Medical Science Educator最新文献

{"title":"Transcript Accuracy in Preclinical Medical School Lectures.","authors":"Lindsay J Ma, Jawad Al-Khafaji, Stephanie P Taylor, Christopher Grondin","doi":"10.1007/s40670-025-02301-2","DOIUrl":"https://doi.org/10.1007/s40670-025-02301-2","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students acquire knowledge in the preclinical phase primarily through didactic lectures. Lectures are commonly delivered via video recordings and include transcripts and/or closed captions. Transcript accuracy may improve or worsen student perceptions of equity and accessibility in education, but data quantifying or otherwise exploring transcript errors in medical student education is scarce.</p><p><strong>Materials and methods: </strong>First-year preclinical medical students were surveyed. The semi-structured survey consisted of yes/no questions, slider type questions, 5-point Likert scales, and an open-ended question to assess usage of transcripts while watching lectures and perceptions of transcript errors. Survey data were interpreted using univariate analyses and inductive open coding. The authors also audited lectures for accuracy of transcripts. Two-sample <i>t</i>-tests were performed to compare transcript error rates.</p><p><strong>Results: </strong>Quantitative survey results from 85 students revealed that 94% of participants used transcripts when consuming lectures, 96% noticed errors, and 59% felt that errors negatively impacted their learning. An audit of 36 lectures from two curricular blocks revealed that transcript accuracy failed to meet industry standards (i.e., ≥ 99% accuracy) in 35% of clinical science lectures (e.g., the diagnosis/management of diseases) and 5% of basic science lectures (e.g., biochemistry).</p><p><strong>Conclusion: </strong>Although medical students rely on accurate transcripts of didactic lectures for both accessibility and facilitation of learning, current lecture transcripts fail to consistently meet industry standards for accuracy and correlate with student dissatisfaction. Given medical schools deliver much of their lectures as video recordings, these findings represent an important gap in need of future study.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02301-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1277-1283"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228927/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585141","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 ChatGPT-4o Really Pass Medical Science Exams? A Pragmatic Analysis Using Novel Questions.","authors":"Philip M Newton, Christopher J Summers, Uzman Zaheer, Maira Xiromeriti, Jemima R Stokes, Jaskaran Singh Bhangu, Elis G Roome, Alanna Roberts-Phillips, Darius Mazaheri-Asadi, Cameron D Jones, Stuart Hughes, Dominic Gilbert, Ewan Jones, Keioni Essex, Emily C Ellis, Ross Davey, Adrienne A Cox, Jessica A Bassett","doi":"10.1007/s40670-025-02293-z","DOIUrl":"https://doi.org/10.1007/s40670-025-02293-z","url":null,"abstract":"<p><p>ChatGPT apparently shows excellent performance on high-level professional exams such as those involved in medical assessment and licensing. This has raised concerns that ChatGPT could be used for academic misconduct, especially in unproctored online exams. However, ChatGPT has previously shown weaker performance on questions with pictures, and there have been concerns that ChatGPT's performance may be artificially inflated by the public nature of the sample questions tested, meaning they likely formed part of the training materials for ChatGPT. This led to suggestions that cheating could be mitigated by using novel questions for every sitting of an exam and making extensive use of picture-based questions. These approaches remain untested. Here, we tested the performance of ChatGPT-4o on existing medical licensing exams in the UK and USA, and on novel questions based on those exams. ChatGPT-4o scored 94% on the United Kingdom Medical Licensing Exam Applied Knowledge Test and 89.9% on the United States Medical Licensing Exam Step 1. Performance was not diminished when the questions were rewritten into novel versions, or on completely novel questions which were not based on any existing questions. ChatGPT did show reduced performance on questions containing images when the answer options were added to an image as text labels. These data demonstrate that the performance of ChatGPT continues to improve and that secure testing environments are required for the valid assessment of both foundational and higher order learning.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02293-z.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"721-729"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058600/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144062740","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":"<i>SCRIP</i>ting a Path to Scholarship: How Student Journals Reduce Barriers to Publication.","authors":"Niraj Vyas, Sonia Lobo","doi":"10.1007/s40670-025-02286-y","DOIUrl":"https://doi.org/10.1007/s40670-025-02286-y","url":null,"abstract":"<p><p>Early initiation of research activities among medical students is associated with later academic success and improved scientific productivity; however, barriers to publication in mainstream journals may deter students from disseminating their scholarly work. We sought to determine the impact of <i>Scholarly Research in Progress</i> (<i>SCRIP</i>), a student journal, on students' level of experience, knowledge, or practice related to writing and publication, writing apprehension, and scholarly productivity. Students from Geisinger Commonwealth School of Medicine were surveyed via Qualtrics to assess their experience and motivation to publish, determine publication rates, and better understand barriers to publishing practices. Data was reported using means and standard deviations for ranked questions. One hundred sixteen participants responded, and 77 completed surveys were included in the analysis. Participants who had previously published in <i>SCRIP</i> indicated they were more confident in writing manuscripts (<i>p</i> = 0.003), submitting articles (<i>p</i> = 0.002), navigating the publication process (<i>p</i> = 0.008), and navigating the peer-review process (<i>p</i> = 0.033) compared to those who had not previously published in <i>SCRIP.</i> <i>SCRIP</i>-published participants were also more likely to place a high value on publishing research in their careers (<i>p</i> = 0.028). There was no significant difference in the average number of total PubMed-indexed publications between <i>SCRIP</i>-published participants and non-<i>SCRIP</i>-published participants (<i>p</i> = 0.779). Overall, <i>SCRIP</i> positively impacted students' attitude towards future publication and was associated with improved writing confidence. Reviewer feedback was well-received by students and helped to improve their research to a publishable level while supporting development of their scientific writing skills and confidence.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"703-709"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058611/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989530","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 Comparative Study of Attitude and Perception of Students to the Online Learning of Anatomy in a Low-Resource Settings During COVID-19.","authors":"M O Alese, O D Bamisi, B O Ibitoye, A O Oladokun, K S Oluwadiya","doi":"10.1007/s40670-025-02295-x","DOIUrl":"https://doi.org/10.1007/s40670-025-02295-x","url":null,"abstract":"<p><strong>Background: </strong>A large amount of anatomy teaching is based on practical sessions.This could be a challenge with online learning which has become inevitable in the COVID-19 era as the practicality of teaching could be limited. This study sought to analyze the perception of students to the online learning of anatomy in a low-resource setting.</p><p><strong>Method: </strong>Previously validated questionnaires were used to assess the availability, feasibility, effectiveness, acceptability, and receptiveness to different teaching modalities in Anatomy in public and private universities in Nigeria.</p><p><strong>Results: </strong>Our results show that there was a significant increase in the availability of resources in the private institution compared to the public. In our study, genetics, embryology, and surface anatomy were considered most feasible to learn by the students. Genetics, embryology, and histology were perceived as absolutely effective in the virtual learning of anatomy, while gross anatomy, clinical anatomy, and radiological anatomy were perceived as not effective. The result showed a generally low receptiveness to learning all branches of anatomy online, with 243 (44.7%) students not being receptive, while 177 (32.5%) students were receptive. Also, 232 (42.6%) felt they were not equipped with the technological skills to learn all branches of anatomy online as against 185 (34.0%) who said they were technologically equipped.</p><p><strong>Conclusion: </strong>The study showed a variation in the perception and attitude of students in public and private schools towards the online learning of anatomy. Of great importance is the availability of infrastructure. Overall, in a low-resourced setting, traditional teaching of anatomy is more widely accepted compared to online learning due to many factors. The availability of facilities for virtual learning is important for students to keep up with global standards.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1249-1258"},"PeriodicalIF":1.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228896/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585045","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":"Integrating Cultural Awareness Practices into Medical School Nutrition Education with a Virtual Global Elective Course.","authors":"Matthew J Yee, Sean C McWatt, Cecilia Brassett, Dana A Stearns, Mandeep Gill Sagoo, Takeshi Sakurai, Mark Bittman, Richard J Deckelbaum, Carlos Faerron Guzman, Wahida Karmally, Geoffroy Noel, Anette Wu","doi":"10.1007/s40670-025-02290-2","DOIUrl":"10.1007/s40670-025-02290-2","url":null,"abstract":"<p><p>Nutrition affects overall health, but comprehensive nutrition education is currently under-taught in medical schools. Even when available, nutrition courses rarely include global cultural perspectives. This paper describes a novel online, international, and interactive elective course for senior medical students to learn and review fundamental nutrition topics in cross-cultural contexts. From March to April 2023, students participated in synchronous large-group lectures and asynchronous small-group discussions with peers from across the world. Students demonstrated content-level knowledge and reported greater awareness of nutrition-related cultural perspectives. Thus, students were introduced to multiple dimensions of medicine crucial for holistic patient care but currently rarely combined in traditional curricula.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02290-2.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"675-681"},"PeriodicalIF":1.9,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058584/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052224","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":"Unraveling \"Feeling Bad\" in a Non-Western Culture: Achievement Emotions in Japanese Medical Students.","authors":"Osamu Nomura, Momoka Sunohara, Haruko Akatsu, Jeffrey Wiseman, Susanne P Lajoie","doi":"10.1007/s40670-025-02296-w","DOIUrl":"10.1007/s40670-025-02296-w","url":null,"abstract":"<p><strong>Introduction: </strong>The Medical Emotion Scale has been translated into Japanese (J-MES) and validated for cross-cultural emotion research in medical education. However, its applicability for extracting Japanese cultural aspects of medical students' emotions has not been examined. This study aimed to explore the underlying latent constructs related to culture in the J-MES by conducting factor analyses.</p><p><strong>Methods: </strong>In total, 41 medical students enrolled at a Japanese university participated in this study. The students completed the J-MES before, during, and after a computer-based clinical reasoning activity. Exploratory factor analysis (EFA) was conducted to examine the factor structure of the scale. Factor extraction was based on a scree plot investigation.</p><p><strong>Results: </strong>The EFA for emotions before the task pointed to a four-factor structure explaining 56.70% of the total variance. The first factor accounted for 26.44% of the variance. Based on the seven items with the highest loadings on this factor (e.g., happiness), we interpreted the first factor as representing a positive valence dimension. The second factor explained 13.78% of the variance with four items of highest loadings (e.g., anger), which was interpreted as representing negative emotions toward the learning activity. The third factor explained 10.48% of the variance with three items (e.g., shame), interpreted as negative emotions related to self-performance. The fourth factor explained 6.00% of the variance with three items (e.g., confusion), which was interpreted as representing anxiety-related emotions.</p><p><strong>Discussion: </strong>Negative emotions included multiple factors such as learning activity- and self-performance-related emotions, which could be associated with Japan's interdependent culture.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-025-02296-w.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1259-1267"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228877/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585143","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":"Flourishing as an Aim of Medical Education: Are We Hitting the Target?","authors":"Noreen Mansuri, Amy B Zelenski","doi":"10.1007/s40670-024-02255-x","DOIUrl":"https://doi.org/10.1007/s40670-024-02255-x","url":null,"abstract":"<p><p>In this commentary, we use Reiss and White's contention of educational aims as a lens to examine the aims of medical education and determine whether the flourishing of medical students is among them. We identify an absence of flourishing and observe descriptions of medical students as finished products of training with an emphasis on professional virtues such as altruism. This emphasis is a compensatory response to professional and cultural shifts during the twentieth century. Anchored by this historical context, we draw on the work of Fielding and Moss to offer a path forward for redefining the aims of medical education.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1081-1087"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058636/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144037049","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 Tale of Two Institutions: Implementing IPE Curricula and Assessment Tools.","authors":"Kathryn K Neill, Chad Lairamore, Wendy L Ward","doi":"10.1007/s40670-025-02281-3","DOIUrl":"https://doi.org/10.1007/s40670-025-02281-3","url":null,"abstract":"<p><p>Interprofessional education (IPE) benefits are well-established, yet methods for implementing such programs vary greatly. This study compares infrastructure, curriculum, evaluation procedures, and insights from over a decade of IPE implementation at two institutions. Both saw evolution of common curriculum frameworks and evaluation metrics. However, a centralized administrative approach outperformed a grassroots approach for developing capacity for IPE uptake, as indicated by higher scores on the Interprofessional Education Collaborative (IPEC) Institutional Assessment Instrument. These experiences facilitated formation of a statewide IPE consortium. The authors urge others to consider these findings when implementing IPE curricula, contributing to the collective knowledge base on effective IPE models.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1637-1654"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585048","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":"Deconstructing the Extended Focused Assessment with Sonography in Trauma (E-FAST) as a Roadmap for Longitudinal Integration of Point of Care Ultrasound Education Within Undergraduate Medical Education.","authors":"Cherie Tator, Maria Maldonado, Nadia Ismail, Kiyetta H Alade, Alan Riley","doi":"10.1007/s40670-025-02298-8","DOIUrl":"https://doi.org/10.1007/s40670-025-02298-8","url":null,"abstract":"<p><p>Point-of-care ultrasound (POCUS) has been embraced by most medical specialties, yet undergraduate medical education still has difficulty incorporating POCUS skill development and assessment. While much of the existing literature focuses on specific POCUS and/or ultrasound topics, the feasibility as well as ensuring POCUS topics are relevant to all undergraduate medical education (UME) learners are often left unaddressed. The authors outline a novel, outcomes-driven, longitudinal POCUS curriculum designed around a \"deconstructed\" Extended Focused Assessment with Sonography in Trauma (E-FAST) exam, which facilitated purposeful integration of POCUS and medical imaging topics into organ system-based foundational courses. Curriculum development strategies specific to POCUS will be reviewed, including reverse curriculum design, emphasis on assessment, and identifying POCUS topics relevant to most undergraduate medical students while avoiding specialty specific preferences. This roadmap aims to assist other institutions in developing their own programs to teach POCUS within the broader scope of modern ultrasound practices.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1673-1681"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228866/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585091","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":"An Inter-institutional Peer-Mentoring Program for Professional Development of Medical Educators: Program Components, Evaluation, and Evolution.","authors":"Laura Bauler, Carolina Restini, Ann Voorheis-Sargent, Katherine Weyand, Tori Arnold, Nicole Wright, Martha Faner, Stacey Pylman, Wendy Lackey-Cornelison, Judy S Blebea, Monica van de Ridder","doi":"10.1007/s40670-025-02297-9","DOIUrl":"https://doi.org/10.1007/s40670-025-02297-9","url":null,"abstract":"<p><p>Continuous scientific and societal advancements necessitate professional development opportunities for educators to stay current. The diverse backgrounds and needs of medical educators makes one-size-fits-all faculty development programs ineffective. One strategy to overcome this hurdle is to provide personalized development opportunities, including mentoring, coaching, or advising. Here, we describe a peer-mentoring program designed to connect faculty across medical schools to promote personalized professional development. This program enables participants to share ideas, collaborate on teaching or scholarship, problem solve, network, and learn how other institutions function and overcome common hurdles. We propose that this inter-institutional peer-mentoring program could be implemented at other institutions using this model.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 3","pages":"1663-1671"},"PeriodicalIF":1.9,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12228848/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585049","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}