Medical Teacher最新文献_第7页

'What's in a name?' Writing an effective and engaging article title. “名字有什么关系？”写一个有效和吸引人的文章标题。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-23 DOI: 10.1080/0142159X.2025.2488697

Jennifer Cleland

引用次数: 0

User-centred curriculum mapping: A human-AI hybrid approach. 以用户为中心的课程映射：一种人工智能混合方法。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-15 DOI: 10.1080/0142159X.2025.2489085

Olivia Ng, Zheng Huan Tay, Davidson Zun Yin Chee, Sandra Hui Min Lau, Zhilong Liu, Jennifer Cleland, Siew Ping Han

{"title":"User-centred curriculum mapping: A human-AI hybrid approach.","authors":"Olivia Ng, Zheng Huan Tay, Davidson Zun Yin Chee, Sandra Hui Min Lau, Zhilong Liu, Jennifer Cleland, Siew Ping Han","doi":"10.1080/0142159X.2025.2489085","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2489085","url":null,"abstract":"A curriculum map is a visual representation of key components in a medical curriculum, designed to address the challenge of navigating a dense and complex curriculum. Conventional curriculum maps are often fragmented, as they are developed incrementally by faculty members at different times. Over time, this can make them difficult to navigate, irrelevant and incoherent to faculty and student end-users. To address these issues, we developed an in-house curriculum map, MEduCompass, featuring an easy-to-navigate interface. MEduCompass was created through a participatory approach involving students and faculty to ensure it met their needs. Guided by Design Thinking principles, the platform has a structured and cohesive design, incorporating a continuous feedback system for iterative, user-centred feature updates. This was piloted with an undergraduate module on the topic of gastrointestinal systems. Initial feedback from faculty members was that it allowed them to view the curriculum holistically and helped bridge the gap between clinical and pre-clinical years to meet learners' need. This adaptable, feedback-driven approach ensures that stakeholders' needs are addressed, keeping the platform relevant to evolving educational demands and learning outcomes, while also adapting to both technical and pedagogical requirements.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144044385","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

Introducing a data-driven learning progress dashboard for programmatic assessment. 引入数据驱动的学习进度仪表板，用于程序化评估。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-09 DOI: 10.1080/0142159X.2025.2489086

Olivia Ng, Zheng-Wei Lee, Dong Haur Phua, Li Li, Hannah Joo Min Lim, Jowe Chu, Jennifer Cleland

引用次数: 0

From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning. 从技术采用者到创造者：利用人工智能辅助氛围编码改变临床教学。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-09 DOI: 10.1080/0142159X.2025.2488353

Minyang Chow, Olivia Ng

{"title":"From technology adopters to creators: Leveraging AI-assisted vibe coding to transform clinical teaching and learning.","authors":"Minyang Chow, Olivia Ng","doi":"10.1080/0142159X.2025.2488353","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2488353","url":null,"abstract":"Integrating theoretical knowledge with the practical skills essential for clinical practice remains a significant challenge in clinical education. Conventional teaching strategies often fall short in preparing clinicians to navigate the unpredictable, urgent, and multifaceted nature of clinical decision-making, while also providing limited support for the development of cognitive heuristics essential to forming independent clinical judgment. To address these challenges, we introduce vibe coding, a novel AI-assisted, no-code development approach that enables educators to create interactive, customisable learning simulations without programming expertise. By prioritising rapid prototyping and iterative refinement, vibe coding shifts the focus from technical constraints to pedagogical goals, allowing educators to generate code through intuitive, conversational prompts. We applied this approach to develop two distinct applications: the Differential Diagnosis Trainer (DDT), which enhances diagnostic reasoning through randomised clinical scenarios and AI-generated feedback, and the Insulin and Blood Sugar Simulation (IBSS), which offers real-time exploration of metabolic dynamics. Both tools were built using AI-powered no-code platforms, demonstrating significant improvements in accessibility, cost-effectiveness, and scalability. We encourage educators to transition from technology adopters to creators, leveraging AI-driven platforms to develop innovative, scalable, and personalised clinical simulations that transform learning experiences and ultimately enhance patient care.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-3"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811098","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

Twelve tips to optimize group decision-making in medical education: 'Tipping' the scales toward wisdom of the crowd and minimizing groupthink. 优化医学教育群体决策的12条建议：将天平向群体智慧“倾斜”，最大限度地减少群体思维。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-09 DOI: 10.1080/0142159X.2025.2488326

Lea Harper, Omid Kiamanesh, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin

{"title":"Twelve tips to optimize group decision-making in medical education: 'Tipping' the scales toward wisdom of the crowd and minimizing groupthink.","authors":"Lea Harper, Omid Kiamanesh, Sylvain Coderre, Kenna Kelly-Turner, Melinda Davis, Kevin McLaughlin","doi":"10.1080/0142159X.2025.2488326","DOIUrl":"https://doi.org/10.1080/0142159X.2025.2488326","url":null,"abstract":"Group decision-making is now common in medical education, often used for decisions that are both complex and high stakes, such as determining whether to promote or remediate a trainee. In this context, it is often assumed that group decision making is superior to that of an individual, resulting in high quality decision outcomes through the pooling of collective knowledge and experience. Yet, while groups can outperform individuals, this is not guaranteed. In fact, groups are vulnerable to several cognitive biases and process issues that individuals are not subject to and these can lead to poor quality decision outcomes if not managed. As educational leaders who participate in group decision-making, we believe it is our responsibility to ensure the quality of these complex and high-stakes decisions. In this article, we discuss both the potential benefits and vulnerabilities of group decision-making by introducing the concepts of wisdom of the crowd and groupthink, respectively. With this foundation, we then offer twelve evidence-based tips that can be easily implemented in educational group decision-making to minimize groupthink and leverage the wisdom of the crowd.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-6"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143811127","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

Response to: 'A flourishing-centered curriculum can only thrive through the embrace of diversity'. 回应：“一个以繁荣为中心的课程只有通过拥抱多样性才能蓬勃发展。”

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-09 DOI: 10.1080/0142159X.2025.2489255

Cheryl A Maurana, Jeff D Fritz, Heather B Carroll, Alicia A Witten, Sarah E Williams, Kimara A Ellefson

引用次数: 0

Challenges and opportunities in AI-based flipped assessment in medical education. 基于人工智能的医学教育翻转评估的挑战与机遇。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-07 DOI: 10.1080/0142159X.2025.2489082

Moh Salimi, Ratna Hidayah, Anesa Surya, Karsono, Supianto

引用次数: 0

From understanding to embracing: A guide on emotions in medical education research: AMEE Guide No. 184. 从理解到拥抱：医学教育研究中的情感指南：AMEE指南第184号。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-05 DOI: 10.1080/0142159X.2025.2485091

Javeed Sukhera, Jennifer Klasen, Kori LaDonna

引用次数: 0

Implementing Telemedicine into Clinical Training Through Pre-recorded Video Consultations. 通过预录视频会诊在临床培训中实施远程医疗。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-09-25 DOI: 10.1080/0142159X.2024.2407575

Goksel Altinisik, Nazli Cetin

{"title":"Implementing Telemedicine into Clinical Training Through Pre-recorded Video Consultations.","authors":"Goksel Altinisik, Nazli Cetin","doi":"10.1080/0142159X.2024.2407575","DOIUrl":"10.1080/0142159X.2024.2407575","url":null,"abstract":"Although the contribution of real patient encounters to medical education is well known, challenges such as a lack of suitable cases, patients not consenting to student involvement, physical space limitations that prevent every student from participating, the inability to replicate the same patient encounter, and reduced patient admissions to healthcare facilities during extraordinary periods are common obstacles that need to be addressed in clinical education. To overcome these challenges, video consultation (VC) recordings, which were made with the consent of patients having a telemedicine consultation, were collected as an archive of medical interview recordings covering a wide spectrum of pulmonary diseases. These recordings were watched by students in a classroom setting during clinical clerkships, with case discussions interspersed. This article, which also discusses the results of clinical clerkship evaluations, indicates that the use of pre-recorded VC sessions can be an effective tool for teaching good clinical practices through the ideal method of medical interviews, diagnostic approaches, evaluation of test results, communication skills with patients and their relatives, and addressing the socio-psychological aspects and social impacts of diseases. As an innovative attempt, sharing this process at an early stage of development may inspire enthusiasm for implementing this approach and open the field for further development.","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"600-602"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142350013","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

Twelve tips for creating a works in progress conference that builds capacity for educational scholarship and creates a scholarly community. 创建工作进展会议的十二条建议，以建设教育学术能力和创建学术社区。

IF 3.3 2区教育学

Medical Teacher Pub Date : 2025-04-01 Epub Date: 2024-10-09 DOI: 10.1080/0142159X.2024.2412797

Patricia S O'Sullivan, David M Irby, Daniel West, Doreen F Balmer

引用次数: 0