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The Status Quo of Continuing Medical Education in South-East Asia and Eastern Mediterranean Regions: A Scoping Review of 33 Countries. 东南亚和东地中海地区继续医学教育的现状:对 33 个国家的范围审查。
IF 1.6 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-01 Epub Date: 2022-12-21 DOI: 10.1097/CEH.0000000000000471
Farhan Saeed Vakani, Kerry Uebel, Chinthaka Balasooriya, Apo Demirkol

Introduction: Continuing medical education is a process of continuous learning to maintain physicians' competence and professional performance. Efforts to make continuing medical education (CME) programs mandatory in the South-East Asia Region by linking credits to the renewal of registration have met with mixed success. However, there are no recent reviews on the CME status in regions with a large number of developing countries. This review aims to map the practices and regulation of the CME activities in the South-East Asia and Eastern Mediterranean regions.

Methods: A scoping review was undertaken using a modified Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist. A search was conducted within PubMed, Embase, Web of Science, Scopus databases, and national medical and health council websites.

Results: Evidence on the provision of CME is available for all but seven of the 33 countries in both regions. Fourteen countries of varying income levels have implemented mandatory CME linked to the renewal of registration. They have statutory bodies governing CME and allocating credits, with most requiring a large number of hourly based activities for the renewal of registration and evidence of a wide range of local providers.

Discussion: Financial resources, a thorough organizational structure and standards, and a wide range of local CME providers seem to promote the implementation of mandatory CME in most of these countries.

简介继续医学教育是一个持续学习的过程,目的是保持医生的能力和专业表现。在东南亚地区,通过将学分与注册续期挂钩,强制推行继续医学教育(CME)项目的努力取得了不同程度的成功。然而,最近并没有对发展中国家众多的地区的继续医学教育状况进行审查。本综述旨在了解东南亚和东地中海地区继续医学教育活动的实践和监管情况:方法:采用修改后的系统综述和元分析首选报告项目扩展范围综述核对表进行了范围综述。在 PubMed、Embase、Web of Science、Scopus 数据库以及国家医疗卫生委员会网站上进行了检索:在这两个地区的 33 个国家中,除 7 个国家外,其他所有国家都有提供继续教育的证据。不同收入水平的 14 个国家实施了与注册续期挂钩的强制性继续医学教育。这些国家都有法定机构管理继续医学教育和分配学分,大多数国家都要求在延续注册时开展大量以学时为基础的活动,并证明当地有广泛的提供者:结论:财政资源、完善的组织结构和标准以及广泛的当地继续医学教育提供者似乎促进了大多数国家实施强制性继续医学教育。
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引用次数: 0
Grappling with Context: Moving Beyond Theorizing to Measuring Its Effects on Workplace Competency and Unintended Consequences. 与环境打交道:从理论到测量其对工作场所能力和意外后果的影响。
IF 1.8 4区 教育学 Q2 Social Sciences Pub Date : 2024-12-01 Epub Date: 2024-01-23 DOI: 10.1097/CEH.0000000000000548
Simon Kitto
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引用次数: 0
A toolbox of strategies to improve test-taking skills: a comparison of student perceptions. 提高应试技能的策略工具箱:比较学生的看法。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-01 Epub Date: 2024-08-29 DOI: 10.1152/advan.00067.2024
Cynthia J Metz, Michael J Metz, Jeff C Falcone

Changes in the national examination structures have renewed interest in the development of test-taking strategies for professional students in the health sciences. It is often assumed that these high-achieving students have developed proficient test-taking skills and abilities before admittance. However, the assessments in these programs and for national licensure require an elevated level of reasoning and integration with clinical concepts. It was hypothesized that the implementation of an immersive test-taking strategies program would improve dental student perceptions of their abilities. A "toolbox" of four methods was implemented, which included 1) an introductory video that provided students with 10 tips for approaching high-level exam questions; 2) problem solution videos interspersed with class practice problems to walk students independently through rationales; 3) collaborative group assessments in which students implemented the strategies in teams to prepare for exams; and 4) unit exam debriefings to review the question rationales. Although all methods were positively reviewed on surveys, students indicated that the problem solution videos and the collaborative group assessments were more helpful and improved their test-taking skills significantly more than the other strategies (P < 0.01, 1-way ANOVA and Bonferroni post hoc test). Students felt they had developed strong test-taking strategies (average of 4.21 on a 5-point scale, SD 0.76) and felt more prepared for the Integrated National Board Dental Examination (4.48, SD 0.66). These results suggest that a multipronged approach with frequent opportunities to practice test-taking strategies can improve student perceptions of their ability to master high-level and integrated assessment questions.NEW & NOTEWORTHY Professional students in the health sciences may need to improve their test-taking skills for high-level and integrated assessments. A toolbox of strategies was implemented in a Dental Physiology course that included an introductory video, problem solution videos for practice problems, collaborative group assessments, and unit exam debriefings. The students reported that the strategies were helpful, improving their preparation and test-taking strategies for summative exams such as the Integrated National Board Dental Examination.

国家考试结构的变化再次引起了人们对为健康科学专业学生制定考试策略的关注。人们通常认为,这些成绩优秀的学生在入学前已经掌握了熟练的应试技巧和能力。然而,这些课程和国家执照的评估要求学生具备更高水平的推理能力和与临床概念相结合的能力。我们假设,实施沉浸式应试策略项目将改善牙科学生对自身能力的认识。我们采用了由四种方法组成的 "工具箱",其中包括1.一个介绍性视频,为学生提供了应对高水平考试问题的十个技巧 2.在课堂练习题中穿插解题视频,引导学生独立完成解题思路 3.小组合作评估,学生以小组为单位实施策略,为考试做准备; 4.单元考试汇报,回顾问题原理。虽然所有方法在调查中都得到了积极评价,但学生们表示,解题视频和小组合作评估比其他策略更有帮助,对他们应试技能的提高也更明显(P < 0.01,单因素方差分析和 Bonferroni 事后检验)。学生们认为自己已经掌握了很强的应试策略(5 分制平均分 4.21,标准差 0.76),并认为自己为国家牙科综合委员会考试做好了更充分的准备(4.48,标准差 0.66)。这些结果表明,采取多管齐下的方法,经常提供练习考试策略的机会,可以提高学生对自己掌握高水平综合评估问题的能力的认识。
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引用次数: 0
Development of a Communication Skills Training to Enhance Effective Team Communication in Oncology. 开发沟通技能培训,以增强肿瘤学中有效的团队沟通。
IF 1.8 4区 教育学 Q2 Social Sciences Pub Date : 2024-12-01 Epub Date: 2023-05-04 DOI: 10.1097/CEH.0000000000000503
Patricia A Parker, Jessica Staley, William E Rosa, Richard Weiner, Smita C Banerjee

Introduction: Effective communication among members of health care teams is essential to provide quality and patient-centered care, yet many people identify this as a challenge. We developed, implemented, and conducted a preliminary evaluation of a training to enhance communication within oncology teams.

Methods: This training identifies key strategies, communication skills, and process tasks recommended to achieve the goal of using a collaborative approach to navigate communication interactions across members of the hospital team to enhance patient care outcomes and increase team effectiveness. Forty-six advanced practice providers (APPs) participated and completed an evaluation of the module.

Results: Eighty-three percent of participants identified as female and 61% were White. Eighty-three percent of participants were nurse practitioners and 17% were physician assistants. The module was highly rated. Participants responded that they were satisfied ("agree" or "strongly agree") on 16 of 17 evaluation items (80% or higher).

Discussion: APPs were satisfied with the course and found many aspects useful in learning and practicing skills to improve their communication with other team members to enhance their care of patients. Training with this module and other communication approaches are needed for health care professionals of all types to encourage more consistent and meaningful communication with their colleagues to improve patient care.

引言:医疗团队成员之间的有效沟通对于提供高质量和以患者为中心的护理至关重要,但许多人认为这是一个挑战。我们制定、实施并进行了培训的初步评估,以加强肿瘤学团队内部的沟通。方法:该培训确定了关键策略、沟通技能和流程任务,以实现使用协作方法在医院团队成员之间进行沟通互动的目标,从而提高患者护理成果并提高团队效率。46名高级实践提供者参与并完成了对该模块的评估。结果:83%的参与者是女性,61%是白人。83%的参与者是执业护士,17%是医生助理。该模块获得了很高的评价。参与者回答说,他们对17个评估项目中的16个(80%或更高)感到满意(“同意”或“强烈同意”)。讨论:应用程序对课程感到满意,并发现许多方面在学习和实践技能方面很有用,可以改善他们与其他团队成员的沟通,以加强对患者的护理。所有类型的医疗保健专业人员都需要接受本模块和其他沟通方法的培训,以鼓励与同事进行更一致、更有意义的沟通,从而改善患者护理。
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引用次数: 0
Understanding Quality Improvement and Continuing Professional Mentorship: A Needs Assessment Study to Inform the Development of a Community of Practice. 了解质量改进和持续专业指导:需求评估研究为实践社区的发展提供信息。
IF 1.8 4区 教育学 Q2 Social Sciences Pub Date : 2024-12-01 Epub Date: 2023-06-08 DOI: 10.1097/CEH.0000000000000499
Marlene Taube-Schiff, Persephone Larkin, Eugenia Fibiger, Elizabeth Lin, David Wiljer, Sanjeev Sockalingam

Introduction: Quality improvement (QI) programming attempts to bridge the gap between patient care and standards of care. Mentorship could be a means through which QI is fostered, developed, and incorporated into continuing professional development (CPD) programs. The current study examined (1) models of implementation for mentorship within the Department of Psychiatry of a large Canadian academic center; (2) mentorship as a potential vehicle for alignment of QI practices and CPD; and (3) needs for the implementation of QI and CPD mentorship programs.

Methods: Qualitative interviews were conducted with 14 individuals associated with the university's Department of Psychiatry. The data were analyzed through thematic analyses with two independent coders using COREQ guidelines.

Results: Our results identified uncertainty among the participants regarding the conceptualization of QI and CPD, illustrating difficulties in determining whether mentorship could be used to align these practices. Three major themes were identified in our analyses: sharing of QI work through communities of practices; the need for organizational support; and relational experiences of QI mentoring.

Discussion: A greater understanding of QI is necessary before psychiatry departments can implement mentorship to enhance QI practices. However, models of mentorship and needs for mentorship have been made clear and include a good mentorship fit, organizational support, and opportunities for both formal and informal mentorship. Changing organizational culture and providing appropriate training is necessary for enhancing QI.

导言:质量改进(QI)计划旨在缩小病人护理与护理标准之间的差距。导师制是促进、发展质量改进并将其纳入持续专业发展(CPD)计划的一种手段。本研究探讨了:(1)在加拿大一家大型学术中心的精神病学系实施导师制的模式;(2)导师制作为调整质量创新实践和持续专业发展的潜在工具;以及(3)实施质量创新和持续专业发展导师制计划的需求:对该大学精神病学系的 14 名相关人员进行了定性访谈。采用 COREQ 准则,由两名独立编码员对数据进行主题分析:结果:我们发现参与者对质量创新和持续专业发展的概念不确定,这说明在确定导师制是否可用于调整这些实践方面存在困难。在我们的分析中确定了三大主题:通过实践社区分享质量创新工作;需要组织支持;以及质量创新指导的关系经验:讨论:在精神科实施导师制以加强 QI 实践之前,有必要对 QI 有更深入的了解。然而,指导模式和指导需求已经明确,其中包括良好的指导契合度、组织支持以及正式和非正式指导的机会。改变组织文化和提供适当的培训对于加强质量改进是必要的。
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引用次数: 0
"All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses. "我们每个人都有能力,我们每个人都可以成为科学家"。科学家聚焦作业对生理学课程本科生的影响。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-01 Epub Date: 2024-08-08 DOI: 10.1152/advan.00116.2024
Dax Ovid, Ashley Rose Acosta-Parra, Arsema Alemayehu, Jacob Francisco Gomez, Dathan Tran, Brie Tripp

To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that 1) the biographical information about counterstereotypical scientists deeply resonated with students by humanizing science, 2) the instructor's implementation of the assignments made a meaningful difference in their feelings of inclusion, and 3) the assignments supported students' beliefs about their content learning and understanding of physiological concepts. The results from the survey showed that regardless of being in a major (n = 159) or nonmajor (n = 117) course, students from a range of demographic groups can and do significantly shift in their relatability to and descriptions of scientists. We highlight implications for inclusive curricula like Scientist Spotlights for addressing the issue of representation in physiology textbooks, curriculum, and healthcare fields at large.NEW & NOTEWORTHY Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.

为了推动医疗保健领域的多元化和促进生理学课程的包容性,本研究调查了基于证据的干预措施--"科学家聚焦 "作业--在生理学专业和非专业课程中强调反刻板印象的科学家形象的潜力。一所新兴的西语裔R1院校的本科生在生理学课程中完成了六次 "科学家聚焦 "作业。我们在课程开始和结束时进行了半结构化访谈,并分发了既定的课前课后调查协议。我们对 31 名来自不同边缘化背景的学生进行了访谈,结果显示:(1)有关反刻板印象的科学家的传记信息通过人性化的科学深深地引起了学生的共鸣;(2)教师对作业的实施对学生的融入感产生了有意义的影响;(3)作业支持了学生对所学内容的信念和对生理学概念的理解。调查结果显示,不管是主修课程(n=159)还是非主修课程(n=117),来自不同人口群体的学生在与科学家的亲近感和对科学家的描述方面都会发生显著变化。我们强调了像《科学家聚焦》这样的包容性课程对于解决生理学教科书、课程和整个医疗保健领域的代表性问题的意义。
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引用次数: 0
Paving the Way Forward for Evidence-Based Continuing Professional Development. 为循证持续专业发展铺平道路。
IF 1.8 4区 教育学 Q2 Social Sciences Pub Date : 2024-12-01 Epub Date: 2023-04-17 DOI: 10.1097/CEH.0000000000000500
Tharshini Jeyakumar, Inaara Karsan, Betsy Williams, Joyce Fried, Gabrielle Kane, Sharon Ambata-Villanueva, Ashleigh Bennett, Graham T McMahon, Morag Paton, Nathaniel Williams, Sarah Younus, David Wiljer

Abstract: Continuing professional development (CPD) fosters lifelong learning and enables health care providers to keep their knowledge and skills current with rapidly evolving health care practices. Instructional methods promoting critical thinking and decision making contribute to effective CPD interventions. The delivery methods influence the uptake of content and the resulting changes in knowledge, skills, attitudes, and behavior. Educational approaches are needed to ensure that CPD meets the changing needs of health care providers. This article examines the development approach and key recommendations embedded in a CE Educator's toolkit created to evolve CPD practice and foster a learning experience that promotes self-awareness, self-reflection, competency, and behavioral change. The Knowledge-to-Action framework was used in designing the toolkit. The toolkit highlighted three intervention formats: facilitation of small group learning, case-based learning, and reflective learning. Strategies and guidelines to promote active learning principles in CPD activities within different modalities and learning contexts were included. The goal of the toolkit is to assist CPD providers to design educational activities that optimally support health care providers' self-reflection and knowledge translation into their clinical environment and contribute to practice improvement, thus achieving the outcomes of the quintuple aim.

摘要:持续专业发展(CPD)促进终身学习,使医疗服务提供者的知识和技能与快速发展的医疗保健实践保持同步。促进批判性思维和决策制定的教学方法有助于有效的 CPD 干预。授课方法会影响内容的吸收以及知识、技能、态度和行为的改变。要确保持续专业发展符合医疗保健提供者不断变化的需求,就必须采用教育方法。这篇文章探讨了继续教育培训师工具包中的开发方法和主要建议,该工具包旨在发展继续教育培训实践,促进学习体验,从而提高自我认识、自我反思、能力和行为改变。在设计工具包时采用了 "从知识到行动 "框架。工具包强调了三种干预形式:促进小组学习、基于案例的学习和反思性学习。工具包还包括在不同模式和学习环境下,在持续专业发展活动中促进主动学习原则的策略和指南。该工具包的目标是协助继续医学教育提供者设计教育活动,以最佳方式支持医疗服务提供者的自我反思和将知识转化到临床环境中,并促进实践改进,从而实现五重目标的成果。
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引用次数: 0
Evolution of a Continuing Professional Development Program Based on a Community of Practice Model for Health Care Professionals in Resource-Limited Settings. 基于实践社区模式的继续职业发展计划在资源有限环境中的医护专业人员中的发展。
IF 1.8 4区 教育学 Q2 Social Sciences Pub Date : 2024-12-01 Epub Date: 2023-05-04 DOI: 10.1097/CEH.0000000000000505
Diane Nguyen, Kris Denzel Tupas, Satid Thammasitboon

Introduction: The Baylor International Pediatric AIDS Initiative (BIPAI) Network supports a network of independent nongovernmental organizations providing health care for children and families in low- and middle-income countries (LMIC). Using a community of practice (CoP) framework, a continuing professional development (CPD) program was created for health professionals to enhance knowledge and exchange best practices.

Methods: An online learning platform (Moodle), videoconferencing (Zoom), instant messaging systems (Whatsapp), and email listserv facilitated learning and interaction between program participants. Target participants initially included pharmacy staff and expanded to include other health professionals. Learning modules included asynchronous assignments and review of materials, live discussion sessions, and module pretests and posttests. Evaluation included participants' activities, changes in knowledge, and assignment completion. Participants provided feedback on program quality via surveys and interviews.

Results: Five of 11 participants in Year 1 earned a certificate of completion, and 17 of 45 participants earned a certificate in Year 2. Most modules showed an increase in module pretest and posttest scores. Ninety-seven percent of participants indicated that the relevance and usefulness of modules were good or outstanding. Ongoing evaluation indicated changes in Year 2 for program improvement, and notable outcomes indicated how CoP added value in developing a true community.

Discussion: Using a CoP framework allowed participants to improve their personal knowledge and become part of a learning community and network of interdisciplinary health care professionals. Lessons learned included expanding program evaluation to capture potential value creation of the community of practice in addition to individual-level development; providing briefer, more focused programs to better serve busy working professionals; and optimizing use of technological platforms to improve participant engagement.

简介:贝勒国际儿科艾滋病倡议(BIPAI)网络支持一个由独立非政府组织组成的网络,为中低收入国家(LMIC)的儿童和家庭提供医疗保健服务。利用实践社区(CoP)框架,为医疗专业人员创建了一个持续专业发展(CPD)计划,以增进知识和交流最佳实践:方法:在线学习平台(Moodle)、视频会议(Zoom)、即时通讯系统(Whatsapp)和电子邮件列表服务促进了项目参与者之间的学习和互动。目标参与者最初包括药房工作人员,后来扩大到其他卫生专业人员。学习模块包括异步作业和材料复习、现场讨论、模块前测和后测。评估包括参与者的活动、知识变化和作业完成情况。学员通过调查和访谈提供了对课程质量的反馈意见:第一年的 11 名参与者中有 5 人获得了结业证书,第二年的 45 名参与者中有 17 人获得了结业证书。大多数模块的前测和后测分数都有所提高。97%的参与者表示,模块的相关性和实用性良好或出色。持续评估表明,第二年的计划改进有所变化,显著成果表明,CoP 在发展真正的社区方面发挥了增值作用:讨论:使用 CoP 框架使参与者能够提高个人知识水平,并成为跨学科医疗保健专业人员学习社区和网络的一部分。经验教训包括:扩大项目评估范围,以捕捉实践社区在个人发展之外的潜在价值创造;提供更简短、更有针对性的项目,以更好地服务于繁忙的工作专业人员;以及优化技术平台的使用,以提高参与者的参与度。
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引用次数: 0
A workshop to enrich physiological understanding through hands-on learning about mitochondria-endoplasmic reticulum contact sites. 通过线粒体-内质网接触点的实践学习丰富生理学知识的研讨会。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-01 Epub Date: 2024-09-05 DOI: 10.1152/advan.00271.2023
Zer Vue, Chia Vang, Celestine N Wanjalla, Andrea G Marshall, Kit Neikirk, Dominique Stephens, Sulema Perales, Edgar Garza-Lopez, Heather K Beasley, Annet Kirabo, Yelena Janumyan Doe, Desmond Campbell, Letimicia Fears, Ahmad Alghanem, Estevão Scudese, Beverly Owens, Derrick J Morton, Clintoria R Williams, Zachary Conley, Hinton Antentor

Physiology is an important field for students to gain a better understanding of biological mechanisms. Yet, many students often find it difficult to learn from lectures, resulting in poor retention. Here, we utilize a learning workshop model to teach students at different levels ranging from middle school to undergraduate. We specifically designed a workshop to teach students about mitochondria-endoplasmic reticulum contact (MERC) sites. The workshop was implemented for middle school students in a laboratory setting that incorporated a pretest to gauge prior knowledge, instructional time, hands-on activities, interactive learning from experts, and a posttest. We observed that the students remained engaged during the session of interactive methods, teamed with their peers to complete tasks, and delighted in the experience. Implications for the design of future physiological workshops are further offered.NEW & NOTEWORTHY This manuscript offers a design for a workshop that utilizes blended learning to engage middle school, high school, and undergraduate students while teaching them about mitochondria-endoplasmic reticulum contact sites.

生理学是学生更好地了解生物机制的重要领域。然而,许多学生往往发现很难从讲座中学习到知识,导致学习效果不佳。在此,我们重点介绍如何利用学习工作坊模式为从初中到本科的不同层次的学生授课。我们专门设计了一个工作坊,向学生传授线粒体内质网接触点(MERC)的知识。工作坊是在实验室环境中针对中学生开展的,其中包括评估已有知识的前测、教学时间、实践活动、与专家的互动学习和后测。据我们观察,学生们在学习过程中依靠互动方法保持参与,与同伴合作完成任务,并乐在其中。我们还进一步提出了对未来生理研讨会设计的启示。
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引用次数: 0
Students respond positively to an instructor collecting and sharing aggregated class demographic data from a survey in a high-enrollment physiology course. 在一门入学率很高的生理学课程中,教师通过调查收集并分享班级人口统计汇总数据,学生对此反应积极。
IF 1.7 4区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-12-01 Epub Date: 2024-08-29 DOI: 10.1152/advan.00126.2024
Baylee A Edwards, Jude Kolodisner, Jacob P Youngblood, Katelyn M Cooper, Sara E Brownell

The impersonal nature of high-enrollment science courses makes it difficult to build student-instructor relationships, which can negatively impact student learning and engagement, especially for members of marginalized groups. In this study, we explored whether an instructor collecting and sharing aggregated student demographics could positively impact student-instructor relationships. We surveyed students in a high-enrollment physiology course about their perceptions of their instructor 1) distributing a demographic survey, and 2) sharing aggregated survey results in class. We found that 72% of students appreciated the demographic survey, and 91% thought it helped their instructor get to know them. Further, 73% of students expressed that the instructor sharing aggregated demographic data in class positively impacted their overall course experience, and over 90% thought both the collection and sharing of demographic data were appropriate. Most students felt both parts of the intervention increased their sense of belonging in class, increased how connected they felt to their instructor, and made their instructor seem more approachable and inclusive, although the intervention also made some students feel more different from their peers. Women and nonbinary students felt the demographic survey increased instructor approachability more than men, and liberal students felt the survey increased instructor approachability more than nonliberal students. Compared to men, women and nonbinary students were more likely to report that taking the survey increased instructor inclusivity and made them feel less different from their peers. Based on these results, collecting student demographic information and sharing it in aggregate may be a practical, effective way to enhance student-instructor relationships.NEW & NOTEWORTHY This study examined undergraduate student perceptions of a high-enrollment physiology instructor collecting student demographics and sharing aggregated results to promote course inclusion. Most students perceived the collection and sharing positively, with women and nonbinary students, as well as liberal students, perceiving greater benefits from the data collection than their counterparts. Our results indicate that collecting and sharing in aggregate student demographics may be an effective way to enhance student-instructor relationships in high-enrollment science courses.

高入学率科学课程的非个人性质使其很难建立学生与教师之间的关系,这可能会对学生的学习和参与产生负面影响,尤其是对边缘化群体的成员而言。在本研究中,我们探讨了教师收集和分享学生的综合人口统计数据是否会对学生与教师之间的关系产生积极影响。我们对一门高入学率生理学课程的学生进行了调查,以了解他们对教师(a)分发人口统计数据调查表和(b)在课堂上分享汇总调查结果的看法。我们发现,72% 的学生对人口调查表示赞赏,91% 的学生认为这有助于教师了解他们。此外,73% 的学生表示,教师在课堂上分享汇总的人口统计学数据对他们的整体课程体验产生了积极影响,超过 90% 的学生认为收集和分享人口统计学数据都是适当的。大多数学生认为,干预措施的两个部分都增加了他们在课堂上的归属感,增强了他们与教师之间的联系,使教师看起来更平易近人、更具包容性,但也使一些学生感到自己与同龄人更加不同。与男生相比,女生和非二元制学生认为人口调查提高了教员的亲和力,而自由主义学生认为调查提高了教员的亲和力,非自由主义学生认为调查提高了教员的亲和力。与男性相比,女性和非二元制学生更有可能表示,参加调查提高了教师的包容性,让他们感觉自己与同龄人的差异较小。基于这些结果,收集学生的人口统计信息并将其汇总共享,可能是增进学生与教师关系的一种实用、有效的方法。
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