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Allostatic self-efficacy (ASE) represents a computational theory of fatigue and depression. In brief, it postulates that (i) fatigue is a feeling state triggered by a metacognitive diagnosis of loss of control over bodily states (persistently elevated interoceptive surprise); and that (ii) generalization of low self-efficacy beliefs beyond bodily control induces depression. Here, we converted ASE theory into a structural causal model (SCM). This allowed identification of empirically testable hypotheses regarding causal relationships between the variables of interest. Applying conditional independence tests to questionnaire data from healthy volunteers, we sought to identify contradictions to the proposed SCM. Moreover, we estimated two causal effects proposed by ASE theory using three different methods. Our analyses identified specific aspects of the proposed SCM that were inconsistent with the available data. This enabled formulation of an updated SCM that can be tested against future data. Second, we confirmed the predicted negative average causal effect from metacognition of allostatic control to fatigue across all three different methods of estimation. Our study represents an initial attempt to refine and formalize ASE theory using methods from causal inference. Our results confirm key predictions from ASE theory but also suggest revisions which require empirical verification in future studies.
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http://dx.doi.org/10.3390/e26121127 | DOI Listing |
Anat Sci Educ
August 2025
Department of Anatomy, Cell Biology, & Physiology, Indiana University School of Medicine, Indianapolis, Indiana, USA.
Novice faculty mentors often struggle with the transition from mentee to mentor. Although they may face similar challenges, each mentor's experience and journey of professional identity formation is unique, influenced by their background, experiences, relationships, and context. This autoethnographic study describes my personal experiences as a first-year faculty mentor in medical education, including the challenges I encountered, lessons I learned, and recommendations I have for novice faculty mentors in similar situations.
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July 2025
Department of Anatomy, Faculty of Medicine, Gazi University, Ankara, Turkey.
Traditional education often relies on passive learning approaches, whereas modern medical students increasingly seek interactive, technology-enhanced experiences. Despite the growing use of digital tools in anatomy education, there remains a lack of structured, student-centered 3D modeling courses embedded within the undergraduate medical curriculum. Guided by constructivist learning theory and emphasizing student co-creation, we designed the "Anatomical 3D Modeling Workshop", enabling students to create, visualize, and interact with anatomical models through 3D modeling, 3D printing, and virtual reality (VR).
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August 2025
Monash Centre for Scholarship in Health Education (MCSHE), Faculty of Medicine, Nursing, and Health Sciences, Monash University, Clayton, Victoria, Australia.
Worldviews influence research-from design to interpretation and reporting. Historically, psychometrics has been predominantly situated within a positivist paradigm, while social research has often aligned with interpretivist or critical paradigms. However, emerging perspectives in the philosophy-of-science are challenging this rigid alignment, inviting a more nuanced understanding of the relationship between worldviews and methodologies in the health professions.
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July 2025
Department of Anatomical Sciences and Neurobiology, University of Louisville School of Medicine, Louisville, Kentucky, USA.
While adoption of competency-based medical education for clinical training is well documented, it is less common in preclinical medical education. The gross anatomy laboratory is an opportune venue to implement competency assessment during preclinical training. This mixed-methods study determined how first-year medical student assessments of communication skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Communication competency.
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April 2025
Department of Social Medicine and Health Management, School of Health Management, Fujian Medical University, Fuzhou, Fujian, China.
Background: Chronic hepatitis B (CHB) is a global health challenge with low rates of diagnosis and treatment worldwide. Since social factors and individual cognition significantly influence antiviral therapy adherence in CHB patients, both of which are shaped by patients' understanding of hepatitis B, this study aimed to investigate the effects of social influences on antiviral therapy behavior among CHB patients with different levels of disease knowledge.
Methods: From March to October 2023, a survey was conducted among CHB patients in Fuqing City, Fujian Province.