Great nephrologists begin with great teachers: update on the nephrology curriculum

How to incorporate generative artificial intelligence in nephrology fellowship education

Traditional nephrology education faces challenges due to expanding medical knowledge, case complexity, and personalized learning needs. Generative artificial intelligence (AI), like ChatGPT, offers potential solutions to enhance nephrology education through dynamic, adaptive, and personalized learning experiences. We discuss integrating generative AI into nephrology education at our institution, highlighting its importance and potential applications. It explores how AI can complement traditional teaching methods by addressing challenges like information overload, diverse learning needs, and continuous learning. Generative AI models should be actively utilized under human supervision to ensure accuracy when summarizing key teaching points, creating discussion topics for journal clubs, and aiding in curriculum development for our Nephrology fellowship. Potential future applications include simulation-based learning, interactive learning modules, personalized learning plans, and enhanced research capabilities. AI can also facilitate mentorship, improve assessment, and support administrative tasks. The integration of AI addresses challenges such as keeping pace with knowledge expansion, providing personalized learning experiences, and improving access to expertise. In summary, the integration of generative AI into nephrology education represents a paradigm shift in preparing future kidney specialists. While AI offers numerous benefits, challenges such as data privacy and maintaining the human element in patient care must be addressed. A balanced approach that preserves human mentorship while employing AI's capabilities is crucial for cultivating well-rounded, competent, and compassionate nephrologists ready to tackle future kidney health challenges.

Engaging medical students and residents in nephrology education: an updated scoping review

BACKGROUND

There is global recognition that interest in nephrology among pediatric and adult trainees is waning, while the burden of kidney disease continues to wax. There is a growing need to engage trainees in nephrology education. The objective of this study was to systematically review the literature on nephrology education for medical students and residents published in the last six years, collate the findings, and extract major themes in order to better define the gaps in this field.

METHODS

A systematic literature search was conducted on four major academic search engines including MEDLINE (OvidSP), ERIC, EMBASE and Web of Science until October 22, 2020, retrieving a total of 2,694 studies. Forty studies published after September 2014 met the inclusion and exclusion criteria. These studies were analyzed based on study focus, type of study design, and outcomes.

RESULTS

The studies fell into three main areas of focus: (a) factors that influence interest in nephrology careers (b) current gaps in nephrology knowledge and (c) innovative educational strategies. Barriers to engaging learners in nephrology include a lack of exposure, lack of mentorship, and perceived complexity of nephrology. Baseline awareness is deficient in the management of chronic kidney disease and acute kidney injury. Applying active learning strategies may reduce the perceived barriers to understanding nephrology.

CONCLUSION

The importance of engaging the future nephrology workforce is well-recognized. Nephrologist educators should focus their efforts in studying curriculum interventions and their impact not only on learner satisfaction, but also future behavior, career choices, and patient outcomes.