Medical Science Educator最新文献

{"title":"<i>Solving Not Answering</i>. Validation of Guidance for Writing Higher-Order Multiple-Choice Questions in Medical Science Education.","authors":"Maria Xiromeriti, Philip M Newton","doi":"10.1007/s40670-024-02140-7","DOIUrl":"https://doi.org/10.1007/s40670-024-02140-7","url":null,"abstract":"<p><p>Problem-solving and higher-order learning are goals of higher education. It has been repeatedly suggested that multiple-choice questions (MCQs) can be used to test higher-order learning, although objective empirical evidence is lacking and MCQs are often criticised for assessing only lower-order, factual, or 'rote' learning. These challenges are compounded by a lack of agreement on what constitutes higher order learning: it is normally defined subjectively using heavily criticised frameworks such as such as Bloom's taxonomy. There is also a lack of agreement on how to write MCQs which assess higher order learning. Here we tested guidance for the creation of MCQs to assess higher-order learning, by evaluating the performance of students who were subject matter novices, vs experts. We found that questions written using the guidance were much harder to answer when students had no prior subject knowledge, whereas lower-order questions could be answered by simply searching online. These findings suggest that questions written using the guidance do indeed test higher-order learning, and such MCQs may be a valid alternative to other written assessment formats designed to test higher-order learning, such as essays, where reliability and cheating are a major concern.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02140-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1469-1477"},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11698704/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932685","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":"Changes in the Affective Empathy of Osteopathic Students: a Longitudinal Study.","authors":"Bruce W Newton, Zachary T Vaskalis","doi":"10.1007/s40670-024-02139-0","DOIUrl":"https://doi.org/10.1007/s40670-024-02139-0","url":null,"abstract":"<p><strong>Background: </strong>Establishing an empathic bond of trust with patients is a characteristic that needs to be taught to medical students. Patients feel physicians are more caring if they sense their physician is empathetic. Yet, longitudinal studies have shown an erosion of affective empathy as allopathic medical students progress through their education. Although there are studies examining cognitive empathy among osteopathic students, there has not been a longitudinal study which has examined potential changes in affective empathy.</p><p><strong>Methods: </strong>During orientation to the Campbell University Jerry M. Wallace School of Osteopathic Medicine (M1 timepoint), and at the beginning of each subsequent academic year (M2-M4 timepoints), and just before graduation (M4F timepoint) the graduating classes of 2017-2019 were asked to voluntarily participate in a longitudinal study by filling out the Balanced Emotional Empathy Scale (BEES), which measures affective empathy. Desired specialty choice and sex was also collected at each of the five timepoints. Specialty choice was divided into Core and Non-Core groups. Core specialties are \"people-oriented\" and have a large amount of patient contact and continuity of care and include Family and Internal Medicine, Ob/Gyn, Pediatrics and Psychiatry. Non-Core specialties are \"technical- or procedure-oriented\" and are those with little or no patient contact and/or continuity of care (e.g., Radiology, Surgery, Emergency Medicine, Anesthesiology).</p><p><strong>Results: </strong>For men, BEES scores significantly dropped over the five timepoints (<i>p</i> < <i>0.001</i>). While men selecting Non-Core specialties had significant drops in scores (<i>p</i> = <i>0.001</i>); men who selected the Core specialties did not have a significant decrease. For women there was no significant drop in BEES scores, nor for women selecting Core or Non-Core specialties. Women always had larger BEES score averages than the men. Students selecting Core specialties better maintain their affective empathy than those who select Non-Core specialties.</p><p><strong>Conclusion: </strong>The decline in affective empathy scores for osteopathic students has differences when compared to a similar longitudinal study of allopathic medical students.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1457-1467"},"PeriodicalIF":1.9,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699168/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932717","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":"Beginner-Level Tips for Medical Educators: Guidance on Selection, Prompt Engineering, and the Use of Artificial Intelligence Chatbots.","authors":"Yavuz Selim Kıyak","doi":"10.1007/s40670-024-02146-1","DOIUrl":"https://doi.org/10.1007/s40670-024-02146-1","url":null,"abstract":"<p><p>The integration of artificial intelligence (AI) chatbots, especially large language models (LLMs), holds significant potential for medical education. This article provides ten tips to help medical educators who have limited experience using LLM-based chatbots to support their teaching and assessment practices. These tips cover critical areas such as selecting appropriate models, employing prompt engineering techniques, and optimizing chatbot outputs to meet educational needs. By following these tips, medical educators can leverage the capabilities of AI chatbots to improve the learning experience of students.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1571-1576"},"PeriodicalIF":1.9,"publicationDate":"2024-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699172/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932701","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":"Publication of Medical Student Summer Research: A Multi-institutional Analysis.","authors":"Dmitry Tumin, Em Long-Mills, Maelee Becton, Kori L Brewer, Karlene Cunningham, David L Eldridge","doi":"10.1007/s40670-024-02145-2","DOIUrl":"https://doi.org/10.1007/s40670-024-02145-2","url":null,"abstract":"<p><strong>Objective: </strong>Summer research programs can support medical students' exposure to research and scholarly activity, and strengthen their applications for residency positions, particularly if students are able to generate peer-reviewed publications resulting from their summer experience. We aimed to estimate the rate of publication among medical student summer projects and identify any predictors of projects' progress to publication.</p><p><strong>Methods: </strong>Projects were identified from abstract books published by five medical schools' summer research programs for rising second-year medical students. Resulting publications were queried in PubMed, Scopus, and Google Scholar. Abstract characteristics were correlated with publication outcomes using bivariate analysis.</p><p><strong>Results: </strong>We identified 158 eligible abstracts representing medical student summer research projects. Overall, 34% resulted in publication, but Kaplan-Meier analysis found that only one-quarter were published within 3 years of presentation (i.e., around the time of graduation from medical school). No abstract characteristics were associated with odds of any vs. no publication, and only disclosure of project funding was (negatively) associated with the hazard of publication.</p><p><strong>Conclusions: </strong>Summer research programs fostering medical students' engagement in research may not directly lead to the publication of work completed during the program for most participants. Tracking the likelihood of publishing summer project results can help medical schools effectively advise students on how to maximize the utility of their participation in extracurricular research, without leading to burnout or disenchantment. Further research is needed to understand how connecting students and mentors with longitudinal support after the end of a summer program might facilitate project completion and publication.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1505-1511"},"PeriodicalIF":1.9,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699020/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932861","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 Effect of Concept Map Technique on Students' Cognitive Load and Academic Success in Anatomy Course.","authors":"Güneş Bolatli, Zafer Bolatli","doi":"10.1007/s40670-024-02143-4","DOIUrl":"https://doi.org/10.1007/s40670-024-02143-4","url":null,"abstract":"<p><strong>Introduction: </strong>Anatomy has too many details to memorize. Therefore, students need alternative means of education. The aim of this research was to investigate the effect of concept mapping techniques on anatomy learning.</p><p><strong>Methods: </strong>The participants consisted of two groups: control and experimental. Before the training, the student introduction form and pretest were applied to both groups. The theoretical course was taught to the control group using classical methods and to the experimental group using a concept map. At the end of the lesson, the experimental group was asked to study with concept maps and the control group with textbooks and atlases for 3 days. Posttest and cognitive load scales were applied to both groups, and an attitude scale towards the concept map was applied to the experimental group.</p><p><strong>Results: </strong>Both groups were more successful in the posttest than in the pretest. Posttest success was higher in the experimental group than in the control group. The cognitive load of the control group was significantly higher than the experimental group's. It was observed that the attitude scale towards the concept map does not change according to gender, prior hearing about this technique, or its prior use.</p><p><strong>Conclusion: </strong>This study showed that concept maps reduce cognitive load and increase academic achievement.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1487-1496"},"PeriodicalIF":1.9,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699086/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932865","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":"Preparing Physicians of the Future: Incorporating Data Science into Medical Education.","authors":"Rishi M Shah, Kavya M Shah, Piroz Bahar, Cornelius A James","doi":"10.1007/s40670-024-02137-2","DOIUrl":"https://doi.org/10.1007/s40670-024-02137-2","url":null,"abstract":"<p><p>The recent excitement surrounding artificial intelligence (AI) in health care underscores the importance of physician engagement with new technologies. Future clinicians must develop a strong understanding of data science (DS) to further enhance patient care. However, DS remains largely absent from medical school curricula, even though it is recognized as vital by medical students and residents alike. Here, we evaluate the current DS landscape in medical education and illustrate its impact in medicine through examples in pathology classification and sepsis detection. We also explore reasons for the exclusion of DS and propose solutions to integrate it into existing medical education frameworks.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1565-1570"},"PeriodicalIF":1.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932859","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":"Tips for Harnessing the Educational Potential of Tumor Boards for Medical Students.","authors":"Aaron Lawson McLean, Anna C Lawson McLean, Stefanie Hartinger, Jakob Hammersen, Robert Drescher, Salome Schuldt, Christian Senft, Matthias Mäurer, Marcel A Kamp, Irina Mäurer","doi":"10.1007/s40670-024-02141-6","DOIUrl":"https://doi.org/10.1007/s40670-024-02141-6","url":null,"abstract":"<p><p>This paper explores the underutilized educational potential of tumor boards as a platform for medical student education. Acknowledging the complexity and multidisciplinary nature of tumor boards, we propose 12 strategic interventions aimed at integrating undergraduate medical students into these meetings to enhance their learning experience. These strategies emphasize active student engagement, critical analysis, patient interaction, reflective practice, and the integration of digital learning tools, with a focus on fostering an in-depth understanding of team-based, patient-focused oncology care. The approach advocates for the inclusion of medical students in tumor board discussions, not merely as observers but as active participants, thereby providing them with a unique, real-world learning environment. By doing so, the paper argues for the significant benefits of such involvement, including improved understanding of evidence-based practice, patient-centered care, ethical considerations, and the dynamics of interprofessional collaboration. This integrated educational model aims to prepare future physicians with the competencies necessary for effective participation in interdisciplinary healthcare teams, highlighting the importance of experiential learning in the context of oncology and beyond. The strategies outlined in this paper offer a roadmap for medical educators seeking to enhance the educational value of tumor boards and contribute to the development of a collaborative, informed, and empathetic oncology workforce.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1527-1532"},"PeriodicalIF":1.9,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699140/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932867","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":"Impact of Native and Nonnative Study Partners on Medical Students' Confidence and Collaborative Strategies in Second Language Medical Dutch Learning.","authors":"Hao Yu, S Eleonore Köhler, Fatemeh Janesarvatan, Jeroen J G van Merriënboer, Maryam Asoodar","doi":"10.1007/s40670-024-02138-1","DOIUrl":"https://doi.org/10.1007/s40670-024-02138-1","url":null,"abstract":"<p><strong>Objective: </strong>This study explored how native and nonnative study partners impact medical students' confidence, learning strategies, and perceptions of learning experiences in second language (L2) medical Dutch learning using Kolb's experiential learning framework.</p><p><strong>Methods: </strong>Twelve third-year international bachelor medical students participated in a mixed-methods pre-post quasi-experimental design. Four students were paired with highly proficient native Dutch partners in a mixed group, and eight nonnative students formed pairs in a homogeneous group. The need satisfaction competence scale was used for pre- and post-tests, and individual interviews were analyzed for content and themes. Code co-occurrence and network analyses were carried out to identify the relationships between themes in the two groups.</p><p><strong>Results: </strong>Common themes in both groups included a positive atmosphere, collaboration, and confidence. The mixed group prioritized language learning and motivation, while the homogeneous group emphasized interpersonal relationships and feedback-seeking behaviors. Nonnative students in homogeneous groups gained confidence, while confidence of those in mixed groups decreased, possibly due to comparing themselves with native partners. Homogeneous groups have communication focused collaborative strategies, while the mixed group emphasized personal growth with fewer drawbacks.</p><p><strong>Conclusions: </strong>Our findings suggest that initiating the course with homogeneous nonnative student groups fosters collaboration and builds confidence among participants. However, to maintain motivation and further enhance language proficiency, it is advisable to introduce native Dutch partners at a later stage of the course. This approach allows students to benefit from both the positive collaborative atmosphere and interpersonal growth fostered in homogeneous groups, as well as the language learning and motivation gains associated with mixed-group experiences. Overall, our study highlights the importance of considering the stage of language learning and student needs in designing effective second language learning environments for medical students.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02138-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1445-1455"},"PeriodicalIF":1.9,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932830","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":"Unlocking Medical Student Success: A Systematic Review and Meta-Analysis of Third-Party Resources Used for Medical Education and USMLE Board Preparation.","authors":"Michael R Kann, Grace W Huang, Sangami Pugazenthi, Rachel Kann, David Chen, Angela Hardi, Nichole Zehnder","doi":"10.1007/s40670-024-02116-7","DOIUrl":"https://doi.org/10.1007/s40670-024-02116-7","url":null,"abstract":"<p><p>An increase in third-party commercial resources targeted towards medical students has led to substantial changes in the way students prepare for medical assessments. A systematic review and meta-analysis was conducted to identify the third-party resources most used by medical students. A total of 1056 citations were screened with 19 full-text studies included. Twenty-two unique third-party resources were examined, with meta-analysis revealing the three most used resources to be First Aid, UWorld, and Pathoma. Medical faculty should consider curriculum adaptation to better cater to the learning needs of students and institute systems that ensure equitable access to verified commercial resources.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02116-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1603-1622"},"PeriodicalIF":1.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699012/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932936","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 School Student Well-being: A Comprehensive Analysis of Life101 Self-assessment Tool in Pre-clinical Years: Innovations: Utilizing The Life101 Assessment in First Year M.D. Students.","authors":"Katlynn Kenon, Kyle Schulte, Emelia Watts, Caryl Ann Tolchinsky","doi":"10.1007/s40670-024-02133-6","DOIUrl":"https://doi.org/10.1007/s40670-024-02133-6","url":null,"abstract":"<p><p>Our study utilized Life101, a new self-assessment inventory, to assess changes in life skill competencies in students over the first year of medical school. Life101 employs nine scales centered around ubiquitous experiences to assess the relationships between beliefs and outcomes. Although not statistically significant, trends were revealed within the data.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1267-1268"},"PeriodicalIF":1.9,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699185/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932747","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}