Medical Science Educator最新文献

{"title":"Piloting an AI Introduction Program for Incoming Medical Students: A Novel Approach to Medical Education.","authors":"Kenny T L Ta, Ayush Patel, Nathan Keller, Shivansh R Pandey, Abhinab Kc, Cade Arries","doi":"10.1007/s40670-026-02782-9","DOIUrl":"10.1007/s40670-026-02782-9","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is increasingly recognized for its potential to enhance personalized learning and clinical decision-making in medical education. However, limited integration of AI into medical curricula may leave students feeling underprepared for AI-driven healthcare. This study piloted an AI education program for first-year medical students, assessing post-session perceptions of knowledge, confidence, and perspectives regarding AI in medicine.</p><p><strong>Methods: </strong>An interactive AI session was conducted for 241 first-year medical students at University of Minnesota Medical School. The session included components of lecture, live demonstrations, and exercises with AI tools such as ChatGPT, Copilot, and Gemini, where students applied AI to various educational and clinical scenarios. Discussions included potential benefits, harms, and limitations including ethical implications, bias and privacy concerns. A post-session survey captured students' understanding, perceived utility, and confidence regarding AI use in education and in medicine.</p><p><strong>Results: </strong>Of 241 medical students, 180 attended the session, and 92 of attendees (51%) completed the post-session survey. Findings showed that a majority recognized AI's value for enhancing study efficiency and diagnostic support, with over 50% indicating increased confidence in incorporating AI tools into their education and possible future practice. Concerns emerged around AI reliability, potential over-reliance, and ethical issues, especially regarding data privacy and bias.</p><p><strong>Conclusions: </strong>This pilot study provides preliminary evidence supporting the early introduction of AI concepts in medical education. Students' ethical concerns highlight the need for balanced curricula that combine foundational AI literacy with critical ethical understanding. The study's descriptive, post-session design limits causal inference; future work should incorporate pre- and post-assessments and longitudinal follow-up to evaluate the sustained impact of AI education on clinical competencies and ethical awareness.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1965-1972"},"PeriodicalIF":1.8,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582668/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991782","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":"Where Are They Now? The University of Michigan Medical School Doctors of Tomorrow Pathway Program.","authors":"Rico Ozuna-Harrison, Brandon Lu, Diamond Buchanan, Naomi Parker, Kristian Bennett, Murshed Ahmed, Serena Bidwell, Darrell Tubbs, Julie Evans, Jonathan F Finks, Gurjit Sandhu","doi":"10.1007/s40670-026-02769-6","DOIUrl":"10.1007/s40670-026-02769-6","url":null,"abstract":"<p><strong>Introduction: </strong>Pathway programs aim to increase diversity in medicine by providing exposure, opportunities, and mentorship for underrepresented minority (URiM) students. While many studies focus on undergraduate-level pathway programs, few examine high school students' career trajectories. Doctors of Tomorrow (DoT) is a high school pipeline program at the University of Michigan that partners with Detroit high schools. This study evaluates the outcomes of this program and the additional needs for achieving its goal of improving diversity in the medical workforce.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted on DoT alumni from the classes of 2016 to 2021 to assess education and career trajectories. Quantitative data and qualitative data were analyzed to compare demographic information, educational trajectories, career aspirations as well as common barriers and facilitators that participants encountered on their paths toward healthcare careers.</p><p><strong>Results: </strong>A survey of 75 DoT alumni (41% response rate) revealed that 98% attended college, 52% pursued pre-medicine tracks, and 57% aimed to become physicians. Key themes included awareness, preparedness, and social capital. Financial challenges and a lack of social support were key barriers. Mentorship and early exposure to healthcare facilitated persistence.</p><p><strong>Conclusions: </strong>DoT shows high college enrollment and interest in medical careers among alumni, but financial and social barriers persist. Despite the program's success, few alumni have entered medical school, highlighting the need for support systems such as sustained mentorship, financial assistance, and institutional guidance. Enhancing these types of support for students is crucial to improving URiM representation in medicine and ultimately health outcomes for underserved communities.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2021-2030"},"PeriodicalIF":1.8,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582741/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991763","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":"Collaborative Testing in Medical Education: Insights from a Hybrid Individual-Group Examination Approach.","authors":"Becca N Kubick, Andrew R Thompson, Donald J Lowrie","doi":"10.1007/s40670-026-02773-w","DOIUrl":"10.1007/s40670-026-02773-w","url":null,"abstract":"<p><p>Team-based learning is a widely accepted instructional approach in undergraduate medical education, but the application of its principles outside of its traditional framework has not been fully explored. Here, we describe the implementation of a hybrid individual-group examination format during a two-week Multisystems course at the University of Cincinnati College of Medicine. Students completed two separate in-house examinations during the course, each with individual and group components, as well as a cumulative NMBE final examination that was taken individually. A portion of the second individual examination retested concepts from the first examination to explore the impact that collaborative test-taking had on student learning. Student perceptions of the experience were evaluated using a survey after the final examination. We found a small but statistically significant decline in average in-house and NBME individual examination scores following the transition from traditional individual testing to the hybrid individual-group format. However, measured improvement in performance on retested concepts suggests that collaborative testing had a positive impact on student learning, especially among lower performing students. This testing model was overwhelmingly supported by students, who reported that group testing enhanced their learning experience and decreased the stress surrounding preparation for the examinations. Opinions on whether this approach to assessment should be utilized other courses were divided and heavily influenced by respondee class rank, highlighting a potential barrier to implementation. These findings shed light on the benefits and drawbacks of collaborative testing in the medical school context.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1741-1748"},"PeriodicalIF":1.8,"publicationDate":"2026-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991720","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":"Comparison of Error Rates in Technical Skills and Contextual Skills in a Large-Scale Peer-Assessed Clinical Skills Examination.","authors":"David Alexander Christian Messerer, Oliver Keis, Astrid Horneffer","doi":"10.1007/s40670-026-02764-x","DOIUrl":"10.1007/s40670-026-02764-x","url":null,"abstract":"<p><p>Training of clinical skills often prioritizes technical performance, while contextual skills such as hygienic practice, communication, and documentation receive less systematic attention. In a large-scale peer-assessed examination, third-year medical students completed examination encounters (n = 2,076) using a standardized 20-item binary checklist with predefined allocations to technical and contextual skills. Error rates were low but variable in both categories (technical: 10% (5%; 15%); contextual: 0% (0%; 17%), median with interquartile range). These findings support integrating contextual competence into structured skills education and suggest that brief, checklist-based assessments may reveal actionable deficits in hygiene and documentation that would otherwise remain implicit.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02764-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1703-1709"},"PeriodicalIF":1.8,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582732/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991700","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":"Response to \"Re-evaluating Digital Learning Claims: A Critical Appraisal of Resource Use and Academic Performance Among Medical Students\".","authors":"Muhammad Ahmed, Insha Shafique, Muhammad Usman, Ikram Ullah, Amna Sabir","doi":"10.1007/s40670-026-02772-x","DOIUrl":"10.1007/s40670-026-02772-x","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2123-2124"},"PeriodicalIF":1.8,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582713/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991853","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":"Life Log: A Pilot Study Exploring The Relationship of Hourly Time Expenditure on Medical Student Happiness.","authors":"Matthew Garr, Alexander Requarth, Zane Kaiser, Chris Wiesen, Kurt Gilliland","doi":"10.1007/s40670-026-02758-9","DOIUrl":"10.1007/s40670-026-02758-9","url":null,"abstract":"<p><strong>Background: </strong>Medical students face intense academic demands that often compromise well-being and increase burnout. Understanding the relationship between time allocation, happiness, and academic performance can inform strategies to improve medical student wellness.</p><p><strong>Methods: </strong>This prospective study enrolled 26% (n = 49) of the second-year medical students at the University of North Carolina at Chapel Hill from September to December 2023. Participants logged their hourly activities into 29 predefined categories (e.g., sleep, exercise, studying, socializing, etc.…) and rated their happiness (1-100, where 1 = lowest, 100 = highest) at the end of each day. Demographics and examination schedules were collected. Data were analyzed using SAS to determine correlations between time expenditure, happiness, and curriculum structure.</p><p><strong>Results: </strong>Multiple daily activities significantly correlated with happiness. At least one hour of exercise (76.08 vs. 74.49, <i>p</i> = 0.0055), family time (77.48 vs. 74.49, <i>p</i> < 0.0001), or socializing at home (76.54 vs. 74.32, <i>p</i> = 0.0001) correlated positively with higher happiness scores. Conversely, spending at least one hour studying (74.74 vs. 76.64, <i>p</i> = 0.0045), research (73.24 vs. 75.40, <i>p</i> = 0.0297), or TV/video games (74.54 vs. 76.97, <i>p</i> = 0.0002) were associated with decreased happiness. Test weeks showed significantly lower happiness ratings (73.9 ± 1.44) compared to non-test weeks (76.0 ± 1.35, <i>p</i> = 0.0138). Midterms and finals did not significantly impact end-of-day happiness, though slight decreases were noted before exams.</p><p><strong>Conclusions: </strong>This study highlights the critical role of exercise, family time, and socializing in promoting happiness among medical students, while increasing academic workload detracts from well-being. The findings underscore the need for institutional interventions, including structured mental health days, curriculum adjustments, and wellness initiatives, to balance academic success and student happiness. Future studies should further explore these relationships to guide sustainable reforms in medical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1871-1884"},"PeriodicalIF":1.8,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582777/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991677","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":"Learning Communities in Medical Education: Impact, Integration, and Best Practices.","authors":"Calvin L Gruss, William B Cutrer, Amy E Fleming, Kendra Parekh, Elizabeth Ann Yakes","doi":"10.1007/s40670-026-02776-7","DOIUrl":"10.1007/s40670-026-02776-7","url":null,"abstract":"<p><p>Learning communities (LCs) are longitudinal, relationship-centered structures that foster belonging, mentorship, and collaboration across diverse educational settings. This monograph focuses on LCs in undergraduate medical education (UME), summarizing their structures and models; evidence for effects on the learning environment, advising, well-being, and clinical skills; and practical strategies for implementation. We outline common elements of learning communities across the UME spectrum, including protected small-group time, curricular integration, and structured reflection. We then present the Vanderbilt Colleges as a case study demonstrating these design principles in practice. A checklist, pitfalls, and research priorities are offered to support adoption and continuous improvement.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1851-1860"},"PeriodicalIF":1.8,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582754/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991728","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":"Near-Peer Teaching to Integrate Anatomical Imaging into the Medical School Curriculum.","authors":"Andrew E Warfield, Curtis A Plante, Ryan Walsh, Abigail Hielscher","doi":"10.1007/s40670-026-02760-1","DOIUrl":"10.1007/s40670-026-02760-1","url":null,"abstract":"<p><strong>Purpose: </strong>Additional instruction in imaging can solidify medical students' anatomical knowledge, which in turn, supports better clinical reasoning skills. Imaging education is often constrained due to insufficient time in the curriculum as well as instructor availability. Near-peer teaching can address some of these constraints.</p><p><strong>Methods: </strong>Imaging at our school is integrated across seven anatomy blocks in the first-year curriculum. One-hour optional review sessions, led by second-year medical students, were incorporated into each block with a focus on high yield exam concepts. Attendance was collected at each session. Pre- and post-session quizzes, post-session surveys, and an end of course questionnaire measured student knowledge and perceptions. Quiz performance was compared before and after each session. Survey responses were recorded on a Likert scale and quantitatively analyzed. Open ended questions were analyzed using thematic analysis.</p><p><strong>Results: </strong>An average of 50.7 ± 6.9 students attended each session and students performed better on the post-session quizzes for 6/7 sessions. Students felt more knowledgeable about anatomy and imaging topics and were more prepared to answer test questions following these sessions. Longer-term knowledge retention, assessed at the end of the course using multiple choice questions from each pre/post-session quiz, was also evident. Students felt satisfied with near-peer facilitators and with session content and delivery. Comments focused on desiring more time to answer practice questions, acquiring learning tips from facilitators, and preferring longer sessions.</p><p><strong>Conclusions: </strong>This study demonstrates that near-peer-led imaging sessions are feasible, engaging, and have positive effects on student knowledge and test preparedness.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02760-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"1911-1922"},"PeriodicalIF":1.8,"publicationDate":"2026-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991776","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":"From Tool Use to Epistemic Judgment: A Science Education Perspective on Large Language Model Integration in Medical Education.","authors":"John Carlo B Quiatchon, Mark Justine N Revano, Ronilo P Antonio","doi":"10.1007/s40670-026-02762-z","DOIUrl":"10.1007/s40670-026-02762-z","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2117-2118"},"PeriodicalIF":1.8,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582674/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991605","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":"Reliability is not Readiness in AI Scoring.","authors":"Kenneth Ian Talosig Batac","doi":"10.1007/s40670-026-02775-8","DOIUrl":"10.1007/s40670-026-02775-8","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 4","pages":"2121"},"PeriodicalIF":1.8,"publicationDate":"2026-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148991823","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}