EduPulse
The Research Committee is pleased to announce the pilot of a new feature: the EduPulse newsletter. In this newsletter, we will highlight high-quality, impactful research from the health professions education literature that is relevant to physical therapy education.
The purpose of this curated list of articles is to help you – physical therapy educators and education researchers – stay up to date. The articles are selected from the January – March 2026 issues of the Journal of Physical Therapy Education, Physical Therapy & Rehabilitation Journal, and the following top health professions education journals:
- Academic Medicine
- Medical Education
- Medical Teacher
- Perspectives on Medical Education
- Advances in Health Sciences Education
- BMC Medical Education
- Teaching and Learning in Medicine
- Medical Education Online
View Our Past EduPulse Quarterly Articles:
All articles listed in alphabetical order below:
April – June 2026
DeMargel RD, Holleran CL, Konrad JD, McGee PN, Ambler SB. Formative assessment of physical examination skills within a professional physical therapist education program to promote the development of the Master Adaptive Learner: a case study. J Phys Ther Educ. 2026;40(2);131-135. https://doi.org/10.1097/JTE.0000000000000421
Edwards RJ, Yeates P, Lefroy J, McKinley R. Understanding contexts and mechanisms through which video based benchmarking promotes alignment of examiners' scoring in objective structured clinical exams. Adv Health Sci Educ Theory Pract. 2026;31(2):473-494.
https://doi.org/10.1007/s10459-025-10454-3
Lin HC, Lin CS, Chai CS, Lin C, Tsai PJ, & Liang JC. Measuring AI literacy in medical students: scale development and validation within a self-determination theory framework. Medical Education Online. 2026;31(1).
https://doi.org/10.1080/10872981.2026.2675066
Lipnevich AA, Mattern K, Feddock C. Formative assessment and feedback in medical education: a practical guide: AMEE Guide No. 189. Medical Teacher. 2026;48(6);921–940.
https://doi.org/10.1080/0142159X.2025.2569623
Reubenson A, Riddell H, Brewer ML, Ng L, Gucciardi DF. Individual differences and self-regulatory factors are credible determinants of physiotherapy student performance on clinical placement: Insights from a measurement burst design study. Adv Health Sci Educ Theory Pract. 2026;31(2):573-606.
https://doi.org/10.1007/s10459-025-10453-4
Ryan MS, Randall J. Gaslighting the racially and ethnically minoritized medical student: How US medical school assessment practices perpetuate systemic inequities. Teaching and Learning in Medicine. 2026:38(2):148-163.
https://doi.org/10.1080/10401334.2025.2477094 (also relates to Equity)
January-March 2026
Al-Shawee N, McElvaney G, Strawbridge J, Spooner M. When assessment theory meets generative AI: Reimagining SBA design in medical education. Perspectives on Medical Education. 2026;15(1):239-250.
https://doi.org/10.5334/pme.2033 (open access)
Artino AR Jr, Chen HC, Santen SA, Simons RJ, Christner JG, Teherani A. Overreliance on student satisfaction surveys in medical education: a call for reform in evaluation and accreditation practices. Acad Med. 2026;101(1):12-18.
https://doi.org/10.1093/acamed/wvaf002
Maristany D, Hauer KE, Grospe V, Hunderfund ANL, Elks ML, O’Brien BC. Judging oneself and the feedback: Using a feedback literacy lens to explore how learners experience professionalism feedback. Perspectives on Medical Education. 2026;15(1):93-104.
https://doi.org/10.5334/pme.2320 (open access)
Meldrum S. Hawks, doves and ornithological aspirations—What bird should an OSCE examiner be? Med Educ. 2026;60(1):39-40.
https://doi.org/10.1111/medu.70049
Santen SA, Funk A, Feldman M, et al. Measuring the Master Adaptive Learner: Development and validity evidence for a revised instrument. Medical Teacher. 2026;48(2):273-279.
https://doi.org/10.1080/0142159X.2025.2536152
Tappan RS, Holland EE, Roth HR. Educational assessments in entry-level physical therapy education: A scoping review. BMC Medical Education. 2026;26:592.
https://doi.org/10.1186/s12909-026-08927-z (open access)
April – June 2026
Aldrich DJ, Boudreau RM, Cerasale M, et al. Development and implementation of a pre-clerkship value-added health systems science program: the value-added for inpatients by students and interdisciplinary teams consult service. Acad Med. 2026;101(4):396-402.
https://doi.org/10.1093/acamed/wvaf072
Barraclough F, Pit S, Smith-Merry J. The use of a validated competency framework to guide the implementation of integrated care into the curriculum and accreditation of health and social care professionals in Australia. BMC Med Educ. 2026;26:1047.
https://doi.org/10.1186/s12909-026-09342-0
Becker ES, Grant M, Sy H, Bering S, Taylor S. Leadership in health care: a comparison with leadership development best practices. J Phys Ther Educ. 2026;40(2):196-203.
https://doi.org/10.1097/JTE.0000000000000423
Boos K, Yamaguchi N, Moore C, Lowe D, Keyes B. Excellence in a changing climate: a case for climate-informed, environmentally conscious physical therapy education. J Phys Ther Educ. 2026;40(2):122-130. https://doi.org/10.1097/JTE.0000000000000426
Gonzalez-Caminal G, Quesada-Sanchez C, Lorza-Blasco G, et al. Curricular integration of a 4-year simulation-based education program on clinical reasoning for physiotherapy students: a descriptive design and implementation report. BMC Med Educ. 2026;26:1033.
https://doi.org/10.1186/s12909-026-09289-2
Hawkins EJ, Cavallario JM, Rethorn ZD, Russel DM. Incorporating social determinants of health training in curricula of physical therapist professional education programs: a qualitative analysis of faculty approaches. J Phys Ther Educ. 2026;40(2):145-155.
https://doi.org/10.1097/JTE.0000000000000419
Hennus MP, Ladenheim RI, Chen HC, et al. Understanding curriculum implementation with entrustable professional activities through the lens of Normalization Process Theory. Perspectives on Medical Education. 2026;15(1):502–511.
https://doi.org/10.5334/ pme.2440
Hölz L, Rosenhan J, Kamenov K, et al. Education and training for health professionals on disability inclusion: a scoping review. BMC Med Educ. 2026;26:1021.
https://doi.org/10.1186/s12909-026-09678-7
Sharp A, Miller J, Case B, Herrman D. A mixed methods exploratory study of availability, compliance, and inclusivity of technical standards in United States professional physical therapist education programs. Phys Ther. 2026;106(6):pzag055.
https://doi.org/10.1093/ptj/pzag055
Smith K, Whittingham L, Tarzi G, Lunsky Y; ECHO-AIDD for Students Hub Team. All teach, all learn: transdisciplinary health professional education on care for persons with intellectual/developmental disabilities. Adv Health Sci Educ Theory Pract. 2026;31(3):751-770.
https://doi.org/10.1007/s10459-025-10457-0
January-March 2026
Basil M, Ahmed W, Hajeomar R, Strawbridge J, Lynch M, Mukhalalati B. A scoping review of the use of generative artificial intelligence tools in health profession education. BMC Medical Education. 2026;26:291.
https://doi.org/10.1186/s12909-025-08527-3 (open access)
Greene EA, Jonas C, Durning SJ, Hawks MK. Evolution of a comprehensive longitudinal multidisciplinary telehealth curriculum. Acad Med. 2026;101(3):290-294.
https://doi.org/10.1093/acamed/wvaf104
Kim YM, Lee YM, Kim DH, et al. Artificial intelligence-assisted shared decision-making training for medical students transitioning to residency. Acad Med. 2026;101(1):48-53.
https://doi.org/10.1093/acamed/wvaf006 (open access)
Knox S, Bridges P, Chesbro S, et al. Development of domains of competence and core entrance-to-practice competencies for physical therapy: A national consensus approach. Journal of Physical Therapy Education. 2026;40(1):12-22.
https://doi.org/10.1097/JTE.0000000000000420
Molloy R, Bonnamy J, Brand G, Pope N, Schweizer R, Sevenhuysen S. Harnessing lived experience in health professions simulation-based education: a scoping review. Adv Health Sci Educ Theory Pract. 2026;31(1):59-85.
https://doi.org/10.1007/s10459-025-10432-9 (open access)
Pandit K, Andon A, Ptak C, Worley E, Davenport G, Murano T. Beyond student evaluations of teaching and educator portfolios: A multisource, longitudinal system for evaluating teaching. Teaching and Learning in Medicine. 2026;38(1):126-135.
https://doi.org/10.1080/10401334.2025.2461991
Raskob K, Duman H, Kinder J, Lee J, Wilson J, Segerson K. Twelve tips to harness the power of AI for curriculum mapping. Medical Teacher. 2026;48(2):192-201.
April – June 2026
Green A, Jackson D, Ward D. Exploring the potentials and pitfalls of work experience and widening participation through narrative interviews. BMC Med Educ. 2026;26:959.
https://doi.org/10.1186/s12909-026-09308-2
Hogan AJ. Risky students: models of inclusion and exclusion for disabled and racial/ethnic minority applicants in physical therapy. J Phys Ther Educ. 2026;40(2):118-121.
https://doi.org/10.1097/JTE.0000000000000446
Lopes Sauers A, Ator R, Ayala P, Gonzalez J, O’Neal S. Perceived microaggressions among student physical therapists during their Doctor of Physical Therapy education: a mixed-methods study. J Phys Ther Educ. 2026;40(2):179-185.
https://doi.org/10.1097/JTE.0000000000000424
Naidoo K, Matthews ND, Adams TN. A collaborative autoethnographic approach to understanding the experiences of racially and ethnically minoritized female faculty teaching in Doctor of Physical Therapy programs. J Phys Ther Educ. 2026;40(2):186-195. https://doi.org/10.1097/JTE.0000000000000428
Schumacher MR, Torborg B, Page E, Fischbach T, Taylor M, Allen D. Rural clinical experiences increase the likelihood of graduates to practice in underserved areas: an 11-year retrospective analysis of a rural physical therapy program. J Phys Ther Educ. 2026;40(2):156-162. https://doi.org/10.1097/JTE.0000000000000430
Witte L, Tsai J, Arredondo K, Kamdar-Sharif A, Paterson-Roberts A, Godwin KM. Health professions education and training programs in health care for homeless individuals: a scoping review. Acad Med. 2026;101(5):569-588. https://doi.org/10.1093/acamed/wvag009
January-March 2026
Acegueire K, Levine RB, Teherani A, Wright SM. Reframing Maslow to comprehensively consider the needs of all trainees. Perspectives on Medical Education. 2026;15(1):28-26.
https://doi.org/10.5334/pme.1886 (open access)
Blanchet Garneau A, Lavoie P, Bélisle M, Cassivi C, Chamoun L, Bytyqi T. Outcomes of antiracist pedagogy in health professions education: a scoping review. Adv Health Sci Educ Theory Pract. 2026;31(1):341-360.
https://doi.org/10.1007/s10459-025-10448-1 (open access)
Bowen L, Devlin K, Guidry-Grimes L, et al. Dismantling ableism in undergraduate medical education: Promising practices in disability-conscious training. Teaching and Learning in Medicine. 2026;38(1):17-32.
https://doi.org/10.1080/10401334.2025.2464672
Petigrow J, Mittal A, In E, Dembinski R, Pan D. Giving a boost: a free near-peer advising program for medical school applicants. Acad Med. 2026;101(1):43-47.
https://doi.org/10.1093/acamed/wvaf004
Pinckney AN. The relationship between pathway programs and student pursuit of physical therapy careers. Adv Health Sci Educ Theory Pract. 2026;31(1):259-287.
https://doi.org/10.1007/s10459-025-10449-0 (open access)
Waters E. Aesthetic labour in health professional education: Dress, discrimination and resistance. Teaching and Learning in Medicine. 2026;38(2):164-171.
https://doi.org/10.1080/10401334.2025.2484391
Wyatt TR, Chow C, Nguyen Q, Scarlett E, Ma T. “I knew I was not going to get fired… I know what the line is”: How HPE faculty support trainees’ war against social harm and injustice. Teaching and Learning in Medicine. 2026;38(2):226-235.
https://doi.org/10.1080/10401334.2025.2486383
Yeung M, McCuen E. “Showing up and showing out”: Experiences of racially minoritized physical therapist students. Journal of Physical Therapy Education. 2026;40(1):63-69.
April – June 2026
Bermejo-Franco A, Veiga-Pérez D, Lejeune MQ, et al. Burnout and workload among clinical educators in physiotherapy teaching clinics: an observational study. BMC Med Educ. 2026;26:1250.
https://doi.org/10.1186/s12909-026-09560-6
Billings HA, Pylman S, Hurtubise L, et al. Faculty developers in academic medicine: roles and competencies in times of change. Acad Med. 2026;101(5):479-486.
https://doi.org/10.1093/acamed/wvaf054
Fromme HB, Mitre V, Karani R, et al. Modeling lifelong learning: exploring clinical teachers' skill development through the Master Adaptive Learner lens. Acad Med. 2026;101(5):550-557.
https://doi.org/10.1093/acamed/wvag025
Hogan AJ. Credentialism and barriers to entry: a historical and sociological analysis of the CAPTE 50 percent requirement for physical therapy faculty with academic doctorates. Phys Ther. 2025;105(9):pzaf095. https://doi.org/10.1093/ptj/pzaf095
Sayin S, Roebertsen H, Whittingham J, Hennissen J, Steinert Y, Dolmans D. Faculty members’ perceptions of how faculty development initiatives could contribute to developing their adaptive expertise. Med Teach. 2026;48(4):615–624.
April – June 2026
Krimmel-Morrison JD, McClintock AH. Speaking up for patient safety … and student learning. Med Educ. 2026;60(4):358-360. https://doi.org/10.1111/medu.70132
Sinha A, Buckelew SM, Raymond-Flesch M. “A place to have fellowship”: implementing group counseling in a clinical fellowship program. BMC Med Educ. 2026;26:793.
https://doi.org/10.1186/s12909-026-09159-x
Sperling EL, Kennedy K, Mehrazar T, et al. Health profession students’ anxiety, depression, and imposter syndrome in a rural versus urban setting. BMC Med Educ. 2026;26:1208.
https://doi.org/10.1186/s12909-026-09559-z
January-March 2026
Taniguchi Y, Kitayama M, Akazawa Y, et al. Promoting well-being through creativity: A mixed-methods study on integrating studio art into education for students in medical fields in Japan. BMC Medical Education. 2026;26:621. https://doi.org/10.1186/s12909-026-08964-8 (open access)
April – June 2026
Cleland JA, Pienkowska A, Kitto SC. Endless justification: a scoping review of team-based learning research in medical education. Med Educ. 2026;60(4):369-380.
https://doi.org/10.1111/medu.70041
Di-Bonaventura S, Gurdiel-Álvarez F, Reina-Varona Á, et al. Toward a shared framework for therapeutic pain education: a Delphi-based international consensus. Phys Ther. 2026;106(4):pzag029. https://doi.org/10.1093/ptj/pzag029
Edelist T, Ng S. Transforming research in team-based learning. Med Educ. 2026;60(4):352-354.
https://doi.org/10.1111/medu.70128
Erici S, Westling S, Lindqvist D, Lindström MB, Edelbring S. Medical students’ perspectives on learning challenging patient communication through simulated patients: insights mirrored by teachers. Med Teach. 2026;48(6):978–987. https://doi.org/10.1080/0142159X.2025.2603356
Haruta J, Kikuchi T, Kitanaka J, Kurata M. How time, narrative, and discomfort shape learning: a realist evaluation of behavioral science education for medical students. Perspectives on Medical Education. 2026;15(1):397-409. https://doi.org/10.5334/pme.2332
Kelleher ME, Zhou CY, Overla S, et al. Building CAR-E: a novel artificial intelligence agent for coaching conversations. Perspectives on Medical Education. 2026;15(1):546–555.
https://doi.org/10.5334/pme.2563
Mukherjee B, Pfleeger J, Custodio H, Roca MR, Khalsa G, Clanton C. Coaching in undergraduate and graduate medical education: a scoping review of success factors, barriers, and outcomes. Medical Education Online. 2026;31(1).
https://doi.org/10.1080/10872981.2026.2687304
Ruegsegger GN, Lopez RL, Bates JJ. Exercise-based obesity simulation reduces weight bias and improves clinical decision-making in health professions students: a randomized controlled trial. BMC Med Educ. 2026;26:1081.
https://doi.org/10.1186/s12909-026-09423-0
Tan T, Fischer K. Innovating instructional design through generative AI prompt engineering for health professions educators. Acad Med. 2026;101(6):652-656.
https://doi.org/10.1093/acamed/wvaf082
Theys M, Verstegen DML, Teunissen PW, Brouwer EE. A chameleon and a sponge: a qualitative study on adaptability in undergraduate clinical medical students. Perspectives on Medical Education. 2026;15(1):432-441. https://doi.org/10.5334/pme.2209
January-March 2026
Gilbert V, Philip P, Llorca P-M, Samalin L. Use of artificial intelligence-enhanced virtual patients in educational approaches to medical interview training: A systematic review. BMC Medical Education. 2026;26:588.
https://doi.org/10.1186/s12909-026-08804-9 (open access)
Helms JT, Crouch TB. Virtual patients, real conversations: ChatGPT advanced voice mode for pain communication training. Medical Teacher. 2026;48(3):357-359.
https://doi.org/10.1080/0142159X.2025.2536149
Lee CY, Lee CH, Lai HY, Chen PJ, Chen MM, Yau SY. Do games work? A meta-analytic synthesis of gamified learning for clinical reasoning in medical and allied health education. Medical Education Online. 2026; 31(1):1-13 https://doi.org/10.1080/10872981.2026.2614233 (open access)
Luck P, Ali Z, Mooney CJ. Small but mighty: the photo/tiny story, a tool for reflection in medical education. Acad Med. 2026;101(2):166-170.
https://doi.org/10.1093/acamed/wvaf028
Silberman N, Hochman L, LaFay V, Cunningham J. Benefits, challenges, and strategies for implementing shared clinical instruction in the United States: A qualitative study. Journal of Physical Therapy Education. 2026;40(1):89-95. https://doi.org/10.1097/JTE.0000000000000406
Wilkes S, Maggio S, Martin PC, Melton J, Zheng B. Self-directed learning in health professions education: A systematic review and meta-analysis. Perspectives on Medical Education. 2026;15(1):37-52.
https://doi.org/10.5334/pme.2128 (open access)
Yamada R, Futakawa K, Kondo S, Xu K. Okazaki S. A scoping review on the use of virtual patients for enhancing empathy in medical students. Medical Education Online. 2026; 31(1):1-22.
https://doi.org/10.1080/10872981.2025.2607825 (open access)
April – June 2026
Dalwood N, Blackstock F, Soh S-E, Colombage U, Pritchard SA, Morgan P. “Acting it out really makes it stick in your brain”: educating students for patient portrayal during peer simulation. Med Teach. 2026;48(4):591–605. https://doi.org/10.1080/0142159X.2025.2570820
Eva KW. How did you get there? The value of segues for illustrating your logic. Perspectives on Medical Education. 2026;15(1):460-464. https://doi.org/10.5334/pme.2647
Mohseni F, Golbaf R, Hasani R, et al. Development and validation of the Scholarship of Teaching and Learning Assessment Questionnaire (SoTLAQ) among health professions educators. BMC Med Educ. 2026;26:1249. https://doi.org/10.1186/s12909-026-09514-
January-March 2026
Ans M, Maggio LA, Algodi H, et al. The presence and nature of AI-use disclosure statements in medical education journals: A bibliometric study. Perspectives on Medical Education. 2026:15(1);212-215.
https://doi.org/10.5334/pme.2431 (open access)
Khurshid F, Veen M, Thompson J, Hegazi I. Navigating thematic analysis: Practical strategies grounded in abductive reasoning. Teaching and Learning in Medicine. 2026;38(1):106-115.
https://doi.org/10.1080/10401334.2025.2475098
Lingard L. Rhetorical candour: When and how to say it straight in your academic manuscript. Perspectives on Medical Education. 2026;15(1):251-256.
https://doi.org/10.5334/pme.2269 (open access)
Sims D, Saunders P. Disrupting health professions education research: A guide to critical reflexive praxis during research planning. Teaching and Learning in Medicine. 2026;38(1):1-9.
April – June 2026
Bitzer GD, Vaughn SD. Exploring the learning process of patient education delivery: a qualitative study of physical therapy students in inpatient clinical education. Adv Health Sci Educ Theory Pract. 2026;31(3):845-862. https://doi.org/10.1007/s10459-025-10475-y
Boone A, Steel J, Lavreysen O, et al. Understanding dropout intentions in medical education: The role of burnout, demands, and resources. Med Educ. 2026;60(4):442-452.
https://doi.org/10.1111/medu.70086
Carrard V, Bourquin C, Berney S, et al. Empathy, mental health, and burnout during medical school: a longitudinal study of reciprocal influences. Med Teach. 2026;48(4):674–683.
https://doi.org/10.1080/0142159X.2025.2579095
Chan L, Chan PPL, Bilney EVM, et al. Exploring interventions for fostering resilience among medical educators. Med Teach. 2026;48(4):579–590. https://doi.org/10.1080/0142159X.2025.2570819
El-Awaisi A, Abdelkader NN, O’Hara L, et al. Determinants of health professions students’ engagement with interprofessional education: a theory-informed systematic review using the theoretical domains framework. Teaching and Learning in Medicine. 2026;1–22. https://doi.org/10.1080/10401334.2026.2666149
Fu KX, Chiong YK, Lian WQD, Aw MM,Tan AYX, Stalmeijer RE. Beyond the medical curriculum… Exploring the impact of student extra-curricular activities on professional identity formation. Teaching and Learning in Medicine. 2026;1–14.
https://doi.org/10.1080/10401334.2026.2635448
Gottlieb M, Davenport D. From ‘imposter’ to insight: reframing imposter phenomenon in health professions education. Med Educ. 2026;60(6):590-592. https://doi.org/10.1111/medu.70193
Lange M, Reeck N, Kopkow C, et al. Career choice processes in occupational therapy, speech and language therapy, and physiotherapy: a scoping review. BMC Med Educ. 2026;26:583.
https://doi.org/10.1186/s12909-026-09082-1
Michalec B, Best JA, Félix KN, Rustici MJ, Starks H, Haffert FW. Conceptualizing humility in medical education: insights from US student perspectives. Teaching and Learning in Medicine. 2026;1–16. https://doi.org/10.1080/10401334.2026.2660188
Sardesai MG, Quaintance JL, Wenrich MD, Ngo TL, Mavis BE. Influence of medical students' families in shaping professional identity. Acad Med. 2026;101(4):431-437.
https://doi.org/10.1093/acamed/wvaf047
Thompson A, Jones R, Graham Y. Developing leaders from within: a thematic analysis of allied health professionals’ experiences in a fellowship programme. BMC Med Educ. 2026;26:1128.
https://doi.org/10.1186/s12909-026-09367-5
January-March 2026
Dixon E, Pannu J, Dhaliwal K, et al. Effects of interprofessional education on readiness for interprofessional learning in prelicensure rehabilitation science students: A systematic review. BMC Medical Education. 2026;026:738.
https://doi.org/10.1186/s12909-026-08952-y (open access)
He Q, Dizon JIWT, Tipoe GL, Shen X, Ganotice FA. Exploring pathways to develop interprofessional identity: a moderated mediation study. Adv Health Sci Educ Theory Pract. 2026;31(1):145-165.
https://doi.org/10.1007/s10459-025-10441-8 (open access)
Reinders J-J. When I Say … Interprofessional identity. Med Educ. 2026;60(3):224-226.