adisa Poljo,Jennifer M Klasen
In the dynamic, non-linear world of medical education, balancing patient care and trainee learning is a complex task. This commentary responds to the original article by Noble et al. (2023), which challenges the perceived tension between patient care and trainee learning in the surgical environment and advocates for their co-occurrence across various medical specialties. The article explores supervisory
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An experimental comparison of multiple-choice and short-answer questions on a high-stakes test for medical students. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-09-04 Janet Mee,Ravi Pandian,Justin Wolczynski,Amy Morales,Miguel Paniagua,Polina Harik,Peter Baldwin,Brian E Clauser
Recent advances in automated scoring technology have made it practical to replace multiple-choice questions (MCQs) with short-answer questions (SAQs) in large-scale, high-stakes assessments. However, most previous research comparing these formats has used small examinee samples testing under low-stakes conditions. Additionally, previous studies have not reported on the time required to respond to the
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Sociomaterial perspective as applied in interprofessional education and collaborative practice: a scoping review. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-30 Michael Sy,Kathryn Lizbeth Siongco,Roi Charles Pineda,Rainier Canalita,Andreas Xyrichis
Learning and working together towards better health outcomes today have become more complex requiring an investigation on how interprofessional education (IPE) and interprofessional collaboration (IPC) practices could be sustained and further developed. Through a sociomaterial perspective, we can better understand IPE and IPC practices by foregrounding the material aspect of learning and working together
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How does training format and clinical education model impact fidelity and confidence in a speech-language pathology rotation? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-25 George W Wolford,Ethan J Wash,Ashley R McMillon,Arianna N LaCroix
Clinical education rotations typically involve an initial training phase followed by supervised clinical practice. However, little research has explored the separate contributions of each component to the development of student confidence and treatment fidelity. The dual purpose of this study was to compare the impact of clinical training format (synchronous vs. asynchronous) and education model (traditional
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Systematic review of distributed practice and retrieval practice in health professions education. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-24 Emma Trumble,Jason Lodge,Allison Mandrusiak,Roma Forbes
To determine the effect of distributed practice (spacing out of study over time) and retrieval practice (recalling information from memory) on academic grades in health professions education and to summarise a range of interventional variables that may affect study outcomes. A systematic search of seven databases in November 2022 which were screened according to predefined inclusion criteria. The Medical
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Associations between education policies and the geographic disposition of family physicians: a retrospective observational study of McMaster University education data. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-15 Lawrence Grierson,Mathew Mercuri,Asiana Elma,Meera Mahmud,Dorothy Bakker,Neil Johnston,Monica Aggarwal,Gina Agarwal
The maldistribution of family physicians challenges equitable primary care access in Canada. The Theory of Social Attachment suggests that preferential selection and distributed training interventions have potential in influencing physician disposition. However, evaluations of these approaches have focused predominantly on rural underservedness, with little research considering physician disposition
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Equity, diversity, and…exclusion? A national mixed methods study of "belonging" in Canadian undergraduate medical education. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-10 Priatharsini Sivananthajothy,Adibba Adel,Shima Afhami,Nina Castrogiovanni,Kannin Osei-Tutu,Allison Brown
Equity, diversity, and inclusion remain a prominent focus in medical schools, yet the phenomenon of "belonging" has arguably been overlooked. Little is known regarding how belonging is experienced by medical students from groups that face systemic oppression and exclusion. We employed a sequential explanatory mixed methods design to explore how students from equity-deserving groups (EDGs) experience
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Expert consensus on the attributes and competencies required for rural and remote junior physicians to work effectively in isolated indonesian communities. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-09 Farah C Noya,Sandra E Carr,Sandra C Thompson
Indonesian physicians working in rural and remote areas must be equipped not only with generic competencies but also with the attributes and skills necessary to provide health care services without compromising quality. This study sought to reach a consensus on the attributes and competencies that are viewed as essential and important for working effectively as an early career doctor in rural and remote
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Assessing clinical competence: a multitrait-multimethod matrix construct validity study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-02 Andrea Vallevand,David E Manthey,Kim Askew,Nicholas D Hartman,Cynthia Burns,Lindsay C Strowd,Claudio Violato
Education in Doctor of Medicine programs has moved towards an emphasis on clinical competency, with entrustable professional activities providing a framework of learning objectives and outcomes to be assessed within the clinical environment. While the identification and structured definition of objectives and outcomes have evolved, many methods employed to assess clerkship students' clinical skills
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The maintenance of classism in medical education: "time" as a form of social capital in first-generation and low-income medical students. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-01 T R Wyatt,A Casillas,A Webber,J A Parrilla,D Boatright,H Mason
As first generation (FG)/low income (LI) students enter the elite profession of medicine, schools make presumptions about how FGLI students allocate their time. However, their lives are markedly different compared to their peers. This study argues that while all forms of capital are necessary for success, time as a specific form keeps classism in place. Using constructivist grounded theory techniques
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Seeking Utopia: a response to "Oncology residents' experiences of decision-making in a clinical learning environment: a phenomenological study". Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-25 Beatrice Preti
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The impact of prior performance information on subsequent assessment: is there evidence of retaliation in an anonymous multisource assessment system? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-24 Bahar Saberzadeh-Ardestani,Ali Reza Sima,Bardia Khosravi,Meredith Young,Sara Mortaz Hejri
Few studies have engaged in data-driven investigations of the presence, or frequency, of what could be considered retaliatory assessor behaviour in Multi-source Feedback (MSF) systems. In this study, authors explored how assessors scored others if, before assessing others, they received their own assessment score. The authors examined assessments from an established MSF system in which all clinical
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Legibility: knowing disability in medical education inclusion. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-21 Neera R Jain
How medical students, their teachers, and school administrators understand disability appears connected to ongoing, unequal access to medical education for disabled people. The stigmatization of disability within medical education affects students' disability disclosures, yet few studies have explored how understandings of disability influence inclusion practices beyond individual student actions.
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"We're back in control of the story and we're not letting anyone take that away from us": patient teacher programs as means for patient emancipation. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-16 E Kangasjarvi,J Forsey,J S Simpson,S L Ng
While patient engagement in healthcare professions education (HPE) has significantly increased in the past decades, a theoretical gap remains. What are the varied reasons as to why patients get involved with HPE programs? With a focus on understanding what drives patient involvement with HPE programs, this study examined how a patient as teacher (PAT) program was experienced by medical students, patient
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Identity influences on medical students' orientation to feedback during third year clinical rotations. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-12 Charee M Thompson,Anna M Kerr
Medical students' feedback orientation (their attitudes about and preferences for feedback from preceptors) may change over the course of the third year of medical school and is likely influenced by identity-related factors. This study proposed that both how students view themselves personally (i.e., impostor syndrome) and how they view themselves in relation to the group (i.e., identification with
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Comparing the stress response using heart rate variability during real and simulated crises: a pilot study. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-11 Jeremy Peabody,Markus T Ziesmann,Lawrence M Gillman
Medical personnel often experience stress when responding to a medical emergency. A known stress-response is a measurable reduction in heart rate variability. It is currently unknown if crisis simulation can elicit the same stress response as real clinical emergencies. We aim to compare heart rate variability changes amongst medical trainees during simulated and real medical emergencies. We performed
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Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-10 Abigail Konopasky,Tasha R Wyatt,A Emiko Blalock
While women entering medical school are faced with a patriarchal system, they also enter into a community with other women and the potential for resistance. The purpose of this study is to use the theory of temporal agency to explore how first-year medical students who identify as women draw upon past, future, and present agency to resist the patriarchal system of medicine.The data for this study were
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Applying to medical school with undiagnosed dyslexia: a collaborative autoethnography. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-10 Megan Cornwell,Sebastian Charles Keith Shaw
Recent statistics found the prevalence of dyslexia in UK medical schools to be 7%, sitting below the national prevalence of 10%. The factors contributing to this discrepancy are currently unknown, but may result from an interplay of individual and systemic barriers to entering medicine. This collaborative, analytic autoethnography aimed to use the experiences of 'Meg', a fourth-year medical student
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Opening the black box of school-wide student wellbeing programmes: a critical narrative review informed by activity theory. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-02 Emmanuel Tan,Janneke Frambach,Erik Driessen,Jennifer Cleland
PURPOSE Medical schools have a duty of care to support student wellbeing but there is little guidance on how to translate this mandate into practice. Often schools focus on implementing and reporting individual-level interventions which typically only address one aspect of wellbeing. Conversely, less attention has been paid to holistic school-wide approaches towards student wellbeing that address multiple
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Exploring adaptive expertise in residency: the (missed) opportunity of uncertainty. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-07-01 Maria Louise Gamborg,Maria Mylopoulos,Mimi Mehlsen,Charlotte Paltved,Peter Musaeus
Preparing novice physicians for an unknown clinical future in healthcare is challenging. This is especially true for emergency departments (EDs) where the framework of adaptive expertise has gained traction. When medical graduates start residency in the ED, they must be supported in becoming adaptive experts. However, little is known about how residents can be supported in developing this adaptive
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Moral injury and the hidden curriculum in medical school: comparing the experiences of students underrepresented in medicine (URMs) and non-URMs. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-29 Samuel Nemiroff,Irene Blanco,William Burton,Ariel Fishman,Pablo Joo,Mimoza Meholli,Alison Karasz
Underrepresented students in medicine (URM) have more negative perceptions of the medical school learning environment (LE), a phenomenon that can contribute to higher rates of burnout and attrition in these populations. The hidden curriculum (HC)-defined as a set of values informally conveyed to learners through clinical role-modeling-is a LE socialization construct that has been critically examined
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Patients' perspectives on their motivations for participating in non-clinical medical teaching and what they gain from their experience: a qualitative study informed by critical theory. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-29 Julie Massé,Sophie Grignon,Luc Vigneault,Geneviève Olivier-D'Avignon,Marie-Claude Tremblay
In 2019-2021, we engaged in a project aimed at developing, implementing, and evaluating an educational intervention actively involving patient-teachers in undergraduate medical education at Université Laval, Quebec, Canada. Patient-teachers were invited to participate in small group discussion workshops during which medical students deliberate on legal, ethical, and moral issues arising from medical
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Inequity is woven into the fabric: a discourse analysis of assessment in pediatric residency training. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-23 Hannah L Anderson,Layla Abdulla,Dorene F Balmer,Marjan Govaerts,Jamiu O Busari
Intrinsic inequity in assessment refers to sources of harmful discrimination inherent in the design of assessment tools and systems. This study seeks to understand intrinsic inequity in assessment systems by studying assessment policies and associated procedures in residency training, using general pediatrics as a discourse case study. Foucauldian discourse analysis (FDA) was conducted on assessment
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Who should be an author on this paper? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-01 Ayelet Kuper,Patricia O'Sullivan,Jennifer Cleland
This 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 who should be listed as an author on a given publication and provide advice as to how to navigate potential tensions in the authorship decision-making process.
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Validity evidence and psychometric evaluation of a socially accountable health index for health professions schools. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-22 Cassandra Barber,Cees van der Vleuten,Saad Chahine
There is an expectation that health professions schools respond to priority societal health needs. This expectation is largely based on the underlying assumption that schools are aware of the priority needs in their communities. This paper demonstrates how open-access, pan-national health data can be used to create a reliable health index to assist schools in identifying societal needs and advance
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How well do UK assistantships equip medical students for graduate practice? Think EPAs. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-22 Ruth Kinston,Simon Gay,R K McKinley,Sreya Sam,Sarah Yardley,Janet Lefroy
The goal of better medical student preparation for clinical practice drives curricular initiatives worldwide. Learning theory underpins Entrustable Professional Activities (EPAs) as a means of safe transition to independent practice. Regulators mandate senior assistantships to improve practice readiness. It is important to know whether meaningful EPAs occur in assistantships, and with what impact.
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Artificial scholarship: LLMs in health professions education research. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-08-01 Rachel H Ellaway,Martin Tolsgaard
This editorial examines the implications of artificial intelligence (AI), specifically large language models (LLMs) such as ChatGPT, on the authorship and authority of academic papers, and the potential ethical concerns and challenges in health professions education (HPE).
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Impact of performance and information feedback on medical interns' confidence-accuracy calibration. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-17 J Staal,K Katarya,M Speelman,R Brand,J Alsma,J Sloane,W W Van den Broek,L Zwaan
Diagnostic errors are a major, largely preventable, patient safety concern. Error interventions cannot feasibly be implemented for every patient that is seen. To identify cases at high risk of error, clinicians should have a good calibration between their perceived and actual accuracy. This experiment studied the impact of feedback on medical interns' calibration and diagnostic process. In a two-phase
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Supervisory knowing in practice across medical specialities. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-13 Christy Noble,Joanne Hilder,Stephen Billett,Andrew Teodorczuk,Rola Ajjawi
Clinical supervisors play key roles in facilitating trainee learning. Yet combining that role with patient care complicates both roles. So, we need to know how both roles can effectively co-occur. When facilitating their trainees' learning through practice, supervisors draw on their skills - clinical and supervisory - and available opportunities in their practice. This process can be conceptualised
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Epistemic discourses concerning the competence developed in a norwegian master's degree program in health science. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-12 Margareth Kristoffersen,Bjørg Frøysland Oftedal
It has been claimed that various discourses related to competence influence higher education, but there is limited understanding of the discourses underlying competence development. The specific aim of this study was to explore epistemic discourses concerning the development of competence of health professionals with a master's degree in health science. Accordingly, the study was qualitative and adopted
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It's very difficult to set the boundaries, it's human nature to want to respond: exploring health professions educators' responses to student mental health difficulties through a positioning theory lens. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-09 Debra L Marais
By virtue of their teaching role and contact with students, health professions (HP) educators are often the first point of connection for students who are experiencing mental health difficulties. Educators are increasingly expected to include some form of pastoral care in their role. Mental health-related interactions with students may have a negative emotional impact on educators, particularly when
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Virtual patients in undergraduate psychiatry education: a systematic review and synthesis. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-09 Rikke Amalie Agergaard Jensen,Peter Musaeus,Kamilla Pedersen
Virtual patients are increasingly used in undergraduate psychiatry education. This article reports on a systematic review aimed at providing an overview of different approaches in this context, describing their effectiveness, and thematically comparing learning outcomes across different undergraduate programs. The authors searched PubMed, PsycInfo, CINAHL, and Scopus databases for articles published
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Failing professional practice placements in allied health: What do we understand about the student experience? A scoping review. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-07 Wendy Milgate,Jodie Copley,Jessica Hill
Professional practice placements are an essential component of allied health and nursing programs. Whilst most students pass these placements, a small percentage of students will fail or be at risk of failing. Supporting students undergoing a failing experience is a time critical, time consuming, emotional and resource-heavy task which is often undertaken by key university staff and impacts all stakeholders
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Clinical reasoning in pharmacy: What do eye movements and verbal protocols tell us about the processing of a case task? Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-05 Ilona Södervik,Leena Hanski,Henny P A Boshuizen,Nina Katajavuori
This study investigates pharmacy students' reasoning while solving a case task concerning an acute patient counselling situation in a pharmacy. Participants' (N = 34) reasoning processes were investigated with written tasks utilizing eye-tracking in combination with verbal protocols. The case was presented in three pages, each page being followed by written questions. Eye movements were recorded during
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The potential of structured learning diaries for combining the development and assessment of self-regulated learning. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-06-05 Zahra Zarei Hajiabadi,John Sandars,John Norcini,Roghayeh Gandomkar
Structured Self-Regulated Learning (SSRL) diaries have the potential for combining the development and assessment of a student's SRL processes over time. The aim of this study was to evaluate the extent to which an SSRL diary can develop SRL and provide a reliable longitudinal assessment of SRL development in academically low-achieving undergraduate medical students. We conducted a quasi-experimental
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Power to the people? A co-produced critical review of service user involvement in mental health professions education. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-05-29 Csilla Kalocsai,Sacha Agrawal,Lee de Bie,Michaela Beder,Gail Bellissimo,Suze Berkhout,Andrew Johnson,Nancy McNaughton,Terri Rodak,Kim McCullough,Sophie Soklaridis
Meaningful service user involvement in health professions education requires integrating knowledge held by "lay" people affected by health challenges into professional theories and practices. Involving service users redefines whose knowledge "counts" and implies a shift in power. Such a shift is especially significant in the mental health field, where power imbalances between health professionals and
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Relinquishing control? Supervisor co-regulation may disrupt students' self-regulated learning during simulation-based training. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-05-28 Gianni R Lorello,Kathryn Hodwitz,S Barry Issenberg,Ryan Brydges
When uncertain, medical trainees often seek to co-regulate their learning with supervisors and peers. Evidence suggests they may enact self-regulated learning (SRL) strategies differently when engaged in self- versus co-regulated learning (Co-RL). We compared the impacts of SRL and Co-RL on trainees' acquisition, retention, and preparation for future learning (PFL) of cardiac auscultation skills during
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"As a psychiatry resident I am invited to explore my identity. But when I accept that invitation, I still encounter a wall." A qualitative study on inclusion experienced by psychiatry residents with a migration background, sexual minority identity and/or working-class background. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-05-25 Donna Piëtra Muller,Petra Verdonk,Timotheüs Cornelis van de Grift,Mariken Beatrijs de Koning
Diversity in terms of class, sexual identity and migration background among medical students in high income countries has increased greatly in recent decades. Some research into the experiences of these new groups of doctors has been performed. However, no previous research into the experiences of psychiatry residents specifically, is known. This qualitative study investigates how psychiatry residents
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The effects of mindfulness-based interventions in medical students: a systematic review. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-05-25 Ilona Kaisti,Petri Kulmala,Mirka Hintsanen,Tuula Hurtig,Saara Repo,Tiina Paunio,Jouko Miettunen,Anu-Helmi Halt,Erika Jääskeläinen
The number of studies on the effects of mindfulness on healthcare professionals is increasing. The main aim of this study was to collate the quantitative results of original studies analyzing the effects of mindfulness-based interventions on a variety of outcomes in medical students. We also analyzed how the study design and characteristics of the intervention affect the results, and identified qualitative
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The influence of occupational therapy students' preferred language on academic and clinical performance in a Canadian university program. Adv. Health Sci. Educ. (IF 4.0) Pub Date : 2023-05-24 Paulette Guitard,Darene Toal-Sullivan
The Occupational Therapy Program at this Canadian university is a French program however, students must be bilingual to function in English or French clinical fieldwork settings. An understanding of the role of language in successful completion of program requirements was needed to effectively support students' education. The study objectives were to identify the role of linguistic factors in students'