MedEdPublish (2016)最新文献

{"title":"Can Creative Thinking Predict Academic Success in Medical Education? Correlating Torrance Test of Creative Thinking Scores and Five-year GPAs of Japanese Medical Students.","authors":"Marcellus Nealy, Hiroyuki Daida, Yuichi Tomiki, Dennis Dew, Takeo Higuchi","doi":"10.12688/mep.20889.1","DOIUrl":"10.12688/mep.20889.1","url":null,"abstract":"<p><strong>Background: </strong>This study determined the correlation between creative thinking aptitude, measured by the Torrance Test of Creative Thinking-Figural (TTCT-F), and five-year academic achievement.</p><p><strong>Methods: </strong>The TTCT-F was administered to 135 first-year medical students at a Tokyo-based medical school in 2018. Participants' academic records-annual GPAs over five years-were averaged, and data were analyzed in 2023. Pearson correlation coefficients examined the relationship between the TTCT-F Creativity Index and the five-year average GPA; multiple linear regression assessed the predictive value of TTCT-F components on GPA; canonical correlation analysis explored multivariate relationships.</p><p><strong>Results: </strong>The Creativity Index demonstrated a weak, non-significant correlation with the five-year average GPA. Fluency, Originality, and Elaboration components were not significantly correlated, while Abstractness of Titles demonstrated a moderate positive correlation. Linear regression indicated that Abstractness of Titles significantly predicted GPA, accounting for approximately 8% of the variance. Canonical correlation analysis revealed a moderate multivariate association between TTCT-F components and academic performance.</p><p><strong>Conclusions: </strong>Certain aspects of creative thinking, particularly abstract reasoning, may relate to academic success in medical education. Further research is needed to clarify the role of creative thinking in medical training and whether it warrants greater integration into curricula.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"15 ","pages":"22"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12699210/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145758284","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 the transition from training to first faculty position.","authors":"Beatrice Preti, Michael Sanatani","doi":"10.12688/mep.20391.2","DOIUrl":"10.12688/mep.20391.2","url":null,"abstract":"<p><p>The transition from residency or fellowship to autonomous, independent consultant can be daunting, to say the least! New consultants may face a number of challenges and decision points previously unencountered in their careers. In this article, we present twelve tips for trainees transitioning to their first consultant position (with an emphasis on those in academic or hybrid positions) to help with a smooth, successful process.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"42"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12144489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144251184","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":"\"The patients first and foremost\" collaborative practice in the Australian healthcare system: a qualitative study.","authors":"Sarah Meiklejohn, Lynda Cardiff, Bronwyn Clark, Brian Jolly, Josephine Maundu, Theanne Walters, Glenys Wilkinson, Fiona Kent","doi":"10.12688/mep.20512.2","DOIUrl":"10.12688/mep.20512.2","url":null,"abstract":"<p><strong>Background: </strong>Collaborative patient centred practice is an expectation of the Australian healthcare system, yet there is not a clear understanding of what this entails. The aim of this research was to describe collaborative practice, as understood within the context of the Australian health system.</p><p><strong>Methods: </strong>Nineteen focus groups were conducted in 2022 with 84 participants consisting of education providers (n=62), consumers (n=10), representatives from the Health Profession's Education Standing Group (n=8), and health service practitioners (n=4). Framework analysis was undertaken to understand facilitators of, and barriers to, collaborative practice and learning within the Australian education and healthcare systems.</p><p><strong>Results: </strong>Participants were asked to describe examples of effective collaborative practice, what they would expect to experience, and examples of when collaborative practice did not occur and the associated outcomes. Participants from all groups emphasised the importance of elevating the patient voice within a patient centred collaborative healthcare team. Patients, family and carers needed to be positioned as central team members within a collaborative healthcare team. Power and hierarchy within the healthcare team impacted on the ability to deliver collaborative practice.</p><p><strong>Conclusions: </strong>By positioning the patient and their family and carers as members of the team, shared goals for optimal patient outcomes were experienced. By contrast when collaborative practice did not occur, or patients were omitted as central team members, poor communication and disjointed healthcare was described, leaving patients feeling disempowered and disengaged.</p>","PeriodicalId":74136,"journal":{"name":"MedEdPublish (2016)","volume":"14 ","pages":"131"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12117322/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175678","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":"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}