Medical Education最新文献

{"title":"Socio-behaviour change intervention in health care professionals: Impact and effectiveness","authors":"Chinmay Shah, Fouzia Shersad","doi":"10.1111/medu.15516","DOIUrl":"10.1111/medu.15516","url":null,"abstract":"<p>In the health care domain, particularly within the emergency department, staff endures significant stress due to several factors, such as misinformation circulating online, patient and relative distress, the requirement of rapid decision-making, and an unreasonably high workload. Government health care workers face additional pressure from the public, who feel entitled to demand services as taxpayers, leading to chaos in the emergency department. This chronic stress can lead to physical and psychological health issues, decreased job satisfaction and attrition from the profession. The psychological toll can manifest as compassion fatigue, diminishing empathy for patients, which may precipitate inappropriate conduct in emergency settings and exacerbate tense situations. This will further escalate when patients and relatives are angry and lead to major mishaps. Burnout is common, increasing susceptibility to medical errors, substance abuse and mental health crises, including self-harm and suicide risks. Therefore, it was identified that there was a crucial need to equip emergency staff with the necessary skills to navigate the frequent challenges they face.</p><p>Following ethics committee approval, the felt need for such a socio-behavioural intervention was sought using tool validated by Baitha et al<span><sup>1</sup></span> Alongside this, the existing Socio-Behavioural Communication Course (SBCC) module, which was being used in other medical schools was enhanced and validated by state level resource persons. A Train-the-Trainer program was conducted for the faculty who will teach this course. Expressions of interest for the SBCC Course were invited from the staff of the emergency medicine department. The participants included security, technical and nursing staff, as well as junior/senior postgraduate students/residents and faculty up to the head and professor levels. Out of the participants, 74.4% were Male and 35.3% were Female. Age distribution was as follows: 24.2% (20–25 years), 56.8% (26–30 years), 15.8% (31–35 years) and 3.2% (>35 years). A comprehensive one-day training session was organised based on the needs identified, incorporating a pre-test, post-test and feedback mechanism to measure effectiveness in reference to Kirkpatrick levels one and two.</p><p>The intervention was met with robust support from the administration and active participation by the attendees. The workshop was rated highly, with feedback scores ranging from 3.8 to 4 out of 5 across various criteria, such as clarity of objectives, participant engagement, topic relevance, content organisation and enhancement of knowledge concerning effective patient communication. The participants also expressed satisfaction with the time allocation, venue and audiovisual facilities. Statistically significant improvements were observed in the domains of interpersonal communication, social etiquette, managing expectations, forgiveness, grief counselling, crowd management, confli","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1422-1423"},"PeriodicalIF":4.9,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109217","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":"Fostering community of practice: International complex care collaborative","authors":"Catherine Diskin, David D'Arienzo, Kathleen Huth","doi":"10.1111/medu.15512","DOIUrl":"10.1111/medu.15512","url":null,"abstract":"<p>Over the past decade, dedicated complex care fellowship programmes have emerged to prepare paediatric trainees to meet the unique clinical care needs of children with medical complexity (CMC). There is significant heterogeneity in the length, structure and curriculum of these training programmes, often based on local resources. Additionally, as new, non-accredited programmes with relatively few learners, often one fellow per year, their learners and programme directors lack a community to share best practices.</p><p>In 2021, we developed an international complex care collaborative of learners and programme directors, to serve as an academic community. We designed a framework for the collaborative based in situated learning theory, which identifies learning as a social process occurring through participation in a community of practice, defined as a group of people who share common interests and regularly connect to discuss mutually recognised challenges.<span><sup>1</sup></span></p><p>The collaborative curriculum consists of quarterly 2-hour virtual seminars grounded in the holistic care of CMC. The seminars, co-designed by programme directors and family caregivers of CMC, include (1) a clinical topic presented by members of a complex care interprofessional team and family partners, (2) a relevant clinical case presentation by a learner, (3) interactive small-group learning, and 4) a large-group discussion centred on professional development topics (i.e. developing communication, collaboration, or leadership skills in complex care).</p><p>Small-group breakout activities allow learners to explore aspects of patient care with their peers, including personal and institutional practice variations. A concurrent breakout meeting for programme directors was incorporated, to share challenges and opportunities related to programme design. Immediately following each seminar, learners and programme directors received an electronic feedback survey seeking suggestions for improvement.</p><p>The collaborative expanded from three programmes in its first year to seven programmes across Canada and the United States in 2024, with an average attendance of 11 dedicated complex care learners per seminar.</p><p>Learners appreciated the opportunity to network with trainees external to their programme, highlighting breakout activities as an important opportunity to learn about different approaches to clinical care (e.g. decision-making around enteral tube placement, medication management and prescribing practices). Additionally, while the original focus was on creating a community of practice for learners, programme directors also identified the importance of a community of practice. Programme directors found the dedicated breakout meetings to be a valuable space to share teaching and assessment practices across a global network and discuss implementation challenges. Based on fellow feedback, an annual in-person networking event for learners was also instituted at an ","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1384-1385"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15512","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109207","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":"Implementing an automated system for mask fit certification in medical education","authors":"Ramani Saravanan","doi":"10.1111/medu.15500","DOIUrl":"10.1111/medu.15500","url":null,"abstract":"<p>One of the wake-up calls from the COVID-19 pandemic was the enforcement of adequately fitted face masks and respirators. Mask fit training, which was seen operational before the pandemic, gained significant attention post-pandemic. The Ministry of Health (MOH), Singapore, emphasised the training for not just the healthcare professionals but also for the healthcare students, to safeguard their safety and to enhance their confidence.</p><p>The medical school had to ensure that students were properly fitted and maintain the records of the mask brands and sizes. Each student indicates the details on a sticker which would be pasted on the matriculation card. The mask fit-test records will be sent to the respective Healthcare Instituions (HCIs), where the students will be attached for their clinical postings. Despite manual efforts to track and record accurately the mask sizes and models, it proved laborious and demanded considerable time. Additionally, the manual procedures surfaced inconsistencies and inaccurate data entries caused by erroneous human judgements.</p><p>An automated system that could generate the records was devised with the aim of streamlining the certification process without any compromise to accuracy and data privacy. Following the fit test, trainers and students recorded the mask details in the system. The process was automated, allowing students to receive an email with mask details indicated for their easy reference, and enabled easy retrieval of certificates.</p><p>Clinical Procedures Team worked with the digital learning team to develop the automated system using the Agile Development Framework. It aided in embracing and adapting the changing requirements and incorporated feedback through continuous iteration.<span><sup>1</sup></span> Each student who successfully fit-tested received a certificate, while those who failed received a reminder email prompting them to schedule a re-test after a certain period and inform them to seek alternatives. This was useful to HCIs as this validation confirms whether students should be permitted or not to deal with infectious cases. This also eliminates the possibility of students attending such cases and jeopardising their safety due to assumed or false mask information.</p><p>The paradigm-shifter proved invaluable as it provided the medical students with a convenient reference point, mask fit certificates accessible anytime and anywhere. It offers a proof of competence in mask application, especially for overseas clinical postings. When the system was implemented, communication between HCIs and the school improved and underscored the students' safety measures. In addition, it enhanced the school's capacity to effectively manage the mask fit records for the expanding student population. It also eliminated duplicate records and any substantial risk associated with human errors. This initiative not only enhances the efficiency of certification processes but also prepares students for the di","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1419"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15500","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109211","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":"Day at the museum: An experiential bias intervention","authors":"Stephanie M. Davidson, Izabela Milaniak, Sarah H. Arshad, Melissa Xanthopoulos","doi":"10.1111/medu.15510","DOIUrl":"10.1111/medu.15510","url":null,"abstract":"<p>Implicit biases affect health care delivery. Clinicians must gain insight into their own biases to provide equitable care and mitigate factors affecting their judgement. This training should begin early; however, engaging medical trainees in bias education is challenging. Traditional didactics provide a textbook understanding that bias is ‘bad’ and has negative impacts on clinical care. Less attention is given to how to introspectively examine one's own biases, or coping with this unnerving, emotional process that may threaten one's identity as an equitable physician. Without tools to build insight or manage this discomfort, physicians may practice avoidance that blinds them to their own biased behaviour. However, evaluation of learning is hampered by social desirability, as trainees often worry about perception of their knowledge and skills. Innovative education can create psychologically safer educational spaces where trainees can more readily and honestly engage with introspective learning.</p><p>This project focused on using an art museum setting to create a safer educational space for child and adolescent psychiatry fellows during their cultural psychiatry curriculum. Two consecutive cohorts of fellows engaged in museum-based activities designed to prime cognitive and emotional experiences around bias. Fellows engaged in activities that challenged their immediate perspectives, for example, interpreting artwork while only viewing parts of it. Facilitated group discussions centred around identifying different perspectives, struggling with incomplete information and deepening reflections on how these concepts apply to patient care. To assess the learning experience, survey and focus group data were collected prior to, immediately after, and approximately 1 month post. This study was exempt from IRB review.</p><p>All participants reported this experience enhanced their ability to process personal biases through reflective, reflexive and interpretive activities. All participants recommended this experience to other training programmes, including recommendations to expand to a full day and move it earlier in the training year. One challenge was that all fellows scored high on pre-test measures of bias awareness as assessed by the Best Intentions<span><sup>1</sup></span> Questionnaire. This limited our ability to evaluate how the experience increased awareness of bias and its impact. On the other hand, restriction of range on a Likert scale survey is expected in this context, where the ‘right’ answer is obvious and social desirability is primed. The qualitative data were much more revealing. Fellows expressed that it was significantly easier to sit with the discomfort of making biased interpretations when it applied to artwork. Using art to facilitate discussions, participants acknowledged having only a snapshot of information, which allowed them to safely reflect on how this mirrors clinical situations, noting the importance of humility, curios","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1382-1383"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15510","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109205","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":"Leading the way: Innovating medical education in adversity","authors":"Safiya Virji","doi":"10.1111/medu.15520","DOIUrl":"10.1111/medu.15520","url":null,"abstract":"<p>In conflict or disaster-affected regions, medical education faces unprecedented challenges.<span>¹</span></p><p>A disruption to medical school teaching results in students being unable to see patients and attend normal teaching due to safety concerns or political restrictions, which threatens the ability of medical students to graduate on time and serve their local populations.</p><p>A call for support from the Dean of an international medical school in difficulty led to a search for an appropriate resource; however, we were unable to identify an accessible, comprehensive virtual undergraduate medical school resource to fill this educational inequality gap.</p><p>At a time when many international health care systems are facing crises, prioritising accessibility to medical education is essential to sustain the global health care workforce and meet patient demands.</p><p>Over a 6-week period, over 200 health care professionals and educators (‘contributors’) co-created an innovative medical educational platform to support learners-in-difficulty in their place of safety.</p><p>Training and support were provided in the areas of content creation, quality assurance and supervision. Leadership skills focussing on compassion and accountability were used to coordinate teams to work together and create the ‘Medical Schools in Difficulty’ (MSID) eLearning platform.</p><p>MSID website content is displayed through peer-reviewed video recordings, with each of the 200+ uploads aligning to every patient presentation on the United Kingdom's General Medical Council (GMC) Medical Licencing Assessment (MLA) content map—the gold standard for UK doctors.</p><p>MSID is free to access and has offline functionality. The inclusive platform has welcomed users from over 25 medical schools across 10 countries following widespread dissemination from contributors, platform users and educational institutes since its launch in November 2023.</p><p>There are no competing interests for any author.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1389-1390"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15520","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109212","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":"Nurturing clinical teachers' professional learning: A phased approach","authors":"Rhoda Meyer,&nbsp;San Schmutz,&nbsp;Elize Archer","doi":"10.1111/medu.15511","DOIUrl":"10.1111/medu.15511","url":null,"abstract":"&lt;p&gt;For busy clinicians, the time to attend faculty development initiatives can be challenging, as these clinicians juggle multiple roles. In our resource-constrained environment, the same clinicians who facilitate the learning of students on the clinical platform are the ones who are responsible for patient care, leaving them with little time to attend faculty development sessions, especially if these sessions are presented in the traditional, once-off, unidirectional, face-to-face manner and only during work hours. Literature advocates for a varied approach to faculty development, where faculty can engage in educational matters over an extended period.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; These approaches should include face-to-face and synchronous or asynchronous online sessions, to allow participants to engage with the content and skills in a format most appropriate for them. What is also crucial is the opportunity for interaction and mutual learning, an approach that aligns well with the principles of socio-constructive learning theory.&lt;/p&gt;&lt;p&gt;To tailor a faculty development initiative focusing on clinician teachers, we designed a three-phased short course, spanning 3 months. The first phase featured an asynchronous online offering which incorporated a PowerPoint presentation. This provided an introduction to the course, including links to pertinent articles that served as a flipped classroom for the second phase. The second phase was offered as a face-to-face interactive session, employing techniques such as think-pair-share, the jigsaw method and online tools like Mentimeter. For phase three, participants had to prepare a video recording of a teaching-learning event, showcasing any of the teaching strategies covered during the course. The third phase was offered as both online synchronous and face-to-face formats to accommodate clinicians' busy schedules and those who are not local. During this session, we utilised reflective exercises, peer discussions and the opportunity for clinicians to engage in feedback practice based on each other's video recordings. After the course, we invited these clinicians to join our community of practice, fostering ongoing learning and contribution to future courses.&lt;/p&gt;&lt;p&gt;The phased and interactive approach to delivering the short course to our clinicians appear to be rewarding for both facilitators and clinicians. Facilitators gained insight into how clinicians integrated teaching and learning concepts over time. Clinicians attained a clearer perspective of their learning from their reflections and through feedback conversations with peers in a facilitated space, highlighting the importance of these strategies for learning. However, some clinicians acknowledged that they failed to engage with the interactive PowerPoint presentation, as well as preparing their video. Our plan is that future short courses will commence with an online learning package, with clear outcomes and several formative assessment opportunities, for","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1391-1392"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15511","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109215","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":"Longitudinal ‘oral board exams’ to maintain educational continuity","authors":"Lauren K. Buhl,&nbsp;Matthew Vengalil","doi":"10.1111/medu.15498","DOIUrl":"10.1111/medu.15498","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1370-1371"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109213","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":"Solving the complex problem of faculty evaluation","authors":"Hui Meng Er,&nbsp;Vishna Devi Nadarajah,&nbsp;Rohayati Raben,&nbsp;Nur Haslina Kamarudin","doi":"10.1111/medu.15499","DOIUrl":"10.1111/medu.15499","url":null,"abstract":"","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1372"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109218","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":"Anatomical MythBusters: An approach to addressing misconceptions in foundational sciences education","authors":"Georgina C. Stephens,&nbsp;Michelle D. Lazarus","doi":"10.1111/medu.15514","DOIUrl":"10.1111/medu.15514","url":null,"abstract":"<p>Misconceptions are persistent ideas that are not supported by current scientific views and are considered distinct from a lack of knowledge, in that misconceptions exist despite teaching on a topic.<span>¹</span> Misconceptions are known to be common in anatomy learning and may stem from a variety of factors including the nature of the discipline (e.g. depth of detail and complex nomenclature), surface learning approaches (e.g. memorisation of isolated anatomical facts) and how anatomy is typically taught (e.g. divided into systems and regions).<span>¹</span> Anatomy is foundational to clinical practice, so allowing anatomical misconceptions to go unchallenged may impact students' learning in disciplines reliant on anatomical knowledge application (e.g. clinical examination and procedural skills) and ultimately introduce risks to patient wellbeing. Although prior research has explored why misconceptions may arise when learning anatomy,<span>¹</span> a gap remains in how to practically and effectively address students' misconceptions.</p><p>Drawing inspiration from the acclaimed science education television programme ‘MythBusters’ which assesses the validity of urban legends using scientific methods, we developed a series of short videos (range 3–10 minutes) which address or ‘bust’ anatomical misconceptions in an engaging format. The choice of the term ‘myths’ was purposeful, as ‘myth’ evokes the idea that a particular belief is widely held and explains a phenomenon and thus avoids blaming students for their misconceptions.</p><p>Effectively addressing misconceptions hinges (1) deconstructing the causation of misconceptions before reconstructing students' understanding of core anatomical concepts, (2) timely provision of feedback resources, and (3) engaging students through a preferred medium (i.e. short videos), particularly as this material is ‘add on’. To achieve timeliness, we focused on being good rather than perfect, and limited recording to single takes. By having an explicit focus on the root cause of misconceptions oversimple remediation, we also enhanced our pedagogical content knowledge, and refined learning for subsequent iterations of the course.</p><p><b>Georgina C. Stephens:</b> Conceptualization; writing – original draft; writing – review and editing; project administration; resources; investigation. <b>Michelle D. Lazarus:</b> Conceptualization; writing – review and editing; project administration; resources; investigation.</p><p>The authors declare that they have no conflicts of interest.</p>","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1395-1396"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15514","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109203","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":"Alexa, write my exam: ChatGPT for MCQ creation","authors":"Stephen D. Schneid,&nbsp;Chris Armour,&nbsp;Sean Evans,&nbsp;Katharina Brandl","doi":"10.1111/medu.15496","DOIUrl":"10.1111/medu.15496","url":null,"abstract":"&lt;p&gt;Writing high-quality exam questions requires substantial faculty development and, more importantly, diverts time from other significant educational responsibilities. Recent research has demonstrated the efficiency of ChatGPT in generating multiple-choice questions (MCQs) and its ability to pass all three United States Medical Licensing Exams.&lt;span&gt;&lt;sup&gt;1&lt;/sup&gt;&lt;/span&gt; Given the potential of new artificial intelligence systems like ChatGPT, this study aims to explore their use in streamlining item writing without compromising the desirable psychometric properties of assessments.&lt;/p&gt;&lt;p&gt;ChatGPT 3.5 was prompted to ‘write 25 MCQs with clinical vignette in UMSLE Step 1 style on the pharmacology of antibiotics, antivirals and antiparasitic drugs addressing their indications, mechanism of action, adverse effects and contraindications’. Faculty reviewed all questions for accuracy and made minor modifications. For questions that did not align with the courses' learning objectives, ChatGPT was prompted to generate alternatives, such as ‘another question on the Pharmacology of HIV drugs’. Additionally, 25 MCQs were created without the help of ChatGPT. ChatGPT assisted question writing took approximately 1 hour (with adjustments and corrections) compared to 9 hours without the help of ChatGPT.&lt;/p&gt;&lt;p&gt;Seventy-one second year Pharmacy students were assessed in Spring 2023 with a 50-item exam consisting of 25 ChatGPT-constructed and 25 faculty-generated MCQs. We compared the difficulty and psychometric characteristics of the ChatGPT-assisted and non-assisted questions using descriptive statistics, student's t-tests and Mann–Whitney test.&lt;/p&gt;&lt;p&gt;Students' performance on MCQs generated by ChatGPT was not significantly different to that on faculty-generated items for the average scores (76.44%, SD = 16.71 for ChatGPT vs. 82.52 %, SD = 10.90 for faculty), discrimination index (0.29, SD = 0.15 for ChatGPT vs. 0.25, SD = 0.17 for faculty), and the point-biserial correlation (0.31, SD = 0.13 for ChatGPT vs. 0.28, SD = 0.15 for faculty). Students took longer on average to answer ChatGPT-generated questions compared to faculty-generated questions (71 seconds, SD = 22 for ChatGPT vs. 58 seconds, SD = 25 for faculty, p &lt; 0.05), likely due to the prevalence of ‘window dressing’. This question flaw was identified in 40% of the ChatGPT-generated questions, which may explain the additional time required.&lt;/p&gt;&lt;p&gt;We learned that while ChatGPT can effectively generate high-quality MCQs, saving time in the process, careful review by content experts is necessary to ensure the quality of the questions, particularly to identify and correct ‘window dressing’ flaws commonly found in ChatGPT-generated items.&lt;/p&gt;&lt;p&gt;We will present this data at upcoming faculty development sessions to promote the adoption of ChatGPT for generating exam questions. By presenting robust data demonstrating ChatGPT's efficacy, we believe that more faculty will integrate this tool into their question writing","PeriodicalId":18370,"journal":{"name":"Medical Education","volume":"58 11","pages":"1373-1374"},"PeriodicalIF":4.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/medu.15496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142109201","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}