Mastery or Compliance? Themes of Australian Medical Student Engagement during Peer Mini-CEXs [0.03%]
主动或被动：澳大利亚医学生在同行中的临床评估交换（mini-Cex）的主题探究
Timothy J Martin,Wonie Uahwatanasakul,Anna T Ryan
Timothy J Martin
Phenomenon: Increasingly, peer feedback and assessment exercises are being introduced into health professional degree programs with many proposed benefits including the unique feedback received from peers and development of clinical educati...
Social Determinants of Learning: A Framework to Promote Diversity Along the Health Professions Education Continuum [0.03%]
从卫生专业教育连续体促进多样性的角度看待学习的社会决定因素：一种框架
Afnan Gimie,Lindsey Mathis,Emilie Ludeman et al.
Afnan Gimie et al.
Health professions education (HPE) in the US is facing a critical disparity between the diversity of students enrolled in health professions programs and the diversity of US society. This disparity has downstream impacts on the healthcare w...
Process-Oriented Analysis of Knowledge Construction in Problem-Based Learning: A Systematic Review of Health Professions Education in Literature [0.03%]
基于问题学习的知识建构过程性分析：文献中的卫生专业教育系统回顾
Weichao Chen,Binbin Zheng
Weichao Chen
Problem-Based Learning (PBL) is widely implemented in health professions education (HPE). Small-group knowledge construction plays an essential role in trainees' learning from PBL tutorials. However, there is a dearth of systematic reviews ...
Qualified Multilingual Assessment Policy for US Medical Students: A National Delphi Consensus Study [0.03%]
美国医学生的合格多语言评估政策：一项国家德尔菲共识研究
Rose L Molina,Maria Bazan,Jeremy Martinez et al.
Rose L Molina et al.
While US health systems are implementing language proficiency assessments to verify skills needed to ensure meaningful language access for patients, there is no consensus on best practices for multilingual medical students who want to demon...
Still Not Clear? Exploring the Impact of Clarifying Assessment Items on Assessor Cognition in Medical Education [0.03%]
仍不清楚吗？探究澄清评估题目对医学教育中评审人认知的影响
Hao Li,Louise Mui,Sarah J Aziz et al.
Hao Li et al.
Assessment variability in formative assessment occurs when assessors observing a trainee performing the same task evaluate the trainee differently. One major contributor is uncertainty regarding assessment criteria, and efforts to clarify c...
Energizing and Empowering Advocacy: A Qualitative Study of US Internal Medicine Trainees and Faculty Perspectives on Physician Advocacy [0.03%]
美国内科住院医师和教员对医生倡导的观点的定性研究
Zoe Tseng,Christine P Beltran,Alla Eldam et al.
Zoe Tseng et al.
Clinical educators aiming to develop advocacy training have few established guidelines to follow. We conducted a needs assessment to explore perspectives of physician trainees and faculty to inform advocacy curriculum development and potent...
Beyond Race-Based Ideology in HPE DEI Attempts: A Framework and Vocabulary for Sociohistorical Justice [0.03%]
超越基于种族的意识形态：HPE中DEI尝试的历史社会正义框架和词汇表
Carmen Black,Morgan Brinker,Amber Acquaye et al.
Carmen Black et al.
Health professions education (HPE) institutions in the United States (US) are increasingly calling for health justice for 'historically excluded' groups. However, the language and concepts within many HPE equity frameworks offer insufficien...
'This Is Not For Me': A Counterstory on BIPOC Experiences of DEI Trainings [0.03%]
“这与我无关”：关于BIPOC参与DEI培训经历的另一视角故事
Tiffany Chambers,Bridget O&#x;Brien
Tiffany Chambers
The health professions education literature often assumes that diversity, equity, and inclusion (DEI) efforts naturally uplift Black, Indigenous, and People of Color (BIPOC). However, when the most common manifestation of DEI efforts, DEI t...
How Do We Know What We Know? Centering Lived Expertise in Health Equity Knowledges [0.03%]
我们如何知道我们知道的知识？在健康公平知识中重视亲身经验专家观点
Carmen G Black
Carmen G Black
Are Open-Ended Question Assessments an Emerging Trend in US Medical Education? [0.03%]
开放式问题评估在美国医学教育中兴起了吗？
Doreen M Olvet,Tracy B Fulton,Marieke Kruidering et al.
Doreen M Olvet et al.
There is a growing amount of literature on the benefits of using open-ended questions (OEQs) to assess knowledge in medical education. However, it is unknown how many US medical schools include OEQs in their assessment toolkits and how they...