Medical Teacher最新文献

{"title":"Mimicry or meaning? Reassessing GPT-4's role in clinically complex MCQ design.","authors":"Supianto, Retno Widyaningrum, Fitri Wulandari, M Zainudin","doi":"10.1080/0142159X.2025.2522243","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2522243","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144333445","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}

{"title":"Bytes versus brains: A comparative study of AI-generated feedback and human tutor feedback in medical education.","authors":"Majid Ali, Ihab Harbieh, Khawaja Husnain Haider","doi":"10.1080/0142159X.2025.2519639","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2519639","url":null,"abstract":"<p><strong>Introduction: </strong>Timely, high-quality feedback is vital in medical education but increasingly difficult due to rising student numbers and limited faculty. Artificial intelligence (AI) tools offer scalable solutions, yet limited research compares their effectiveness with traditional tutor feedback. This study examined the comparative effectiveness of AI-generated feedback versus human tutor feedback within the medical curriculum.</p><p><strong>Methods: </strong>Second-year medical students (n = 108) received two sets of feedback on a written assignment, one from their tutor and one unedited response from ChatGPT. Students assessed each feedback using a structured online questionnaire focused on key feedback quality criteria.</p><p><strong>Results: </strong>Eighty-five students (79%) completed the evaluation. Tutor feedback was rated significantly higher in clarity and understandability (p < 0.001), relevance (p < 0.001), actionability (p = 0.009), comprehensiveness (p = 0.001), accuracy and reliability (p = 0.003), and overall usefulness (p < 0.001). However, 62.3% of students indicated that both pieces of feedback complemented each other. Open-ended responses aligned with these quantitative findings.  .</p><p><strong>Conclusion: </strong>Human tutors currently provide superior feedback in terms of clarity, relevance, and accuracy. Nonetheless, AI-generated feedback shows promise as a complementary tool. A hybrid feedback model integrating AI and human input could enhance the scalability and richness of feedback in medical education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317453","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}

{"title":"Harnessing predictive analytics to support high-risk learners in a one-year certification program in emergency medicine (CPEM) in Pakistan.","authors":"Saima Ali, Syed Ghazanfar Saleem, Priya Arumuganathan, Sama Mukhtar, Adeel Khatri, Megan Rybarczyk","doi":"10.1080/0142159X.2025.2519645","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2519645","url":null,"abstract":"<p><strong>Introduction: </strong>Predictive analytics and Machine Learning (PAML) are gaining traction in health professions education (HPE). Their utilization includes, but is not limited to, guiding student enrollment, identifying at-risk learners, enhancing educational decisions, and allocating proper resources through data-driven insights. This study explored the use of PAML to identify at-risk learners in a one-year Certification Program in Emergency Medicine (CPEM) at the Indus Hospital and Health Network (IHHN), Pakistan with the aim of providing targeted educational support for improved outcome.</p><p><strong>Methodology: </strong>By leveraging data from prior CPEM cohorts (2018-2022, <i>n</i> = 91), regression tree and linear regression machine learning models were compared to predict the final examination performance of the CPEM 2023 learner cohort (<i>n</i> = 26). The models were prospectively applied to identify at-risk learners (<i>n</i> = 14/26). Extra learning support (ELS) was offered as an inclusive measure to everyone, not just the ones flagged by the models and was accepted by ten learners. Data were analyzed for model accuracy and the impact of the educational intervention.</p><p><strong>Results: </strong>Both models showed high accuracy (regression tree: Area Under the Receiver Operating Characteristic (ROC) Curve (AUC)= 0.89; linear regression: AUC= 0.88), though the regression tree model demonstrated slightly better sensitivity and specificity. The models altogether predicted unsatisfactory performance for 14 learners scheduled to sit for the 2023 final examination. Following targeted intervention, eight learners showed improvement in their final scores. Regression tree model was comparatively better in making predictions; however, both models had their limitation.</p><p><strong>Conclusion: </strong>The study demonstrated the feasibility and utility of using PAML to identify at-risk learners and tailor support strategies for enhancing educational outcome in low-resource settings. This additional support can augment expert judgement and ensure equitable educational practices. However, model limitations and ethical concerns, such as algorithmic bias, overfitting, and data imbalance, must be actively addressed in high-stakes assessments.[Box: see text].</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317454","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}

{"title":"Promoting the joy in academic medicine: A scoping review.","authors":"Marghalara Rashid, Nicole Firth, Liz Dennett, Ida John, Julie Nguyen, Sarah Forgie","doi":"10.1080/0142159X.2025.2519640","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2519640","url":null,"abstract":"<p><strong>Purpose: </strong>As academic medical leaders, we aimed to improve the workplace by promoting joy at work. Unlike deficit-based approaches that focus on burnout or disengagement, joy is a strength-based approach. Nurturing joy increases productivity, creativity, and happiness. To achieve our aim, we performed a scoping review on how leaders can better support joy at work for individuals in the academic medical setting.</p><p><strong>Methods: </strong>We searched seven databases, including peer-reviewed studies, books, book chapters, conference abstracts, and dissertations with no restriction on study design or country. Initial screen was abstract and title. Two reviewers screened, two extracted information, and a third reviewed entries. Discrepancies were resolved by consensus.</p><p><strong>Results: </strong>4649 publications were found (2465 after duplicate removal), 123 had full-text review, 25 met the inclusion criteria and were published between 1997 and 2023, conducted in the United States (n = 22), the United Kingdom (n = 2), and Canada (n = 1). Themes included shifting to a strengths-based focus on joy at work, implementing programs to prioritize it, and the key role of leaders in championing joy.</p><p><strong>Conclusions: </strong>Making system-level changes and adopting evidence-based programs that promote joy at work for academic physicians is effective. Ensuring that leaders are competent in using evidence-based approaches to improve joy is key.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-11"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317455","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}

{"title":"Assessment reform: Moving from fixed passing scores to standard setting based passing scores.","authors":"Simeon Isezuo, Solomon Kadiri, Fatiu Arogundade, Adebola Ogunbiyi, Babawale Bello, Wahab Kolawole, Oluwadamilola Ojo, Augustine Ohwovoriole, Augustine Obasohan, Adesola Ogunniyi, Baffa Gwaram, Muhammad Borodo, Danette Waller McKinley","doi":"10.1080/0142159X.2025.2515982","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2515982","url":null,"abstract":"<p><strong>Introduction: </strong>Many institutions globally use fixed passing scores for pass/fail decisions in high-stake summative assessments. We investigated the feasibility of institutional shift from a fixed passing score to a content based approach.</p><p><strong>Methods: </strong>We collected evidence for compliance with standard procedure for implementing Angoff's method of standard setting for MCQ over 5 years in the Faculty of Internal Medicine, National Postgraduate Medical College of Nigeria. The outcomes of Angoff's method and fixed threhold based pass scores were compared.</p><p><strong>Results: </strong>About 12 panelists performed ratings for MCQ involving an average of 90 candidates per examination twice a year. The procedures were consistent with guidelines for Angoff's method of standard setting. Panelists ratings clustered around 40%-60%. Compared to fixed 50% pass score, the Angoff's method was associated with higher pass scores and lower pass rates. Though a narrow range of pass scores was observed, the pass rates varied significantly over time. Internal validity metrics were within acceptable limits. Angoff's method predicted candidates' performances in OSCE and essay examination.</p><p><strong>Conclusions: </strong>Our findings confirm the feasibility of shift from traditional arbitrarily fixed pass score to content based approach. Angoff's method provides a more rigorous assessment of candidates' competence and predicted performances in different assessment methods.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-10"},"PeriodicalIF":3.3,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144317452","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}

{"title":"It's high time for TIME.","authors":"Maggie Frej, Janet Skinner, Lorraine Close","doi":"10.1080/0142159X.2025.2515983","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2515983","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302466","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}

{"title":"The role of interdisciplinary integration in medical education.","authors":"Bingxin Chen, Xinyun Yang, Hui Wang","doi":"10.1080/0142159X.2025.2497896","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2497896","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1"},"PeriodicalIF":3.3,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302468","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}

{"title":"Leader-follower dynamics in medical training: A dual mobile eye-tracking analysis of teacher-student gaze patterns.","authors":"Dogus Darici, Lion Sieg, Hendrik Eismann, Jan Karsten","doi":"10.1080/0142159X.2025.2517719","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2517719","url":null,"abstract":"<p><strong>Background: </strong>In medical training, learning typically involves individuals interacting asymmetrically: instructors who explain and demonstrate and learners who follow these instructions. However, there are also moments when learners lead the interaction, for example by pointing out unclear connections. This shifting 'dance of leadership' manifests in measurable patterns of visual attention, whose impact on learning is not well understood.</p><p><strong>Methods: </strong>Using dual mobile eye-tracking methodology, we explored the joint eye movements of 29 teacher-student pairs (<i>mean</i> age = 24 years ± 3; 16 females) during a simulated sonography training in an OR environment. Using diagonal cross-recurrence analysis, we computed the gaze lag time for one person to couple the other's gaze pattern, which we used as a proxy for leader-follower behaviors. Afterward, we quantified the relative frequency of leading behaviors across distinct regions within the training environment and examined their relationship to learning performance metrics.</p><p><strong>Results: </strong>We found that leader-follower behavior varied substantially. Teachers consistently led attention on the sonography monitor, showing tight coupling and minimal variation, reflecting its role as the procedural core. Students more frequently initiated gaze toward anatomical references and during interpersonal interactions. Importantly, only teacher-led guidance toward anatomical references was positively correlated with learning outcomes (<i>r</i> = .50, <i>p</i> < .01).</p><p><strong>Conclusions: </strong>This study reveals that visual leadership during sonography training follows a two-tiered structure: instructor-dominated domains for technical execution and learner-engaged zones for exploration and social interaction. These insights about leader-follower dynamics could be used for targeted analysis and adaptation of clinical teaching situations.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":3.3,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144302467","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}

{"title":"A multivariate analysis examining the relationship between sociodemographic differences and UK graduates' performance on postgraduate medical exams.","authors":"Ricky Ellis, Andy Knapton, Jane Cannon, Amanda J Lee, Jennifer Cleland","doi":"10.1080/0142159X.2025.2513426","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2513426","url":null,"abstract":"<p><strong>Background: </strong>Studies examining group-level performance (differential attainment, or DA) in UK postgraduate medical examinations have, to date, focused on a limited number of exams and sociodemographic factors and used relatively simple analyses. This limits understanding of the intersectionality of different characteristics in relation to performance on these critical assessments, required for progression through training and to consultant status. This study aimed to address these gaps by identifying independent predictors of success or failure for UK medical school graduates (UKGs) across UK postgraduate medical examinations.</p><p><strong>Methods: </strong>This retrospective cohort study used multivariate logistic regression to identify independent predictors of success or failure at each examination, accounting for prior academic attainment (at point of entry to medical school). Anonymised pass/fail at the first examination attempt data were extracted from the General Medical Council (GMC) database and analysed for all UKGs examination candidates between 2014 and 2020.</p><p><strong>Results: </strong>Between 2014-2020, 132,370 first examination attempts were made by UKGs, and 99,840 (75.4%) candidates passed at the first attempt. Multivariate analyses revealed that gender, age, ethnicity, religion, sexual orientation, disability, working less than full time and socioeconomic and educational background were all statistically significant independent predictors of success or failure in written and clinical examinations. The strongest independent predictors of failing written and/or clinical examinations were being from a minority ethnic background and having a registered disability.</p><p><strong>Conclusions: </strong>This large-scale study found that, even after accounting for prior academic attainment, there were significant differences in candidate examination pass rates according to key sociodemographic differences. The GMC, Medical Royal Colleges, and postgraduate training organisations now have a responsibility to use these data to guide future research and interventions that aim to reduce these attainment gaps.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-15"},"PeriodicalIF":3.3,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144285496","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}

{"title":"Learning end-of-life care: Outcome measures of a medical student humanities curriculum.","authors":"Ryan Jenkins, Erin Gentry Lamb","doi":"10.1080/0142159X.2025.2515988","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2515988","url":null,"abstract":"<p><p><b>Purpose</b>: Medical humanities education varies widely and lacks robust outcomes data, grounded partly in disagreement over the appropriateness of quantitative assessment for this topic. End-of-life education likewise lacks standardization, and learners consistently desire improvement. <b>Methods</b>: We created a humanities intervention to teach foundational end-of-life concepts then taught it electively to 42 preclinical second-year medical students (MS2s). All MS2s (<i>n</i> = 182) completed quantitative end-of-life skills assessments, including a novel standardized patient (SP) encounter. Post-encounter measures included the Revised Collett-Lester Fear of Death Scale (CL-FODS), PANAS-X emotional reactivity scales, and student and SP performance assessments; students also completed the CL-FODS longitudinally during the year and gave summative curricular preparedness feedback. <b>Results</b>: Intervention students reported higher death anxiety than controls when measured longitudinally, but lower death anxiety immediately after the SP encounter. SPs assessed intervention students performed worse on jargon use and respect for autonomy versus controls. At end-of-year, intervention students rated their curricular preparedness better than controls. All other measures including other performance skills and the PANAS-X showed no differences. <b>Conclusions</b>: Intervention students showed mixed results on death anxiety suggesting task-specific and cognitive more than affective benefits. These results suggest a need for further refinement of quantitative pedagogical evaluation of humanities curricula.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-8"},"PeriodicalIF":3.3,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144285497","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}