Medical Education最新文献

{"title":"Response to: GradeGPT-Generative AI for grading post-OSCE notes.","authors":"Florence Hurley, James Anthony Maye","doi":"10.1111/medu.70062","DOIUrl":"https://doi.org/10.1111/medu.70062","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145206335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond 'use it or lose it': Retention of competence.","authors":"Sarah Blissett","doi":"10.1111/medu.70060","DOIUrl":"https://doi.org/10.1111/medu.70060","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145199794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mental health longitudinal trajectories and predictors in medical students: Latent growth mixture model analysis.","authors":"Yinhai Chen, Xu Ran, Tong Zhou, Rong Huang, Lin Su, Xiong Ke","doi":"10.1111/medu.70047","DOIUrl":"https://doi.org/10.1111/medu.70047","url":null,"abstract":"<p><strong>Background: </strong>The high-pressure environment of medical education presents significant challenges to the long-term psychological well-being of medical students. Although anxiety and depression are well-documented among medical students, few studies have explored the developmental trajectories of these symptoms over time. This study aims to explore the two-year developmental trajectories of anxiety and depression symptoms in medical students and identify key predictors of these trajectories.</p><p><strong>Methods: </strong>This longitudinal study involved 810 medical students from a Chinese medical school, with data collected over four waves spanning two years. A total of 730 students completed the baseline survey and were included in the analysis, yielding a valid response rate of 90.1%. Participants completed the Patient Health Questionnaire-9 (PHQ-9) for depression and the Generalized Anxiety Disorder-7 (GAD-7) scale for anxiety. Latent Growth Mixture Modelling (LGMM) was used to identify the latent trajectories of depression and anxiety symptoms, with full information maximum likelihood estimation applied to handle missing follow-up data. Regression analysis was conducted to determine predictors of these trajectories.</p><p><strong>Results: </strong>The four waves of data for both depression and anxiety symptoms fit the model well. Depression followed two trajectories: a slowly decreasing group (92.0%) and a significantly increasing group (8.0%). Anxiety exhibited three trajectories: a low level-slow decreasing group (72.7%), a high level-significantly decreasing group (21.2%) and a low level-significantly increasing group (6.1%). Significant predictors of these trajectories included family structure, quality of relationships with parents and roommates, social support, past suicidal ideation and self-harming behaviour. Higher levels of social support were associated with decreasing symptom trajectories, whereas poor family relationships and past suicidal ideation predicted increasing symptoms.</p><p><strong>Conclusions: </strong>Depression and anxiety symptoms in medical students follow distinct developmental trajectories, providing a basis for targeted psychological interventions. Strengthening social support should be a priority for educational institutions and policymakers.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145199854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say autonomy.","authors":"Adam Neufeld","doi":"10.1111/medu.70051","DOIUrl":"https://doi.org/10.1111/medu.70051","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145149463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'ChatGPT can make mistakes' warnings fail: A randomized controlled trial.","authors":"Yavuz Selim Kıyak, Özlem Coşkun, Işıl İrem Budakoğlu","doi":"10.1111/medu.70056","DOIUrl":"https://doi.org/10.1111/medu.70056","url":null,"abstract":"<p><strong>Background: </strong>Warnings are commonly used to signal the fallibility of AI systems like ChatGPT in clinical decision-making. Yet, little is known about whether such disclaimers influence medical students' diagnostic behaviour. Drawing on the Judge-Advisor System (JAS) theory, we investigated whether the warning alters advice-taking behaviour by modifying perceived advisor credibility.</p><p><strong>Method: </strong>In this randomized controlled trial, 186 fourth-year medical students evaluated three clinical vignettes with two diagnostic options. Each case was specifically designed to include the presentations of both diagnoses to make the case ambiguous. Students were randomly assigned to receive feedback either with (warning arm) or without (no-warning arm) a prominently displayed warning ('ChatGPT can make mistakes. Check important info'.). After submitting their initial response, students received ChatGPT-attributed disagreeing diagnostic feedback explaining why the alternate diagnosis was correct. Then they were given the opportunity to revise their original choice. Advice-taking was measured by whether students changed their diagnosis after viewing AI input. We analysed change rates, weight-of-advice (WoA) and used mixed-effects models to assess intervention effects.</p><p><strong>Results: </strong>The warning did not influence diagnostic changes (15.3% no-warning vs. 15.9% warning; OR = 1.09, 95% CI: 0.46-2.59, p = 0.84). The WoA was 0.15 (SD = 0.36), significantly lower than the 0.30 average in prior JAS meta-analysis (p < 0.001). Among students who retained their original diagnosis, the warning group showed a tendency toward providing explanations on why they disagree with the AI advisor (60% vs. 51%, p = 0.059).</p><p><strong>Conclusions: </strong>The students underweight AI's diagnostic advice. The disclaimer did not alter students' use of AI advice, suggesting that their perceived credibility of ChatGPT was already near a behavioural floor. This finding supports the existence of a credibility threshold, beyond which additional cautionary cues have limited effect. Our results refine advice-taking theory and signal that simple warnings may be insufficient to ensure calibrated trust in AI-supported learning.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145149801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When I say … a coaching mindset.","authors":"Patti M Thorn","doi":"10.1111/medu.70048","DOIUrl":"https://doi.org/10.1111/medu.70048","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145131195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exercise for education of patient involvement in biomedical research.","authors":"Casper G Schoemaker, Wendy Wagenaar, Sophie Kemper, Eva Vroonland","doi":"10.1111/medu.70050","DOIUrl":"https://doi.org/10.1111/medu.70050","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145124768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Widening access to medicine: Perspectives from the Global South and the Malaysian context.","authors":"Samson Chin Hesing","doi":"10.1111/medu.70046","DOIUrl":"https://doi.org/10.1111/medu.70046","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145124799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Power distance within online and face-to-face medical education in Sri Lanka and the UK.","authors":"Amaya Ellawala, Alison Ledger, Harith Wickramasekara","doi":"10.1111/medu.70025","DOIUrl":"https://doi.org/10.1111/medu.70025","url":null,"abstract":"<p><strong>Introduction: </strong>The student-teacher relationship can impact learning - power distance is an integral component of this relationship. This study drew on Hofstede's Model of National Culture to compare UK and Sri Lankan students' and teachers' experiences of power in online and face-to-face learning environments.</p><p><strong>Methods: </strong>A qualitative, exploratory approach was employed. Fourteen interviews and two focus groups were undertaken with undergraduate medical students and teachers in the two settings, during which participants drew their perceptions of power in both learning environments (online and face-to-face). These rich pictures were analysed using aesthetic analysis alongside participants' interview responses, to explore patterns and construct themes for reporting.</p><p><strong>Results: </strong>Though differences between cultures and learning environments were expected, teachers and students in both countries shared understandings of power distance in the teacher-student relationship and expected the teacher to hold power in both online and face-to-face environments. Teachers expressed a desire to lessen hierarchical relationships and attempted to minimise power differentials when online or face-to-face. Strategies for reducing power distance included addressing students by name, using informal and respectful communication, establishing common ground and showing their 'humane' side.</p><p><strong>Discussion: </strong>To achieve greater partnership with students, it is recommended that educators recognise students' strengths and leverage possibilities within their chosen learning environment to modulate the degree of power distance, promote participation and optimise learning.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145075492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"October in this issue","authors":"","doi":"10.1111/medu.70033","DOIUrl":"10.1111/medu.70033","url":null,"abstract":"&lt;p&gt;How should medical teachers allocate their limited time when introducing new clinical skills? This randomised controlled study used dual eye-tracking technology to compare extended modelling (where teachers demonstrate and explain) with extended coaching (where students practice with guidance). Students who received more hands-on coaching outperformed those who primarily observed demonstrations, showing 12% better dynamic image interpretation and 7% faster examination completion in emergency sonography. Interestingly, joint visual attention between teacher and student predicted learning success regardless of teaching approach. These findings suggest medical educators should prioritise supervised hands-on practice over extended demonstrations when introducing procedural skills to novices.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Darici, D&lt;/span&gt;, &lt;span&gt;Ohlenburg, H&lt;/span&gt;, &lt;span&gt;Jürgensen, L&lt;/span&gt;, et al. &lt;span&gt;Should medical teachers spend more time modelling or coaching students? A dual eye-tracking and randomised controlled study on peer instruction in sonography&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;10&lt;/span&gt;): &lt;span&gt;1105&lt;/span&gt;–&lt;span&gt;1116&lt;/span&gt;. doi:10.1111/medu.15725&lt;/p&gt;&lt;p&gt;Although uncertainty tolerance (UT) is increasingly included in postgraduate medical training frameworks, little research explores the uncertain experiences of newly qualified doctors as they transition to practice. Through a qualitative interview study with new Australian doctors, Dineen et al. report on the numerous sources of uncertainty this group experiences, how they respond to uncertainty and factors influencing these experiences. Although interns described clinical uncertainty, dominant uncertainties included potentially reducible uncertainties related to novel work environments and role boundaries. Drawing on transformative learning theory, the study highlights how critical reflection and supervisor feedback can support interns' UT development.&lt;/p&gt;&lt;p&gt;\u0000 &lt;span&gt;Dineen, M&lt;/span&gt;, &lt;span&gt;Lazarus, M&lt;/span&gt;, &lt;span&gt;Stephens, G&lt;/span&gt;. &lt;span&gt;Uncertainty experienced by newly qualified doctors during the transition to internship&lt;/span&gt;. &lt;i&gt;Med Educ.&lt;/i&gt; &lt;span&gt;2025&lt;/span&gt;; &lt;span&gt;59&lt;/span&gt;(&lt;span&gt;10&lt;/span&gt;): &lt;span&gt;1079&lt;/span&gt;–&lt;span&gt;1093&lt;/span&gt;. doi:10.1111/medu.15692&lt;/p&gt;&lt;p&gt;What impact does artificial intelligence (AI) have on gender equity? A range of evidence suggests substantial challenges—indeed, AI may be exacerbating inequities. But AI is a form of knowledge production, and health professional programmes therefore have a role to play—by teaching how to navigate AI-mediated knowledge and practice. In this paper, feminist theory is brought together with empirical evidence to lay out a case for how AI is impacting healthcare practices and how educational programmes must go beyond teaching about bias. In doing so, the authors detail how programmes can respond to AI's influence on gender equity by providing clinically relevant experiences wh","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 10","pages":""},"PeriodicalIF":5.2,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/medu.70033","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145069711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}