Medical Science Educator最新文献

{"title":"Incorporating Artificial Intelligence in Qualitative Research: Exploring the Role of ChatGPT in Thematic Analysis.","authors":"Jonathan Bowden, Megha Mohanakrishnan, Andrew R Thompson","doi":"10.1007/s40670-025-02587-2","DOIUrl":"https://doi.org/10.1007/s40670-025-02587-2","url":null,"abstract":"<p><p>Thematic analysis is a form of qualitive analysis performed to identify patterns within text-based datasets such as open-ended responses. While thematic analysis is used extensively in medical education research, it has several limitations, such as subjective interpretation by graders and the time required to manually code responses in large datasets. There is potential to overcome many of these challenges with the use of Artificial Intelligence (AI) platforms, such as the free to use large language model, ChatGPT. The goal of this study was to evaluate whether AI can be used in thematic analysis to replace manual graders as the gold standard. The dataset used in this study was related to first year medical students' thoughts and feelings regarding the act of cadaveric dissections. Three different methods were used to instruct the AI to grade the responses, and each method was repeated three times. Various measures related to precision and accuracy were compared, both within the repeated tests using AI and between the AI generated results and those obtained by manual coders. Results show that Method 3 had greater accuracy and agreement with the manual coders, but less precision compared to the other two methods. All methods had an agreement greater than 80%. These findings demonstrate that AI has promise in being used for thematic analysis, but the method used to instruct the AI has a strong influence on the results. When using AI for thematic analyses, it is imperative to carefully document and refine the methodology as well as still incorporate some human oversight to ensure accurate results.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02587-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"73-79"},"PeriodicalIF":1.8,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043985/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624152","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":"Developing the Next Generation of Medical Educators: A Qualitative Exploration of Junior Doctors Who Undertook a Short Medical Education Fellowship in New Zealand.","authors":"Yan Chen, Barbara Kensington-Miller, Andy Wearn","doi":"10.1007/s40670-025-02594-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02594-3","url":null,"abstract":"<p><strong>Introduction: </strong>The medical educator career pathway is not well defined, and a substantial proportion of medical teaching is delivered by clinicians who are not employed by medical schools nor trained as educators. The Clinical Medical Education Fellow (CMEF) programme at the University of Auckland offers medical graduates protected time to engage in teaching, research, and academic service. This study examines former CMEFs' experience and assesses the impact of this role on their intentions to become medical educators.</p><p><strong>Methods: </strong>A qualitative descriptive study was conducted with ten CMEFs interviewed. Inductive thematic analysis was used to identify themes that described the CMEF experience and impact.</p><p><strong>Results: </strong>We identified three overarching themes: 'navigating academia and developing as educators', 'tensions between clinical practice and pursing an educator career', and 'strategies to attract medical graduates to become educators'. Participants valued the CMEF programme for enhancing teaching skills, gaining insights into the academic environment, and understanding of medical education. However, the short-term nature of the role, insufficient protected time, financial constraints, and the demands of clinical practice limited the translation of these experiences into long-term academic careers.</p><p><strong>Conclusions: </strong>Despite finding the CMEF experience valuable, most participants did not pursue formal educator roles beyond the programme. Systemic changes, including raising the profile of educational scholarship, better integration of teaching within clinical roles and enhanced recognition of educational contributions, are necessary to make the medical educator a viable career path for medical graduates.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02594-3.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"397-405"},"PeriodicalIF":1.8,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043837/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624004","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":"Linking Theory to Practice: Enhancing Virtual Reality Educational Interventions by Integrating Experiential Learning Theory.","authors":"Kamilla Guinn, Ebun O Ebunlomo, Christine Ford","doi":"10.1007/s40670-025-02536-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02536-z","url":null,"abstract":"<p><p>As medical educators adopt technological advances such as virtual reality (VR), it is vital that they ground their practices in adult learning theory. Therefore, this commentary highlights how Experiential Learning Theory (ELT) can help educators in undergraduate medical education (UME) effectively leverage VR to develop more engaging, adaptive, and impactful learning experiences. Integrating VR educational interventions, guided by ELT principles, enhances learning by aligning immersive technology with how people learn best. We hope that this article encourages experimentation and provides the foundation for the creation of a theory-based innovative curriculum that supports the development of competent and confident healthcare professionals.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"133-138"},"PeriodicalIF":1.8,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624059","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":"Can Large Language Models Foster Reflective Practice? A Dialogically-Informed Exploration by a Trainee-Educator Dyad.","authors":"Stewart Retnam, Mucheli Sharavan Sadasiv","doi":"10.1007/s40670-025-02570-x","DOIUrl":"10.1007/s40670-025-02570-x","url":null,"abstract":"<p><p>Reflective practice is vital yet challenging to pursue in medical training. This commentary, from both trainee and educator-mentor perspectives, explores the Large Language Model (LLM) potential for reflection. Informed by Moon's stages of learning, Self-Determination Theory, and recent empirical data on LLM efficacy and ethics, we discuss affordances like accessibility and limitations including privacy risks and superficial engagement. We advocate a hybrid model emphasizing critical LLM literacy and human mentorship, proposing strategies for evaluating LLM impact. LLMs can complement, not replace, human guidance in fostering reflection.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 6","pages":"2723-2728"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12960895/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147378914","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 Safe and Effective Internal Medicine Procedure Rotation for Medical Students.","authors":"Jessica A Blank, Elizabeth Anderson, Elise N Brannen, Joseph G Nugent, André M Mansoor","doi":"10.1007/s40670-025-02510-9","DOIUrl":"https://doi.org/10.1007/s40670-025-02510-9","url":null,"abstract":"<p><strong>Problem: </strong>Although procedural rotations in internal medicine residency programs have been shown to increase trainee satisfaction and procedural experience, limited data exist on the implementation and outcomes of similar curricula for medical students.</p><p><strong>Approach: </strong>Grounded in experiential learning theory, we developed and implemented a multi-week elective procedure rotation for medical students. The curriculum included an online component and hands-on procedural training supervised by experienced faculty. Students completed pre- and post-rotation assessments, including a cognitive assessment and a Likert-style survey measuring procedural volume, confidence, and satisfaction. Paired t-tests and Wilcoxon matched-pairs ranked-sum tests were used to analyze changes in continuous and ordinal outcomes, respectively.</p><p><strong>Outcomes: </strong>Before the rotation, students reported limited procedural exposure. During the elective, each student performed an average of 18 procedures-most commonly paracentesis-with no major complications. Cognitive assessment scores significantly improved from a pre-rotation average of 66.3% to 87.2% post-rotation (p < 0.001). Statistically significant increases were observed in both procedural confidence and satisfaction with procedural training.</p><p><strong>Next steps: </strong>This elective procedure rotation was successfully integrated into the curriculum at a large academic medical center and resulted in substantial gains in student procedural exposure, knowledge, and confidence. These findings underscore the value of experiential learning for medical students and suggest that similar elective rotations at other institutions could enhance procedural training in undergraduate medical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 6","pages":"3003-3011"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12961018/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147378859","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":"Correlating Prematriculation Metrics With Preclerkship and Board Examination Performance: A Systematic Review and Meta-Analysis of Outcomes.","authors":"Thomas R Shannon, Seth Adler, Kayla J Dobies, Zachary D Meeker, Andrew D Savoia, Jennifer Westrick, Adam B Wilson","doi":"10.1007/s40670-025-02546-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02546-x","url":null,"abstract":"<p><strong>Purpose: </strong>This study meta-analyzed associations between academic prematriculation metrics (undergraduate GPA and MCAT scores) and performance outcomes (preclerkship and board examination performance) among US allopathic and osteopathic medical students. Given the evolving landscape of medical school admissions, we examined whether these associations have changed over time.</p><p><strong>Methods: </strong>Following PRISMA guidelines, we systematically searched MEDLINE, Scopus, Google Scholar, and ERIC for studies published before June 2023. Inclusion criteria required studies to report correlations between prematriculation metrics and medical school preclerkship performance (e.g., first-year GPA, preclerkship GPA) or board examination scores (e.g., USMLE Step 1, COMLEX-USA Level 1). Random-effects meta-analyses estimated pooled correlation coefficients, with subgroup analyses assessing differences by medical program type and publication era.</p><p><strong>Results: </strong>A total of 23 studies met the inclusion criteria, encompassing a maximum of 4965 students across the 14 analyses. All prematriculation metrics showed statistically significant but weak positive correlations with preclerkship performance and board examination scores (R_pooled = 0.22-0.37). MCAT Biological Science and Total scores had the strongest associations with USMLE Step 1 scores, while science GPA had weaker associations. No significant trend in correlation strength was observed over time.</p><p><strong>Conclusions: </strong>These findings support using holistic admissions review practices to account for non-academic attributes. Future research should explore alternative associations or predictors and assess their impact on longer-term clinical performance.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02546-x.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"247-256"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043838/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624016","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":"Data-driven Learning: From Dashboard Data to Changes in Studying.","authors":"Daniel Owens, David Scudder, Rachael Tan, Wendy Christensen, Tai Lockspeiser","doi":"10.1007/s40670-025-02552-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02552-z","url":null,"abstract":"<p><p>Data dashboards are an increasingly accessible tool in medical education, yet their implementation, use, and impact on students and faculty remain underexplored. This study investigated how medical students use a preclinical exam performance dashboard and how it influenced studying behavior. An exploratory sequential mixed-methods design was employed. First, semi-structured interviews were conducted with second-year medical students who had used the preclinical exam dashboard. Data were analyzed using a constructivist approach and inductive thematic analysis. Qualitative analysis of the eleven interviews identified 19 codes organized in three themes: 1) Engaging with the data, 2) Making meaning from the data and 3) Acting on the data. These results informed the development of a survey administered to the next two classes of students. Of the 335 students surveyed, 36% reported having changed their studying at least once due to dashboard results (\"changers\"). Chi-square tests of independence and independent-samples t-tests were used to compare survey results from the changers and non-changers. Changers accessed their dashboards more frequently than non-changers and reported more frequent insights from the data. Both groups discussed the dashboard with their coaches at similar rates, but changers found these conversations more helpful than non-changers. The findings highlight that although many students engaged with and made meaning of the dashboard data, only a minority changed their studying. Without additional improvements to the dashboard and increased faculty support, the ability of dashboards to promote self-regulated learning and effective study strategies in our students may be limited.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"339-352"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043828/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624017","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":"Perspectives on Peer-to-Peer Learning Within the Physical Exam Course.","authors":"A Mitchel Wride, Madisen A Swallow, Jaideep S Talwalkar, Joseph H Donroe","doi":"10.1007/s40670-025-02588-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02588-1","url":null,"abstract":"<p><strong>Background: </strong>Peer-to-peer learning allows students to practice the physical exam on their peers.</p><p><strong>Objectives: </strong>To understand the experience of students who participate in peer-to-peer physical examination.</p><p><strong>Methods: </strong>A 28-question survey examining the peer-to-peer learning experience was sent to all students who completed the physical exam course at the Yale School of Medicine from 2019 to 2024.</p><p><strong>Results: </strong>Of the 78 students who responded, 49 (62.8%) were in favor of the practice, while 11 (14.1%) reported being uncomfortable with peer-to-peer learning.</p><p><strong>Conclusions: </strong>This study demonstrates general student approval of practicing the physical exam on peers, but there are differences in opinion depending on gender and background.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02588-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"107-110"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043936/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623847","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":"Teaching by Humiliation in Australian Medical Students: Its Prevalence, Relationship with Mental Distress, and the Factors Underlying the Relationship.","authors":"Luisa Wigg, Marc Chao, Wendy Wen Li","doi":"10.1007/s40670-025-02593-4","DOIUrl":"https://doi.org/10.1007/s40670-025-02593-4","url":null,"abstract":"<p><strong>Introduction: </strong>In medical education, teaching by humiliation (TBH) has been identified as a potentially harmful practice contributing to mental distress. However, this is under-researched in the Australian context. This study aims to investigate the prevalence of TBH and mental distress in Australian medical students. It will explore correlations between these variables, seeking to establish a mediation relationship.</p><p><strong>Methods: </strong>Data was collected through an online cross-sectional survey of Australian medical students, returning 244 responses. Using SPSS, crosstabulation was conducted to estimate the prevalence of TBH and mental distress. Spearman's rho correlation tests were performed to determine associations between variables. Mediation analysis was conducted with TBH as the independent variable, mental distress as the dependent variable, and anger, shame, and embarrassment as mediators.</p><p><strong>Results: </strong>The majority (80.3%) of participants experienced TBH. There was a high prevalence of depression (57.8%), anxiety (54.1%), and stress (72.9%). A weak positive correlation was found between TBH, mental distress, and mediators. TBH did not have a direct effect on mental distress (<i>c'</i> = 0.28 (95%Cl = -1.00, 1.55), <i>p</i> = .67). However, indirect effects through anger (<i>a1b1</i> = 1.31 (95%Cl = 0.55, 2.27)), shame <i>(a2b2</i> = 0.45 (95%Cl = 0.02, 0.99)), and embarrassment (<i>a3b3</i> = 1.19 (95%Cl = 0.33, 2.18)) were significant.</p><p><strong>Conclusions: </strong>This study suggests that TBH is a systemic issue, indicating a significant prevalence of mental distress in Australian medical students. While experiencing anger, shame, or embarrassment from TBH was linked to mental distress, TBH itself did not have direct effects on mental health.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"225-236"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043966/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147623969","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":"Empowering Health Professions Educators: Developing Educational Tools with AI-Assisted Vibe Coding.","authors":"Olivia Ng, Minyang Chow","doi":"10.1007/s40670-025-02596-1","DOIUrl":"https://doi.org/10.1007/s40670-025-02596-1","url":null,"abstract":"<p><p>Vibe Coding offers an accessible entry point to create interactive digital applications through human-in-the-loop conversational prompts and AI-assisted workflows. This approach not only lowers technical barriers and fosters experimentation but also raises important considerations. As educators adopt AI in their teaching, it becomes essential to address both its benefits and challenges. We present practical tips to help educators design, develop, and sustain their own educational applications, along with common pitfalls to anticipate when using AI-assisted Vibe Coding. By understanding both the opportunities and the limitations, educators can take confident steps toward creating innovative pedagogically aligned tools for health professions education.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02596-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"36 1","pages":"47-52"},"PeriodicalIF":1.8,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13043969/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147624025","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}