Medical Science Educator最新文献

{"title":"Social Accountability Across Caribbean Offshore Medical Schools: A Qualitative Study.","authors":"Mandeep Kaur, Dounia-Sabrina Kawkab-Yunus, Sireesha B Arja, Sateesh B Arja","doi":"10.1007/s40670-026-02788-3","DOIUrl":"10.1007/s40670-026-02788-3","url":null,"abstract":"<p><strong>Background: </strong>Social accountability requires medical schools to align their education, research, and service activities with the community health needs. Although global models, such as the WHO framework and THEnet, provide clear guidance, the extent to which Caribbean offshore medical schools (OMS) incorporated these principles remains unclear. Given their significant contributions to the U.S. primary care workforce and their local economic impact, this study examines the social accountability across Caribbean OMS.</p><p><strong>Methods: </strong>The authors conducted a qualitative analysis of accreditation standards for social accountability among six World Federation of Medical Education (WFME)-recognized accreditation agencies operating in the Caribbean region. Using purposive sampling, the authors conducted a qualitative framework analysis of 22 accredited Caribbean OMS. Different accreditation agencies recognized by the WFME have accredited these schools. Data from schools' websites, including mission statements, curricula, research activities, community services, clinical services, and local economic impact, were analyzed using Framework Analysis.</p><p><strong>Results: </strong>The accreditation standards for social accountability varied across accreditation agencies. The analysis of Caribbean OMS revealed substantial variation in how explicitly they incorporated the social accountability frameworks. Only three schools demonstrated a <i>strong</i> commitment to social accountability, as evidenced by mission statements and structured community service activities. Fourteen schools demonstrated <i>partial</i> social accountability by incorporating community service or social determinants of health components into their activities, but lacked comprehensive, measurable strategies aligned with established social accountability frameworks. The other five schools exhibited <i>limited</i> explicit social accountability, with mission statements focused primarily on affordability and accessibility rather than community impact or responsiveness to local health needs.</p><p><strong>Conclusions: </strong>The findings highlight that Caribbean OMS display a heterogeneous approach to social accountability. These findings highlight opportunities for regional alignment with global standards, such as those promoted by the WHO, and underscore the need for more intentional and measurable approaches to social accountability across the region.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02788-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2005-2012"},"PeriodicalIF":1.8,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582691/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991833","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":"How Much Time is Enough? Evaluating Clinical Performance in a Time-Variable Internal Medicine Clerkship.","authors":"Amy J Kwon, Quiana Harshman, Patricio A Riquelme, Sima Desai, Patricia A Carney","doi":"10.1007/s40670-026-02777-6","DOIUrl":"10.1007/s40670-026-02777-6","url":null,"abstract":"<p><strong>Objective: </strong>The length of internal medicine (IM) clerkships has decreased over time, with unclear impact on clinical performance metrics. The ORIME (Observer-Reporter-Interpreter-Manager-Educator) framework was used to assess the impact of different IM clerkship lengths and how completion of prior clerkships affected students' IM clinical performance.</p><p><strong>Design: </strong>Between 1/25/21 and 3/22/24, physician evaluators rated clerkship students' clinical performance using the ORIME scale (Scale: 1 = Observer/Pre-Reporter; 2 = Reporter; 3 = Interpreter; 4 = Manager). Comparisons were made between final ORIME scores for students in four- and eight-week versions of the clerkship, as well as for cumulative clinical exposure time across IM-aligned specialties and all specialties.</p><p><strong>Participants: </strong>Of the 179 third-year medical students participating in the study, 119 (66.5%) completed the 4-week clerkship, and 60 (33.5%) completed the 8-week clerkship.</p><p><strong>Key results: </strong>The mean ORIME score was 2.70 (SD = 0.42) for students undertaking the 4-week clerkship and 2.87 (SD = 0.38) for students in the 8-week clerkship (<i>p</i> = 0.01; Cohen's d = 0.41). Students in the 8-week clerkship achieved Interpreter level (ORIME = 3.0) after 8 weeks of prior IM-aligned or 12 weeks of any prior clinical exposure. Students in the 4-week clerkship achieved Interpreter level after 12 to 16 weeks of prior IM-aligned or 24 to 28 weeks of any prior clinical exposure.</p><p><strong>Conclusions: </strong>Medical students achieved Interpreter level with an average of 16 to 20 weeks of cumulative clinical exposure to IM-aligned specialties. Students enrolled in the 8-week version of the clerkship achieved Interpreter level more rapidly than students in the 4-week version, suggesting that continuity in IM training is impactful.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1819-1826"},"PeriodicalIF":1.8,"publicationDate":"2026-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991581","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":"Development of an Optional Art-based Anatomy Workshop Series in a Preclinical Medical Curriculum.","authors":"Jenna Bourdeau, Natalie Tikhomirova, Abigail Hielscher, Anna Ricci","doi":"10.1007/s40670-026-02790-9","DOIUrl":"10.1007/s40670-026-02790-9","url":null,"abstract":"<p><p>We implemented art-based anatomy workshops to enhance engagement and spatial understanding. Sessions included painting the brachial plexus, using pipe cleaners to model gastrointestinal vasculature, and drawing lower extremity neurovasculature. Pre- and post-quizzes administered during the brachial plexus session showed significant improvement, highlighting a creative approach to anatomical knowledge acquisition.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1749-1750"},"PeriodicalIF":1.8,"publicationDate":"2026-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991325","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":"PeruMedQA: A Stress Evaluation Using Ten Large Language Models to Answer Medical Exams.","authors":"Rodrigo M Carrillo-Larco","doi":"10.1007/s40670-026-02780-x","DOIUrl":"10.1007/s40670-026-02780-x","url":null,"abstract":"<p><p>LLMs have demonstrated remarkable ability in answering medical examinations. However, whether their performance remains stable under stress evaluations is unknown. We used PeruMedQA (<i>n</i>=8,380), a multiple-choice question-answering dataset, and ten medical LLMs. The stress test consisted of randomly shuffling the multiple-choice answers. Using paired t-tests and Wilcoxon tests, we compared LLM accuracy on the original versus the shuffled exams. MedGemma 27B, OctoMed-7B, and Meditron 7B did not exhibit statistically significant differences, overall and stratified by year/specialty. The largest non-significant differences for these LLMs were -2.82, -3.15, and -5.96 percentage points, respectively. These three LLMs may represent robust options for AI applications in Spanish-speaking Latin America.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-026-02780-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 3","pages":"1091-1098"},"PeriodicalIF":1.8,"publicationDate":"2026-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13356222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431224","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":"Let's Talk Systems - What Do We Really Mean by a Systems Approach in AI-Enhanced Medical Education?","authors":"Krishna Mohan Surapaneni","doi":"10.1007/s40670-026-02783-8","DOIUrl":"10.1007/s40670-026-02783-8","url":null,"abstract":"<p><p>Artificial intelligence is no longer peripheral to medical education; it is steadily reshaping how knowledge is accessed, interpreted, and applied. Yet its presence has outpaced conceptual clarity. AI is used to generate assessments, simulate clinical encounters, provide adaptive feedback, and support decision-making, but these applications often exist as isolated innovations rather than components of an integrated educational design. It is high time we engage with AI through a systems thinking approach. This perspective article first interrogates current patterns of use through an utility-intent-outcome analysis, examining not only what AI does, but what it changes. It then adapts Bronfenbrenner's bioecological model to situate AI within interconnected learner, institutional, cultural, and temporal systems. The final section reflects on the structural, ethical, and implementation science and challenges that must be addressed to move from episodic adoption toward sustainable, coherent transformation.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1861-1870"},"PeriodicalIF":1.8,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582693/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991663","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 Scoping Review on Technological Literacy in Biomedical Laboratory Science and Implications for Educational Development.","authors":"Filis Cramer Necip, Henriette Lorenzen, Marianne Ellegaard","doi":"10.1007/s40670-026-02761-0","DOIUrl":"10.1007/s40670-026-02761-0","url":null,"abstract":"<p><p>Technological literacy (TL) is increasingly critical in biomedical laboratory science (BLS). This scoping review examines how TL in conceptualized in BLS, drawing on Orlikowski & Gash´s socio-technical framework and the DigComp 2.2 digital competence framework. Nineteen sources were analyzed, revealing a dichotomy between backward-looking perspectives, emphasizing operational proficiency and routine technology use, and forward-looking perspectives, highlighting AI, computational thinking, data literacy, and strategic engagement with technology. These findings call for BLS education to support foundational digital skills, critical reflection, and problem-solving to prepare students for the evolving professional technological landscape.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2049-2061"},"PeriodicalIF":1.8,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582766/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991760","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: A Generative AI Prompt Framework for Scaling Instructional Video Design.","authors":"Mohit Gupta, Jake Aumeier, Smrithi Upadhyayula, Aidan Dulaney, Alexander Wu, James Willig, Natalie Bavli","doi":"10.1007/s40670-026-02784-7","DOIUrl":"10.1007/s40670-026-02784-7","url":null,"abstract":"<p><p>Generative AI can transform lectures into asynchronous learning materials, but pedagogical quality depends on rigorous prompt engineering. We developed IMPACT, a six-component prompt-engineering framework, and applied it to design a six-stage video pipeline. Trainee-faculty co-creation produced 22 pre-clerkship hematology videos and was associated with positive trainee contributor perceptions.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02784-7.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1839-1841"},"PeriodicalIF":1.8,"publicationDate":"2026-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582745/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991736","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":"Toward an International Accreditor Database - Results of a Pilot Study of WFME Recognition Programme Applications.","authors":"Anika Akthar Khair, Mohammed Ahmed Rashid, Cynthia Whitehead, Roghayeh Gandomkar, Sean Tackett","doi":"10.1007/s40670-026-02778-5","DOIUrl":"10.1007/s40670-026-02778-5","url":null,"abstract":"<p><p>In 2024, the World Federation for Medical Education (WFME) provided agency applications for a pilot study. We analyzed applications from 43 WFME-recognized agencies against a cost identification framework to extract 4 variables and generate a list of variables for an international accreditor database. Across agencies, the median number of site visitors was 5 (range 3-10), site visit days 3 (range 1-6), committee members 12 (range 5-31), and annual budget $800 thousand ($50 thousand to $141 million). Testing, refining, and maintaining an international accreditor database could facilitate standardized data collection that allows for benchmarking, public reporting, and accreditation research.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1727-1732"},"PeriodicalIF":1.8,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582762/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991786","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":"Comment on \"Hybrid Physical Examination: Integrating Peer Feedback with Standardized Patient Encounters\".","authors":"Madhuri Tribhuvan, Shashikant N Phatke","doi":"10.1007/s40670-026-02785-6","DOIUrl":"10.1007/s40670-026-02785-6","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2111-2112"},"PeriodicalIF":1.8,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582703/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991749","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 eXcellence Through Community, Empowerment, and Learning (EXCEL): a Pilot Study of a Self-Determination Theory-Informed Peer-Facilitated Psychoeducational Intervention for Health Sciences Trainees.","authors":"S N Mladen, Y Zhai, C A Gorman, D A Rogers, R Rampe, S McCarthy, D Watson, L M Boitet","doi":"10.1007/s40670-026-02770-z","DOIUrl":"10.1007/s40670-026-02770-z","url":null,"abstract":"<p><p>Health sciences trainees experience substantial distress from factors derived from the learning environment. Yet traditional training programs rarely provide structured opportunities to build autonomy-supportive nontechnical skills needed to navigate these challenges. To address this gap, we developed and evaluated a novel peer-led psychoeducational group intervention designed for health sciences trainees grounded in Self-Determination Theory (SDT). This program aimed to strengthen trainees' access to resources supporting competence, relatedness, and autonomy through three structured components: psychoeducation, guided discussion, and targeted skill-development. A pre-post design was used to collect Work-Related Basic Psychological Need Satisfaction Scale (BPNS-W) and perceived stress data, and the post-session survey included items from the Session Wants and Needs Outcome Measure (SWAN-OM) and two general evaluation questions. Mean-level paired analyses demonstrated a significant increase in resource acquisition related to autonomy, and perceived stress decreased significantly from pre- to post-session. Importantly, latent change score modeling revealed substantial variability in individual trajectories, and indicated trainees with lower baseline basic psychological need satisfaction showed the largest gains, which were statistically significant across all three SDT domains. Trainees positively evaluated the program, reporting that they felt listened to, and were able to identify self-support strategies and explore their feelings. Participants also indicated that they found the sessions helpful and were likely to attend future sessions. Together, this study supports the utility of an SDT-informed, peer-facilitated intervention model for reducing trainee perceived stress and strengthening resources in support of basic psychological need satisfaction.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1773-1783"},"PeriodicalIF":1.8,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582717/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991333","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}