MedEdPORTAL : the journal of teaching and learning resources最新文献

{"title":"Neonatal Circumcision Simulation: A Resource for Beginners.","authors":"Rakhi Gupta Basuray, Sofia Davila, Jennifer Springer","doi":"10.15766/mep_2374-8265.11531","DOIUrl":"10.15766/mep_2374-8265.11531","url":null,"abstract":"<p><strong>Introduction: </strong>Neonatal circumcision is one of the most common procedures performed on males in the United States. Though not a required procedure to learn during residency, an interest in learning this skill exists. Simulation provides an opportunity to be exposed to, and gradually master, procedural skills. We report our experience developing a circumcision simulation session, among a large pediatric intern class.</p><p><strong>Methods: </strong>Participants received an instructional video for asynchronous viewing in advance of an in-person small-group session. Stations for six participants and two facilitators were equipped with Gomco clamp kits and a 15-step checklist. Facilitators demonstrated the neonatal circumcision procedure as participants followed along step-by-step. Bidirectional, real-time feedback was provided. Upon completion, an optional survey allowed participants to anonymously evaluate the course. Descriptive statistics were used for analysis.</p><p><strong>Results: </strong>Fifty-three interns participated, with a 72% survey completion rate. The simulation session received an overall average rating of 4.9 (based on 5-point Likert scale; 1 = <i>terrible</i>, 5 = <i>excellent</i>). On several questions (<i>yes</i>/<i>no</i> response options), respondents unanimously reported that the session allowed identification of areas for targeted improvement, was helpful to experience prior to performing a circumcision on a newborn patient, and improved confidence.</p><p><strong>Discussion: </strong>The 30-minute neonatal circumcision simulation session was well-received, exposed learners to a desirable procedure, allowed identification of targeted areas for improvement, and increased confidence. Strengths of our session include novel application of a 3D-printed model and a flexible framework that can be adapted to suit a variety of settings, learners, and available resources.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11531"},"PeriodicalIF":0.0,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12130306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217154","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":"Correction: Medical Error: Using Storytelling and Reflection to Impact Resident Error Response Factors.","authors":"","doi":"10.15766/mep_2374-8265.11539","DOIUrl":"10.15766/mep_2374-8265.11539","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.15766/mep_2374-8265.11451.].</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11539"},"PeriodicalIF":0.0,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12119943/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144180137","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":"Hypothermia and Arrhythmias: A Pediatric Trauma Simulation Case for Residents, Fellows, and Advanced Practice Providers.","authors":"Lea Dikranian, Kelly Levasseur","doi":"10.15766/mep_2374-8265.11530","DOIUrl":"10.15766/mep_2374-8265.11530","url":null,"abstract":"<p><strong>Introduction: </strong>In the United States, approximately 1,000 people die from hypothermia annually. Among infants and children, mortality ranges from 0.2 to 1 death per million, potentially underestimated due to missed diagnoses. Most hypothermia simulations focus on submersion injuries with mild hypothermia. This novel simulation introduces a case of moderate hypothermia with bradycardia and tachycardia dysrhythmias, prolonged QTc interval, and hypoglycemia in a teenager who was ejected from a car into a snowbank and discovered by a neighbor the next morning. This case enables residents, fellows, and advanced practice providers to recognize and manage hypothermia while adhering to pediatric resuscitation principles.</p><p><strong>Methods: </strong>Based on a real case, this scenario involved a high-fidelity teenage manikin in an emergency department resuscitation room or simulation lab. The 25-minute simulation was followed by a 15-20-minute debriefing. Required personnel included a simulation programmer and case instructor. Emergency medicine residents, pediatric emergency medicine fellows, surgery residents, pediatric surgery fellows, and advanced practice providers were tasked with identifying moderate hypothermia and managing hypoglycemia and arrhythmias using vasopressors, dextrose, magnesium sulfate, and synchronized cardioversion. A formal debriefing session and written evaluation completed the learning experience.</p><p><strong>Results: </strong>Over a 4-month period, 41 learners participated. All participants completed the evaluation, reporting increased comfort in managing hypothermia, with an average score of 4.8/5. The debriefing was rated highly, with an average score of 4.9/5.</p><p><strong>Discussion: </strong>The simulation effectively enhances learners' competence in recognizing and managing moderate hypothermia and its associated risks.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11530"},"PeriodicalIF":0.0,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12098698/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144143901","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":"Seeing Our Native Patients: A Case-based Learning Module on Intergenerational Trauma in American Indian/Alaska Native People.","authors":"Katlin T Wilson, Madison L Esposito, Cailean D MacColl, Rose Hammock, Taylor Pennewell, Amanda Dionne, Andrea N Garcia","doi":"10.15766/mep_2374-8265.11528","DOIUrl":"10.15766/mep_2374-8265.11528","url":null,"abstract":"<p><strong>Introduction: </strong>Intergenerational trauma has profound impacts on the health of American Indian/Alaska Native (AI/AN) populations, contributing to high rates of chronic disease and reduced life expectancy. Despite growing scientific recognition of these effects, medical education often fails to address the unique health challenges and sociopolitical issues faced by Tribal Nations. This gap in curricula leaves providers with limited understanding of AI/AN health disparities, perpetuating inequities in care.</p><p><strong>Methods: </strong>We developed a workshop on intergenerational trauma in AI/AN populations, featuring a case-based learning module, original videos, and interactive reflection exercises to enhance knowledge in a supportive environment. The workshop includes an introduction to AI/AN history, the transmission of intergenerational trauma, the Missing and Murdered Indigenous People (MMIP) crisis, and available resources.</p><p><strong>Results: </strong>The workshop was successfully delivered to 46 participants. Comparison of pre- and postworkshop survey responses using paired-samples <i>t</i> test and chi-square test for independence revealed a significantly increased percentage of correct answer selection in response to two of four prompts (<i>p</i> < .01) and a significant improvement in familiarity with Indigenous resources (<i>p</i> < .01). Participants commented that the skill-focused teaching and resources provided were helpful.</p><p><strong>Discussion: </strong>This workshop addressed a gap in medical education curricula while providing critical context on the health impacts of intergenerational trauma on the AI/AN community, including an analysis of medicolegal barriers in addressing the MMIP crisis. We bring visibility to events that impact health outcomes of the AI/AN community while equipping providers with Indigenous resources to incorporate into their care of AI/AN patients.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11528"},"PeriodicalIF":0.0,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12092727/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144120482","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":"Moving Beyond Simplistic Research Design in Health Professions Education: What a One-Group Pretest-Posttest Design Will Not Prove.","authors":"S Beth Bierer, Gary Beck Dallaghan, Nicole J Borges, Sam Brondfield, Cha Chi Fung, Kathryn N Huggett, Cayla R Teal, Satid Thammasitboon, Colleen Y Colbert","doi":"10.15766/mep_2374-8265.11527","DOIUrl":"10.15766/mep_2374-8265.11527","url":null,"abstract":"<p><strong>Introduction: </strong>Educational research presents unique study design challenges. Novice researchers in health professions education (HPE) frequently misuse the one-group pretest-posttest design, highlighting the need for improved training in research design. This workshop aimed to enhance understanding of research design among novice HPE researchers, specifically addressing the inherent limitations of the one-group pretest-posttest design and offering alternative approaches.</p><p><strong>Methods: </strong>Experienced HPE researchers developed this workshop to address common misunderstandings of research design. Leaders from the AAMC Medical Education, Scholarship, Research, and Evaluation section facilitated 60-75-minute workshops conducted at the four 2024 regional meetings hosted by the AAMC Group on Educational Affairs (GEA). Workshop activities included large-group discussion, small-group case-based discussion, and critiques of research designs. Participants discussed internal validity threats and alternative research designs and scholarly approaches.</p><p><strong>Results: </strong>Approximately 120 GEA regional meeting registrants attended, with 74 (61%) completing a feedback questionnaire immediately after the workshop. Most respondents reported achieving the workshop's educational objectives, such as being better able to identify internal validity threats associated with the one-group pretest-posttest design (100%) and to discuss alternative approaches to evaluate educational innovations (100%). Additionally, >95% of respondents agreed that the workshop was well organized, interactive, and valuable in providing content they could apply to their educational scholarship.</p><p><strong>Discussion: </strong>The workshop successfully clarified misconceptions surrounding the one-group pretest-posttest design while introducing participants to more rigorous research approaches. Facilitator expertise is essential. Future iterations should consider participants' experiences to tailor content further and expand offerings about research methodologies.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11527"},"PeriodicalIF":0.0,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089416/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144111477","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":"Cardiac Arrest: An Adult eCPR Simulation Case.","authors":"Dominique Gelmann, James Giordano, John Gaillard, Casey Bryant","doi":"10.15766/mep_2374-8265.11521","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11521","url":null,"abstract":"<p><strong>Introduction: </strong>Extracorporeal cardiopulmonary resuscitation (eCPR) has demonstrated patient outcome-driven benefits for those with out-of-hospital cardiac arrest in refractory ventricular fibrillation/pulseless ventricular tachycardia but remains an infrequent procedure requiring hands-on training.</p><p><strong>Methods: </strong>We created a high-fidelity simulation utilizing a cannulation manikin to simulate cardiac arrest in a 57-year-old patient in ventricular fibrillation refractory to standard resuscitation. Participants (consisting of emergency medicine and critical care resident and attending physicians, critical care fellows, advanced practice providers, nurses, pharmacists, and respiratory therapists) were instructed to respond to the simulation by recognizing the indication for eCPR and performing ultrasound-guided percutaneous extracorporeal membrane oxygenation (ECMO) cannulation to facilitate patient transfer to the cardiac catheterization lab. Participants rated their comfort level with various aspects of eCPR on a 5-point Likert scale, both presimulation (<i>N</i> = 27) and postsimulation (<i>n</i> = 17).</p><p><strong>Results: </strong>A total of 27 participants with varied levels of training completed the simulation, with positive feedback from all respondents on the postsimulation survey. A statistically significant increase in comfort scores from pre- to postsimulation was observed across all domains, including knowledge of eCPR candidacy (<i>p</i> < .001), cannulation procedures (<i>p</i> < .001), and overall process (<i>p</i> = .001).</p><p><strong>Discussion: </strong>Simulation is a valuable tool for ensuring procedural competency, especially for rarely performed and high-risk procedures such as ECMO cannulation. As eCPR becomes more prevalent, it is vital that simulation models be available and practiced on a multidisciplinary level to ensure general knowledge of the indications, procedures, and overall process of eCPR.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11521"},"PeriodicalIF":0.0,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078624/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081219","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":"Dilation and Evacuation Simulation Model for Learners and Providers Who Offer Abortion Care.","authors":"Haven Frazier, Leanne Free, Shana Miles, Matthew Vanbaaren, Adam Levy","doi":"10.15766/mep_2374-8265.11525","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11525","url":null,"abstract":"<p><strong>Introduction: </strong>In the US, one in four women will have an abortion, and most OB/GYN physicians have had patients who required abortion care. Most second-trimester abortions in the US (95%) are performed via dilation and evacuation (D&E), which requires provider skill and competency. Barriers to obtaining abortion training include opt-in residency programs, location-based legal restrictions, and religiously affiliated institutions. Our D&E simulation is a cost-effective, realistic model.</p><p><strong>Methods: </strong>D&E models were assembled using juice containers, Cornish hens, and Sopher forceps. Thirty-five participants (medical students and OB/GYN residents) completed presimulation surveys and received a brief lecture about abortion demographics, techniques, and complications, followed by the hands-on simulation; 27 completed postsimulation surveys. Participants assessed their comfort levels in performing D&Es and recognizing postabortion complications, and their likelihood of performing D&Es in future clinical practice.</p><p><strong>Results: </strong>Comfort levels significantly improved pre- to postsimulation, increasing from 32% to 55% (<i>p</i> < .001) for participants reporting feeling <i>somewhat comfortable</i> or <i>extremely comfortable</i> performing D&Es, and increasing from 46% to 63% (<i>p</i> < .01) for participants reporting feeling <i>somewhat comfortable</i> or <i>extremely comfortable</i> recognizing postabortion complications after receiving the introductory lecture. Overall, participants indicated that the simulation was realistic (92%) and increased their knowledge (100%) and ability to perform D&Es (96%).</p><p><strong>Discussion: </strong>Our affordable and simple D&E model can be easily replicated and implemented for training in second-trimester D&E. This model can serve as a valuable and realistic tool for providers with restricted access to clinical abortion who need adjunct training, improving physician education and competency.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11525"},"PeriodicalIF":0.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12062342/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144004903","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":"Power Outage: A Simulation Case for Anesthesiology Residents.","authors":"Luke Johnson, Ezoza Rajabaliev, Kristin Canipe, Michael R Kazior","doi":"10.15766/mep_2374-8265.11523","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11523","url":null,"abstract":"<p><strong>Introduction: </strong>Power outages in the OR are rare. However, anesthesia providers must be prepared to manage these situations until power is restored or their patient can be moved to a safe area. These situations occur so infrequently that many learners do not experience these events during their training. We designed a high-fidelity power outage simulation for anesthesiology residents to fill this training gap and enhance their preparedness and confidence.</p><p><strong>Methods: </strong>In each simulation session consisting of up to four learners, one or two PGY 3/PGY 4 residents participated as anesthesiologists in a case involving an intraoperative power loss during a routine inguinal hernia repair of a patient under general anesthesia. After the simulation, residents received a debriefing focused on intraoperative power outage training. After concluding the debriefing, residents completed a 5-point Likert scale survey to assess their confidence in managing an intraoperative power loss.</p><p><strong>Results: </strong>Over 2 years, 22 anesthesiology residents completed the simulation. Residents' mean ratings of confidence in managing a patient in the OR during a power outage improved by 1.2 points (<i>p</i> =.001), confidence in monitoring vital signs improved by 1.4 (<i>p</i> = .001), and confidence in planning appropriate disposition improved by 0.9 (<i>p</i> =.001). All participants found the simulation highly valuable.</p><p><strong>Discussion: </strong>The anesthesiology-specific simulation proved to be an effective educational tool. Feedback was positive as residents agreed that the simulation was valuable for developing clinical reasoning and decision-making skills, significantly boosting their confidence to respond effectively and maintain patient safety.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11523"},"PeriodicalIF":0.0,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12052912/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144027677","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":"The Sailboat Activity: An Interactive, Visually Engaging Approach to Design and Assess Health Profession Education Research Projects.","authors":"Dominique Harz, Jennifer Kesselheim, Krisztina Fischer","doi":"10.15766/mep_2374-8265.11520","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11520","url":null,"abstract":"<p><strong>Introduction: </strong>Limited guidance exists to engage health profession educators in designing and critically evaluating rigorous research projects. Traditional lectures are often insufficient for advancing educators' skills. By leveraging educational theories, we designed and implemented an interactive, learner-focused, reflective workshop-the Sailboat activity-offering educators an opportunity to evaluate their research plans and hone their research planning skills.</p><p><strong>Methods: </strong>Preworkshop, participants represented their research plan on a Sailboat diagram and completed a preworkshop survey assessing their confidence in designing a research project. During the 90-minute virtual workshop, participants discussed their projects in pairs, and developed Specific, Measurable, Achievable, Relevant, Time-bound action plans. The group then reconvened to review two projects and reflect on the activity. Finally, participants completed a postworkshop survey.</p><p><strong>Results: </strong>Thirty-four educators from 17 diverse specialties participated in the 2021, 2022, and 2023 Sailboat workshops. Pre- and postworkshop survey response rates were high (>90%). Participants indicated that they found the workshop valuable, highlighting that it helped them refine their project plans and organize their thoughts while fostering peer interaction. Responses to open-ended questions revealed that the workshop enhanced participants' understanding of the importance of iterative research planning. We observed significant increases from pre- to postworkshop (<i>p</i> < .05) in participants' confidence regarding identifying project barriers, weaknesses, key elements, alignment, and subsequent steps.</p><p><strong>Discussion: </strong>The Sailboat activity is an effective, feasible opportunity for educators to critically appraise and refine Health Professions Education Research projects, even in virtual environments. It could be adapted for other academic environments and incorporated into existing curricula.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11520"},"PeriodicalIF":0.0,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12046060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022501","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":"Exploring Applications of Artificial Intelligence Tools in Clinical Care and Health Professions Education: An Online Module for Students.","authors":"Gauri Agarwal, Lokesh Ramamoorthi, Trevor Yuen, Edwin Merced, Jacqueline Brenner, Winfred Wu, Richard Sabina","doi":"10.15766/mep_2374-8265.11524","DOIUrl":"https://doi.org/10.15766/mep_2374-8265.11524","url":null,"abstract":"<p><strong>Introduction: </strong>Health professions schools vary widely in integration of artificial intelligence (AI) into their curriculum, and freely available instructional modules covering AI's applications and implications are lacking. Health professions students need to understand AI's impact on patient care, research, and education.</p><p><strong>Methods: </strong>We developed an interactive 30-minute asynchronous, self-paced online module for medical, nursing, and physical therapy students at our institution. The module, built on the Articulate 360 platform for easy dissemination to other schools, comprises videos, tests, and a list of resources for continued learning. It was initially implemented with 200 first-year medical students, who completed pre- and postmodule tests to assess knowledge gain and a feedback survey to assess the module.</p><p><strong>Results: </strong>A total of 164 students completed both the pre- and postmodule tests, and 144 completed the feedback survey. The mean percentage of students with correct test responses improved pre- to postmodule from 74% to 87% (<i>p</i> < .001), indicating significant knowledge gain. Feedback comments highlighted the module's relevance, manageable completion time, and video content. Suggestions for improvement included having more interactive elements and providing detailed explanations on complex concepts such as virtual reality and the ethics of AI.</p><p><strong>Discussion: </strong>The AI module successfully enhanced knowledge and was well received. Future iterations will incorporate more video content and improved sections on virtual reality and ethics. The module's adaptability and ease of integration make it a valuable resource for other health professions schools and allow students to be informed about the evolving field of AI in health care.</p>","PeriodicalId":36910,"journal":{"name":"MedEdPORTAL : the journal of teaching and learning resources","volume":"21 ","pages":"11524"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12043951/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144032499","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}