Medical Science Educator最新文献

{"title":"IAMSE Artificial Intelligence Meeting Survey: AI's Impact on Medical Education Faculty.","authors":"Douglas McKell, Lise McCoy, Diego F Niño","doi":"10.1007/s40670-024-02163-0","DOIUrl":"https://doi.org/10.1007/s40670-024-02163-0","url":null,"abstract":"<p><p>This report describes the results of an AI Needs Assessment survey conducted during the IAMSE Annual Meeting in June 2024. It assessed IAMSE members' use of AI, implementation challenges, their organization's AI initiatives, and internal and external resources needed for effective AI adoption. Although many respondents were comfortable with AI (53%), they reported substantial challenges in adopting AI at the personal and organizational levels. A high percentage of institutions were at the initial stages of integrating AI (86%). Most respondents requested online training and a certificate course (53%).</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"34 6","pages":"1641-1646"},"PeriodicalIF":1.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11699010/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142932828","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":"Student Engagement in Medical Research Curriculum Development Strategies: A Comprehensive Approach Utilizing Mixed-Methods Study and SWOT-TOWS-AHP Analysis.","authors":"Sethapong Lertsakulbunlue, Panrawee Sertsuwankul, Kaophiphat Thammasoon, Kanlaya Jongcherdchootrakul, Boonsub Sakboonyarat, Anupong Kantiwong","doi":"10.1007/s40670-024-02226-2","DOIUrl":"https://doi.org/10.1007/s40670-024-02226-2","url":null,"abstract":"<p><strong>Introduction: </strong>Student engagement in medical curriculum development has become increasingly important, yet structured frameworks for decision-making and prioritizing strategies remain limited. This study demonstrates an approach integrating student representatives into strategy development to enhance engagement in medical research (MR) curriculum design and highlights students' perspectives on MR.</p><p><strong>Methods: </strong>A mixed-methods study was conducted with 262 clinical year medical students and intern doctors. Participants completed a questionnaire on practices, perceptions, attitudes, motivations, and barriers related to MR. Focused group discussions evaluated beliefs towards MR and the faculty's strengths, weaknesses, opportunities, and threats. Thematic analysis was performed. Strategies were developed using the TOWS matrix, and student representatives ranked the strategies using the analytic hierarchy process (AHP).</p><p><strong>Results: </strong>MR is perceived as complex and nonessential, yet its benefits in career development, patient care, and knowledge advancement are well-recognized. The chance to pursue research on personally interesting topics motivates student engagement in MR. However, curriculum overload has emerged as a significant barrier. The opportunity-strength strategy received the highest priority score of 0.33. The preferred sub-strategy involves establishing a centralized communication and coordination system to connect expert professors in both pre-clinical and clinical medical fields, both within and outside the institution, thereby enhancing the diversity of available mentors (priority score = 0.12).</p><p><strong>Conclusion: </strong>To address curriculum overload, a centralized communication system and coordination between students and experts are necessary. Additionally, cultivating time management skills is essential. Involving students in curriculum development ensures that their perspectives and needs are considered, leading to the creation of insightful strategies.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"741-754"},"PeriodicalIF":1.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058568/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039535","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 Mixed-Methods Investigation of First-Year Medical Students' Professionalism Competency Development over the Gross Anatomy Course.","authors":"Emily M Porta-Miller, Jennifer Brueckner-Collins","doi":"10.1007/s40670-024-02204-8","DOIUrl":"10.1007/s40670-024-02204-8","url":null,"abstract":"<p><strong>Background: </strong>While competency-based medical education (CBME) and competency assessment in clinical training are well documented, they are less commonly included in preclinical medical education. The gross anatomy laboratory is an opportune setting to incorporate competency assessment and reflection during preclinical medical education. This mixed-methods study determined how first-year medical student assessments of professionalism skills in the gross anatomy lab change over time and analyzed student reflections to contextualize the experiences they had developing the Professionalism competency.</p><p><strong>Methods: </strong>First-year medical students at the University of Louisville completed self- and peer-assessments using the Professionalism Assessment Scale (PAS) at the beginning and end of their gross anatomy course (<i>n</i> = 83). The students also completed three competency development portfolio (CDP) entries throughout the course (<i>n</i> = 83). Qualitative thematic analysis with grounded theory was used to analyze comments related to professionalism skill development in the CDP reflections during the course.</p><p><strong>Results: </strong>There was no statistical difference in PAS self-assessment scores from Time 1 (<i>M</i> = 4.81, <i>SD</i> = .209) to Time 2 (<i>M</i> = 4.85, <i>SD</i> = .217), <i>p</i> = .108. There was a statistically significant increase in PAS-peer-assessment scores from Time 1 (<i>M</i> = 4.89, <i>SD</i> = .165) to Time 2 (<i>M</i> = 4.93, <i>SD</i> = .127), <i>p</i> = .005. Thematic analysis of CDPs revealed that students believed they developed interpersonal relations/social skills, responsibility skills, and gross anatomy lab-specific skills over the gross anatomy course.</p><p><strong>Conclusions: </strong>The Professionalism competency is inherently present and able to be assessed in the gross anatomy lab context for first-year medical students.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"389-402"},"PeriodicalIF":1.9,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721788","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 Novel Pediatric Clinical Skills Curriculum to Prepare Medical Students for Pediatrics Clerkship.","authors":"Lindsay C Podraza, Lauren S Starnes, Joseph R Starnes, Anuj Patel, Rachel K P Apple","doi":"10.1007/s40670-024-02191-w","DOIUrl":"10.1007/s40670-024-02191-w","url":null,"abstract":"<p><strong>Introduction: </strong>Medical students feel poorly prepared to examine pediatric patients during clerkship. Our institution's introduction to clinical skills course lacked practice with pediatrics physical examination skills. We developed a novel clinical skills curriculum to increase students' confidence in examining pediatric patients.</p><p><strong>Methods: </strong>Ericsson's deliberate practice conceptual framework guided curriculum design. We utilized a flipped-classroom model to teach the newborn examination. Students watched a video, then practiced with manikins and patients. For the child examination, students attended a lecture and practiced with hospitalized children and facilitators. Students then participated in a Home, Education, Eating/Exercise, Activities/Employment, Drugs, Suicidality, Sexuality, Safety (HEEADSSS) didactic and role play activity. Before and after participation, students completed REDCap surveys ranking confidence in performing pediatric examinations and identifying normal examination findings on a Likert scale (1 = \"Not at all confident,\" 4 = \"Extremely confident\"). We analyzed data using Wilcoxon rank sum tests.</p><p><strong>Results: </strong>A total of 97 students participated in the curriculum. Respectively, 56 (58%) and 32 (30%) students completed pre- and post-participation surveys. Post-participation, students reported increased confidence in identifying normal infant (median [interquartile range]; (2 [2,2] vs 4 [3,4]; <i>p</i> < 0.001) and child (2 [2,2] vs 3 [3,4]; <i>p</i> < 0.001) examination findings as well as HEEADSSS assessment components (2 [1.5,2] vs 4 [3,4]; <i>p</i> < 0.001), and had significantly higher scores on confidence performing infant (2 [2,2.5] vs 4 [3,4]; p < 0.001), child (2 [2,2] vs 3 [3,4]; <i>p</i> < 0.001), and HEEADSSS assessment (2 [2,3] vs 4 [3,4]; <i>p</i> < 0.001).</p><p><strong>Discussion: </strong>This multi-modal curriculum emphasizing pediatric examination skills improved students' confidence in pediatric-specific knowledge and skills prior to clerkship.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02191-w.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"343-350"},"PeriodicalIF":1.9,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933490/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721790","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":"ChatGPT and Other Large Language Models in Medical Education - Scoping Literature Review.","authors":"Alexandra Aster, Matthias Carl Laupichler, Tamina Rockwell-Kollmann, Gilda Masala, Ebru Bala, Tobias Raupach","doi":"10.1007/s40670-024-02206-6","DOIUrl":"10.1007/s40670-024-02206-6","url":null,"abstract":"<p><p>This review aims to provide a summary of all scientific publications on the use of large language models (LLMs) in medical education over the first year of their availability. A scoping literature review was conducted in accordance with the PRISMA recommendations for scoping reviews. Five scientific literature databases were searched using predefined search terms. The search yielded 1509 initial results, of which 145 studies were ultimately included. Most studies assessed LLMs' capabilities in passing medical exams. Some studies discussed advantages, disadvantages, and potential use cases of LLMs. Very few studies conducted empirical research. Many published studies lack methodological rigor. We therefore propose a research agenda to improve the quality of studies on LLM.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"555-567"},"PeriodicalIF":1.9,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721825","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":"The Hidden Curriculum in Which Medical Students Learn to Understand and Manage Unprofessional Behaviour: A Qualitative Interview Study.","authors":"Ailish Doherty, Rachel Urwin, Ryan D McMullan, Ying Yun Tou, Johanna I Westbrook, Kate Churruca","doi":"10.1007/s40670-024-02208-4","DOIUrl":"10.1007/s40670-024-02208-4","url":null,"abstract":"<p><strong>Objectives: </strong>Medical students frequently experience unprofessional behaviours (e.g. incivility, bullying), adversely impacting personal and professional development. Formal reporting is rare, suggesting students manage unprofessional behaviour through alternate means. This study investigated the role of a hidden curriculum in medical students' understanding and management of unprofessional behaviours in medical education.</p><p><strong>Design: </strong>Third-year medical students were recruited from an Australian medical school. Semi-structured interviews were conducted, and thematic analysis was performed to identify themes in how unprofessional behaviour is experienced and managed.</p><p><strong>Results: </strong>All 17 participants had experienced unprofessional behaviour, and most had witnessed it directed at others. Only two participants reported these experiences. Four themes were identified. (1) Students rationalised whether an incident was reportable based on <i>severity of unprofessional behaviour</i>, and adjusted their personal standards. (2) They described <i>perpetrator power and position as barriers to reporting</i>, where senior staff committing unprofessional behaviour held sway over students' medical education. (3) This contributed to perceptions of the <i>fallibility of reporting</i>, that it carried a high risk of negative consequences, with unclear or no reward. (4) In <i>the importance of debriefing</i>, students preferred to manage unprofessional behaviour through informal peer discussions to make sense of their experiences, avoid future encounters, and collectively better understand the culture of medicine.</p><p><strong>Conclusions: </strong>A hidden curriculum was identified whereby students learn to understand and respond to unprofessional behaviour based on their experiences at medical school. The culture of tolerance of unprofessional behaviour and silence in medicine must be addressed if change is to occur.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02208-4.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"415-423"},"PeriodicalIF":1.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721436","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":"Blurring the Line Between Standardized and Real Patients: Twelve Tips for Improving the Authenticity of Standardized Patient Encounters.","authors":"Nisha Chachad, Ghaith Al-Eyd, Anita Laloo, Maria Padilla, Vijay Rajput","doi":"10.1007/s40670-024-02220-8","DOIUrl":"https://doi.org/10.1007/s40670-024-02220-8","url":null,"abstract":"<p><p>The standardized patient (SP) encounter is an integral curricular activity of undergraduate medical education (UME), guiding medical students towards competent and compassionate clinical practice. However, their evaluative nature within medical curricula has masked these encounters' original intentions and transformed them into performances rather than genuine interactions. To minimize this derailing, we developed 12 tips, each correlated with Accreditation Council for Graduate Medical Education (ACGME) competencies, for improving SP encounter authenticity among students, SPs, and faculty alike. By re-emphasizing empathetic clinical reasoning, SP encounters will be able to better prepare students for the real patient interactions of clerkships and beyond.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"1017-1024"},"PeriodicalIF":1.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12059203/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144052175","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":"Knowledge, Attitude, and Practices Regarding Use of Simulation-Based Learning (SBL) Among Indian Physiotherapy Teachers.","authors":"Shreevidya Karthik, Anuprita Thakur, Karthik Balasubramanian","doi":"10.1007/s40670-024-02222-6","DOIUrl":"https://doi.org/10.1007/s40670-024-02222-6","url":null,"abstract":"<p><strong>Background: </strong>Simulation-based learning (SBL) can complement current Indian Physiotherapy clinical education in a multitude of ways. As a first step towards integrating SBL into clinical education, it would be valuable to investigate Physiotherapy teachers' perspectives on the modality.</p><p><strong>Aim: </strong>The present study aimed to assess the knowledge, attitude, and practice of SBL among Physiotherapy teachers in India.</p><p><strong>Methods: </strong>Physiotherapy teachers' knowledge, attitude, and practice regarding SBL were evaluated via a pretested structured questionnaire. Descriptive statistics analyzed knowledge and practice domains, while Likert scores assessed attitudes. The chi-square test was used to analyze the relation between favorability and demographic aspects, knowledge, and practice domains. Using the statistical significance at <i>p</i> = 0.05.</p><p><strong>Results: </strong>Out of the total 171 participants recruited, 151 (88.30%) were aware of simulation, leading to further questioning for knowledge, practice, and attitude. Among these 151 participants, 41.8% reported lacking a simulation facility in their institution, while 29.10% had used simulation in their academic practice. 29.14% of participants showed highly favorable and 70.86% showed moderately favorable attitudes towards SBL. No significant relation was observed between attitude and demographic variables like age, designation, gender, and university type (<i>p</i> > 0.05).</p><p><strong>Conclusions: </strong>A majority of participants from various Indian Physiotherapy educational institutes were aware of the use of SBL in Physiotherapy education, but there was a lack of practical implementation. The study revealed the Physiotherapy academia's positive attitude towards incorporating simulation-based learning (SBL) in physiotherapy education, despite challenges in implementing SBL.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"731-740"},"PeriodicalIF":1.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058623/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054448","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":"Lecture Capture, Transcripts, and Captioning in US Colleges of Osteopathic Medicine: Descriptive Cross-Sectional Survey.","authors":"Phillip Khong, Duncan Holmes, Bahar Masoudian, Gregg C Lund, Steven Garwood","doi":"10.1007/s40670-024-02224-4","DOIUrl":"https://doi.org/10.1007/s40670-024-02224-4","url":null,"abstract":"<p><p>This study describes lecture capture, transcription, and captioning services at US Colleges of Osteopathic Medicine (COMs). An anonymous online survey was sent to Deans or Directors of Curriculum at all 34 fully accredited COMs, with 21 (62%) responding. Results showed widespread lecture recording (95%), but of those, there were varied transcript and caption offerings: 7 (33%) provided both, 5 (24%) offered closed captions only, and 3 (14%) offered transcripts only. Overall, 71% offered at least one service. These findings indicate the prevalence of these lecture services at US COMs and will assist COMs in benchmarking their practices.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 2","pages":"625-628"},"PeriodicalIF":1.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12058551/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064848","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 of a Transitional Care Workshop for Medical Students and Residents.","authors":"Kimberly A Kranz, Lisa Strano-Paul","doi":"10.1007/s40670-024-02210-w","DOIUrl":"10.1007/s40670-024-02210-w","url":null,"abstract":"<p><p>Care Transitions are complicated, and ineffective transitions can result in poor patient outcomes and readmissions, especially in older adults. Approximately 40% of hospitalized adults are 65 years and older and as patients live longer, this percentage will continue to rise. Education around transitions of care (TOC) has been highlighted by both the American Association of Medical Colleges (AAMC) as reported by Obeso V. et al. and the Accreditation Council for Graduate Medical Education (ACGME) as discussed by Wagner R. et al. and Riebschleger M. et al. We sought to evaluate the effectiveness of a 2-hour small group TOC workshop at an academic center. Analysis of post-assessments showed increased confidence and knowledge. This workshop was feasible to implement.</p><p><strong>Supplementary information: </strong>The online version contains supplementary material available at 10.1007/s40670-024-02210-w.</p>","PeriodicalId":37113,"journal":{"name":"Medical Science Educator","volume":"35 1","pages":"51-55"},"PeriodicalIF":1.9,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11933638/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721685","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}