Medical Education最新文献

{"title":"Empowering medical students with AI literacy: A curriculum development journey","authors":"Ming-Yuan Huang","doi":"10.1111/medu.15654","DOIUrl":"10.1111/medu.15654","url":null,"abstract":"<p>The integration of artificial intelligence (AI) in healthcare necessitates AI literacy within medical education. As AI's role in health care expands, understanding algorithm transparency, accountability and bias is crucial. However, incorporating AI education into an already dense curriculum poses challenges. A structured, efficient course covering both technical and ethical aspects of AI is essential to prepare future clinicians for AI-enabled health care.</p><p>We developed a one-credit, 18-hour AI literacy course for medical students, balancing theoretical foundations with experiential learning. The course structure comprised a 3-hour lecture on fundamental AI concepts, two 6-hour hands-on workshops where students worked in groups of three to four and a concluding 3-hour discussion and reflection session. These sessions were strategically designed to ensure engagement while accommodating students' demanding schedules. Shorter, more frequent sessions were considered but deemed impractical due to scheduling constraints and the challenge of effectively conducting hands-on activities in a fragmented format.</p><p>The course was initially introduced in 2020 and 2021 for second-year medical students, attracting 11 and 13 students, respectively (23% of the cohort). Based on student feedback, it was revised in 2022 to target senior students (fifth- and sixth-year), increasing participation to 33%. In the workshops, students developed and deployed AI models (e.g., knee fracture detection, wound segmentation), guided by a data scientist and a clinician with expertise in the AI topic, fostering interdisciplinary collaboration.</p><p>Key topics like privacy, bias, data security and patient autonomy were integrated into projects, prompting reflection on social impacts such as ethical AI use and healthcare disparities. Project themes were selected based on faculty expertise and contemporary AI applications, ensuring clinical relevance. Student learning was assessed using a 17-competency framework,<span><sup>1</sup></span> measuring AI literacy before and after the course to evaluate effectiveness and inform future improvements.</p><p>Transitioning the course to senior medical students enhanced engagement and comprehension, aligning AI concepts with clinical applications. Quantitative assessments showed substantial improvements in AI literacy, particularly in ‘AI's strengths and weaknesses’ (RS 1.6), ‘data literacy’ (RS 1.3), ‘critically interpreting data’ (RS 1.15) and ‘ethics’ (RS 1.15). Constructive feedback from students, collected via structured surveys, highlighted the value of hands-on experience, interdisciplinary learning and real-world AI applications.</p><p>The design and implementation of our 18-hour AI literacy course provide insights into integrating AI education within medical training. First, while AI education programmes vary in length—from brief workshops to full-semester courses—our approach demonstrates that an intensive yet feasible s","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"550-551"},"PeriodicalIF":4.9,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15654","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143523743","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}

{"title":"The stressed heart: Validity evidence supporting mobile heart rate variability applications to detect psychological stress in healthcare learners.","authors":"Vicki R LeBlanc, George Mastoras, Christopher Hicks, Philip MacGregor, Connor O'Rielly, Andrew Petrosoniak, Walter Tavares","doi":"10.1111/medu.15629","DOIUrl":"https://doi.org/10.1111/medu.15629","url":null,"abstract":"<p><strong>Purpose: </strong>The stress experienced by healthcare learners and practitioners can impact learning, delivery of care, and mental health. Heightened awareness regarding this impact of stress has sparked the growing use of mobile health technologies for real-time tracking of stress in health professions education. The purpose of this study was to evaluate what can accurately be interpreted by the scores generated by mobile technology, regarding psychological stress levels in medical learners.</p><p><strong>Methods: </strong>In a quasi-experimental within-subjects design, 10 Emergency Medicine residents experienced two rest periods and two stress-inducing simulation scenarios. Heart rate variability (HRV) parameters produced by a mobile HRV application were compared to a reference standard analysis software, and with traditional stress measures (salivary cortisol and self-report measures) using Pearson correlation coefficients. To determine whether HRV parameters from the mobile application differentiate between rest & psychological stress conditions, a Multivariate Analysis of Variance (MANOVA), with condition (rest, stress) as the independent variable, was calculated for the HRV, cortisol and self-report measures.</p><p><strong>Results: </strong>The mobile application's time-domain HRV parameters correlate strongly with the reference software (r values: 0.93 to 0.99, all p < 0.01), salivary cortisol levels (r = -0.54 to -63, all p <. 0.01) and self-reported stress (r = -0.46 to -0.49, all p < 0.01). These time-domain HRV parameters also accurately differentiated between rest and stress periods (eta² = 0.43-0.70, all p < 0.01). In contrast, the frequency-domain parameter (LF/HF) of the mobile application showed weaker associations with the reference software (r = 0.10, p = 0.58) and other measures of stress (r = 0.11 to -0.16, NS), and did not differentiate between rest and stress periods (eta² = 0.07, p = 0.25).</p><p><strong>Conclusion: </strong>This study provides some validity evidence for the use of a subset of time-domain HRV metrics, captured through a mobile application, for the detection of psychological stress responses in simulated clinical settings. The results also highlight the heterogeneity in HRV metrics produced by various programs. Despite the promise of mobile technologies for the detection of stress in learners and health professionals, further validity research is needed to support their use to detect stress in the health professions.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143492625","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":"Supporting scholarly writing: An innovative institutional education journal.","authors":"Kathryn B Garber, Michaela M Jenkins, Linda O Lewin","doi":"10.1111/medu.15626","DOIUrl":"https://doi.org/10.1111/medu.15626","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143492619","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":"Open-book examination can reduce, exam-related stress in medical students.","authors":"Saurav Sarkar, Priyadarshini Mishra, Rajalakshmi Rajasegaran, Santosh Salagre","doi":"10.1111/medu.15624","DOIUrl":"https://doi.org/10.1111/medu.15624","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143449419","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":"Team-based POCUS resuscitation simulation: Transformative learning for students.","authors":"Sin-Yee Patty Kwong, Shiuan-Ruey Yu, Yi-Ting Chen, Chung-Hsien Chaou","doi":"10.1111/medu.15625","DOIUrl":"https://doi.org/10.1111/medu.15625","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143458656","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":"Empowering students to bridge basic and clinical sciences by creating innovative optometric tools","authors":"Tsz Wing Leung","doi":"10.1111/medu.15622","DOIUrl":"10.1111/medu.15622","url":null,"abstract":"&lt;p&gt;Medical education often positions students as ‘users’ rather than ‘developers’ of tools and technologies. This reliance on external manufacturers can stifle innovation and limit the ability to create solutions tailored to specific patient needs. This challenge is particularly pronounced in optometry education, especially when teaching binocular vision therapy. Students must learn about various ocular motor control disorders and corresponding vision training strategies, but existing tools often have limitations and fail to address the diverse needs of patients, particularly children. To address this, we implemented an innovative teaching activity in which students became ‘developers’ to create novel binocular vision training tools. This approach reinforces fundamental basic science knowledge,&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; such as understanding how the visual system integrates images from both eyes—crucial for developing effective therapies for conditions like lazy eye, squint and other ocular motor disorders. This project represents a new activity within our optometry program, effectively bridging the gap between basic science and clinical application.&lt;/p&gt;&lt;p&gt;Forty six 4-year optometry students (the year in our 5-year program dedicated to clinical binocular vision) were tasked with developing effective and engaging binocular vision training tools. The project began with a collaboration with our University's Industrial Center, where students received an introduction to 3D printing and laser cutting. After gaining familiarity with these technologies, students reviewed existing binocular vision training tools and discussed their limitations. Throughout the semester, clinical faculty specializing in binocular vision therapy mentored students, providing guidance and feedback on their designs and prototypes. The semester culminated in a mini-exhibition where students showcased their prototypes to clinical and academic staff. This event fostered significant student engagement, with students actively presenting and testing each other's creations. This approach, emphasizing the integration of basic science principles with clinical applications, created a highly interactive and practical learning experience.&lt;/p&gt;&lt;p&gt;This project resulted in eight novel prototypes. One notable example is a 3D board game designed to improve binocular vision. The game utilizes red-green anaglyph glasses. Against a white background, the eye looking through the red filter perceives only green targets, while the eye looking through the green filter perceives only red targets. This interactive game design compels patients to use both eyes, thus strengthening the ‘lazy eye’. While health care practitioners are not traditionally trained as developers, this pedagogical shift empowered students to think innovatively, consider patient needs and solidify their foundational knowledge.&lt;/p&gt;&lt;p&gt;Survey data revealed strong student agreement that the project enhanced their understanding of the link","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"562-563"},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143449402","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}

{"title":"Partners in Care: A multidisciplinary social care workshop for residents.","authors":"Beret Amundson, Kristene Tadese, Mary Catherine Arbour, Sonja Solomon","doi":"10.1111/medu.15628","DOIUrl":"https://doi.org/10.1111/medu.15628","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143449423","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":"Collective impact: A learner-led initiative to bridge silos and advance equity through a Canadian medical school application fee waiver program.","authors":"Chantal Phillips, Amira Abdalla, Oluwatobi R Olaiya, Mark D Hanson, Justin Lam","doi":"10.1111/medu.15623","DOIUrl":"https://doi.org/10.1111/medu.15623","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143458653","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":"Categorising drivers of curriculum renewal in entry-to-practice health professional education: A scoping review.","authors":"David L Kok, Mary Xu, Stephen Trumble, Kristie Matthews, Caroline Wright","doi":"10.1111/medu.15614","DOIUrl":"https://doi.org/10.1111/medu.15614","url":null,"abstract":"<p><strong>Introduction: </strong>Renewing a health professional education (HPE) curriculum is a significant undertaking, requiring substantial effort and resourcing. However, the factor(s) that should initiate a curriculum renewal remain contentious, and the methods to best assess them are unclear. To begin answering these questions, a comprehensive view of the scope of potential renewal drivers is needed, thus enabling structured inquiry into these (and their interactions) while ensuring no driver categories are being inadvertently overlooked. It would similarly serve as an important checklist for individual institutions undergoing renewal. However, no such list has ever been formulated in a data-driven way. Thus, this scoping review aimed to document the full range of real-world drivers of HPE curricular renewal and create an overarching categorisation of these.</p><p><strong>Methods: </strong>A systematic search was conducted of the Embase, Medline/PubMed, Global health and CINAHL databases for studies published between 2013 and 2023 describing a completed single-institution curriculum renewal of an entry-to-practice HPE degree. Following independent screening, articles were reviewed and 'extent of renewal', 'renewal characteristics' and the 'initiating driver(s)' of renewal were extracted. Descriptive statistics were generated, and qualitative content analysis performed to generate a categorisation of renewal-initiating drivers.</p><p><strong>Results: </strong>The search identified 1408 potential manuscripts, and 239 publications describing 247 renewals were analysed. Forty percent were whole-of-degree renewals. Institutions from all continents were represented. Seventy-seven initiating drivers were identified and grouped into 10 categories: 'Regulatory reasons', 'Pedagogical improvements', 'Community/patient needs', 'Learner experience/satisfaction', 'Exceptional events', 'Learner outcomes', 'Industry benchmarking/reputation', 'Practical/business factors', 'Knowledge/skill issues' and 'Periodic renewals'. 'Regulatory reasons' were the most common reason for whole-of-degree renewals and 'knowledge/skill issues' for part-of-degree renewals.</p><p><strong>Conclusions: </strong>HPE curricula renewals have a wide range of initiating drivers. The proposed categorisation of these should serve as a useful scaffold for institutional curricular review processes and also for directing future scholarly inquiry into curricular renewal.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143458651","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":"Variability and gaps in teamwork assessment tools for health care teams in health professions education: A scoping review.","authors":"Justin J Choi, Sanne Schreurs, Peggy B Leung, John C Penner, Dario Torre, Andy Hickner, Allison Piazza, Steven J Durning, Pim W Teunissen, Lauren A Maggio","doi":"10.1111/medu.15620","DOIUrl":"https://doi.org/10.1111/medu.15620","url":null,"abstract":"<p><strong>Purpose: </strong>Teamwork is an essential component of health care and health professions education (HPE). The assessment of teamwork remains a significant challenge, and little is known about teamwork assessment tools (i.e. structured instruments or methods) used to examine the performance of health care teams within HPE. In this scoping review, the authors aimed to map and synthesize recent empirical studies of teamwork assessment tools in HPE.</p><p><strong>Method: </strong>Arksey and O'Malley's framework was used to identify and select relevant studies, extract data, and examine the extent, range and nature of research activity across studies. The authors searched MEDLINE, Embase, CINAHL, ERIC and Web of Science for original research studies from January 2015 to March 2024. Studies were included if they (i) used quantitative, qualitative or mixed methods to develop and/or use an assessment tool for the performance of health care teams within HPE; (ii) focused on team-level assessments; and (iii) provided sufficient details on the teams and teamwork competencies being studied.</p><p><strong>Results: </strong>Twelve studies were included. All studies used direct observations of health care teams to assess teamwork. The authors identified over 20 teamwork assessment tools developed and/or used-seven studies used previously published teamwork assessment tools; five studies developed new tools. Variability and ambiguity in definitions and conceptualizations of teamwork and its competencies was common; few were based on theoretical frameworks of teamwork. Gaps included a lack of attention to external factors that influence teamwork (e.g. workload and interruptions), limited exploration of team dynamics (e.g. hierarchy and power) and minimal consideration of patient roles.</p><p><strong>Conclusions: </strong>This scoping review found significant variability and highlighted gaps in current approaches to the assessment of health care teams within HPE. Future work should improve clarity in definitions and conceptualizations of teamwork, conduct theory-building and theory-guided studies of teamwork assessment tools and perform rigorous evaluations of teamwork assessment tools that account for external factors, team dynamics and the role of patients.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143441326","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}