Academic Medicine最新文献

{"title":"Macy Foundation Innovation Report Part I: Current Landscape of Artificial Intelligence in Medical Education.","authors":"Christy K Boscardin, Raja-Elie E Abdulnour, Brian C Gin","doi":"10.1097/ACM.0000000000006107","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006107","url":null,"abstract":"<p><strong>Abstract: </strong>The rapid emergence of artificial intelligence (AI), including generative large language models, offers transformative opportunities in medical education. This proliferation has generated numerous speculative discussions about AI's promise but has been limited in delivering a comprehensive analysis to distinguish evidence-based utility from hype while identifying context-specific limitations.In this first part of a two-part innovation report, commissioned by the Josiah Macy Jr. Foundation to inform the discussions at a conference on AI in medical education, the authors synthesize the landscape of AI in medical education, underscoring both its potential advantages and inherent challenges. To map the AI landscape, they reviewed 455 articles that targeted five medical education domains: (1) Admissions, (2) Classroom-Based Learning and Teaching, (3) Workplace-Based Learning and Teaching, (4) Assessment, Feedback, and Certification, and (5) Program Evaluation and Research.In admissions, AI-driven strategies facilitated holistic applicant reviews through predictive modeling, natural language processing, and large language model-based chatbots. Preclinical learning benefited from AI-powered virtual patients and curriculum design tools that managed expanding medical knowledge and supported robust student practice. Within clinical learning, AI aided diagnostic and interpretive processes, prompting medical education curricula to demand relevant AI competency and literacy frameworks. A few studies reported that assessment and feedback processes became more efficient through automated grading and advanced analytics, which reduced faculty workload and offered timely, targeted feedback. Program evaluation and research gained additional insights using AI on careers, diversity, and performance metrics of faculty and learners, improving resource allocations and guiding evidence-based approaches.Despite these possibilities, bias in AI algorithms, concerns about transparency, inadequate ethical guidelines, and risks of over-reliance highlighted the need for cautious, informed AI implementation. By mapping AI tasks to medical education applications, the authors provide a framework for understanding and leveraging AI's potential while addressing technical, ethical, and human-factor complexities in this evolving field.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210123","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}

{"title":"World Federation for Medical Education Recognition Programme Mythbusting.","authors":"Geneviève Moineau, Ricardo León-Bórquez","doi":"10.1097/ACM.0000000000006112","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006112","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210128","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}

{"title":"In Remembrance of Holly J. Humphrey.","authors":"Laura Weiss Roberts","doi":"10.1097/ACM.0000000000006115","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006115","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210120","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}

{"title":"Sustaining the Biomedical Research Workforce: Medical School Leadership in Supporting Research Learners.","authors":"Bruce H Mandt, Nicquet M J Blake, Talia H Swartz","doi":"10.1097/ACM.0000000000006114","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006114","url":null,"abstract":"<p><strong>Abstract: </strong>Biomedical graduate students and postdoctoral researchers contribute to scientific innovation, driving discovery and advancing health solutions. However, their success depends on more than research skills; they require strong mentorship, mental health support, and inclusive training environments. Despite the critical importance of research learners, the current structures at many medical schools prioritize clinical learners, often leaving research learners without adequate institutional support. Unique challenges, including prolonged training, reliance on a single mentor, and dual roles as learners and researchers, are compounded by high stress, ineffective mentorship, and underaddressed mistreatment, particularly for underrepresented groups. This commentary highlights the urgent need for medical schools to address these issues through targeted interventions. Institutions must implement proactive mental health strategies, strengthen culturally aware and effective mentorship, and foster inclusive research environments that promote equity and psychological safety. By prioritizing these efforts, medical schools can support research learners' success, reduce attrition, and cultivate a diverse and innovative biomedical research workforce. This approach is an investment in the future of biomedical research and its long-term sustainability.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144217416","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}

{"title":"Quality, Quantity, Scope, and Trends for Research on Student-Run Clinics in the United States: A Scoping Review of the Existing Literature.","authors":"Nicholas Peoples, Alexandra Alvarez, Shiwei Wang, Emily Wang, Ashley Ricciardelli, Shangzhi Xiong, Dana Clark","doi":"10.1097/ACM.0000000000006109","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006109","url":null,"abstract":"<p><strong>Purpose: </strong>This study characterizes the quality, quantity, scope, and trends for literature on student-run clinics (SRCs) in the United States.</p><p><strong>Method: </strong>Following PRISMA guidelines, the authors searched PubMed, Embase, Ovid MEDLINE, Web of Science, and SCOPUS for publications concerning SRCs in the United States involving MD and DO students for all years up to March 1, 2024, and every publication from the Journal of Student Run Clinics and Free Clinic Research Collective. The authors used inductive analysis to identify literature themes and performed a standardized methodological quality assessment for research articles.</p><p><strong>Results: </strong>Of 7,584 results, the search identified 503 publications, including 278 primary research (55%), 14 reviews (3%), and 211 nonresearch (42%) (e.g., viewpoint articles). Most research was cross-sectional (160 of 292 [55%]) and of low methodological quality (195 of 282 [69%]; 10 studies excluded from quality assessment). Volunteer outcomes were most studied (n = 97), with volunteer satisfaction (n = 62) being the most studied topic. Patient clinical (n = 42) and behavioral (n = 21) outcomes were studied less. Of the 278 primary research articles, 237 (85%) concerned individual clinics and 91 (33%) were produced by 10 institutions. Underrepresented topics include ethics, policy, social work, community participatory research, and national studies of SRCs.</p><p><strong>Conclusions: </strong>Despite the rapid growth of SRCs and publications describing them, quality research is lacking, and patient outcome data are limited. The literature has high representation bias, where existing evidence disproportionately describes a small subset of institutions. Most SRCs have not published empiric data and most research is nongeneralizable to other SRCs, limiting the overall understanding of these clinics. These findings underscore clear priorities for developing the knowledge base for this rapidly growing component of the U.S. safety net health care system.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210125","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}

{"title":"Training and Mentoring Medical Students Across the United States to Conduct Human Rights Health Research.","authors":"Christopher W Reynolds, Alyssa Reese, Allison G Booher, Marina Plesons, Lendy Chu, Michele Heisler, Christian De Vos","doi":"10.1097/ACM.0000000000006110","DOIUrl":"https://doi.org/10.1097/ACM.0000000000006110","url":null,"abstract":"<p><strong>Problem: </strong>Despite strong interest, medical students lack training and opportunities to conduct human rights health research. The Physicians for Human Rights Student Advisory Board (PHR SAB) is a national organization of medical students with the resources and organizational leadership to address this gap. This article outlines the multifaceted approach of the PHR SAB to train students in impactful human rights research.</p><p><strong>Approach: </strong>The PHR SAB established 3 aims: (1) empower students in human rights research, (2) create mentorship opportunities, and (3) recognize impactful research. In response to a national needs assessment, the PHR SAB created a Research and Development (R&D) Committee to implement human rights research infrastructure. R&D was designed with intentional leader selection, accountability measures, decentralized leadership, national organization supervision, a shared mission statement, and longitudinal planning for sustainability.</p><p><strong>Outcomes: </strong>Beginning in 2023, R&D pursued 3 initiatives to accomplish its aims. First, a mentorship pathway was established to connect students to PHR-affiliated researchers, which has benefited 23 students leading to 6 publications. Second, a free, web-based research toolkit was created to guide students with limited research skills in project design, to date utilized by 47 students. Third, research dissemination, recognition, and presentation opportunities were formalized through a national conference, newsletter, and student awards, which have allowed 72 students to present original research. In total, over 150 students have participated in and benefited from these initiatives.</p><p><strong>Next steps: </strong>PHR SAB is piloting a nationwide database of asylum medico-legal evaluation outcomes and conducting an expert consensus study on priority areas for immigration research, both to be launched throughout 2025, which will address common barriers of limited primary data and limited project ideas. By defining the approaches, challenges, and next steps of our research infrastructure, this blueprint can assist other regional and national medical student organizations to build research opportunities.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":""},"PeriodicalIF":5.3,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144210126","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}

{"title":"Commentary on \"The Widow's Lament in Springtime\".","authors":"Steven Schlozman","doi":"10.1097/01.ACM.0001115216.83318.fa","DOIUrl":"https://doi.org/10.1097/01.ACM.0001115216.83318.fa","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":"100 6","pages":"681"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175639","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}

{"title":"Reliability and Validity of the Respect Factor in Student Evaluations of Clinical Educators.","authors":"Anita M Wilson, Aaron Douglas, John M Spandorfer","doi":"10.1097/ACM.0000000000006001","DOIUrl":"10.1097/ACM.0000000000006001","url":null,"abstract":"<p><strong>Purpose: </strong>Medical student mistreatment has profound negative effects on student education. When medical students feel mistreated, they may also feel that they have been treated disrespectfully. This study examines the validity and reliability of a tool to measure students' perception of educators' level of respect.</p><p><strong>Method: </strong>Data from 516 student raters of 2,534 clinical educators (i.e., faculty and residents across 8 clinical departments) were used to investigate validity evidence based on Kane's validity framework for an instrument that includes 2 items for measuring educator respect and 7 items for measuring teaching effectiveness. Exploratory and confirmatory factor analyses were conducted to investigate construct validity. Generalizability theory analysis was conducted to project estimates of the level of reliability of departmental-level respect scores for different data collection scenarios. The raters were third- and fourth-year students attending clinical rotations at Sidney Kimmel Medical College, Thomas Jefferson University, during the 2022 to 2023 academic year.</p><p><strong>Results: </strong>Exploratory factor analysis revealed 2 correlated latent factors that represent respect and teaching effectiveness. The estimated confirmatory factor analysis model, with 2 first-order latent factors (i.e., respect and teaching effectiveness) and 1 second-order latent factor (i.e., teaching quality), resulted in a root mean square error of approximation index of 0.10 (indicating mediocre fit), a nonnormed fit index of 0.95 (indicating good fit), and a standardized root mean square residual of 0.03 (indicating good fit). Generalizability theory decision studies revealed plausible scenarios that would lead to reliability estimates between 0.71 and 0.81.</p><p><strong>Conclusions: </strong>This study suggests that the respect rating scale yields sufficiently valid measures of students' experiences and reliable department-level respect scores for plausible scenarios when ratings are obtained from 10 students nested in each of 35 educators per department. The results also suggest that the scale allows for valid decision-making about feedback to clinical educators and their departments.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"705-709"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143469867","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}

{"title":"Keepers of the Academic Mission: Calling All Faculty.","authors":"Vincent D Pellegrini, Stewart Babbott","doi":"10.1097/ACM.0000000000006010","DOIUrl":"10.1097/ACM.0000000000006010","url":null,"abstract":"<p><strong>Abstract: </strong>Academic medical centers expand their patient care mission through mergers often with nonacademic health care organizations to create more clinical revenue and a larger financial margin with the intent of cross-subsidizing the academic mission. Ironically, an unintended consequence of governance changes implicit in such mergers is the marginalization of the academic mission. Historically, the education and research missions have been effectively cross-subsidized by the medical school dean from the margin derived from the faculty clinical practice plan. Yet, in many merged entities, the faculty practice is subsumed under the health system, where its margin no longer directly accrues to the school. Concurrent shifts in health system governance have removed clinical enterprise oversight from the dean and chairs, effectively assigning financial support of education and research to the health system where it competes with a strong appetite to grow the clinical enterprise. Likewise, faculty are conscripted to more clinical service rather than encouraged to engage in academic endeavors. Consequently, the vigor of the education and research missions has been compromised in academic health system mergers. This circumstance invites critical review of the fundamental concept of academic medical center mergers and their resulting unintended consequences for the academic mission and faculty well-being to inform the wisdom of continuing this trend. A unified cadre of university leaders, deans, and faculty are needed to advocate for greater reinvestment of the margin in teaching and research efforts. Concurrently, academic medicine must develop more academic physicians committed to the academic mission as leaders of health systems. Taken together, these actions can reinforce that funding the academic mission must be an obligation rather than an option for academic health systems. Nothing less than the future of academic medicine, the well-being of faculty and learners, and the health of the nation depends on it.</p>","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"661-665"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143494513","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}

{"title":"In Reply to Maurana and Wood Ion.","authors":"Ross Jones","doi":"10.1097/ACM.0000000000006022","DOIUrl":"10.1097/ACM.0000000000006022","url":null,"abstract":"","PeriodicalId":50929,"journal":{"name":"Academic Medicine","volume":" ","pages":"651-652"},"PeriodicalIF":5.3,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574589","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}