MedEdPublish (2016)最新文献

{"title":"Developing a Family Medicine Program in Jordan: appraisal of trainees and trainers and final assessment outcomes.","authors":"Birgitte Schoenmakers, Safiya Virji, Benjamin Colton, Lana Alhalaseh, Jiskoot van Ewijk Marleen, David Spitaels, Amjad Al Shdaifat","doi":"10.12688/mep.20687.3","DOIUrl":"10.12688/mep.20687.3","url":null,"abstract":"<p><strong>Introduction: </strong>Curriculum development in medical education, particularly in family medicine, is essential for preparing healthcare professionals to meet evolving patient needs. This article examines the development of a Family Medicine program in Jordan, focusing on challenges, methodologies, and outcomes.</p><p><strong>Methods: </strong>The curriculum was developed through collaboration between Jordanian and European universities, emphasizing core family medicine principles, evidence-based practice, and local context. Two cohorts of trainees participated in the one-year program, which used a 'whole task learning model' covering communication, clinical knowledge, and community health. Feedback was gathered through focus group interviews with trainers and trainees, and pre- and post-test data were analyzed to assess effectiveness in terms of exam outcome.</p><p><strong>Results: </strong>Feedback indicated positive perceptions among trainers and trainees. Trainees valued the transition to Arabic-led lectures, improved primary care understanding, and trainer engagement. Strengths included evidence-based guidelines and patient interaction emphasis. Areas for improvement included more face-to-face training and practical opportunities. Trainers suggested enhancing practical skills training and increasing Arabic materials. Both cohorts showed significant improvement on test scores. Challenges such as non-participation and cheating highlighted the need for regular attendance and academic integrity.</p><p><strong>Conclusion: </strong>The research underscores the importance of feedback from trainees and trainers in curriculum development. Continuous improvement, comprehensive assessment, and prioritizing linguistic and cultural relevance are crucial for enhancing primary care delivery in Jordan.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"276"},"PeriodicalIF":0.0,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12166353/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144303887","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":"Utilisation of ChatGPT and other Artificial Intelligence tools among medical faculty in Uganda: a cross-sectional study.","authors":"David Mukunya, Ritah Nantale, Frank Kayemba, Elizabeth Ajalo, Kennedy Pangholi, Jonathan Babuya, Suzan Langoya Akuu, Amelia Margaret Namiiro, Ronald Tweheyo, Steven Ekak, Brenda Nakitto, Kirsten Nantongo, Joseph Luwaga Mpagi, Milton W Musaba, Faith Oguttu, Job Kuteesa, Aloysius Gonzaga Mubuuke, Ian Guyton Munabi, Sarah Kiguli","doi":"10.12688/mep.20554.3","DOIUrl":"10.12688/mep.20554.3","url":null,"abstract":"<p><strong>Background: </strong>ChatGPT is a large language model that uses deep learning techniques to generate human-like texts. ChatGPT has the potential to revolutionize medical education as it acts as an interactive virtual tutor and personalized learning assistant. We assessed the use of ChatGPT and other Artificial Intelligence (AI) tools among medical faculty in Uganda.</p><p><strong>Methods: </strong>We conducted a descriptive cross-sectional study among medical faculty at four public universities in Uganda from November to December 2023. Participants were recruited consecutively. We used a semi-structured questionnaire to collect data on participants' socio-demographics and the use of AI tools such as ChatGPT. Our outcome variable was the use of ChatGPT and other AI tools. Data were analyzed in Stata version 17.0.</p><p><strong>Results: </strong>We recruited 224 medical faculty, majority [75% (167/224)] were male. The median age (interquartile range) was 41 years (34-50). Almost all medical faculty [90% (202/224)] had ever heard of AI tools such as ChatGPT. Over 63% (120/224) of faculty had ever used AI tools. The most commonly used AI tools were ChatGPT (56.3%) and Quill Bot (7.1%). Fifty-six faculty use AI tools for research writing, 37 for summarizing information, 28 for proofreading work, and 28 for setting exams or assignments. Forty faculty use AI tools for non-academic purposes like recreation and learning new skills. Faculty older than 50 years were 40% less likely to use AI tools compared to those aged 24 to 35 years (Adjusted Prevalence Ratio (aPR):0.60; 95% Confidence Interval (CI): [0.45, 0.80]).</p><p><strong>Conclusion: </strong>The use of ChatGPT and other AI tools was high among medical faculty in Uganda. Older faculty (>50 years) were less likely to use AI tools compared to younger faculty. Training on AI use in education, formal policies, and guidelines are needed to adequately prepare medical faculty for the integration of AI in medical education.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"245"},"PeriodicalIF":0.0,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11795020/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257547","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":"Restoring the Clinical Learning Environment at Teaching Hospitals in Post-Assad Syria: A PHEEM Analysis and Recommendations.","authors":"Ghaith Alfakhry, Rama Kodmani, Munir Ghandour, Amer Al Munajjed, Rawan Khwanda","doi":"10.12688/mep.20955.1","DOIUrl":"10.12688/mep.20955.1","url":null,"abstract":"<p><strong>Introduction: </strong>After 54 years of Assad's family dictatorship, Syria was finally free but, nonetheless, was in ruins. The health profession education training system is no exception, and there have been many indicators of this in the literature, but none of them have provided a systematic evaluation of the clinical learning environment (CLE) using validated approaches. Therefore, this study aimed to evaluate CLE at teaching hospitals in Damascus, Syria.</p><p><strong>Methods: </strong>This cross-sectional study was conducted in Damascus, Syria, during mid-2023, before Assad's regime collapsed. The study population included all resident doctors working and training at any teaching hospital in Damascus. We used the recently validated 36-item PHEEM inventory as a data collection tool and added 10 extra items related to Syria's specific context. There was also one open-ended question. We recruited participants from 14 different teaching hospitals using nonprobability sampling techniques.</p><p><strong>Results: </strong>A total of 1490 residents from 31 medical specialties participated in the study, which was approximately 37% of the total population at that time. The female participants comprised 50.7% (n=754) of the total sample. The Cronbach's alpha was 0.925. The total PHEEM mean score was 72.4±21.4 (Max. 144). All the PHEEM domains showed significant shortcomings, except for learner engagement and social participation. The worst-scoring domains were external regulation, work culture, and living conditions, with scores of 48.5%, 40.8%, and 31.2%, respectively. The results of the additional 10 war-related items were important. One item showed that only 14% of respondents did not have plans to migrate. The written comments re-echo some of the PHEEM findings in more context.</p><p><strong>Discussion: </strong>This study draws a roadmap for clinical educators, lawmakers, and new leaders to make targeted reforms and investments to restore the clinical learning environment. There are major issues that not only render training residents suboptimal but also compromise residents' and patients' safety.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"15"},"PeriodicalIF":0.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096394","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":"Twelve tips for final year medical students undertaking clinical assessment.","authors":"Bunmi S Malau-Aduli, Richard B Hays, Shannon Saad, Karen D'Souza","doi":"10.12688/mep.20122.2","DOIUrl":"10.12688/mep.20122.2","url":null,"abstract":"<p><strong>Background: </strong>Clinical assessors in pre-registration examinations have been shown to make decisions about student performance by drawing on two overlapping, yet slightly different perspectives: achieving academic learning outcomes, and contributing to clinical workplace function. The implication for senior medical students is that they should be aware that in 'final' clinical assessments they may be judged from both academic and workplace perspectives, where the emphasis may be on how well the candidate would fit into a clinical team, demonstrating reliability, trustworthiness, teachability and 'safety'.</p><p><strong>Methods: </strong>This article presents 12 tips for how senior medical students may demonstrate progress towards achieving 'work readiness', and so improve performance in assessments close to graduation.</p><p><strong>Results: </strong>Clinical assessors may include judgment of how well the candidate might work as a junior member of a clinical team, particularly when candidates perform at the borderline level and where assessors are more experienced. This judgment is based on an impression of the student's demonstration of reliability, trustworthiness, patient safety and teachability. While the underpinning theory was explored in final OSCEs, the suggestions may also be relevant to workplace-based clinical learning and assessment.</p><p><strong>Conclusions: </strong>Senior medical students should prepare for clinical assessments that will consider how they respond to professionally challenging workplace scenarios as well as essential knowledge and skills.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"21"},"PeriodicalIF":0.0,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082069/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096393","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":"Implementing a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine.","authors":"Alexandre Nehme, Carmen El Khoury, Marc Jreij, George Karam, Ghewa El Achkar, Ziad Tannous, Nadime Cortas","doi":"10.12688/mep.20416.2","DOIUrl":"10.12688/mep.20416.2","url":null,"abstract":"<p><p>This paper outlines the development and implementation of a multidimensional faculty promotion matrix at Saint George University of Beirut Faculty of Medicine (SGUB FM). The matrix, designed to provide a comprehensive and equitable evaluation of faculty across multiple dimensions, is anchored in six pillars: Research, Clinical Practice, Teaching Effort, Administrative Effort, Community Work, and Extra Degrees and Awards. These pillars encompass diverse components, including publication output, clinical activities, teaching responsibilities, administrative roles, community engagement, and additional qualifications, with each metric standardized using z-scores for fair comparison. This matrix analyzed the CVs and relevant documents of 112 faculty members, demonstrating its efficacy in providing equitable evaluation regardless of gender or rank. The results showed no significant differences in promotion rates among various faculty ranks, highlighting the matrix's fairness and impartiality. The study also explores the relationship between faculty ranks and various performance metrics, revealing patterns in research productivity, clinical practice, and community engagement that escalate with higher academic ranks. SGUB FM's approach aligns its curricular designs and instructional implementations with international benchmarks, particularly those set by the Association of American Medical Colleges (AAMC), ensuring global standard compliance while catering to the institution's unique context. The matrix serves not only as an evaluation tool but also as a catalyst for faculty excellence and professional development. This case study offers valuable insights for medical institutions developing inclusive promotion criteria and emphasizes the importance of holistic evaluation frameworks in fostering academic excellence and professional growth.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"65"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12177446/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334586","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 Case for Specific Education of Advanced Practice Providers in Allergy & Immunology: Results of a Gap Analysis and Targeted Needs Assessment.","authors":"Maureen Bauer, Chad Stickrath, Dan Atkins","doi":"10.12688/mep.20586.2","DOIUrl":"10.12688/mep.20586.2","url":null,"abstract":"<p><strong>Introduction: </strong>Advanced practice providers (APPs) are increasingly utilized throughout the health care system including in subspeciality practices.</p><p><strong>Methods: </strong>A nationwide preliminary gap analysis and targeted needs assessment was conducted to examine the current onboarding/clinical training experiences of APPs in Allergy & Immunology (A&I).</p><p><strong>Results: </strong>At present, training in A&I in NP/PA school is typically limited. The onboarding/clinical training APPs receive at practice sites upon entering A&I varies with most APPs feeling only somewhat comfortable providing A&I care upon completion of their training period.</p><p><strong>Conclusions: </strong>Results of a nationwide gap analysis and targeted needs assessment identify the need for further education specific for APPs in A&I and consideration of standardization of the onboarding process at clinical practice sites.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"236"},"PeriodicalIF":0.0,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11976216/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143812920","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":"Exploring Filipino Medical Students' Attitudes and Perceptions of Artificial Intelligence in Medical Education: A Mixed-Methods Study.","authors":"Robbi Miguel G Falcon, Renne Margaret U Alcazar, Hannah G Babaran, Beatrice Dominique B Caragay, Cheenie Ann A Corpuz, Maegan Victoria S Kho, Aleisha Claire N Perez, Iris Thiele C Isip-Tan","doi":"10.12688/mep.20590.2","DOIUrl":"10.12688/mep.20590.2","url":null,"abstract":"<p><p>Artificial intelligence (AI) has many implications on the practice of medicine, especially for current medical students who have to consider the impact of AI on the information available to patients and ethical aspects of rendering healthcare as a whole. With the fast pace of development in AI in healthcare, medical educators struggle to incorporate AI in the curriculum. The current generation of medical students will likely be the first to use AI tools in their practice, hence this study aims to investigate the current perceptions of medical students on the role of AI in medical education and the practice of medicine using a mixed methods parallel convergent design. The findings revealed that medical students had a baseline understanding of AI and its role in medicine, but required further training for its practical and ethical use. Moreover, the impact of AI in terms of their future practice in medicine (i.e., choice of specialization, doctor-patient relationship) was evident and must be considered by educators in order to promote responsible use of AI by physicians-in-training. In conclusion, findings from this study helped identify key areas of focus for integration into the medical curriculum related to the ethical use of AI in both education and clinical practice.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"282"},"PeriodicalIF":0.0,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082071/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144096380","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":"Learning from the best: How medical-students construct role models in general practice during the COVID-19 pandemic and what factors influence this process, a qualitative study.","authors":"Hamish Sutcliffe, Patrick Odonnell, Jane Andrews","doi":"10.12688/mep.20594.2","DOIUrl":"10.12688/mep.20594.2","url":null,"abstract":"<p><strong>Background: </strong>Role-modelling has been found to strongly influence speciality choice for medical students either positively or negatively. There is a deficit in recruitment toward general practice, set to exacerbate the shortfall in GP numbers over the coming decade in the face of spiralling demand. In medical school, students acquire knowledge, skills and start to form their professional identity by observation and interaction with medical educators through the process of role-modelling. Given the significance of this process, the present study attempted to explore the \"lived experience\" of medical students encountering potential role models during their GP placement using a qualitative method.</p><p><strong>Methods: </strong>Following a design based upon the principles of Grounded Theory 10 qualitative interviews were conducted with third-year medical student volunteers at Warwick Medical School. Interviews were recorded, transcribed and analysed using theoretical axial coding demonstrating data saturation in key themes.</p><p><strong>Results: </strong>Analysis of data gave insights regarding student perception of positive and negative role modelling in three corresponding domains: Personal Attributes, Student Relationship and Patient Relationships.</p><p><strong>Conclusions: </strong>The findings offer unique insights into the influence and impact of GP role-modelling on medical student's experiences and perceptions during a time of the Covid-19 pandemic and the immediate post-pandemic period and add to the wider body of literature by exploring the influences GP role-modelling has on medical student training experience. The findings support easily implementable recommendations to strengthen positive role modelling in the GP medical student placement context.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"278"},"PeriodicalIF":0.0,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12231363/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585763","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":"Practical Tips for Starting a Student-Run Free Eye Clinic.","authors":"Robert Porter, Adam Leone, Cameron Reinisch, Alec Murphy, Courtney Linne, Jonathan Regenold, Hyun Jun Kim, Lisa Kelly","doi":"10.12688/mep.20621.2","DOIUrl":"10.12688/mep.20621.2","url":null,"abstract":"<p><p>Student-run free clinics serve three primary functions: 1) providing basic medical services for the uninsured and underserved in our communities, 2) supporting the training of medical providers, and 3) advocating for medically underserved communities. Despite the multiple benefits that student-run free clinics can provide, the process of founding a clinic is a significant challenge, even for highly motivated students. Here, we present 12 tips generated by students and residents at the University of Cincinnati College of Medicine based on their combined experience in founding the Bearcat Eye Service (BES), a clinic that provides basic ophthalmic screenings. These tips were developed to provide a framework for those interested in founding a student-run free clinic or expanding ophthalmic care in their communities.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"207"},"PeriodicalIF":0.0,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12231372/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144585764","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":"Insights into an innovative point of care ultrasound curriculum for Ontario primary maternity care providers.","authors":"Bronte K Johnston, Elizabeth Darling, Anne Malott, Susan Kras, Carol Bernacci, Laura Thomas, Beth Murray-Davis","doi":"10.12688/mep.19361.3","DOIUrl":"https://doi.org/10.12688/mep.19361.3","url":null,"abstract":"<p><p>Point of care ultrasound (POCUS) has increasingly been used by midwives worldwide. In 2018, the scope of midwifery care in Ontario was expanded to include POCUS to allow practitioners to provide more comprehensive care. In response to the scope expansion, a new continuing POCUS education course was created in collaboration with faculty and clinicians from obstetrics, midwifery, and medical radiation sciences. The continuing education sonography course focused on fostering the knowledge, skills and judgment Ontario midwives required to safely perform these new POCUS skills. The course included online modules, a two-day hands-on bootcamp workshop, and a clinical practicum under the supervision of a sonographer to confirm competency across the three trimesters of pregnancy. This paper outlines the process for POCUS curriculum development and implementation in pregnancy care following course completion. The first cohort of 17 learners completed the course in 2019. The new curriculum was well received by learners for learning and applying bedside sonography in clinical care. The indications to use POCUS most frequently reported by learners after course completion included assessment of pregnancy viability and fetal presentation. Challenges identified by participants with the course included learning new content such as physics and struggling to complete the clinical practicum due to the coronavirus pandemic. The success of this course is indicated by the completion of the objective structured clinical exams for all learners and meeting the competencies for beginning their practicum. The POCUS continuing education course plays an important role in providing the knowledge, skills and ability to perform point of care pregnancy scans among midwives.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"12 ","pages":"64"},"PeriodicalIF":0.0,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11871427/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544986","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}