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The Gift: Rediscovering the Joy of Medicine Through Education. 礼物:通过教育重新发现医学的乐趣。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006014
L Elizabeth Moreno
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引用次数: 0
To Empty a Wheelchair: Looking Beyond the Hospital Doors. 清空轮椅:透过医院的大门看过去。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006016
Madeline Blatt
{"title":"To Empty a Wheelchair: Looking Beyond the Hospital Doors.","authors":"Madeline Blatt","doi":"10.1097/ACM.0000000000006016","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006016","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cooking for One. 为一个人做饭。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-04 DOI: 10.1097/ACM.0000000000006017
Antonio Yaghy
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引用次数: 0
Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial. 在解剖学学习中使用基于全息图的增强现实:TEACHANATOMY随机试验。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-03 DOI: 10.1097/ACM.0000000000006012
L Zingg, M Häusler, J Hein, S Jecklin, S Kottner, D Gascho, N Cavalcanti, P Voinov, T Götschi, F Carrillo, F Lagler, P Fürnstahl, M Farshad
{"title":"Using Hologram-Based Augmented Reality in Anatomy Learning: The TEACHANATOMY Randomized Trial.","authors":"L Zingg, M Häusler, J Hein, S Jecklin, S Kottner, D Gascho, N Cavalcanti, P Voinov, T Götschi, F Carrillo, F Lagler, P Fürnstahl, M Farshad","doi":"10.1097/ACM.0000000000006012","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006012","url":null,"abstract":"<p><strong>Purpose: </strong>Augmented reality (AR) can generate realistic holograms overlaid on the real-word environment to provide an interactive learning experience. However, further research is needed to assess the impact of such technologies on knowledge acquisition. This study aims to evaluate the efficacy of an AR learning application in anatomy education.</p><p><strong>Method: </strong>TEACHANATOMY, a controlled, randomized trial, was conducted from September 14-October 24, 2022, at the University of Zurich and Federal Institute of Technology. It included first- and second-year medical students with no prior anatomy education and compared learning with an interactive hologram-based AR learning application module incorporating adaptive learning technology and gamification elements with traditional learning (TL) methods, including textbooks, videos, and online resources. Forty-eight participants were randomly allocated to the AR or TL group. The primary outcome consisted of the scores on the theoretical and practical knowledge test sections. Secondary outcomes included adverse health symptoms and user experience.</p><p><strong>Results: </strong>The AR group performed significantly better on both theoretical (median [IQR] scores: AR: 18.8 [16.6-20.0]; TL: 9.4 [7.7-11.3]; P < .001) and practical (AR: 14.0 [12.3-14.7]; TL: 5.0 [4.0-6.0]; P < .001) knowledge test sections. The most common adverse health symptoms were headache, reported by 13/24 (54.2%) TL participants and 9/24 (37.5%) AR participants, and fatigue, experienced by 13/24 (54.2%) TL participants and 2/24 (8.3%) AR participants. All participants evaluated learning with TEACHANATOMY as a positive experience, rating it as efficient and easy to understand. All participants agreed learning with AR can be beneficial in learning anatomy, with 89.6% (43/48) and 100% (48/48) expressing willingness to use AR as a learning tool for theoretical and practical anatomy learning, respectively.</p><p><strong>Conclusions: </strong>Findings show a short-term learning benefit with the use of the TEACHANATOMY learning application, thus supporting the implementation of interactive hologram-based AR technologies to improve knowledge in anatomy education.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Commentary on "Let Me Hold Your Breath". 评论“让我屏住呼吸”。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-03 DOI: 10.1097/ACM.0000000000005996
Anneliese Mair
{"title":"Commentary on \"Let Me Hold Your Breath\".","authors":"Anneliese Mair","doi":"10.1097/ACM.0000000000005996","DOIUrl":"https://doi.org/10.1097/ACM.0000000000005996","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143558734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic Medical Centers Must Lead in Firearm Injury Prevention Education. 学术医疗中心必须在枪支伤害预防教育中发挥领导作用。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-01 Epub Date: 2024-11-13 DOI: 10.1097/ACM.0000000000005923
Zulfiqar Ali Lokhandwala, Joel R Burnett
{"title":"Academic Medical Centers Must Lead in Firearm Injury Prevention Education.","authors":"Zulfiqar Ali Lokhandwala, Joel R Burnett","doi":"10.1097/ACM.0000000000005923","DOIUrl":"10.1097/ACM.0000000000005923","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 3","pages":"258-259"},"PeriodicalIF":5.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Training Medical Students to Address Cybersecurity Threats on Health Care Systems. 培训医科学生应对医疗系统的网络安全威胁。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-01 Epub Date: 2024-11-27 DOI: 10.1097/ACM.0000000000005936
Faraz Nadim Longi, Lav Patel, Jabir Ahmed
{"title":"Training Medical Students to Address Cybersecurity Threats on Health Care Systems.","authors":"Faraz Nadim Longi, Lav Patel, Jabir Ahmed","doi":"10.1097/ACM.0000000000005936","DOIUrl":"10.1097/ACM.0000000000005936","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"258"},"PeriodicalIF":5.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142734361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
More Than Body Parts: A New Ethos of Anatomy Education. 不只是身体部位:解剖学教育的新风气。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-01 Epub Date: 2024-10-11 DOI: 10.1097/ACM.0000000000005901
Sabine Hildebrandt, Jon Cornwall, Thomas H Champney
{"title":"More Than Body Parts: A New Ethos of Anatomy Education.","authors":"Sabine Hildebrandt, Jon Cornwall, Thomas H Champney","doi":"10.1097/ACM.0000000000005901","DOIUrl":"10.1097/ACM.0000000000005901","url":null,"abstract":"<p><strong>Abstract: </strong>A new ethos of anatomy education goes beyond the learning of body parts in the traditional curriculum. In the traditional curriculum, the focus of only providing information on the structure of the human body left certain learning opportunities overlooked, marginalized, or dismissed as irrelevant; thus, opportunities to foster and shape professional attributes in health care learners were lost. Furthermore, changes in curricula structures and reductions in anatomy teaching hours have necessitated a transformation in how anatomy education is perceived and delivered. This article presents an examination of a contemporary ethos of anatomy education that draws together concepts from teaching theory, educational trends, and emerging research to maximize the anatomy learning experience with body donors. Social constructivism, the spiral curriculum, and the hidden curriculum can be leveraged to facilitate a unique educational experience. Furthermore, contemporary perspectives on the ethics and history of anatomy that support contextual learning indicate how these subjects are well suited to authenticate and consolidate learning, while supporting the relational and humanistic delivery of health care education. When anatomy education is conceptualized as a first clinical experience in a health care curriculum, it provides the opportunity to develop and enhance professional identity formation at a foundational stage. By embracing and incorporating a wider range of considerations into educational practice, a new ethos for anatomy education fosters history-informed professional identity formation that offers transformative learning opportunities for an ethical practice in the art of healing.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"273-280"},"PeriodicalIF":5.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142899725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Analog Serious Games for Medical Education: A Scoping Review. 模拟医学教育严肃游戏:范围审查。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-01 Epub Date: 2024-11-11 DOI: 10.1097/ACM.0000000000005911
Sarah L Edwards, Aryana Zarandi, Michael Cosimini, Teresa M Chan, Meilayi Abudukebier, Mikaela L Stiver
{"title":"Analog Serious Games for Medical Education: A Scoping Review.","authors":"Sarah L Edwards, Aryana Zarandi, Michael Cosimini, Teresa M Chan, Meilayi Abudukebier, Mikaela L Stiver","doi":"10.1097/ACM.0000000000005911","DOIUrl":"10.1097/ACM.0000000000005911","url":null,"abstract":"<p><strong>Purpose: </strong>Serious games are increasingly used in medical education to actively engage learners. Analog serious games are a nondigital subset of serious games with specific purposes that go beyond entertainment. This scoping review describes the literature pertaining to analog serious games and provides recommendations regarding gaps and emerging directions for future research.</p><p><strong>Method: </strong>The authors conducted a scoping review following the Arksey and O'Malley framework, searching 3 databases (MEDLINE, Embase, and CINAHL) for studies of analog serious games designed for physician-track learners published from January 2013 through December 2023. Two authors independently screened the titles and abstracts, whereas 1 of 5 authors screened each full text and extracted data from eligible records. The authors iteratively analyzed the data within numerous categories and coded the findings to examine how the field has evolved during the past decade.</p><p><strong>Results: </strong>The searches retrieved 3,955 records with 865 duplicates. The authors reviewed 3,090 title and abstract records and 202 full-text records. Eighty-eight records met the inclusion criteria, including research reports, conference abstracts, descriptive reports, and short innovation reports. The peak years for publications were 2019 and 2023 (15 publications each). Fewer abstracts and articles were published during the beginning of the COVID-19 pandemic (i.e., 2020-2022). The most common scholarship type was description studies (63 [72%]), whereas the dominant game formats were board games (51 [58%]) and card games (33 [38%]). Most studies tested analog serious games with medical students (60 [68%]) and/or residents and fellows (39 [44%]), with numerous studies including mixed study populations.</p><p><strong>Conclusions: </strong>This scoping review demonstrates moderate growth within the field of analog serious games, along with numerous opportunities for future research. Although analog game-based learning cannot entirely replace traditional pedagogical approaches, analog serious games have potential to meaningfully complement education for physician-track learners in all medical training stages.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"375-387"},"PeriodicalIF":5.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Entrustment and EPAs for Artificial Intelligence (AI): A Framework to Safeguard the Use of AI in Health Professions Education. 人工智能(AI)的委托和EPAs:保障人工智能在卫生专业教育中使用的框架。
IF 5.3 2区 教育学
Academic Medicine Pub Date : 2025-03-01 Epub Date: 2024-11-14 DOI: 10.1097/ACM.0000000000005930
Brian C Gin, Patricia S O'Sullivan, Karen E Hauer, Raja-Elie Abdulnour, Madelynn Mackenzie, Olle Ten Cate, Christy K Boscardin
{"title":"Entrustment and EPAs for Artificial Intelligence (AI): A Framework to Safeguard the Use of AI in Health Professions Education.","authors":"Brian C Gin, Patricia S O'Sullivan, Karen E Hauer, Raja-Elie Abdulnour, Madelynn Mackenzie, Olle Ten Cate, Christy K Boscardin","doi":"10.1097/ACM.0000000000005930","DOIUrl":"10.1097/ACM.0000000000005930","url":null,"abstract":"<p><strong>Abstract: </strong>In this article, the authors propose a repurposing of the concept of entrustment to help guide the use of artificial intelligence (AI) in health professions education (HPE). Entrustment can help identify and mitigate the risks of incorporating generative AI tools with limited transparency about their accuracy, source material, and disclosure of bias into HPE practice. With AI's growing role in education-related activities, like automated medical school application screening and feedback quality and content appraisal, there is a critical need for a trust-based approach to ensure these technologies are beneficial and safe. Drawing parallels with HPE's entrustment concept, which assesses a trainee's readiness to perform clinical tasks-or entrustable professional activities-the authors propose assessing the trustworthiness of AI tools to perform an HPE-related task across 3 characteristics: ability (competence to perform tasks accurately), integrity (transparency and honesty), and benevolence (alignment with ethical principles). The authors draw on existing theories of entrustment decision-making to envision a structured way to decide on AI's role and level of engagement in HPE-related tasks, including proposing an AI-specific entrustment scale. Identifying tasks that AI could be entrusted with provides a focus around which considerations of trustworthiness and entrustment decision-making may be synthesized, making explicit the risks associated with AI use and identifying strategies to mitigate these risks. Responsible, trustworthy, and ethical use of AI requires health professions educators to develop safeguards for using it in teaching, learning, and practice-guardrails that can be operationalized via applying the entrustment concept to AI. Without such safeguards, HPE practice stands to be shaped by the oncoming wave of AI innovations tied to commercial motivations, rather than modeled after HPE principles-principles rooted in the trust and transparency that are built together with trainees and patients.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 3","pages":"264-272"},"PeriodicalIF":5.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143517312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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