Medical Science Educator最新文献

{"title":"Message from the 2024 Program Chair.","authors":"","doi":"10.1007/s40670-024-02238-y","DOIUrl":"https://doi.org/10.1007/s40670-024-02238-y","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"3"},"PeriodicalIF":1.9,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896900/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626217","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":"Answering Patterns in SBA Items: Students, GPT3.5, and Gemini.","authors":"Olivia Ng, Dong Haur Phua, Jowe Chu, Lucy V E Wilding, Sreenivasulu Reddy Mogali, Jennifer Cleland","doi":"10.1007/s40670-024-02232-4","DOIUrl":"https://doi.org/10.1007/s40670-024-02232-4","url":null,"abstract":"<p><p>While large language models (LLMs) are often used to generate and answer exam questions, limited work compares their performance across multiple iterations using item statistics. This study aims to fill that gap by investigating answering patterns of how LLMs respond to single-best answer (SBA) questions, comparing their performance to that of students. Forty-one SBA questions for first-year medical students were assessed using the most easily assessable and free-to-use GPT3.5 and Gemini across 100 iterations. Both LLMs exhibited more repetitive and clustered answering patterns compared to students, which can be problematic as it may compound mistakes by repeating error selection. Distractor analysis revealed that students performed better when managing multiple options in the SBA format. We found that these free-to-use LLMs are inferior to well-trained students or specialists in handling technical questions. We have also highlighted concerns on LLMs' contextual interpretation of these items and the need of human oversight in the medical education assessment process.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"629-632"},"PeriodicalIF":1.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058614/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038574","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":"Letter from the Editor.","authors":"David Harris","doi":"10.1007/s40670-024-02239-x","DOIUrl":"https://doi.org/10.1007/s40670-024-02239-x","url":null,"abstract":"","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 Suppl 1","pages":"1"},"PeriodicalIF":1.9,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11896908/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626207","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":"Fruits of the Professional Educator Appreciation and Recognition (PEAR) Awards: Learning what Students Value in Their Medical Educators.","authors":"Madeline Tomlinson, Kristiana Nasto, Kevin Gosselin, Ellen M Friedman, Anne Gill, Stacey Rose","doi":"10.1007/s40670-024-02234-2","DOIUrl":"https://doi.org/10.1007/s40670-024-02234-2","url":null,"abstract":"<p><strong>Purpose: </strong>The Professional Educator Appreciation and Recognition (PEAR) awards program was created by students at Baylor College of Medicine (BCM) in 2020 to recognize exemplary educators. We reviewed our 3-year experience of this initiative to identify characteristics of award-winning educators, and to assess the award's impact.</p><p><strong>Materials and methods: </strong>We reviewed the title, department, and clinical affiliation of award winners. Using ChatGPT, we qualitatively analyzed de-identified nomination narratives to identify themes of educator characteristics most valued by students. Following refinement by the study team, each award was then assigned one or more themes. Unsolicited thank-you emails were reviewed to consider the impact of the award upon recipients.</p><p><strong>Results: </strong>Of 202 award recipients, most were near-peers (two-thirds were assistant professors or residents). Winners were affiliated with diverse departments and disciplines. Students most valued outstanding teaching skills (36.6%), showing support by being kind, encouraging, or approachable (26.7%), and investing time in trainees via constructive feedback (26.7%). Unsolicited thank-you emails from 20% of recipients conveyed the meaning of the award for the winning educators.</p><p><strong>Conclusions: </strong>A review of the BCM PEAR award program identified educator characteristics most valued by students, providing targets for professional development. This low-cost, high-impact initiative may enhance educator wellness and motivate professional behaviors.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02234-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"787-791"},"PeriodicalIF":1.9,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058585/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054433","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":"Multimodal Assessment in Clinical Simulations: A Guide for Moving Towards Precision Education.","authors":"Deborah Schwengel, Ignacio Villagrán, Geoffrey Miller, Constanza Miranda, Serkan Toy","doi":"10.1007/s40670-024-02221-7","DOIUrl":"https://doi.org/10.1007/s40670-024-02221-7","url":null,"abstract":"<p><p>Technological advances and cutting-edge data analytics approaches give new prospects for using multimodal assessments in simulation-based medical education. These multimodal approaches consider the interaction of data obtained from multiple sources and can enhance our ability to assess the educational efficacy of simulations and optimize learning experiences for each individual learner. However, several challenges could jeopardize the successful implementation of this approach. We present a practical guide for integrating multimodal assessment in clinical simulation-based education, offering educators and researchers a systematic checklist to consider before undertaking these multimodal assessment initiatives.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1025-1034"},"PeriodicalIF":1.9,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058571/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144031330","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 Medical Student Online Community: A Qualitative Analysis of Step 1 Subreddit Posts.","authors":"Michael R Kann, David Chen, Grace W Huang, Sangami Pugazenthi, Nichole G Zehnder","doi":"10.1007/s40670-024-02214-6","DOIUrl":"10.1007/s40670-024-02214-6","url":null,"abstract":"<p><strong>Introduction: </strong>Reddit is a public discussion website parsed into \"subreddits\" centered around specific topics. Medical students often utilize the Step 1 subreddit to seek peer counsel regarding exam preparation. The aim of this study is to utilize the Step 1 subreddit to (1) qualitatively explore how students utilize this subreddit and (2) to capture the evolving landscape of thoughts and strategies employed since Step 1 score reporting shifted to pass/fail.</p><p><strong>Methods: </strong>The Reddit Application Programming Interface (API) was employed to collect Step 1 subreddit posts between January 26, 2022, and April 10, 2023. The top 500 ranked posts were analyzed using the grounded theory method for comprehensive thematic analysis.</p><p><strong>Results: </strong>Thematic analysis identified five themes: mental and emotional challenges, academically overwhelming, peer student advice, community support and appreciation, and navigating the pass/fail Step 1 landscape. During exam preparation, students commonly expressed emotions of stress, overwhelmed by the volume of content and the demanding preparation timeline. Students leveraged the Step 1 subreddit to gain advice from peers on selecting and effectively utilizing resources, crafting study schedules, and prioritizing content. The subreddit served as a source of support, where posters extended encouragement and empathy for which students expressed gratitude. Likewise, students were engaged in the process of assessing external guidance and adapting their study strategies to thrive in the Step 1 pass/fail environment.</p><p><strong>Conclusions: </strong>The analysis of the Step 1 subreddit revealed themes that provide a better understanding of how medical students leverage this forum and insights of educators may use to optimize student support.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"425-436"},"PeriodicalIF":1.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721787","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":"Putting an Integrated Theoretical Framework of Student Engagement into Practice: A Case Study of Three Student Initiatives at the Technical University of Munich.","authors":"Johannes Reifenrath, Anna Buchner, Antonia Leeb, Lina Hermann, Christine Allwang, Andreas Dinkel, Pascal O Berberat, Marjo Wijnen-Meijer","doi":"10.1007/s40670-024-02223-5","DOIUrl":"https://doi.org/10.1007/s40670-024-02223-5","url":null,"abstract":"<p><p>Student engagement is perceived as an increasingly important but complex phenomenon in medical education. Recently, integrated theoretical frameworks have been introduced to conceptualize student engagement from a psychological, behavioral, and psychosocial perspective. The body of literature underpinning the development of the frameworks is enormous, but there is a relative paucity of reports detailing the use of the frameworks in practice. Here, we present a case study of three de novo student initiatives at the Technical University of Munich. The initiatives cover various topics, from case-based learning tutorials to extracurricular offerings on mental health and mentoring. We will map each project to the integrated framework proposed by Kassab et al. (<i>Med Teach</i> 45:949-965, 2023) and assess its usefulness in capturing student engagement. We conclude that the framework holistically describes the engagement profile of each project but does not consider the different roles students assume when participating in a project or incentivizing it.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1035-1043"},"PeriodicalIF":1.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058616/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040190","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 Performance Mental Skills (PerMS) in Medical Education: Supporting Well-Being Using the 3 M + S Framework.","authors":"Victor Do, Roshan Abraham, Ryan Jacobsen, Melanie Lewis, Cheryl Goldstein, Adelle Atkinson, Lyn K Sonnenberg","doi":"10.1007/s40670-024-02225-3","DOIUrl":"https://doi.org/10.1007/s40670-024-02225-3","url":null,"abstract":"<p><p>Between championship games, Olympic trials, code responses, and crucial conversations, high-performance sports and medical education share many parallels. Specialized knowledge, skills, and training need to be paired with strong internal mental processes. Performance mental skills (PerMS) are defined as the cognitive, behavioral, and emotional regulation skills required to promote healthy and adaptive mental and physical states prior to, during, and after performance-oriented tasks<b>.</b> These skills can broadly be organized into Mastery approaches, Mindset & Motivation, and Self-regulation skills, using the PerMS 3 M + S Framework. We provide a series of case examples, demonstrating how the application of PerMS can benefit a learner going through medical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1071-1079"},"PeriodicalIF":1.9,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058604/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144015967","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":"Strategic Learning Principles Are Related to Academic Scores for Doctor of Physical Therapy Students.","authors":"B Reynolds, C Minahan","doi":"10.1007/s40670-024-02215-5","DOIUrl":"10.1007/s40670-024-02215-5","url":null,"abstract":"<p><strong>Introduction: </strong>The Learning and Study Strategies Inventory (LASSI) is a self-assessment of strategic learning principles with scores representing areas for growth. The purpose of this study was to measure LASSI scores at 2 points in time for Doctor of Physical Therapy (DPT) students in a 2-year hybrid program to see if scores changed after a science of learning course and two quarters of the program. The authors then examined the relationship between LASSI scores and academic scores (DPT program GPA, anatomy, and physiology grades).</p><p><strong>Methods: </strong>Retrospective descriptive analysis of LASSI scores with comparisons between baseline and after a science of learning course and two quarters of the program using a paired <i>t</i>-test; bivariate correlations examined the relationship of LASSI scores to academic scores.</p><p><strong>Results: </strong>Data was collected for 259 matriculated DPT students. Three of the 10 LASSI scales had significant change after the science of learning course and two quarters of the program; however, the effect sizes were small (0.2 or less). Anxiety management (<i>t</i>(258) = 2.340, <i>p</i> = .020) scores improved, while both concentrations (<i>t</i>(258) =  - 3.229, <i>p</i> = .001) and the use of academic resources (<i>t</i>(258) =  - 1.999, <i>p</i> = .047) had lower scores. There were several LASSI scores with significant correlations to academic scores (<i>ρ</i> = .132 to .431).</p><p><strong>Discussion/conclusion: </strong>LASSI was related to academic scores, although the strength of the relationship was low to negligible. LASSI showed small changes over time. There could be various reasons for scores improving or declining, but the awareness of scores and change in scores can provide a solid foundation for individualized coaching to DPT students as they navigate the rigor of a graduate level professional program.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02215-5.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"437-446"},"PeriodicalIF":1.9,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933603/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721804","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":"Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning.","authors":"Peter Boedeker, Tobias Schlingmann, Joshua Kailin, Ajith Nair, Cara Foldes, David Rowley, Katherine Salciccioli, Ronald Maag, Nancy Moreno, Nadia Ismail","doi":"10.1007/s40670-024-02219-1","DOIUrl":"10.1007/s40670-024-02219-1","url":null,"abstract":"<p><strong>Purpose: </strong>The evidence base for active learning in medical education is based largely on trials with suspect internal validity. We empirically compared the learning and feeling of learning of participants when in large-group interactive sessions and passive lectures using a rigorous trial capable of providing an unambiguous assessment of effect. Further, we evaluated if there was a differential effect based on prior achievement.</p><p><strong>Materials and method: </strong>We conducted a two-day randomized cross-over trial with 146 s-year medical students. Passive learning involved lecture-based case presentation with minimal interaction; in the large-group interactive session, students worked in teams on the same cases. Participants completed a test of learning and a feeling of learning survey. Effects were estimated using linear mixed-effects models.</p><p><strong>Results: </strong>Participants in the large-group interactive session scored 0.27 standard deviations higher on the test of learning (<i>p</i> = 0.010) than when in the passive lecture. Learners in the lower 50% of prior achievement benefited most from active learning. The feeling of learning was 0.56 standard deviations higher in the large-group interactive session (<i>p</i> < 0.001).</p><p><strong>Conclusions: </strong>Transformation of passive lectures to interactive learning sessions is feasible, has the potential to close achievement gaps by benefiting the lowest achieving learners the most, and provides students a greater sense of learning than passive lectures.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02219-1.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"459-467"},"PeriodicalIF":1.9,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933506/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721757","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}