Canadian medical education journal最新文献_第7页

OSCEai: personalized interactive learning for undergraduate medical education. 面向本科医学教育的个性化互动学习。

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.79220

Eddie Guo, Rashi Ramchandani, Ye-Jean Park, Mehul Gupta

{"title":"OSCEai: personalized interactive learning for undergraduate medical education.","authors":"Eddie Guo, Rashi Ramchandani, Ye-Jean Park, Mehul Gupta","doi":"10.36834/cmej.79220","DOIUrl":"10.36834/cmej.79220","url":null,"abstract":"Background: This study aims to evaluate the effectiveness of the OSCEai, a large language model-based platform that simulates clinical encounters, in enhancing undergraduate medical education.Methods: A web-based application, OSCEai, was developed to bridge theoretical and practical learning. Following use, medical students from the University of Calgary Class of 2026 completed an anonymized survey on the usability, utility, and overall experience of OSCEai.Results: A total of 37 respondents answered the anonymized survey. The OSCEai platform was highly valued for its ability to provide data on demand (33/37), support self-paced learning (30/37), and offer realistic patient interactions (29/37). The ease of use and medical content quality were rated at 4.73 (95% CI: 4.58 to 4.88) and 4.70 (95% CI: 4.55 to 4.86) out of 5, respectively. Some participants (8/37) commented that few cases were not representative and needed clarification about app functionality. Despite these limitations, OSCEai was favorably compared to lecture-based teaching methods, with an overall reception rating of 4.62 (95% CI: 4.46 to 4.79) out of 5.Interpretation: The OSCEai platform fills a gap in medical training through its scalable, interactive, and personalized design. The findings suggest that integrating technologies, like OSCEai, into medical curricula can enhance the quality and efficacy of medical education.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"7-14"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826823/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146054973","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}

引用次数: 0

Bridging global dermatology education gaps: the promise and challenges of leveraging AI-driven medical training to advance equity and personalization with OSCEai dermatology. 弥合全球皮肤病学教育差距：利用人工智能驱动的医疗培训促进oseai皮肤病学公平性和个性化的前景和挑战。

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.82571

Sophia Ma, Tarek Zieneldien, Farah Succaria

引用次数: 0

Artificial Intelligence can transform formative assessment in medical education. 人工智能可以改变医学教育中的形成性评估。

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.79759

Joshua Feldman, Christopher Gilchrist, Fok-Han Leung

引用次数: 0

Investigating the threat of AI to undergraduate medical school admissions: a study of its potential impact on the rating of applicant essays. 调查人工智能对本科医学院招生的威胁：一项研究其对申请人论文评级的潜在影响。

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.79690

Joshua Choi, Jenny Zhao, Thuy-Anh Ngo, Lawrence Grierson

{"title":"Investigating the threat of AI to undergraduate medical school admissions: a study of its potential impact on the rating of applicant essays.","authors":"Joshua Choi, Jenny Zhao, Thuy-Anh Ngo, Lawrence Grierson","doi":"10.36834/cmej.79690","DOIUrl":"10.36834/cmej.79690","url":null,"abstract":"Background: Medical school applications often require short written essays or personal statements, which are purportedly used to assess professional qualities related to the practice of medicine. With generative artificial intelligence (AI) tools capable of supplementing or replacing inputs by human applicants, concerns about how these tools impact written assessments are growing. This study explores how AI influences the ratings of essays used for medical school admissions.Methods: A within-subject experimental design was employed. Eight participants (academic clinicians, faculty researchers, medical students, and a community member) rated essays written by 24 undergraduate students and recent graduates from McMaster University. The students were divided into four groups: medical school aspirants with AI assistance (ASP-AI), aspirants without AI assistance (ASP), non-aspirants with AI assistance (NASP-AI), and essays generated solely by ChatGPT 3.5 (AI-ONLY). Participants were provided training in the application of single Likert scale tool before rating. Differences in ratings by writer group were determined via one-way between group ANOVA.Results: Analyses revealed no statistically significant differences in ratings across the four writer groups (p = .358). The intraclass correlation coefficient was .147.Conclusion: The proliferation of AI adds to prevailing questions about the value personal statements and essays have in supporting applicant selection. We speculate that these assessments hold less value than ever in providing authentic insight into applicant attributes. In this context, we suggest that medical schools move away from the use of essays in their admissions processes.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 6","pages":"15-20"},"PeriodicalIF":0.0,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12826818/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055038","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}

引用次数: 0

Between stethoscope and algorithm: is Canadian medical education ready for AI-enabled care? 在听诊器和算法之间：加拿大医学教育为人工智能护理做好了准备吗？

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.82463

Amal Khan

引用次数: 0

AI literacy starts at the bedside: a call for grassroots and reflective approaches in medical education. 人工智能知识从床边开始：呼吁在医学教育中采取基层和反思的方法。

Canadian medical education journal Pub Date : 2025-12-22 eCollection Date: 2025-12-01 DOI: 10.36834/cmej.81537

Austin Solak, Urmi Sheth, Ragav Chona, Allie Jones, Nikoo Aghaei, Ricky Hu

引用次数: 0

"Against research": reflections from a life-long journey in basic science, clinical medicine, and medical education. “反对研究”：我一生从事基础科学、临床医学和医学教育的思考。

Canadian medical education journal Pub Date : 2025-11-06 eCollection Date: 2025-11-01 DOI: 10.36834/cmej.82184

Shigeki Matsubara

引用次数: 0

Building pedagogical models of social accountability in family medicine residency training: a logic analysis protocol. 建立家庭医学住院医师社会责任的教学模式：逻辑分析方案。

Canadian medical education journal Pub Date : 2025-11-06 eCollection Date: 2025-11-01 DOI: 10.36834/cmej.81560

Julie Massé, Marie-Claude Tremblay, Olivia Gross, Marie-Audrey Brochu-Doucet, Yannick Ruelle, Sofia Boulay, Tim Dubé

引用次数: 0

[Point-of-Care Ultrasound training for family medicine residents]. 【家庭医学住院医师即时超声培训】。

Canadian medical education journal Pub Date : 2025-11-06 eCollection Date: 2025-11-01 DOI: 10.36834/cmej.79607

Mikaëlle Labonté, Pierre-Marc Dion, Natasha Guérard-Poirier, Hussein Saïd, Nicolas Chagnon, Melanie Le May, Hétoum Misirliyan, Stefan de Laplante

引用次数: 0

Revealing the blind spots: five key challenges for advancing physician wellness. 揭示盲点：推进医生健康的五个关键挑战。

Canadian medical education journal Pub Date : 2025-11-06 eCollection Date: 2025-11-01 DOI: 10.36834/cmej.80720

Adam Neufeld

{"title":"Revealing the blind spots: five key challenges for advancing physician wellness.","authors":"Adam Neufeld","doi":"10.36834/cmej.80720","DOIUrl":"10.36834/cmej.80720","url":null,"abstract":"Physician wellness is a critical yet unresolved challenge in medical education. Burnout, emotional distress, and systemic barriers undermine the sustainability of the healthcare workforce, with negative consequences for both physicians and patients. Despite widespread recognition, existing interventions often fall short, hindered by fragmented approaches and resistance to change. This article identifies five key challenges that will need to be overcome if we are to make meaningful progress in advancing physician wellness: (1) inconsistent definitions and flawed methodologies in assessing wellness, (2) overemphasis on individual-focused interventions, (3) the absence of unified, evidence-based frameworks, (4) ethical and methodological problems with wellness surveys, and (5) the commercialization of wellness. Each challenge represents deeply ingrained barriers within healthcare institutions that impede meaningful progress. I advocate for a paradigm shift toward evidence-based, systems-level strategies, focusing on Canadian and US medical education. By integrating theoretical frameworks like Self-Determination Theory (SDT) and the Job Demands-Resources (JDR) model into accreditation standards and institutional practices, healthcare organizations can address the root causes of physician distress.","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"16 5","pages":"89-94"},"PeriodicalIF":0.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12620719/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145552327","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}

引用次数: 0