Teaching, reflecting, and learning: The value of an intercalated medical education programme

The effect of artificial intelligence supported case analysis on nursing students' case management performance and satisfaction: A randomized controlled trial

BACKGROUND

Rapid developments in artificial intelligence have begun to necessitate changes and transformations in nursing education.

OBJECTIVE

This study aimed to evaluate the impact of an artificial intelligence-supported case created in the in-class case analysis lecture for nursing students on students' case management performance and satisfaction.

DESIGN

This study was a randomized controlled trial.

METHOD

The study involved 188 third-year nursing students randomly assigned to the AI group (n=94) or the control group (n=94). An information form, case evaluation form, knowledge test and Mentimeter application were used to assess the students' case management performance and nursing diagnoses. The level of satisfaction with the case analysis lecture was evaluated using the VAS scale.

RESULTS

The case management performance scores of the students in the artificial intelligence group were significantly higher than those of the control group (p<0.05). There was no statistically significant difference in satisfaction levels between the artificial intelligence (AI) group and the control group (p>0.05).

CONCLUSIONS

The study's results indicated that AI-supported cases improved students' case management performance and were as effective as instructor-led cases regarding satisfaction with the case analysis lecture, focus and interest in the case. The integration of artificial intelligence into traditional nursing education curricula is recommended.

CLINICAL TRIALS REGISTRATION NUMBER

https://register.

CLINICALTRIALS

gov; (NCT06443983).

Impact of Intercalated Degree on Post-graduate Career Progression and Academic Development in the UK: A Rapid Review of the Literature

An intercalated degree offers medical students an avenue to explore their interests and become competent in scientific literacy. Although intercalating can pose a financial burden and time commitment, they do provide competitive academic and speciality training applications. The aim of this review was to explore academic development and subsequent outcomes of career progression. Medline and EMBASE were systematically searched using keywords. After the removal of duplicates, the studies were screened against the inclusion criteria. For the five studies included in this review, a narrative synthesis was performed. The two main themes were academic development and career progression. All studies showed a plethora of academic achievements during and after intercalation. Two studies showed that students are more likely to enter a career in academic medicine. A further two studies have shown that the transferable skills of academia have allowed alumni to make more competitive applications for foundation year and speciality training. The results have shown a correlation between academic achievements and an increase in competitiveness in foundation programmes and speciality applications. There are clear discrepancies in the success of academic careers depending on the institution and type of intercalated degree. Current literature suggests a master's degree results in more academic success compared to a bachelor's degree. Due to the sheer diversity of intercalated degrees offered to medical students in the UK, there is limited literature on post-graduate career progression. More research should be undertaken to look at the implications of intercalation on post-graduate career progression.