Journal of Advances in Medical Education and Professionalism最新文献

{"title":"Investigating the Effectiveness of Formative OSCE Combined with Visual Feedback in Improving Clinical Competence among Iranian Nurse Anesthesia Students: A Quasi-experimental study.","authors":"Ali Khalafi, Akbar Abbasi, Nooshin Sarvi Sarmeydani, Masoumeh Albooghobeish","doi":"10.30476/jamp.2024.102318.1969","DOIUrl":"10.30476/jamp.2024.102318.1969","url":null,"abstract":"<p><strong>Introduction: </strong>Lack of clinical competence can endanger the patient's safety and reduce the quality of providing health care services. The aim of this study was to examine the impact of formative Objective Structured Clinical Examinations (OSCEs) with immediate verbal and visual feedback on the clinical competence of fourth-year nurse anesthesia students.</p><p><strong>Methods: </strong>This was a single blind quasi-experimental study with a pre-test/post-test design in compliance with the CONSORT (Consolidated Standards of Reporting Trials) statement. Forty-eight students were allocated to intervention (n=24) and control (n=24) groups. During the academic semester, the students of the intervention group attended 3 sessions of formative OSCE (5 stations) with immediate verbal and visual feedback. In the control group, however, the students received in-person feedback according to curricular routine. The data collection tool included two sections. The first section included a questionnaire to collect demographic information such as age, sex, grade point average and marital status. In the second section, clinical competence of students was measured by Common Clinical Assessment Tool (CCAT). The collected data were analyzed by Analysis of Covariance, paired T-test, Chi-square, and Fischer's exact test in SPSS, version 16.</p><p><strong>Results: </strong>Comparing post-test scores by ANCOVA showed a significant difference between groups (p=0.001) because there was a significant positive change in the overall clinical competence score in the intervention group after receiving formative OSCE.</p><p><strong>Conclusion: </strong>This study showed that regular implementation of formative OSCEs in nurse anesthesia education fosters learning and has a positive effect on improving students' educational behaviors and helps them learn more efficiently. However, it is recommended to conduct more studies with a larger number of participants to confirm this conclusion.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"251-260"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511839/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations.","authors":"Yasar Ahmed, Simaa Khayal, Majed Wadi, Mohamed Abuzaid","doi":"10.30476/jamp.2024.102078.1955","DOIUrl":"10.30476/jamp.2024.102078.1955","url":null,"abstract":"<p><strong>Introduction: </strong>The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance.</p><p><strong>Methods: </strong>An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including \"medicine,\" \"assessment,\" \"open book examination,\" \"open book exam,\" and \"open book assessment,\" combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist.</p><p><strong>Results: </strong>The analysis identified three primary thematic categories: \"Teaching Strategy for Pandemic and Challenging Conditions,\" \"Tool of Learning & Educational Impact\", and \"Operational Challenges & Future Directions\". These themes were explored to understand the role and impact of open-book examinations in medical education.</p><p><strong>Conclusion: </strong>The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-book examinations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals' adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 4","pages":"215-225"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11511835/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Study of Deep Learning in Medical Education: Opportunities, Achievements and Future Challenges.","authors":"Hossein Moradimokhles, Gwo-Jen Hwang, Hossein Zangeneh, Maryam Pourjamshidi, Amir Hossein Amooeirazani","doi":"10.30476/JAMP.2024.99740.1853","DOIUrl":"10.30476/JAMP.2024.99740.1853","url":null,"abstract":"<p><strong>Introduction: </strong>In this era of progress, interest has developed regarding advancing deep learning (DL) in medicine. However, there has been reluctance to use deep learning, particularly among medical educators. The limitations of previous research were examined in this study, along with the extent to which DL can be used in medical education and its potential impact on educational quality. We were interested in discussing DL's prospects, and determining whether we could benefit from it in medical education.</p><p><strong>Methods: </strong>Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to manage this review procedure. Six databases were searched carefully to obtain relevant studies. Our search identified 981 articles from the database based on our standards. After filtering the duplicated articles, 11 studies were included in the systematic review.</p><p><strong>Results: </strong>The results showed that DL applications attracted researchers' attention in the medical and education technology owing to their effectiveness to provide the personalized assistance and feedback. Furthermore, the majority of research concentrated on teaching medical students how to utilize DL applications in the classroom, and all of them tried to improve medical students' proficiency with DL instruments in practical applications. Deep learning components in medical learning environments have two segments-in the educational settings like speech recognition or Video content analysis for affecting students' learning, and in the medical settings, applying deep learning from diagnosis to prevention. An integration of them can work better in medical education.</p><p><strong>Conclusion: </strong>Medical education uses DL to improve the students' education. DL is a powerful instrument which has become more famous in terms of superb outcomes. Besides, using DL in medical education is likely to continue as a hotly debated area of research and a well-known classroom strategy.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"148-162"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336195/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A four-Axis-Method to Evaluate a Part of an Undergraduate Medical Students' Curriculum.","authors":"Mona Mlika, Sarra Cheikhrouhou, Abderraouf Ben Mansour, Faouzi Mezni, Mohamed Hédi Loueslati, Iheb Labbene, Mohamed Jouini","doi":"10.30476/JAMP.2023.100837.1901","DOIUrl":"10.30476/JAMP.2023.100837.1901","url":null,"abstract":"<p><strong>Introduction: </strong>The evaluation of programs in faculties of medicine enables them to adequately reach their mission objectives, and social responsibilities and to correct their potential lacune. Few publications have described the process of internal evaluation of a program performed by the organizational members. The authors aimed to describe a practical method called the four-axis method to assess curriculum using a practical example.</p><p><strong>Methods: </strong>The authors performed a descriptive study, highlighting the application of a particular method of evaluation of a program called the four-axis method. It consisted of the assessment of the pedagogical alignment [1], teaching techniques and evaluation tests [2], students' viewpoints and needs [3], and the teachers' opinions and needs [4]. To contextualize this method, the authors described a practical experience of the assessment of a multidisciplinary theme (theme 16), which is taught during the second year of medical education. Was performed the evaluation from January 2020 to January 2021. The population studied consisted of the tutors implicated in the teaching of the theme and the students in the second year of medical education who accepted to answer the satisfaction questionnaires. The students and tutors who did not fill out the questionnaires were excluded. No statistical tests were needed because of the descriptive nature of the study.</p><p><strong>Results: </strong>The most relevant results highlighted that 48.4% of the teachers did not systematically use bioclinical cases involving interactions between students; also, 42.4% of the students believed that the teaching sessions didn't introduce practical examples giving rise to interactions between them. Therefore, the 4-axis-based analysis indicated that weaknesses were mostly attributed to the lack of homogeneity in the teaching methods and techniques which showed the teachers' difficulties in integrating clinical data into their teaching so that they can help the students to assimilate the fundamental data.</p><p><strong>Conclusion: </strong>The authors' used a particular approach since it focused both on an objective evaluation of the teaching methods and the evaluation tests and the students' and teachers' viewpoints and needs. The major limitation of this approach was the fact that it could not integrate the educational environment that could impact the students' performances.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"172-179"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336196/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expressing degrees of uncertainty in medical discourse: Hedging revisited.","authors":"Farzaneh Shomoossi, Nasrin Shokrpour","doi":"10.30476/JAMP.2024.101282.1919","DOIUrl":"10.30476/JAMP.2024.101282.1919","url":null,"abstract":"","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"211-213"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336192/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Effect of Online Gamification on Electrocardiogram Interpretation and Self-Directed Learning in Nursing Students.","authors":"Hamid Taghinejad, Mosayeb Mozafari, Amirreza Bazhdan, Alireza Vasiee","doi":"10.30476/JAMP.2024.101396.1925","DOIUrl":"10.30476/JAMP.2024.101396.1925","url":null,"abstract":"<p><strong>Introduction: </strong>Knowing and interpreting the Electrocardiogram correctly and taking care based on it is one of the most important ways to save the patient's life. Therefore, this study aimed to investigate the effect of online gamification on the ability to interpret Electrocardiograms and Self-Directed Learning in nursing students.</p><p><strong>Methods: </strong>The present study was carried out quasi-experimentally on 44 nursing students (22 participants for each group) in the fifth semester in Ilam city in 2023 using a convenience sampling method by four permutations balanced block randomization to control and intervention groups. During four sessions in four weeks, the participants in the intervention group received Electrocardiogram interpretation as training on the Storyline platform and playing games in the Socrative software. The control group received the same content in the form of education from the same lecturer. ECG Interpretation Learning Test, Self-Directed Learning, Mini-Mental Status Examination, and demographic questionnaires were filled out before the intervention (pre-test). Then, Electrocardiogram Interpretation Learning Test and Self-Directed Learning questionnaires were completed two weeks after the end of the intervention (post-test), and the data were analyzed in the standard error of 0.05 using Shapiro-Wilk, independent t-test, paired t-test, chi-square, and multiple linear regression tests in SPSS V.16.</p><p><strong>Results: </strong>The mean and standard deviation of the participants' age was 21.35 ± 1.02, and 59% of the samples were male. Before the intervention, no significant difference was observed between the two groups, but after the intervention, the mean and standard deviation of the ECG interpretation scores in the intervention group increased significantly (14.1±2.94) compared to the control group (8.8±1.36) (P=0.007). Also, Self-Directed Learning in the intervention group (168±10.42) compared to the control group (125±4.3) showed a statistically significant difference (P=0.003).</p><p><strong>Conclusion: </strong>Using online gamification as a new educational method in nursing students improves the ability to interpret Electrocardiograms and Self-Directed Learning. It is suggested that this method should be used to teach lessons that are more useful and important at the hospital.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"199-207"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336190/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Roles of Two Learning Methods in the Perceived Competence of Surgery and Quality of Teaching: A Quasi-experimental Study among Operating Room Nursing Students.","authors":"Sina Ghasemi, Behzad Imani, Alireza Jafarkhani, Hossein Hosseinefard","doi":"10.30476/JAMP.2024.101481.1932","DOIUrl":"10.30476/JAMP.2024.101481.1932","url":null,"abstract":"<p><strong>Introduction: </strong>Nowadays, Clinical courses are meticulously structured to give students essential opportunities to elevate their professional qualifications,so that the patients' safety is protected and their conditions improve. Given the many challenges in the clinical environment of the operating room, this study was conducted to compare the impact of team-based and task-based learning methods in the clinical settings on the perceived competence of surgery and the quality of training from the operating room nursing students' point of view.</p><p><strong>Methods: </strong>This quasi-experimental study was conducted on fifty 5^th semester operating room technology students at Hamadan University of Medical Sciences in 2023. In this study, students were selected using the convenience sampling method and placed in two educational groups (team-based and task-based) of 25 subjects using the matching method. After implementing the training process in the operating room setting, the data related to the study were collected using the valid questionnaires of perceived competence in surgery (Cronbach's alpha=0.86) and quality of education (Cronbach's alpha=0.94). Also, the data analysis was conducted at the descriptive and inferential (included independent t-test and analysis of covariance) statistics level using SPSS version 16 software.</p><p><strong>Results: </strong>Findings showed that the mean clinical training quality score was significantly higher in the team-based learning group than in the other group (P=0.014). Also, after the median intervention, the perceived competence score of surgery was higher in the task-based learning group than in the team-based group, and the difference in the average change of the competence score between the two groups was statistically significant (P<0.001).</p><p><strong>Conclusion: </strong>Based on the results, it is suggested that a task-based learning method should be used for the clinical instructors to increase level of the perceived competence of the surgery among operating roon nursing students.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"180-188"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336188/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design and Effect of Neurosurgical Educational Software Using Gamification on Students' Learning and Motivation.","authors":"Sedigheh Hannani, Mahdieh Salehi, Fardin Amiri, Nemam Ali Azadi","doi":"10.30476/JAMP.2024.101115.1917","DOIUrl":"10.30476/JAMP.2024.101115.1917","url":null,"abstract":"<p><strong>Introduction: </strong>Gamification is an innovative learning approach that, when combined with technology, aligns well with students' preferences. Recognizing the necessity of employing effective educational methods in surgical team training, this study aims to examine the impact of gamification-based educational software on students' learning and motivation in the surgical technology field.</p><p><strong>Methods: </strong>This study was conducted as a quasi-experimental single-group pre-and post-test design in Iran in 2023. The study sample comprised 40 undergraduate students majoring in surgical technology, selected through a census method. The educational software is designed according to the nine principles of the model of Karl Kapp and Sharon Buller, using the mechanics, dynamics and aesthetics (MDA) framework. After implementation, the software's impact on students' learning and motivation was assessed. The students' learning levels before and after using the educational software were evaluated using a multiple-choice test. To measure students' motivation, a researcher-developed questionnaire was utilized.  The Shapiro-Wilk test was used to check the normality of the distribution of the studied variables. Through SPSS version 26, descriptive statistics such as frequency, percentage, mean, and standard deviation were analyzed along with inferential statistics, including paired t-tests.</p><p><strong>Results: </strong>Among the participants, 55% were female, and the sample had a mean age of 22.30±0.99 years. A significant difference was observed between the mean learning scores before and after using the educational software (10.43±4.38 vs. 21±4.11, p < 0.001). The motivation level of the students showed a significant increase.</p><p><strong>Conclusion: </strong>Based on the results of this study, gamification-based software has led to improved learning and increased motivation among students in surgical technology.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"189-198"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Empowering Medical Education: Unveiling the Impact of Reflective Writing and Tailored Assessment on Deep Learning.","authors":"Puja Dulloo, Neeraj Vedi, Minal Patel, Suman Singh","doi":"10.30476/JAMP.2024.101594.1938","DOIUrl":"10.30476/JAMP.2024.101594.1938","url":null,"abstract":"<p><strong>Introduction: </strong>Reflective thinking offers learners insight and encourages deeper understanding by leveraging past experiences. This study explores the impact of reflective writing, a self-assessment tool, on undergraduate medical students. The focus is on training students using author-specific reflection rubrics based on Moon's model.</p><p><strong>Methods: </strong>A mixed-methods study involving 32 volunteered students undertaking an interactive 3-hour session on reflective thinking and writing (RT&W). 19 students submitted reflections, which were self-graded by students and two faculties independently. The perceptions of students were gathered through questionnaires and focus group discussions. The analysis was done using the mean, inter-class correlational coefficient, and thematic analysis.</p><p><strong>Results: </strong>Inter-rater reliability and inter-class correlation coefficient for reflective writing rubric scores was 63.2%, i.e. below the acceptable threshold. Cronbach's Alpha for the learner perception questionnaire was 0.90. The outcome of the student's perception questionnaire recognized the value of reflective writing in terms of professional skills enhancement (4.83±0.39) and improvement after feedback (4.17±0.72). However, satisfaction with overall training was comparatively lower (2.5±0.52). Focus group discussions revealed six themes.</p><p><strong>Conclusion: </strong>Reflective writing enhances the learning outcomes, deepens understanding, and refines judgment. The author-specific reflection rubric, though reliable, warrants empirical validation with a larger and more diverse participant pool. Undergraduate programs should prioritize mastery of reflection and meta-cognitive learning approaches to optimize educational outcomes.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"163-171"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336193/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ChatGPT and Medical Research: A Meta-Synthesis of Opportunities and Challenges.","authors":"Ahmad Keykha, Sara Behravesh, Fereshteh Ghaemi","doi":"10.30476/JAMP.2024.101068.1910","DOIUrl":"10.30476/JAMP.2024.101068.1910","url":null,"abstract":"<p><strong>Introduction: </strong>The utility of ChatGPT in research is ambiguous, serving as both a boon and bane and presenting challenges and opportunities. Accordingly, this study aimed to delineate the merits and demerits of ChatGPT within the realm of research.</p><p><strong>Methods: </strong>A meta-synthesis methodology involving a seven-step process was adopted to pursue the research objectives. Data were collected from comprehensive studies across specialized research databases, such as Science Direct, Springer, Eric, Emerald, Sage Journals, Wiley Online Library, PubMed, and Google Scholar, within the time frame spanning from 2022 to 2023. A total of 57 articles were meticulously chosen for analysis through judgmental sampling. Subsequently, key concepts were distilled from these articles and categorized using the thematic analysis approach while considering Karl Llewellyn's octagonal model from 1963.</p><p><strong>Results: </strong>The outcomes underwent scrutiny employing the thematic analysis strategy devised by Wolcott. The results about the capabilities and constraints of ChatGPT encompass eight dimensions, including formulating the research problem, reviewing relevant literature, selecting an appropriate research design, defining the population and choosing the sample, collecting data, analyzing data, interpreting data, and discussing and drawing conclusions. The credibility of these dimensions was substantiated through adherence to the criteria established by Lincoln and Guba.</p><p><strong>Conclusion: </strong>ChatGPT manifests myriad potentialities and constraints within the research purview based on the results. In light of the expeditious progression of artificial intelligence across multifarious domains, integrating this technological paradigm in research becomes an inexorable imperative, and excluding its use in research is untenable. Thus, policymakers and higher education strategists should devise policies that harness ChatGPT's potential in research endeavors, engendering many opportunities.</p>","PeriodicalId":30645,"journal":{"name":"Journal of Advances in Medical Education and Professionalism","volume":"12 3","pages":"135-147"},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11336189/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}