Medical Education最新文献

{"title":"Real-time feedback in question-based collaborative learning.","authors":"Tom A Rayner, Melanie Coulson, Amir H Sam","doi":"10.1111/medu.15637","DOIUrl":"https://doi.org/10.1111/medu.15637","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143573362","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":"Can large language models replace standardised patients?","authors":"Weipeng Han, Xiaohong Lyu, Ji-Jiang Yang, Mengsha Yan, Yuelun Zhang, Tingyan Wang, Hui Pan, Shi Chen, Jiming Zhu, Xiaoming Huang","doi":"10.1111/medu.15641","DOIUrl":"10.1111/medu.15641","url":null,"abstract":"<p>Standardised patients (SPs) play a crucial role in medical education by allowing students to practice diagnostic skills in a risk-free environment. This not only boosts their confidence but also provides them with immediate feedback. However, despite their importance in training medical professionals, the deployment and integration of SPs into educational systems in developing regions face significant obstacles.<span><sup>1</sup></span> These include the high cost of training, varying levels of medical education and socio-cultural differences. The emergence of large language models (LLMs) has further catalysed transformations in medical education. Evaluating the effectiveness and reliability of LLMs as substitutes for SPs is especially important in regions with limited medical resources.</p><p>To evaluate the viability of LLMs as SPs, we designed a study where LLMs were prompted to simulate SPs. The process involved transcribing video recordings of clinical student encounters with a human SP into text, which resulted in a dataset of 6600 questions and answers. Open-source and closed-source LLMs were tested, and their performance was evaluated by independent expert clinical physicians in a blinded manner. Based on the evaluations, we developed a teaching system powered by the most capable LLM. All participants completed two sequentially administered standardised clinical examinations using a repeated-measures design, first with human SPs and then with LLM-simulated SPs. A questionnaire survey, developed through expert consultation and group discussions, was used to assess students' experiences, focusing on exam difficulty, psychological feelings and the effectiveness of role-play.</p><p>Utilising LLMs in the role of SPs has generated significant interest and enthusiasm among educators and learners. Additionally, this approach has underscored the vast potential of artificial intelligence in reshaping the landscape of medical education. The expertise and availability of SPs represent a precious resource, and the integration of LLMs can enhance the scope of SP-based instructional resources.</p><p>Currently, LLMs are effectively utilised to augment the instructional approach of SPs. They facilitate both pre- and post-practice review sessions with SPs, thereby enhancing the number of training instances available to students. The blind test indicated that two LLMs scored higher than SPs. However, survey results revealed that students' ratings of SPs exceeded those of LLMs in terms of examination difficulty and role-play assessment. SPs were found to be less effective than LLMs in students' psychological experiences and no significant differences in process experiences. LLMs and SPs each have unique strengths, making LLMs a valuable supplement to, rather than a replacement for, SPs. The advantage of LLMs lies in their ability to conduct simulated consultations anytime and anywhere, helping students feel more relaxed and confident. In contrast, student","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"552-553"},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143573209","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":"Beyond the handoff: A longitudinal approach to student feedback and coaching in the clinical clerkship curriculum.","authors":"Anna Lama, Jason Hedrick","doi":"10.1111/medu.15666","DOIUrl":"https://doi.org/10.1111/medu.15666","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143573307","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":"Educating for uncertainty in the undergraduate medical programme.","authors":"Ryan Weber, Rose Barham, Kate Lafferty-Danner, Tanja Adonizio","doi":"10.1111/medu.15664","DOIUrl":"https://doi.org/10.1111/medu.15664","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143573347","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":"'Firm' foundations: Restoring apprenticeship-style learning for today's students.","authors":"Holly Harper, Thomas Agar, Stefanie Berkes, Reeza Khan, Quentin Mak","doi":"10.1111/medu.15661","DOIUrl":"https://doi.org/10.1111/medu.15661","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567440","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":"Really good stuff just got even better","authors":"M. Brownell Anderson, Helen Church, Kevin W. Eva","doi":"10.1111/medu.15635","DOIUrl":"10.1111/medu.15635","url":null,"abstract":"<p>After a quarter century, Really Good Stuff (RGS) deserves a really good refresh. Introduced to the world in November of 1999,<span><sup>1</sup></span> RGS was published annually for 3 years before its early success led to it becoming a bi-annual celebration of the insights gained through innovations in educational practice. Those were the early days of online submissions, a time when author guidelines were still available by fax<span><sup>1</sup></span> and when print copies were the norm in academic journals. The year 1999 was also a year in which the journal received a total of 393 submissions. To create a vibrant RGS section, as a result, it was necessary to aggregate papers over the course of 12 (eventually declining to 6) months.</p><p>How times have changed. Fifty-four   days into 2025, the journal reached the same number of submissions as were received in the entirety of the year RGS began. In 2024, the 393 total submissions of 1999 were nearly eclipsed by the number of submissions to RGS alone. To keep up, we started publishing ‘Extra Really Good Stuff’ 2.5 years ago.<span><sup>2</sup></span> There is enough inflow now, however, to warrant and allow even more routine (i.e., monthly) publication   of this section.</p><p>The main advantages to our authors of evolving RGS to a monthly publication schedule are two-fold: No longer will they have to wait for a specific date to pass before peer review will start in full. Rather, submissions will be received, reviewed and published on a rolling basis (i.e. with no set deadline), effective immediately. Further, by ending the bi-annual publication practice, we will create more opportunity for authors to strengthen their submissions by virtue of having time to allow revisions that account for the feedback provided during peer review. We will no longer, in other words, be so constrained by biannual production deadlines that decisions need to be dichotomous (publish or not). We hope this change will allow readers and authors to discover and create more RGS that, previously, was not competitive for publication.</p><p>For our readers, we will continue to do our best to prioritise publication of the ‘really great’ submissions (i.e. those that go beyond descriptive demonstrations of success to share genuine insight regarding what was learned from the experience).<span><sup>3</sup></span> We will also continue to do our best to contextualise what is ‘really great’ by recognising that new insight can be gained by examining established practices in novel settings.<span><sup>2</sup></span></p><p>To enable these changes, we have established an RGS Peer Review panel, consisting of health professional educators from around the globe, who have agreed to offer five reviews of 500-word RGS submissions per year. If you are interested in helping to adjudicate decisions for this section, with all the benefits that come from conducting peer review,<span><sup>4</sup></span> please let us know by emailing <span>[email","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 5","pages":"452"},"PeriodicalIF":4.9,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15635","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567444","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":"Gamifying hospital site tours for medical students.","authors":"Harry Kingsley-Smith, Alice Ditchfield, Matthew Rollin","doi":"10.1111/medu.15665","DOIUrl":"https://doi.org/10.1111/medu.15665","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567443","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":"APP that map! Curriculum mapping in family medicine.","authors":"Meera Anand, Jacqueline Ashby","doi":"10.1111/medu.15648","DOIUrl":"https://doi.org/10.1111/medu.15648","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143556922","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":"Arts in medicine: Nurturing creativity through community collaboration","authors":"Natasha Williams, Kaileigh Anne Tayek, Katherine Daly","doi":"10.1111/medu.15640","DOIUrl":"10.1111/medu.15640","url":null,"abstract":"<p>With limited time and resources within the core curriculum for arts and humanities topics, seeking assistance from outside our institution provided a pathway to develop an arts in medicine experience targeting fourth-year students about to enter residency.</p><p>An Arts in Medicine elective was developed in collaboration with a local community arts organisation to expose medical students to therapeutic arts and health initiatives in community settings. The main objectives were to demonstrate how the arts complement traditional practices, illustrate the role of arts in medicine, share how to access these resources and highlight how physicians integrate arts in medicine into their clinical practice and own wellbeing.</p><p>The 3-day, 4-week elective, offered in both Spring and Fall of 2023, focused on music, drama, visual art and creative writing arts in medicine initiatives. Each day, students attended a morning didactic on arts in medicine approaches and techniques related to each arts modality. The afternoons offered an applied clinical exposure out in the community where students could observe or personally apply the learned techniques with different clinical populations, for example, music for Alzheimer's patients, drama for adults with intellectual and developmental disabilities or creative writing to promote cognitive fitness within healthy ageing seniors. Students created a final art deliverable using a modality of their choosing to highlight their experiences throughout the course.</p><p>The elective provided an opportunity to interact with medically vulnerable populations as whole people. Students appreciated having time with community members that represented groups they previously received limited exposure to, particularly persons with Down Syndrome and other exceptionalities. Students reported increased feelings of connection and empathy for patients in formal post-course evaluation and in informal feedback. The elective was successful in exposing students to the use of therapeutic creative arts practices and credentialed creative arts professions. Students gained familiarity with arts resources in hospitals or community systems they may encounter during residency. The students acquired valuable skills in how to use the tools/skills taught to benefit their personal wellness, a major issue for medical learners.</p><p>Key to this programme was collaborating with a community arts organisation to build the elective and plan the weekly experiential learning opportunities. However, because the course was highly experiential and took place within a community context, participation was limited to those who were willing to stay local, which impacted overall enrollment. This execution required grant dollars to launch, and so establishing a plan for long-term sustainability past the initial ‘pilot’ is necessary. Future costs associated with providing instruction for the elective might be addressed by seeking out additional collaborations withi","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"59 6","pages":"660-661"},"PeriodicalIF":4.9,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143557226","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":"When I say … intuition.","authors":"Thierry Pelaccia, Jonathan Sherbino, Peter Wyer, Geoff Norman","doi":"10.1111/medu.15632","DOIUrl":"https://doi.org/10.1111/medu.15632","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":" ","pages":""},"PeriodicalIF":4.9,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143557231","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}