Medical Teacher最新文献

{"title":"International collaboration in health professions education.","authors":"J McKimm, C Balasooriya, M Fyfe, S Aboulsoud, E Brouwer, A A Nadkar","doi":"10.1080/0142159X.2024.2391440","DOIUrl":"10.1080/0142159X.2024.2391440","url":null,"abstract":"<p><p>This article explores the essential elements for achieving excellence in international collaborations within health professions education (HPE), drawing on the Association for Medical Education in Europe (AMEE) ASPIRE Award criteria for International Collaboration. The International Collaboration award transcends recognition of excellence through the award; it aims to foster excellence in international HPE collaborations more broadly, by establishing a framework for evaluation and development that functions cross-culturally. This framework is based on five key elements that contribute to successful collaborations: mutually agreed goals; shared responsibilities and leadership structures; processes that support collaboration; demonstrated long-term impact and sustainability, and evaluation and practice sharing. Recognizing the historical context of unequal power dynamics in international partnerships, this article promotes the development of ethical and equitable collaborations. We advocate for integrating cultural competence, epistemic plurality, and leadership skills into HPE curricula to prepare future healthcare professionals for effective international collaboration.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"800-807"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142073257","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":"\"Who's watching?\": Exploring patients' acceptance of having their consultations livestreamed for educational purposes.","authors":"Kelvin Gomez, Helen L Edwards, Jane Kirby","doi":"10.1080/0142159X.2024.2377813","DOIUrl":"10.1080/0142159X.2024.2377813","url":null,"abstract":"<p><p>Shortages of clinical placements are an ever-increasing global challenge. Livestreaming clinical experiences to remotely-located learners shows promise in addressing this challenge. However, little is known about the acceptability of livestreamed clinical experiences for patients. Understanding patient views is critical to determine feasibility of this method of delivering clinical experience. This study reports on the experiences of 11 patients who participated in a livestreamed clinical experience in general practices in Yorkshire, United Kingdom. Up to five remotely-located medical students participated in each consultation. Semi-structured interviews were conducted and analysed using thematic analysis. Findings suggest that a livestreamed clinical experience did not impact patients' experience of their consultation, including willingness to withdraw from the consultation. Smartglasses worn by clinicians did not impede patient-clinician interaction, likely because they did not obstruct eye contact. Patient views varied as to whether or not they preferred to see students on the computer screen during the consultation, raising potential tensions between student learning needs and patient preference. Most patients had no preference as to whether students participated remotely or in person. These findings show promise in terms of patient acceptability but further research evaluating patient perspectives in greater numbers and in other clinical contexts is important.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"853-857"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141633932","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 review of local global health education in post-graduate medical education.","authors":"Suet Kam Lam, Brianna Celix, Nora Lenhard, Carmen Cobb, Kristin Van Genderen, Constance Gundacker, Mary Schleicher, Colleen Y Colbert","doi":"10.1080/0142159X.2024.2372086","DOIUrl":"10.1080/0142159X.2024.2372086","url":null,"abstract":"<p><strong>Background: </strong>Global health (GH) education is offered in post-graduate medical education (PGME) programs and local experiences are desired by trainees and educators. This scoping review aimed to map the literature on local GH education in PGME, to describe curricular components, factors facilitating successes, and challenges to implementation using a validated education intervention checklist and inclusion of seven components of local GH programming.</p><p><strong>Methods: </strong>A decolonization conceptual framework informed a 5-step scoping review. In May 2022, eight databases and MedEdPORTAL were searched using key words describing local GH education curricula.</p><p><strong>Results: </strong>Sixty-eight full-text articles described local GH education programs in residencies (<i>n</i> = 52; 76.4%) and fellowships (<i>n</i> = 10; 14.7%) spanning multiple specialties, predominantly in North America (90%). Successful programs included faculty mentoring, community-based partnerships, and a multidisciplinary component. Scheduling challenges, cultural and linguistic differences, and trainee workload contributed to implementation difficulties. Only four programs included all seven local GH health equity/decolonization components.</p><p><strong>Conclusions: </strong>Local GH curricula vary widely in clinical experiences, didactic sessions, and inclusion of mentorship and partnerships. Local populations within the communities of these training programs could benefit from standardized inclusion of components for local global health education with careful consideration of health equity.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"808-827"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141759716","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":"Essential concepts for effective mixed methods research in the health professions: AMEE Guide No. 173.","authors":"Alexis Battista, Dario Torre, Abigail Konopasky","doi":"10.1080/0142159X.2024.2401464","DOIUrl":"10.1080/0142159X.2024.2401464","url":null,"abstract":"<p><p>Mixed-methods research involves combining quantitative and qualitative approaches and mixing and integrating at multiple stages. It is gaining more attention and interest in health professions education research and evaluation. However, many undertake mixed-methods research for the first time without a rich understanding of the differences in practice associated with mixed-methods research. This often leads to research efforts that do not result in more complex, nuanced understandings of the phenomena being studied. Mixed-methods research requires researchers to thoughtfully and often creatively weave together their projects' various qualitative and quantitative strands. This effort ideally starts at the design stage and continues through the remainder of the research effort. We have aggregated resources and organized this guide to introduce researchers to what we see as some essential concepts, practices, and scholarship in mixed methods which will be useful to those just starting on their mixed-methods journey and those already engaging in mixed-methods research. This guide begins by discussing three vital characteristics of mixed-methods research that set it apart from mono-method research: its purposes, alternative philosophical stances, and integration, long viewed as a defining characteristic. We then discuss further important considerations, such as conducting mixed-methods literature reviews, timing and priority of qualitative and quantitative strands, and research design typologies. To complement these discussions, we have provided illustrative examples of high-quality peer-reviewed mixed-methods research from health professions education and other closely associated areas (e.g. health and clinical research). This guide also includes several activities and recommended resources, such as journals, textbooks, and professional societies, that researchers can use to deepen their practice and understanding and mixed-methods research. We hope the content, resources, article examples, and activities will be the prologue to fruitful explorations of mixed-methods research, helping researchers make informed, intentional choices about future mixed-methods efforts.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"766-778"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142291256","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":"Let's chat! Integrating ChatGPT in medical student assignments to enhance critical analysis.","authors":"Chloe Antoniou, Achilleas Pavlou, Danagra G Ikossi","doi":"10.1080/0142159X.2024.2421997","DOIUrl":"10.1080/0142159X.2024.2421997","url":null,"abstract":"<p><p><b>What is the educational challenge?:</b> Advances in artificial intelligence (AI) are overtaking the progress in teaching and assessment. Traditional assignments, such as written reports and posters, have become obsolete as these can be created almost entirely using AI tools. As educators, it is imperative that we devise out-of-the-box assignments to give students the opportunity to demonstrate their understanding, ability to synthesize and think critically, while promoting the ethical and innovative use of AI.<b>What are the proposed solutions?:</b> In place of a traditional literature review essay, our junior medical students were given a structured assignment that required the use of ChatGPT to write a report, a critical analysis of the output, and the creation of a final report using their own research combined with the AI output.<b>How was the solution implemented?:</b> Students were provided with clear guidelines in writing and in the form of an in-person presentation, in addition to guidance during the process of the assignment.<b>What lessons were learned that are relevant to a wider audience?:</b> Using ChatGPT as part of constructing an essay and critically analyzing its output was a beneficial experience for the students, allowing them to recognize the utility and limitations of the widely available version of the AI platform. It also provided them with a sense of openness to new technologies that will support their academic journey. This structure could be generalized for use in a wider scope, to promote the effective and ethical use of AI.<b>What are the next steps?:</b> Implementation of such strategies to develop various types of assessments involving student coursework is at the center of revamping our medical school's assessments. This successful endeavor represents the spark of innovation at our school which is constantly evolving to address the ever-changing needs of our medical programs.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"791-793"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142558227","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":"Integration of behavioral, social, and humanities sciences into healthcare and education and their alignment with medical education programs.","authors":"Mehmet Ali Gülpınar, Özlem Tanrıöver","doi":"10.1080/0142159X.2024.2377384","DOIUrl":"10.1080/0142159X.2024.2377384","url":null,"abstract":"<p><p>There has been an increasing acknowledgment of the intricacies inherent in health and healthcare processes, leading to a shift in medical education. This change underscores multidimensional, thorough, reflective, and contextual approaches characterized by mutual interaction and change. The perception of health/well-being and illness is transitioning toward acknowledging them as outcomes arising from the complex interplay of individual, social, and environmental/ecosystemic factors. This includes biological, genetic, behavioral, sociocultural, and environmental influences. In line with this changing perspective, the purpose of this article is to provide a general framework for the integration of behavioral, social, and human sciences into Medical Education Programs in Healthcare and Training Processes. The framework presented is based on the following three conceptual and theoretical basis: (1) Complex systems thinking and reflective, contextual healthcare and education practices, (2) Health systems and socio-economic-political framework, (3) Ecosystem framework in health and disease. Our aim in this article is to provide a guide for the integration of Behavioral, Social, and Humanity Sciences into medical education programs and to present examples from around the world.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"842-852"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141860249","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 time of change.","authors":"Jennifer Cleland","doi":"10.1080/0142159X.2025.2476801","DOIUrl":"10.1080/0142159X.2025.2476801","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"761-762"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143625211","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":"Response to: \"Ethical use of Artificial Intelligence in Health Professions Education: AMEE Guide No. 158\".","authors":"Maryam Akbarilakeh","doi":"10.1080/0142159X.2024.2431131","DOIUrl":"10.1080/0142159X.2024.2431131","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"908"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142682195","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":"Proceed with caution: Conceptualizing the risk of artificial intelligence scribes in medical education.","authors":"Chris Gilchrist, Mark Goldszmidt","doi":"10.1080/0142159X.2025.2497889","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2497889","url":null,"abstract":"","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-2"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017306","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":"Utility of large language models for creating clinical assessment items.","authors":"George Lam, Yusra Shammoon, Anna Coulson, Felicity Lalloo, Arti Maini, Anjali Amin, Celia Brown, Amir H Sam","doi":"10.1080/0142159X.2024.2382860","DOIUrl":"10.1080/0142159X.2024.2382860","url":null,"abstract":"<p><strong>Purpose: </strong>To compare student performance, examiner perceptions and cost of GPT-assisted (generative pretrained transformer-assisted) clinical and professional skills assessment (CPSAs) items against items created using standard methods.</p><p><strong>Methods: </strong>We conducted a prospective, controlled, double-blinded comparison of CPSA items developed using GPT-assistance with those created through standard methods. Two sets of six practical cases were developed for a formative assessment sat by final year medical students. One clinical case in each set was created with GPT-assistance. Students were assigned to one of the two sets.</p><p><strong>Results: </strong>The results of 239 participants were analysed in the study. There was no statistically significant difference in item difficulty, or discriminative ability between GPT-assisted and standard items. One hundred percent (<i>n</i> = 15) of respondents to an examiner feedback questionnaire felt GPT-assisted cases were appropriately difficult and realistic. GPT-assistance resulted in significant labour cost savings, with a mean reduction of 57% (880 GBP) in labour cost per case when compared to standard case drafting methods.</p><p><strong>Conclusions: </strong>GPT-assistance can create CPSA items of comparable quality with significantly less cost when compared to standard methods. Future studies could evaluate GPT's ability to create CPSA material in other areas of clinical practice, aiming to validate the generalisability of these findings.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"878-882"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142056035","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}