Medical Education Online最新文献

{"title":"Bridging the gap in clinical research training: a qualitative study of postgraduate medical students' perceptions of good clinical practice education.","authors":"Wang Xiaoyun, Yin Zhao, Li Zeyun, Xi Chen, Jia Xuedong, Lai Yaowen, Wang Jie, Tian Xin","doi":"10.1080/10872981.2026.2614236","DOIUrl":"10.1080/10872981.2026.2614236","url":null,"abstract":"<p><strong>Objectives: </strong>Despite increasing emphasis on clinical research ethics and quality assurance, Good Clinical Practice (GCP) training remains inadequately incorporated into postgraduate medical education. This qualitative study investigates postgraduate medical students' experiences with GCP education, exploring their learning outcomes, professional identity development, and suggestions for curriculum enhancement.</p><p><strong>Methods: </strong>This qualitative study recruited twelve first-year postgraduate students participating in a newly established GCP elective course at a Chinese medical university. Semi-structured interviews were performed and analysed using Systematic Text Condensation. The data were interpretation employed a competency-based medical education (CBME) framework, specifically examining the aspects of role formation and contextual learning aspects.</p><p><strong>Results: </strong>Five interrelated themes emerged from the analysis: (1) prior exposure to and foundational understanding of clinical trials; (2) motivations for enrolling in the GCP course enrolment, encompassing knowledge acquisition, practical application, and career planning; (3) evolving awareness of ethical, legal, and professional responsibilities through GCP training; (4) holistic professional development through GCP education; and (5) student recommendations for improving the practical relevance and key interested parties engagement in GCP courses. Participants universally acknowledged the value of GCP education for their future roles as clinician-investigators. However, fragmented prior knowledge and limited early exposure hindered their initial engagement. The course stimulated profound reflection on ethical responsibility and professional identity formation. Students consistently advocated for more competency-based, practice-oriented learning opportunities to better align theoretical knowledge with the practical demands of clinical research.</p><p><strong>Conclusion: </strong>This study underscores the pressing need to integrate GCP education within structured, competency-based medical curriculum. By aligning course design with learners' emerging professional needs and addressing current implementation limitations, GCP training can more effectively support the development of ethically responsible physician-investigators.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2614236"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12825594/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-assisted learning: ChatGPT for anamnesis in women's health education.","authors":"Daniela S Espírito Santo, Thiago Lott Bezerra, Maria Clara Viana Lopes Gomes, Pablo Augusto de Souza Fonseca, Julliane V Joviano-Santos","doi":"10.1080/10872981.2026.2655562","DOIUrl":"10.1080/10872981.2026.2655562","url":null,"abstract":"<p><p>Artificial intelligence (AI) tools such as ChatGPT are rapidly being adopted in medical education, yet evidence regarding their impact on learners' history-taking (anamnesis) skills remains limited. This gap is particularly relevant in women's health education, where high-quality anamnesis is essential for addressing sensitive, context-dependent concerns and for ensuring the safety of two interrelated patients: mother and fetus.</p><p><strong>Methods: </strong>This study comprised two phases. First, semi-structured virtual interviews were administered to students and faculty to assess their familiarity with ChatGPT and access to digital technologies. Second, an in-person classroom intervention was implemented within the Women's Health discipline, integrating ChatGPT into history-taking instruction. Students' anamnesis performance was evaluated before and after ChatGPT-assisted learning. Additionally, a novel instructional activity was introduced in which ChatGPT generated cases classified as plausible, intermediate, or physiologically impossible, serving as prompts for guided discussion focused on diagnostic pitfalls, critical appraisal, and clinical reasoning.</p><p><strong>Results: </strong>In the virtual phase, faculty (<i>n</i> = 62) and students (<i>n</i> = 115) completed the questionnaires. The classroom intervention involved 40 medical students participating as part of routine Women's Health teaching activities, with faculty oversight to ensure pedagogical alignment and responsible AI use. A pronounced discrepancy emerged between students' familiarity with ChatGPT (99.1%) and lower levels of familiarity among faculty. Anamnesis performance improved significantly after ChatGPT-assisted learning (<i>p</i> < 0.0001). Students reported increased confidence and perceived enhancement of history-taking quality, and all participants viewed ChatGPT as a valuable educational resource. The AI-generated cases effectively stimulated discussion and reinforced clinical reasoning processes. Findings contributed to the development of a practical guideline for the responsible integration of ChatGPT into Women's Health education.</p><p><strong>Conclusions: </strong>ChatGPT can enhance anamnesis and promote critical reasoning through structured interaction with AI-generated cases. However, its effective and responsible use depends on targeted faculty development to ensure alignment with pedagogical goals, appropriate oversight, and consistent integration into curriculum.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2655562"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147617078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disability prevalence, disclosure, and accommodation use in pediatric residency: results from a pilot study.","authors":"Bridget Boyd, Amy Rule, Oriaku A Kas-Osoka, Alan Schwartz, Christopher J Moreland, Liz Abernathey, Lisa M Meeks","doi":"10.1080/10872981.2026.2724652","DOIUrl":"10.1080/10872981.2026.2724652","url":null,"abstract":"<p><strong>Introduction: </strong>Disability inclusion in residency is essential to building a diverse and equitable physician workforce. Recent Accreditation Council for Graduate Medical Education requirements mandate that programs maintain formal disability policies and provide reasonable accommodations. However, residents with disabilities continue to face barriers, including stigma, complex documentation processes, and limited institutional infrastructure, challenges that differ from medical school settings. Specialty-specific data are necessary to identify gaps in inclusion, especially given that national data show higher rates of disability among trainees entering pediatrics. This pilot study reports the prevalence and accommodation practices of four pediatric residency programs.</p><p><strong>Methods: </strong>In collaboration with the Association of Pediatric Program Directors Longitudinal Educational Assessment Research Network, we conducted the first pilot survey examining disability prevalence, disclosure patterns, and accommodation use among pediatric residents. The survey was distributed to four programs between April and October 2024. Data were analyzed descriptively, with Fisher's exact tests used to examine group differences.</p><p><strong>Results: </strong>Of the sixty-nine respondents, 36% self-identified as having a disability, more than triple the national average for residents with disabilities. ADHD, chronic health conditions, and psychological disabilities were the most reported. Fear of stigma and lack of documentation issues emerged as barriers to requesting accommodations. First-generation college graduates were significantly more likely to be unsure of their disability status.</p><p><strong>Discussion: </strong>This pilot study provides preliminary and important insights into disability prevalence, disclosure, disability uncertainty, and accommodation use in pediatric residency programs. While these findings suggest encouraging rates of accommodation receipt among disabled residents, they also highlight stigma and uncertainty around disability identity and disclosure. Findings should be interpreted in the context of the small sample size, the self-selected participation of programs, and potential response bias.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2724652"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13532363/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing clinical integration in undergraduate dental education through AI-enabled instructional design: a qualitative thematic analysis.","authors":"Selçuk Akturan, Ömer Faruk Güdük, İpek Nur Berberoğlu, Elif Özlem Ardıç Kemerkaya, Salman Yousuf Guraya","doi":"10.1080/10872981.2026.2750709","DOIUrl":"10.1080/10872981.2026.2750709","url":null,"abstract":"<p><strong>Background: </strong>Despite growing interest in artificial intelligence (AI) in health professions education, qualitative evidence for integarting AI-supported instructional redesign on teaching practices and students' experiences in undergraduate dental education remains limited. The aim of this study was to explore the educational impact of AI-supported instructional redesign of lessons in undergraduate dental education.</p><p><strong>Methods: </strong>We conducted this inductive qualitative thematic analysis in an undergraduate dental education setting. Existing lessons were redesigned using AI-supported recommendations to strengthen alignment between learning objectives, authentic clinical contexts, and expected clinical outcomes. Data were collected through classroom observations and students' focus group discussions. An inductive thematic analysis was performed, and findings from multiple data sources were curated, collecetd, and triangulated to enhance credibility.</p><p><strong>Results: </strong>AI-supported instructional redesign transformed teaching by promoting authentic clinical scenarios, clinically oriented discussions, and explicit reasoning activities. Thematic analysis identified four interconnected themes: (1) a shift from teacher-centred knowledge delivery to facilitation of clinical reasoning; (2) transformation from passive attendance to active cognitive engagement; (3) building clinical meaning through authentic clinical contexts and collaborative dialogue; and (4) creating conditions for professional learning through psychological safety. AI functioned as a pedagogical design-support tool rather than replacing the educators' instructional role. Overall, the observed educational changes appeared to arise primarily from the pedagogical redesign enabled by AI-supported planning rather than from students' direct interaction with AI.</p><p><strong>Conclusion: </strong>This study endorses the role of AI-supported instructional redesign in enriching the existing undergraduate dental curriculum. This approach can potentially help educators align learning objectives, instructional strategies, and authentic clinical contexts. The reported educational modifications reflect primarily the implementation of learner-centred and clinically oriented pedagogical strategies, with AI functioning as a design-support mechanism rather than as a direct instructional agent.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2750709"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149225159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early exposure to a primary care course: a co-created transformative approach in health systems science.","authors":"Piwat Suppawittaya, Pongsak Khowsathit, Somkiat Leelasithorn, Peerasit Sitthirat, Phanuwich Kaewkamjornchai","doi":"10.1080/10872981.2026.2622839","DOIUrl":"10.1080/10872981.2026.2622839","url":null,"abstract":"<p><p>As health systems science has become the third pillar of medical education (along with basic and clinical sciences), Thailand has been developing medical curricula to focus more on its health systems. Despite primary care being the driving force of Thailand's health systems, their integration into the curricula remains a challenge, resulting in medical students having limited exposure and understanding. To address this, a course was co-created by stakeholders to provide students with early exposure to and understanding of primary care mechanisms. Forty-one first- and second-year medical students designed their learning experience with faculty staff and hospital directors based on excursions at four community hospitals. The course included interactive lectures, a one-week excursion and knowledge-sharing sessions. The authors assessed the course's effectiveness using mixed methods: pre- and post-tests on health system concepts and reflective writings after completion of the course. The authors analysed the test scores through descriptive statistics and the writings through thematic analysis. The co-creation process was evaluated with focus group discussions among all stakeholders and visualised using a casual loop diagram (CLD). The test results showed an increase in the knowledge and understanding of primary care in health systems after the course. The reflective writings on encountering contextualised health challenges revealed an understanding of the importance of primary care and community engagement strategies; the emerging themes were the students' learning motivation as future physicians, interest in systems thinking and understanding of leadership in healthcare. The CLD revealed how co-creation, real-world exposure, reflective practice and faculty facilitation interacted to build student ownership, transformative learning and self-efficacy through reinforcing feedback loops. This study reveals how health systems, especially on a primary care level, can be effectively taught through engaging students in course co-creation. Fostering transformative learning is a starting point towards a socially accountable medical school.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2622839"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12857692/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146087632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preferences of health professions learners: a scoping review of the use and role of DCEs in health professions education.","authors":"Sarah O'Neal, Natalie Smith, Jan Ostermann, Binbin Zheng, Laiton Steele, Chris Gillette","doi":"10.1080/10872981.2026.2614235","DOIUrl":"10.1080/10872981.2026.2614235","url":null,"abstract":"<p><p>While discrete choice experiments (DCE), have increasingly been used in the medical literature, little is known about the use of these methods for eliciting preferences from and about students and trainees in health professions. The objectives of this scoping review are to (1) describe the extent to which DCEs have been used in health professions' education, (2) identify which health professionals have been studied, and (3) identify thematic areas of research in which these methods have been used thematic areas. Between June and September 2024, we conducted a scoping review of the PubMed/Medline, EconLit, Web of Science, and Global Index Medicus databases to identify articles. Studies were eligible for inclusion in this review if they included a health profession training population and if conjoint analysis, DCE, or best-worst scaling studies were used. Forty-nine articles, comprising 60 studies and 21,731 health profession trainees, were included in this review. Medical and nursing students constitute the majority of the population studied. The greatest number of studies have been conducted in China (<i>n</i> = 11) and the United States (<i>n</i> = 8). The two most popular thematic areas in which these studies have been used are to identify preferences for policies and incentives to take a job in a rural area and residency training preferences for medical students. There has been a gradual increase in the use of these methods in the health profession education literature. The extent to which findings have been used for curriculum or policy design is not clear. DCEs are increasingly used to study health profession students and other trainees. More research is needed to explore the validity of preferences and whether preferences correlate with student outcomes or observed behavior.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2614235"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12805852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145967383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Confirming and notifying death: blended learning acceptability among medical students, a pilot mixed-methods study.","authors":"Daphné Prieur-Drevon, Maximilien Abel, Johanna Laplace, Benoît Gardelle, Laurent Calvel, Catherine Lamouille-Chevalier","doi":"10.1080/10872981.2026.2641306","DOIUrl":"10.1080/10872981.2026.2641306","url":null,"abstract":"<p><p>Young doctors confronted with death confirmation and death notification experience practical and emotional difficulties. The medical curriculum does not provide any specific training on these tasks. On clinical placements, exposure to death is rare and late. Death notification conditions the relatives' grieving process. The aim of this study was to explore the perceived acceptability of specific training on these topics by students in their last year of medical school. The participants followed a specifically designed e-learning course that provided theoretical elements, then participated in a simulation session on death notification. In this mixed-methods study, acceptability was explored quantitatively using self-questionnaires before and after the training, and then qualitatively through focus groups. Fourteen students were included. The study showed a significant improvement in self-efficacy as well as a positive impact on the seven components of acceptability. The students emphasized the complementary nature of the teaching methods and the unexpected contributions to interprofessional skills. The participants were pleased with this teaching approach and the topics covered. They expressed a need for more teaching on interpersonal skills and emotion management, which is currently neglected by the medical school curriculum. Clinical experience insufficiently enriches the curriculum, which could benefit from more mentoring and interprofessional collaboration. This innovative theoretical and practical training is perceived as acceptable by students and deserves to be enhanced and made permanent. Future work should explore its impact on clinical practice.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2641306"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12973778/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring AI literacy in medical students: scale development and validation within a self-determination theory framework.","authors":"Hung-Che Lin, Chin-Sheng Lin, Ching Sing Chai, Chin Lin, Pei-Jan Tsai, Jyh-Chong Liang","doi":"10.1080/10872981.2026.2675066","DOIUrl":"10.1080/10872981.2026.2675066","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is increasingly integrated into healthcare, making AI literacy an essential competency for medical students. Existing assessments are often generic, lack validation in medical education, and are not grounded in learning theory. This study developed and validated the AI Literacy Scale for Medical Students (ALSMS) within a self-determination theory (SDT) framework.</p><p><strong>Methods: </strong>We used a split-sample validation design (<i>N</i> = 518; exploratory factor analysis [EFA], <i>n</i> = 204; confirmatory factor analysis [CFA], <i>n</i> = 314). Candidate facets were derived from prior AI literacy instruments and a previously developed framework, then organized according to SDT. EFA refined the first-order structure, and CFA cross-validated the retained structure and compared prespecified first-order and SDT-aligned higher-order models.</p><p><strong>Results: </strong>EFA identified nine factors organized into the SDT domains of competence, relatedness, and autonomy. CFA supported the correlated nine-factor structure and demonstrated strong psychometric properties. Model comparisons identified two theory-consistent, well-fitting solutions: a correlated nine-factor model and an SDT-aligned second-order model with <i>Ethics</i> loading on <i>Autonomy</i>. Unidimensional and some hierarchical general-factor models showed poorer fit or identification problems, supporting the construct's multidimensionality.</p><p><strong>Conclusions: </strong>This study provides initial validity evidence for interpreting ALSMS scores as indicators of medical students' AI literacy within an SDT-informed framework. The findings highlight the significance of integrating ethics into autonomy-supportive curricula and underscore the potential utility of ALSMS for curriculum design, advising, and the evaluation of AI literacy initiatives in medical education.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2675066"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13202685/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147989540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is it worth publishing Open Access? - the scientific impact of Open Access publications in the field of medical education.","authors":"Hendrik Friederichs","doi":"10.1080/10872981.2026.2652722","DOIUrl":"10.1080/10872981.2026.2652722","url":null,"abstract":"<p><strong>Introduction: </strong>In medical education research, the transfer of knowledge depends heavily on the visibility of scientific publications. Whether Open Access (OA) actually increases this visibility through a citation advantage (Open Access Citation Advantage, OACA) is still unclear for the field of medical education. This study aims to determine the existence and size of an OACA for medical education articles indexed in PubMed between 2010 and 2019.</p><p><strong>Method: </strong>In a retrospective bibliometric cohort study, all entries classified as research articles by iCite® with the MeSH term 'Medical Education' (<i>N</i> = 43,275) were analysed. OA was defined by the presence of a PubMed Central identifier (PMCID). Primary endpoints were total citations, citations per year, and the Relative Citation Ratio (RCR). Group comparisons were made using Yuen‑Welch t‑tests (20 % trimmed means, <i>α</i> = 0.05). Sensitivity analyses included negative binomial regression with year and journal fixed effects, and quantile regression for RCR.</p><p><strong>Results: </strong>21.2% of articles had a PMCID. PMCID-indexed publications showed higher trimmed means for total citations (10.31 vs. 7.00), annual citations (1.29 vs. 0.79), and RCR (0.79 vs. 0.49; all <i>p</i> < .001). Robust effect sizes (<math><msubsup><mover><mi>δ</mi><mo>ˆ</mo></mover><mi>R</mi><mtext>AKP</mtext></msubsup></math>, Algina-Keselman-Penfield robust standardized difference) ranged from 0.27 to 0.35 (small to medium). Negative binomial models with year and journal fixed effects confirmed these findings (IRR range: 1.53-1.67).</p><p><strong>Conclusions: </strong>PMCID-indexed articles in the field of medical education are cited significantly more frequently and have higher field‑normalised impact values than non‑OA publications. Despite financial hurdles and methodological limitations including potential selection bias, the moderate OACA supports strategically expanding OA publication funds to maximise the reach and impact of medical education research. Prospective studies should consider different OA types, altmetrics, and potential confounders to pinpoint the impacts of OA.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2652722"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13040575/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147582619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the integration of digitalization and AI in general medicine curricula in German-speaking Europe: a comprehensive survey.","authors":"Anika Zahn, Martin Mücke, Julia Sellin, Gülay Ateş","doi":"10.1080/10872981.2026.2639835","DOIUrl":"10.1080/10872981.2026.2639835","url":null,"abstract":"<p><strong>Background: </strong>The integration of digitalisation, including artificial intelligence (AI), is becoming increasingly important in healthcare. It is transforming areas such as diagnostics, therapeutic planning and patient monitoring. However, research indicates that many medical students and physicians feel unprepared to use these technologies in their daily practice. This study provides insights into the opportunities and challenges of integrating digitalisation and AI into medical curricula with a focus on general medicine curricula in German-speaking European countries.</p><p><strong>Objective: </strong>The objectives are to assess the perceived importance of digital and AI topics in medical education, evaluate the status of their integration into general medicine curricula and identify the challenges of their implementation.</p><p><strong>Design: </strong>A sequential mixed-methods approach was used. First, a qualitative analysis of documents from university websites was conducted. Subsequently, 59 general medicine departments in Austria, Germany and Switzerland were invited to participate in a quantitative anonymous online survey. Descriptive statistics were analysed using SPSS 30.0.</p><p><strong>Results: </strong>The survey was completed by half of Austrian universities and more than one-third of the German universities. None of the Swiss universities responded, resulting in a total response rate of 28.3%. The results reveal discrepancies between perceived importance and actual implementation, indicating a clear need for more courses on digitalisation and AI in medicine for medical students. Identified challenges with impact on limited implementation (especially of AI-related topics) were curriculum overload, a lack of qualified lecturers, lack of materials and a lack of resources.</p><p><strong>Conclusions: </strong>General medicine is the largest segment of healthcare services in Austria and Germany. Respondents highlighted a strong demand for digitalisation and AI to be integrated into general medicine curricula, which is consistent with other studies and the current literature. Our results underscore the urgent need for the systematic inclusion of competencies regarding digital tools and AI to adequately prepare future physicians for real-world challenges.</p>","PeriodicalId":47656,"journal":{"name":"Medical Education Online","volume":"31 1","pages":"2639835"},"PeriodicalIF":4.4,"publicationDate":"2026-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12973773/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147370468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}