Medical Science Educator最新文献_第2页

Can ChatGPT-4o Really Pass Medical Science Exams? A Pragmatic Analysis Using Novel Questions. chatgpt - 40真的能通过医学考试吗？用新颖疑问句进行语用分析。

IF 1.9

Medical Science Educator Pub Date : 2025-02-04 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02293-z

Philip M Newton, Christopher J Summers, Uzman Zaheer, Maira Xiromeriti, Jemima R Stokes, Jaskaran Singh Bhangu, Elis G Roome, Alanna Roberts-Phillips, Darius Mazaheri-Asadi, Cameron D Jones, Stuart Hughes, Dominic Gilbert, Ewan Jones, Keioni Essex, Emily C Ellis, Ross Davey, Adrienne A Cox, Jessica A Bassett

{"title":"Can ChatGPT-4o Really Pass Medical Science Exams? A Pragmatic Analysis Using Novel Questions.","authors":"Philip M Newton, Christopher J Summers, Uzman Zaheer, Maira Xiromeriti, Jemima R Stokes, Jaskaran Singh Bhangu, Elis G Roome, Alanna Roberts-Phillips, Darius Mazaheri-Asadi, Cameron D Jones, Stuart Hughes, Dominic Gilbert, Ewan Jones, Keioni Essex, Emily C Ellis, Ross Davey, Adrienne A Cox, Jessica A Bassett","doi":"10.1007/s40670-025-02293-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02293-z","url":null,"abstract":"ChatGPT apparently shows excellent performance on high-level professional exams such as those involved in medical assessment and licensing. This has raised concerns that ChatGPT could be used for academic misconduct, especially in unproctored online exams. However, ChatGPT has previously shown weaker performance on questions with pictures, and there have been concerns that ChatGPT's performance may be artificially inflated by the public nature of the sample questions tested, meaning they likely formed part of the training materials for ChatGPT. This led to suggestions that cheating could be mitigated by using novel questions for every sitting of an exam and making extensive use of picture-based questions. These approaches remain untested. Here, we tested the performance of ChatGPT-4o on existing medical licensing exams in the UK and USA, and on novel questions based on those exams. ChatGPT-4o scored 94% on the United Kingdom Medical Licensing Exam Applied Knowledge Test and 89.9% on the United States Medical Licensing Exam Step 1. Performance was not diminished when the questions were rewritten into novel versions, or on completely novel questions which were not based on any existing questions. ChatGPT did show reduced performance on questions containing images when the answer options were added to an image as text labels. These data demonstrate that the performance of ChatGPT continues to improve and that secure testing environments are required for the valid assessment of both foundational and higher order learning.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02293-z.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"721-729"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144062740","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}

引用次数: 0

SCRIPting a Path to Scholarship: How Student Journals Reduce Barriers to Publication. 撰写通往奖学金之路：学生期刊如何减少出版障碍。

IF 1.9

Medical Science Educator Pub Date : 2025-02-04 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02286-y

Niraj Vyas, Sonia Lobo

{"title":"SCRIPting a Path to Scholarship: How Student Journals Reduce Barriers to Publication.","authors":"Niraj Vyas, Sonia Lobo","doi":"10.1007/s40670-025-02286-y","DOIUrl":"https://doi.org/10.1007/s40670-025-02286-y","url":null,"abstract":"Early initiation of research activities among medical students is associated with later academic success and improved scientific productivity; however, barriers to publication in mainstream journals may deter students from disseminating their scholarly work. We sought to determine the impact of Scholarly Research in Progress (SCRIP), a student journal, on students' level of experience, knowledge, or practice related to writing and publication, writing apprehension, and scholarly productivity. Students from Geisinger Commonwealth School of Medicine were surveyed via Qualtrics to assess their experience and motivation to publish, determine publication rates, and better understand barriers to publishing practices. Data was reported using means and standard deviations for ranked questions. One hundred sixteen participants responded, and 77 completed surveys were included in the analysis. Participants who had previously published in SCRIP indicated they were more confident in writing manuscripts (p = 0.003), submitting articles (p = 0.002), navigating the publication process (p = 0.008), and navigating the peer-review process (p = 0.033) compared to those who had not previously published in SCRIP. SCRIP-published participants were also more likely to place a high value on publishing research in their careers (p = 0.028). There was no significant difference in the average number of total PubMed-indexed publications between SCRIP-published participants and non-SCRIP-published participants (p = 0.779). Overall, SCRIP positively impacted students' attitude towards future publication and was associated with improved writing confidence. Reviewer feedback was well-received by students and helped to improve their research to a publishable level while supporting development of their scientific writing skills and confidence.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"703-709"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058611/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989530","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}

引用次数: 0

Integrating Cultural Awareness Practices into Medical School Nutrition Education with a Virtual Global Elective Course. 通过虚拟全球选修课程将文化意识实践融入医学院营养教育。

IF 1.9

Medical Science Educator Pub Date : 2025-02-01 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02290-2

Matthew J Yee, Sean C McWatt, Cecilia Brassett, Dana A Stearns, Mandeep Gill Sagoo, Takeshi Sakurai, Mark Bittman, Richard J Deckelbaum, Carlos Faerron Guzman, Wahida Karmally, Geoffroy Noel, Anette Wu

{"title":"Integrating Cultural Awareness Practices into Medical School Nutrition Education with a Virtual Global Elective Course.","authors":"Matthew J Yee, Sean C McWatt, Cecilia Brassett, Dana A Stearns, Mandeep Gill Sagoo, Takeshi Sakurai, Mark Bittman, Richard J Deckelbaum, Carlos Faerron Guzman, Wahida Karmally, Geoffroy Noel, Anette Wu","doi":"10.1007/s40670-025-02290-2","DOIUrl":"https://doi.org/10.1007/s40670-025-02290-2","url":null,"abstract":"Nutrition affects overall health, but comprehensive nutrition education is currently under-taught in medical schools. Even when available, nutrition courses rarely include global cultural perspectives. This paper describes a novel online, international, and interactive elective course for senior medical students to learn and review fundamental nutrition topics in cross-cultural contexts. From March to April 2023, students participated in synchronous large-group lectures and asynchronous small-group discussions with peers from across the world. Students demonstrated content-level knowledge and reported greater awareness of nutrition-related cultural perspectives. Thus, students were introduced to multiple dimensions of medicine crucial for holistic patient care but currently rarely combined in traditional curricula.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02290-2.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"675-681"},"PeriodicalIF":1.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052224","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}

引用次数: 0

Flourishing as an Aim of Medical Education: Are We Hitting the Target? 繁荣是医学教育的目标：我们达到目标了吗？

IF 1.9

Medical Science Educator Pub Date : 2025-01-29 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-024-02255-x

Noreen Mansuri, Amy B Zelenski

引用次数: 0

Using Virtual Reality to Assist Students at Academic Risk in Human Anatomy. 使用虚拟现实帮助学生在人体解剖学的学术风险。

IF 1.9

Medical Science Educator Pub Date : 2025-01-29 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02291-1

Michael Foley, Lauren T Lilley, Lindsay Meyers, Robert Armstrong, Lisa Fore-Arcand, Kelly McCoy, Chad Eitel, Tod R Clapp, Natascha Heise

引用次数: 0

An Illustration is Worth Ten Thousand Words: An Extraordinary Approach to Presenting Information Through Infographics. 一幅插图胜过万言万语：通过信息图表展示信息的非凡方法。

IF 1.9

Medical Science Educator Pub Date : 2025-01-28 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02285-z

Mathys J Labuschagne, Isabella du Preez, Helena Prior Filipe

{"title":"An Illustration is Worth Ten Thousand Words: An Extraordinary Approach to Presenting Information Through Infographics.","authors":"Mathys J Labuschagne, Isabella du Preez, Helena Prior Filipe","doi":"10.1007/s40670-025-02285-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02285-z","url":null,"abstract":"Introduction: Infographics summarise concepts visually for quick reference. Four infographics, inspired by articles on simulation-based education for ophthalmologists, were created to simplify complex ideas. The study evaluated the infographics' effectiveness aligning with published recommendations to make simulation education user-friendly and practical, supporting busy ophthalmologist educators in designing and facilitating simulation training sessions.Methods: This descriptive cross-sectional study evaluated the infographics created by the second author, focussing on their quality, visual appeal, and effectiveness in conveying the key messages to be used for microlearning and Just-in-Time Teaching (JiTT). An evidence-based electronic questionnaire was used to evaluate design principles of effective infographics. The same questions concerning each infographic were presented to ophthalmologist educators and graphic designers.Results: Feedback informed recommendations for infographics to define a target audience, highlight the heading, and ensure a clear narrative with an identifiable key message. Content should simplify complex concepts and be applicable to teaching. Include accessible references, limited colours and fonts, and logical alignment prioritising key elements. Use simple imagery and effective charts. Add a digital object identifier (DOI) for citation and discovery. Infographics can be shared via journals and social media, or used as Just-in-Time Teaching (JiTT) tools to support professional development and simulation teaching preparation.Conclusion: Effectively designed infographics as pragmatic focused graphic storytelling tools can support clinical educators in their daily simulation-based teaching activities and JiTT. This article provides tips on designing infographics for this purpose.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"691-701"},"PeriodicalIF":1.9,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058597/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040446","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}

引用次数: 0

Paradigm Shift of Health Professions Education Through Mobile Devices: A Literature Review of Reviews. 通过移动设备进行卫生专业教育的范式转变：文献综述。

IF 1.9

Medical Science Educator Pub Date : 2025-01-28 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02294-y

Faiza Bashir, Nosheen Fatima Warraich, Amara Malik

{"title":"Paradigm Shift of Health Professions Education Through Mobile Devices: A Literature Review of Reviews.","authors":"Faiza Bashir, Nosheen Fatima Warraich, Amara Malik","doi":"10.1007/s40670-025-02294-y","DOIUrl":"https://doi.org/10.1007/s40670-025-02294-y","url":null,"abstract":"Background: The integration of mobile devices has revolutionized various aspects of modern life, including education and healthcare. In the field of health profession education, the adoption of mobile devices has emerged as a transformative force, reshaping the learning landscape for aspiring healthcare professionals. This present review of literature reviews aims to explore the impact of mobile device learning in the health profession domain regarding benefits and limitations.Methodology: This extensive review of literature reviews followed the PRISMA-ScR guidelines (2020).Results: The results of this study indicated that mobile device learning is associated with positive outcomes in health professional education. Findings revealed that mobile devices are effective tools in enhancing knowledge, skills, attitudes, and satisfaction among health profession students and professionals. Mobile devices are advantageous in a number of areas, including research and collaboration, administrative tasks, teaching and learning, financial advantages, and clinical and practical applications. However, the lack of professionalism, breaches of data privacy and security, hardware and software limitations, technical issues, financial limitations, restrictive social and cultural norms, the lack of institutional support, and inadequate training are the limitations associated with mobile device learning.Conclusion: Using mobile devices for academic and clinical learning can bring a variety of advantages. However, due to technological limitations, these devices cannot be the full replacement for traditional education.Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02294-y.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1137-1147"},"PeriodicalIF":1.9,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058622/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037703","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}

引用次数: 0

The Prevalence and Students' Perception of the Use of Background Music During Cadaver Dissection in Sub-Saharan Africa. 撒哈拉以南非洲地区尸体解剖过程中背景音乐使用的流行程度及学生认知。

IF 1.9

Medical Science Educator Pub Date : 2025-01-27 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02292-0

Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Victor Udochukwu Ezeike

{"title":"The Prevalence and Students' Perception of the Use of Background Music During Cadaver Dissection in Sub-Saharan Africa.","authors":"Izuchukwu Azuka Okafor, Jude Amechi Nnaka, Victor Udochukwu Ezeike","doi":"10.1007/s40670-025-02292-0","DOIUrl":"https://doi.org/10.1007/s40670-025-02292-0","url":null,"abstract":"Background: Cadaver dissection (CD), an age-long method of teaching anatomy, can be emotionally demanding and stressful. However, some researchers have argued that the use of background music (BM) could be a potential stress antidote during CD. This study investigated the use of BM during CD in sub-Saharan African medical schools and students' perceptions concerning its use.Methods: This cross-sectional study surveyed 3679 medical students and graduates from 68 sub-Saharan African medical schools. The survey featured questions focused on demographics, music, and CD and was administered online through email, WhatsApp, Facebook, Instagram, and Twitter. All respondents consented before participating in the survey.Results: Few respondents (1.73%) indicated their institution uses BM during CD. About half (47.13%) agreed that BM would be beneficial for CD. Some of the respondents (59%) thought BM would make CD \"interesting and lively,\" while 25.7% thought it would be noisy and distracting. All participants who have used BM agreed that it makes CD more engaging and reduces noise during classes (p < 0.001). Participants who appreciate music to a \"very large extent\" agree that BM can improve learning circumstances during CD, but those who dislike music disagree (63.96%, p < 0.001). About half (52%) of the participants agreed that the use of BM during CD should be encouraged.Conclusion: The use of BM during CD is rare in sub-Saharan medical schools. However, many medical students and graduates with CD experience agreed with its potential to enhance anatomy learning.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"711-720"},"PeriodicalIF":1.9,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051109","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}

引用次数: 0

ADIIT - An Evidence-Based Maturity Model for Faculty Support Teams in the Health Professions. ADIIT——基于证据的健康专业教师支持团队成熟度模型。

IF 1.9

Medical Science Educator Pub Date : 2025-01-27 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-024-02229-z

Dina Kurzweil, Karen Marcellas, Linda S Macaulay

{"title":"ADIIT - An Evidence-Based Maturity Model for Faculty Support Teams in the Health Professions.","authors":"Dina Kurzweil, Karen Marcellas, Linda S Macaulay","doi":"10.1007/s40670-024-02229-z","DOIUrl":"https://doi.org/10.1007/s40670-024-02229-z","url":null,"abstract":"Faculty support teams in health professions education operate in a unique environment that can engender specific challenges in their operations and development. This paper introduces an evidence-based maturity model designed to support the establishment and growth of such teams. The ADIIT model, which is named for the five levels of maturity that such teams can attain: (1) Ad Hoc/Initial; (2) Defined; (3) Integrated; (4) Innovative; (5) Transformative, enables faculty support teams to assess their current state and identify areas for improvement. Key elements of performance included in the model are team, leadership, operations/focus, customer base, and auxiliary services. The paper describes criteria for each element at each level and provides guidance about how to advance to the next level. A fictional case study is provided to demonstrate the application of the maturity model. Using this model will help faculty support teams in health professions education to develop the high level of focus and professionalism necessary to navigate between and provide support for classroom education, distributed learning, and clinical education.","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1045-1054"},"PeriodicalIF":1.9,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058561/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040442","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}

引用次数: 0

Exploring Medical Student Trust in Generative Artificial Intelligence (ChatGPT) Versus Peers in Team-Based Learning. 探索医学生对生成人工智能（ChatGPT）与团队学习中的同伴的信任。

IF 1.9

Medical Science Educator Pub Date : 2025-01-24 eCollection Date: 2025-04-01 DOI: 10.1007/s40670-025-02289-9

Amrit Kirpalani, Joanne Grimmer, Peter Zhan Tao Wang

引用次数: 0