Mixed-Method Evaluation of the Impact of a "Healthcare Exploration Through Patient Care" Course on Undergraduate Students [0.03%]
混合方法评估一门“通过临床实习探索医疗卫生领域”课程对大学生的影响
Jacqueline M Knapke,Joshua Peter,Arthur Pancioli et al.
Jacqueline M Knapke et al.
Introduction: Students in undergraduate degree programs often do not gain exposure to clinical work until late in their studies or even after graduation. The Healthcare Explorers (HCE) program provides an introduction to ...
Perspectives on Peer-to-Peer Learning Within the Physical Exam Course [0.03%]
关于物理检查课程中 peer-to-peer 学习的观点
A Mitchel Wride,Madisen A Swallow,Jaideep S Talwalkar et al.
A Mitchel Wride et al.
Background: Peer-to-peer learning allows students to practice the physical exam on their peers. Objectives: To understand the experienc...
The Past, Present, and Future of Concept Mapping Technology in Health Professions Education [0.03%]
健康专业教育中概念图技术的过去、现在和未来
Amber J Heck,Joanna Appel,Varna Taranikanti et al.
Amber J Heck et al.
This paper explores the evolution of concept mapping in health professions education, from its origins as a manual learning tool to its current integration with advanced digital and artificial intelligence technologies. It examines how digi...
Learning from Experience: A Scoping Review of the Inclusion of People with Lived Experience of Disability in Medical Education [0.03%]
从经验中学习：残疾人士参与医学教育的范围审查
Daniela Sbrizzi,Claudia Ng,Gisselle Gallego
Daniela Sbrizzi
This review aimed to provide a comprehensive overview of the current literature on the inclusion of people with lived experience of disability (PWLED) in medical education. A scoping literature review was conducted by searching three scient...
Getting Back to Basics with Study Resources in Medical Education: Sometimes Less is More [0.03%]
回归医学教育中的基本学习资源：有时少即是多
Mary M Pelkowski,Amanda J Young,Gabi N Waite
Mary M Pelkowski
Medical educators' interest in student perspectives surrounding external study resources, resource preferences, and the academic impact of such resources has been evident in the literature and scholarly meetings of the medical education com...
Harnessing Generative Artificial Intelligence to Teach Assessment Literacy in Anatomy [0.03%]
利用生成式人工智能教授解剖学评估素养
Alicia Morgan,Marli Crabtree,Caitlin Sachsenmeier et al.
Alicia Morgan et al.
Incoming medical students attended an anatomy bootcamp introducing prompt engineering and critical appraisal of AI-generated questions. MBS students completed an AI-assisted item-writing assignment requiring generation, appraisal, and revis...
Lecture Capture Transcripts: A Valuable Learning Tool for Students of all Abilities [0.03%]
课堂录音文字稿：对学生而言一个极具价值的学习工具
Steve Garwood,Jacqueline Giacobbe,Dawn Shell et al.
Steve Garwood et al.
This study investigated the use and perceived utility of lecture capture transcripts among first-year medical students, including those with and without learning disabilities. Findings indicate that 84% of students used transcripts at least...
Influence of Preclinical Medical Scribe Experiences on Specialty Outcomes in Fourth-year Medical Students [0.03%]
四年级医学生预临床医学记录员经历对专业成绩的影响
Kevin Chao,Kathryn Veazey
Kevin Chao
Many medical students pursue pre-matriculation medical scribe experiences. Previous research has explored how these experiences may benefit academic performance, confidence, and commitment to medicine. However, no studies have investigated ...
Team Switching in Peer-Based Learning Groups: Academic Performance and Medical Student Perspectives [0.03%]
同伴式学习小组中的团队转换：学习成绩和医学生的观点
M Ariel Cascio,Julia Knopes,Barbara Warner et al.
M Ariel Cascio et al.
This paper reports on academic outcomes and student perspectives on a 3-year medical education intervention study in which students were assigned to either work with the same "static" group for both team-based learning (TBL) and case-based ...
Peer-Assisted Learning Improves Confidence and Educational Outcomes: Evidence from a Randomised Control Trial [0.03%]
同伴互学改善学习自信与教学效果：一项随机对照试验的证据
Ferdinand J O Boucher,Bella A Magner-Parsons,David MacDonald et al.
Ferdinand J O Boucher et al.
The positive impact Peer-Assisted Learning (PAL) and Near-Peer-Assisted Learning (NPAL) programmes have on student engagement, progression, and retention is supported by a wealth of previous studies and is reflected in the widespread adopti...