Lived experiences of international medical students displaced from Ukraine to an Irish university: a phenomenological study [0.03%]
乌克兰国际医学生在爱尔兰大学流离失所的生活经历：现象学研究
Nora McCarthy,Helen Hynes,Niamh Coakley
Nora McCarthy
The Russian invasion of Ukraine in 2022 forced tens of thousands of international medical students to abruptly abandon their studies, disrupting educational trajectories and creating profound personal and professional uncertainty. While exi...
Virtual reality as a pedagogical approach for critical reflection: a case study on learning about homelessness in health professions education [0.03%]
虚拟现实作为护理教育中无家可归者健康照护反思性学习的辅助教学工具——一种新的思考途径与实证研究
Niki Soilis,Vivetha Thambinathan,Farhan Bhanji et al.
Niki Soilis et al.
People experiencing homelessness face persistent and intersecting barriers to care, which translate into limited access to preventive services, overreliance on emergency care, and stigmatization within health systems. Yet, homelessness rema...
From disability competencies to disability consciousness: leveraging the health humanities to develop disability-focused health professions curricula [0.03%]
从残障能力到残障意识：利用健康人文科学开发以残障为重点的卫生专业课程
Rachel Conrad Bracken
Rachel Conrad Bracken
As health professions educators heed the call for more robust disability-conscious education, we must look beyond the entrenched methods and epistemologies of the biomedical sciences. Health professions education (HPE) rooted solely in a "m...
Ayelet Kuper,Patricia O&#x;Sullivan,Susan van Schalkwyk
Ayelet Kuper
This Questions and Quandaries article focusses on a topic less explored in research conversations, namely that of the tensions that can arise when researchers from distinct professions and disciplines engage in health professions education ...
"Had I been seen as an asset, I would have become one": key factors influencing how dietetics students engage with feedback processes in clinical placement [0.03%]
“如果我被视为一种资产，我就会成为一种资产”：影响营养学专业学生在临床实习中参与反馈过程的关键因素
Anna Kleppe Moe,Helene Dahl,Hanne Rosendahl-Riise et al.
Anna Kleppe Moe et al.
Workplace-based learning outcomes are results of a complex interplay between the opportunities and resources made available in the workplace, and the students' capacities to draw upon these. Students are expected to engage with the work env...
Development of cognitive engagement and motivation using AI chatbot-facilitated questioning in medical education [0.03%]
基于人工智能的聊天机器人在医学教育中促进认知参与和动机的发展
Johann Emilio Gonzales Embang,Ying Hui Valerie Tan,Shing Chuan Hooi et al.
Johann Emilio Gonzales Embang et al.
Artificial intelligence tools such as ChatGPT offer new opportunities to support medical students' learning through interactive questioning and instantaneous feedback. However, while ChatGPT may facilitate learning engagement through its ac...
Rachel H Ellaway
Rachel H Ellaway
In this editorial the editor considers optimism and pessimism in scholarly writing, and the need for realist perspectives both on what has already happened and on what is likely to happen in presenting ideas and findings. ...
Oral history as reparatory practice for health professions: an ethic of epistemic justice [0.03%]
作为健康职业补偿实践的口述历史：认识论正义伦理学
Britt Dahlberg,Suzanne Snider,Jessica Martucci
Britt Dahlberg
From burnout to social determinants of health, contemporary healthcare challenges require greater integration of the social sciences and humanities to address. Many key healthcare challenges can be conceptualized as forms of epistemic injus...
Making historical perspectives matter in medical education: a commentary on Arfeen et al [0.03%]
论医学教育中历史观点的重要性——针对Arfeen等人的述评
Xiaoshuai Li,Rui Wang
Xiaoshuai Li
Arfeen et al. offered a timely and persuasive argument for taking imperial and colonial histories seriously in the study of medical education. Their article rightly draws attention to the ways in which past power asymmetries continue to sha...
The line we draw: shifting epistemic regimes of standard setting in health professions education [0.03%]
一条分界线：卫生专业人员教育中标准设定的知 识体系转换
Jacob Pearce,Neville G Chiavaroli
Jacob Pearce
This paper examines standard setting in health professions education through the lens of historical epistemology. Rather than treating standard setting as a neutral technical procedure, we analyse how it became thinkable as a distinct asses...