Medical Science Educator最新文献

{"title":"Letter from the Editor.","authors":"David M Harris","doi":"10.1007/s40670-025-02356-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02356-1","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"1"},"PeriodicalIF":1.9,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933498/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721743","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":"Enhancing Medical Education through LLM: Integration of Generative GPT for Assessment and Feedback.","authors":"Suraj K Sebastian, Rekha Chakravarthi, Jayadevan Sreedharan, Liju Mathew, Nermine Nosseir, Suni Ebby, Sivapriya Ramakrishnan","doi":"10.1007/s40670-024-02258-8","DOIUrl":"10.1007/s40670-024-02258-8","url":null,"abstract":"<p><p>This study developed a custom GPT-3.5 model to grade anatomy assignments for first-year physiotherapy students, compared with a subject matter expert. Findings show AI grading reduces workload while maintaining consistency and quality, demonstrating its potential to enhance efficiency and personalization in medical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"29-31"},"PeriodicalIF":1.9,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933602/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721670","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":"Annual Meeting Award Winners for 2024.","authors":"","doi":"10.1007/s40670-024-02266-8","DOIUrl":"https://doi.org/10.1007/s40670-024-02266-8","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"11"},"PeriodicalIF":1.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896913/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626085","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":"Program Committee for the 2024 Annual Meeting for the International Association of Medical Science Educators.","authors":"","doi":"10.1007/s40670-024-02265-9","DOIUrl":"https://doi.org/10.1007/s40670-024-02265-9","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"65"},"PeriodicalIF":1.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896903/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626222","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":"Letter from the Editor.","authors":"David M Harris","doi":"10.1007/s40670-024-02263-x","DOIUrl":"https://doi.org/10.1007/s40670-024-02263-x","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1255"},"PeriodicalIF":1.9,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932919","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":"AI Patient Actor: An Open-Access Generative-AI App for Communication Training in Health Professions.","authors":"Thomas Thesen, Nsomma A Alilonu, Simon Stone","doi":"10.1007/s40670-024-02250-2","DOIUrl":"10.1007/s40670-024-02250-2","url":null,"abstract":"<p><p>The AI Patient Actor is an openly available web-based app powered by a Large-Language Model that allows medical trainees to practice diagnosis and communication skills while receiving individualized formative feedback. Healthcare educators can generate and upload their own cases for use with their students.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02250-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"25-27"},"PeriodicalIF":1.9,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933629/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721763","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":"Gender Bias in Patient Care Learning Experiences: Reflective Writings of Third-Year Medical Students.","authors":"Caroline R Paul, Shobhina Chheda, Gary Beck Dallaghan, Roberta Bartlett Rusch, Karla J Strand, Sarah Jane Zarvan, Janice L Hanson","doi":"10.1007/s40670-024-02216-4","DOIUrl":"10.1007/s40670-024-02216-4","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students' accounts of gender bias in their patient care learning experiences remain limited. This study examines students' responses to gender bias and their consideration for how to prepare for gender bias in their futures.</p><p><strong>Methods: </strong>We analyzed reflective writings of third-year clinical students. Within a phenomenology framework, conventional content analysis was used to inductively analyze all essays, using HyperResearch software. We coded in teams and reconciled disagreements, then combined codes in categories to identify themes.</p><p><strong>Results: </strong>Sixty-seven students (39 females; 28 males) wrote about gender bias in patient encounters. We identified five themes: bias, context, students' responses to patients' bias, patient-centered approach, and preparation for future encounters. Observations of bias addressed gender and structural bias, sexism, and racism. Students reflected on how context framed their experiences. Students aimed for patient-centered care, while simultaneously feeling ambivalence regarding patients' expressed bias. Students described their need to prepare for future experiences of gender bias and their plans to use specific strategies to cope with this bias.</p><p><strong>Discussion: </strong>Our study offers the voices of medical students regarding gender bias in their clinical learning, presenting an important perspective, given an often-hierarchical system of medical education. This examination, which includes recommendations for curricula and policies, informs education leaders of the need to incorporate preparation for dealing with gender bias and to help students personally as they face challenging encounters with patients and medical teams. Enlightened by critical theories, these findings should also motivate resident and faculty development and promote critical inquiry for institutional changes.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"447-458"},"PeriodicalIF":1.9,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933645/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721681","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":"Leveraging a Systems Perspective to Empower Health Science Educators in the Age of Augmented Intelligence.","authors":"Kimberly Lomis","doi":"10.1007/s40670-024-02236-0","DOIUrl":"10.1007/s40670-024-02236-0","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"5-7"},"PeriodicalIF":1.9,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896958/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626215","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 Predictive Power of Short Answer Questions in Undergraduate Medical Education Progress Difficulty.","authors":"Keyna Bracken, Amr Saleh, Jeremy Sandor, Matthew Sibbald, Micheal Lee-Poy, Quang Ngo","doi":"10.1007/s40670-024-02197-4","DOIUrl":"10.1007/s40670-024-02197-4","url":null,"abstract":"<p><strong>Background: </strong>To better understand the link between formative assessments and progress difficulty, we conducted an analysis in the undergraduate MD program of the Michael G. DeGroote School of Medicine by comparing formative assessment scores on Short Answer Questions (SAQ) called Concept Application Exercises (CAE) with subsequent progress difficulty. CAE scores are designed to formatively assess knowledge translation. These scores are not formally incorporated into the progress decision at the end of each curricular unit, which is holistic in nature. Students are referred to a student progress remediation committee if they fail to meet the curricular objectives. We sought to investigate the following research question: Do short answer questions, in the form of CAEs, predict subsequent learner progress difficulty?</p><p><strong>Methods: </strong>Data from the last four student cohorts of 2022-2025 were included. To address the predictive power of CAE score characteristics, a binary logistic regression model was constructed with remediation committee referral as the dependent variable and CAE score characteristics as the independent variable.</p><p><strong>Results: </strong>This study found that the average CAE score is the most powerful predictor of later progress difficulty, with each point drop in average score associated with a 37% increase in the odds of referral to the remediation committee.</p><p><strong>Conclusion: </strong>These findings illustrate the predictive value of the SAQ to identify later progress difficulty.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"351-358"},"PeriodicalIF":1.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721617","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":"Generative AI: A New Frontier with Familiar Challenges.","authors":"Daniel Cannity","doi":"10.1007/s40670-024-02237-z","DOIUrl":"https://doi.org/10.1007/s40670-024-02237-z","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"9-10"},"PeriodicalIF":1.9,"publicationDate":"2024-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626028","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}