Medical Teacher最新文献

Navigating digital assessments in medical education: Findings from a scoping review. 引导医学教育中的数字评估：范围审查结果。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-11-09 DOI: 10.1080/0142159X.2024.2425033

Chin-Siang Ang, Sakura Ito, Jennifer Cleland

{"title":"Navigating digital assessments in medical education: Findings from a scoping review.","authors":"Chin-Siang Ang, Sakura Ito, Jennifer Cleland","doi":"10.1080/0142159X.2024.2425033","DOIUrl":"10.1080/0142159X.2024.2425033","url":null,"abstract":"Purpose: Digital assessments have rapidly permeated higher education, offering both advantages and challenges for learners and educators. However, prior research has made limited attempts to holistically summarize existing knowledge on the application of digital assessments in medical education through literature reviews. This paper presents a scoping review of previous studies on the application of digital assessments in medical education.Methods: The following databases were searched: PubMed, Embase (Ovid), Scopus, PsycINFO, CINAHL, and Web of Science, in February of 2024. The inclusion criteria for the review were: (1) articles that investigated digital assessments in medical education, (2) presented original research, (3) were in English, and (4) were published from the year 2012 forward.Results: Of the 1553 articles identified, we analyzed 89 articles from recognized digital databases. The review results provide a comprehensive understanding of prior research related to the use of digital assessments in medical education, including information on existing studies, attitudes, benefits, and challenges, as well as recommendations for the implementation of digital assessments in the field of medical education.Conclusions: This review reports the current literature surrounding digital assessment applications in medical education, highlighting predominantly positive perceptions and significant advantages. While challenges persist, the proposed recommendations offer guidance in how to navigate these issues towards future initiatives that facilitate its appropriate research and adoption and harness its capabilities to enrich the learning and assessment processes in medicine.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1274-1289"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142624006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies. 医学院符合评审标准的证据：比较世界医学教育联合会认可机构的自我评估指南。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-11-26 DOI: 10.1080/0142159X.2024.2430361

Yuxing E Ma, Sean Tackett

{"title":"Evidence medical schools are meeting accreditation standards: Comparison of self-evaluation guidance from WFME-recognized agencies.","authors":"Yuxing E Ma, Sean Tackett","doi":"10.1080/0142159X.2024.2430361","DOIUrl":"10.1080/0142159X.2024.2430361","url":null,"abstract":"Purpose: Accreditation is a key regulatory strategy to ensure high-quality medical education occurs across the world's growing number of medical schools. There is general agreement on standards for medical schools, but no consensus on the evidence needed to show standards are being met. This study characterized the evidence solicited from schools by World Federation for Medical Education (WFME)-recognized agencies.Materials and methods: We collected documents from WFME-recognized agencies as of July 2022. We aligned self-evaluation guidance with relevant WFME standards, then compared common features of evaluation guidance across agencies.Results: We obtained 75 documents (2460 pages) from 21 of 28 WFME-recognized agencies, which collectively accredited 690 programs in 57 independent states covering a population of over 1.8 billion people. Self-evaluation guidance varied by the amount of information provided by an agency, structure for reporting, and data types requested from schools. Overall, requirements ranged from completing a database hundreds of pages long to drafting a maximum 50-page report outlining strengths and weaknesses.Conclusions: Evidence requested from schools to demonstrate they met accreditation standards varied widely. This has implications for the reliability of accreditation judgments and resources required in school self-evaluations to ensure accreditation processes are aligned with the needs of learners, educators, and the public.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1352-1359"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142716446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing readability of explanations and reliability of answers by GPT-3.5 and GPT-4 in non-traumatic spinal cord injury education. 用GPT-3.5和GPT-4评估非创伤性脊髓损伤教育中解释的可读性和答案的可靠性。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-20 DOI: 10.1080/0142159X.2024.2430365

Alejandro García-Rudolph, David Sanchez-Pinsach, Mark Andrew Wright, Eloy Opisso, Joan Vidal

{"title":"Assessing readability of explanations and reliability of answers by GPT-3.5 and GPT-4 in non-traumatic spinal cord injury education.","authors":"Alejandro García-Rudolph, David Sanchez-Pinsach, Mark Andrew Wright, Eloy Opisso, Joan Vidal","doi":"10.1080/0142159X.2024.2430365","DOIUrl":"10.1080/0142159X.2024.2430365","url":null,"abstract":"Purpose: Our study aimed to: i) Assess the readability of textbook explanations using established indexes; ii) Compare these with GPT-4's default explanations, ensuring similar word counts for direct comparisons; iii) Evaluate GPT-4's adaptability by simplifying high-complexity explanations; iv) Determine the reliability of GPT-3.5 and GPT-4 in providing accurate answers.Material and methods: We utilized a textbook designed for ABPMR certification. Our analysis covered 50 multiple-choice questions, each with a detailed explanation, focusing on non-traumatic spinal cord injury (NTSCI).Results: Our analysis revealed statistically significant differences in readability scores, with the textbook achieving 14.5 (SD = 2.5) compared to GPT-4's 17.3 (SD = 1.9), indicating that GPT-4's explanations are generally more complex (p < 0.001). Using the Flesch Reading Ease Score, 86% of GPT-4's explanations fell into the 'Very difficult' category, significantly higher than the textbook's 58% (p = 0.006). GPT-4 successfully demonstrated adaptability by reducing the mean readability score of the top-nine most complex explanations, maintaining the word count. Regarding reliability, GPT-3.5 and GPT-4 scored 84% and 96% respectively, with GPT-4 outperforming GPT-3.5 (p = 0.046).Conclusions: Our results confirmed GPT-4's potential in medical education by providing highly accurate yet often complex explanations for NTSCI, which were successfully simplified without losing accuracy.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1336-1343"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143008431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Curriculum mapping: Visualizing curricular alignment in a competency-based interprofessional fellowship program. 课程映射：在基于能力的跨专业奖学金计划中可视化课程对齐。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-05-05 DOI: 10.1080/0142159X.2025.2497892

Ashlyne P Elliott, Travis Croom, Bradley V Watts, Molly J Horstman, Kyler M Godwin

{"title":"Curriculum mapping: Visualizing curricular alignment in a competency-based interprofessional fellowship program.","authors":"Ashlyne P Elliott, Travis Croom, Bradley V Watts, Molly J Horstman, Kyler M Godwin","doi":"10.1080/0142159X.2025.2497892","DOIUrl":"10.1080/0142159X.2025.2497892","url":null,"abstract":"Introduction: This short report introduces an application of curriculum mapping in a postgraduate health professions continuing education setting. Our focus is on the Health Professions Education Evaluation and Research (HPEER) Advanced Fellowship Program, a national interprofessional 2-year program offered through the Department of Veterans Affairs.Methods: We designed an Excel-based tool to align HPEER domains and competencies with curricular elements. An interprofessional team conducted an independent review of the curricula, ensuring consistency and accuracy in the mapping. Discrepancies were reconciled to maintain consistency.Results: The pilot use of the curriculum mapping tool showed that all planned competencies appeared in at least two sessions per year, with each competency appearing a median of six times. The curriculum featured a balance of didactic and interactive sessions, ensuring diverse learning experiences.Discussion: Our curriculum mapping tool demonstrates a program-wide approach, enabling program leaders to oversee the comprehensive alignment of educational content with fellowship goals. This approach enhances transparency and stakeholder engagement, offering a fresh perspective on curriculum mapping in postgraduate interprofessional education. Our method demonstrates significant potential for quality enhancement in various continuing education settings and demonstrates that CM need not rely on complex digital platforms to be effective.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1394-1398"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Chat-GPT and Collaborative Learning: The Propagation of Misinformation? 聊天- gpt与协作学习：错误信息的传播？

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-31 DOI: 10.1080/0142159X.2025.2458806

Abhisekh Chatterjee, Jack Barton, Ashvin Kuri, Jonathan Round

引用次数: 0

Impact of AI-generated individual feedback on written online assignments for medical students: Correspondence. 人工智能生成的个人反馈对医学生书面在线作业的影响：通信。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-02-04 DOI: 10.1080/0142159X.2025.2461542

Hinpetch Daungsupawong, Viroj Wiwanitkit

引用次数: 0

Teaching for transfer of learning in health professions education: AMEE Guide No. 176. 卫生专业教育中的学习迁移教学：AMEE Guide No.

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-10-11 DOI: 10.1080/0142159X.2024.2414823

Dario Cecilio-Fernandes, John Sandars, Renan Gianotto-Oliveira, Naomi Steenhof

引用次数: 0

Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher. 运用阈值概念理论识别成为临床硕士教师的困难知识。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2024-12-10 DOI: 10.1080/0142159X.2024.2436454

Stephanie Hale, Matei Petrescu, Melissa Carbajal, Moushumi Sur, Audrea Burns, Satid Thammasitboon

{"title":"Using the theory of Threshold Concepts to identify troublesome knowledge in becoming a Master Clinical Teacher.","authors":"Stephanie Hale, Matei Petrescu, Melissa Carbajal, Moushumi Sur, Audrea Burns, Satid Thammasitboon","doi":"10.1080/0142159X.2024.2436454","DOIUrl":"10.1080/0142159X.2024.2436454","url":null,"abstract":"Purpose: There is a wealth of literature describing the characteristics and proficiencies of clinical teachers, but no description exists of the obstacles that clinical teachers face when aspiring to become a Master Clinical Teacher (MCT). Using Threshold Concepts (TC) theory as an analytical framework can help investigate those potential challenges.Methods: This is a mixed-methods research integrating an exploratory survey and semi-structured interviews. The authors used a systematic approach to develop the survey and administered it to physicians in a large pediatrics department, using the results to inform the interview process. In the interview phase, the authors used purposive sampling of trainees, early-career clinical teachers, and departmentally recognized MCTs. The authors conducted reflexive thematic analysis on the qualitative data using TC as a framework, deriving areas of Troublesome Knowledge (TK) and subsequently conceptualizing TCs.Results: The survey phase yielded 143 responses with 303 narrative comments. The interview phase comprised three focus groups and eleven individual interviews with MCTs. Four themes were identified that conceptualize as TCs with associated areas of TK, including: Embracing continual personal and professional evolution; Cultivating shared vulnerability for authentic engagement and learning; Empowering learners for self-discovery and transformation; and Navigating the complexities of clinical teaching.Conclusions: The identified TCs and associated TKs provide insights into clinical teachers' experience in becoming MCTs. These findings can inform faculty development efforts and the individual career development of clinical teachers and also underscore the dynamic and multi-faceted nature of clinical teaching and the ongoing evolution required to excel in it.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1385-1393"},"PeriodicalIF":3.3,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142801415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing an Internet of Things-based learning platform into medical education: Addressing educational challenges with innovative solutions. 在医学教育中实施物联网学习平台：用创新解决方案应对教育挑战。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-01-08 DOI: 10.1080/0142159X.2024.2445036

Haniye Mastour, Zohreh Khoshgoftar, Soleiman Ahmady, Somaye Sohrabi

引用次数: 0

Suggestions for the use of the 'yarigai' story in fostering medical professionalism among medical students. 关于利用“ yarigai ”故事培养医学生医学专业精神的建议。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-08-01 Epub Date: 2025-02-05 DOI: 10.1080/0142159X.2025.2461536

Hongnan Ye

引用次数: 0