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Wang J, Li J. Artificial intelligence empowering public health education: prospects and challenges. Front Public Health 2024; 12:1389026. [PMID: 39022411 PMCID: PMC11252473 DOI: 10.3389/fpubh.2024.1389026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2024] [Accepted: 06/24/2024] [Indexed: 07/20/2024] Open
Abstract
Artificial Intelligence (AI) is revolutionizing public health education through its capacity for intricate analysis of large-scale health datasets and the tailored dissemination of health-related information and interventions. This article conducts a profound exploration into the integration of AI within public health, accentuating its scientific foundations, prospective progress, and practical application scenarios. It underscores the transformative potential of AI in crafting individualized educational programs, developing sophisticated behavioral models, and informing the creation of health policies. The manuscript strives to thoroughly evaluate the extant landscape of AI applications in public health, scrutinizing critical challenges such as the propensity for data bias and the imperative of safeguarding privacy. By dissecting these issues, the article contributes to the conversation on how AI can be harnessed responsibly and effectively, ensuring that its application in public health education is both ethically grounded and equitable. The paper's significance is multifold: it aims to provide a blueprint for policy formulation, offer actionable insights for public health authorities, and catalyze the progression of health interventions toward increasingly sophisticated and precise approaches. Ultimately, this research anticipates fostering an environment where AI not only augments public health education but also does so with a steadfast commitment to the principles of justice and inclusivity, thereby elevating the standard and reach of health education initiatives globally.
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Affiliation(s)
| | - Jianxiang Li
- School of Public Health, Suzhou Medical College of Soochow University, Suzhou, China
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2
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Stadler M, Horrer A, Fischer MR. Crafting medical MCQs with generative AI: A how-to guide on leveraging ChatGPT. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc20. [PMID: 38779693 PMCID: PMC11106576 DOI: 10.3205/zma001675] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 12/19/2023] [Indexed: 05/25/2024]
Abstract
As medical educators grapple with the consistent demand for high-quality assessments, the integration of artificial intelligence presents a novel solution. This how-to article delves into the mechanics of employing ChatGPT for generating Multiple Choice Questions (MCQs) within the medical curriculum. Focusing on the intricacies of prompt engineering, we elucidate the steps and considerations imperative for achieving targeted, high-fidelity results. The article presents varying outcomes based on different prompt structures, highlighting the AI's adaptability in producing questions of distinct complexities. While emphasizing the transformative potential of ChatGPT, we also spotlight challenges, including the AI's occasional "hallucination", underscoring the importance of rigorous review. This guide aims to furnish educators with the know-how to integrate AI into their assessment creation process, heralding a new era in medical education tools.
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Affiliation(s)
- Matthias Stadler
- LMU University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
| | - Anna Horrer
- LMU University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
| | - Martin R. Fischer
- LMU University Hospital, LMU Munich, Institute for Medical Education, Munich, Germany
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3
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Badge A, Chandankhede M, Gajbe U, Bankar NJ, Bandre GR. Employment of Small-Group Discussions to Ensure the Effective Delivery of Medical Education. Cureus 2024; 16:e52655. [PMID: 38380198 PMCID: PMC10877665 DOI: 10.7759/cureus.52655] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Accepted: 01/21/2024] [Indexed: 02/22/2024] Open
Abstract
The changing landscape of medical education has made small-group discussions crucial components. These sessions, including problem-based learning (PBL), case-based learning (CBL), and team-based learning (TBL), revolutionize learning by fostering active participation, critical thinking, and practical skills application. They bridge theory with practice, preparing future healthcare professionals for the dynamic challenges of modern healthcare. Despite their transformative potential, there are challenges in faculty preparation, resource allocation, and effective evaluation. The best practices include aligning discussions with curriculum goals, skilled facilitation, promoting active participation, and robust assessment strategies. Looking ahead, adapting to emerging health trends, ongoing research, and evolving healthcare demands will ensure the continued relevance and effectiveness of small-group discussions, shaping competent and adaptable healthcare providers equipped for the ever-evolving healthcare landscape.
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Affiliation(s)
- Ankit Badge
- Microbiology, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Nagpur, IND
| | - Manju Chandankhede
- Biochemistry, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Nagpur, IND
| | - Ujwal Gajbe
- Anatomy, Datta Meghe Medical College, Datta Meghe Institute of Higher Education and Research, Nagpur, IND
| | - Nandkishor J Bankar
- Microbiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
| | - Gulshan R Bandre
- Microbiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education and Research, Wardha, IND
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Sensu S, Erdogan N. Are We Where We Want to Be in Undergraduate Pathology Education? Turk Patoloji Derg 2024; 40:78-88. [PMID: 38265100 PMCID: PMC11131570 DOI: 10.5146/tjpath.2023.13048] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Accepted: 10/09/2023] [Indexed: 01/25/2024] Open
Abstract
OBJECTIVE This review which aims to examine the recent and current status of pathology education in medical schools, and covers the publications related to undergraduate pathology education published between 2010 January and June 2023. MATERIAL AND METHOD A search was performed through PubMed, Google Scholar, Semantic Scholar, and Ulakbim search engines for the Science Citation Index, Science Citation Index Expanded, Emerging Sources Citation Index, Directory of Open Access Journals, Scopus, PubMed as well as TR Dizin indexed articles. The findings are categorized into two periods as 2010 January - 2020 April (pre-COVID-19 pandemic) and May 2020 - 2023 June. A total of 24 reviews/editorials/letters to the editor and 63 research articles in the pre-pandemic period and 11 reviews/ editorials/ letters to the editor and 35 research articles between 2020 May and 2023 June are included in the analysis. RESULTS Currently, medical education generally depends on core education programs with defined learning objectives and outcomes. Moreover, problem-based, case-based, and team-based interactive learning are being used along with traditional didactic courses. Additionally, digital/ web-based/remote education methods have gained prominence after the COVID-19 pandemic. The virtual or augmented reality and 3D drawing applications are offered as a solution for the autopsy and macroscopy courses. A scarce number of publications are found on measuring and evaluating the effectiveness of learning. CONCLUSION Artificial intelligence in pathology education is a topic that looks likely to become important in the near future. National and international comprehensive standardization is a necessity. A joint effort and collective intelligence are needed to achieve the desired goals in undergraduate pathology education.
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Affiliation(s)
- Sibel Sensu
- Department of Pathology, İstinye University Faculty of Medicine, Istanbul, Turkey
| | - Nusret Erdogan
- Department of Pathology, İstinye University Faculty of Medicine, Istanbul, Turkey
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Tokuç B, Varol G. Medical Education in the Era of Advancing Technology. Balkan Med J 2023; 40:395-399. [PMID: 37706676 PMCID: PMC10613744 DOI: 10.4274/balkanmedj.galenos.2023.2023-7-79] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2023] [Accepted: 09/06/2023] [Indexed: 09/15/2023] Open
Abstract
Technology is developing rapidly and affecting the field of medicine in two main areas- medical education and health care. As a rapidly evolving field with the need and ability to constantly incorporate newer technologies, medical education must be able to prepare future doctors as per changing trends in practice patterns, the role of medicine in disease diagnosis and treatment, and innovations, and advances in medical science. In this article, we discuss the various digital learning tools introduced into medical education, as well as their advantages and disadvantages. We also try to understand how the shift to artificial intelligence may affect medical education and practice and how we can make technology efficient without losing the human dimension in doctor-patient relationships.
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Affiliation(s)
- Burcu Tokuç
- Department of Medical Education, Tekirdağ Namık Kemal University Faculty of Medicine, Tekirdağ, Türkiye
| | - Gamze Varol
- Department of Public Health, Tekirdağ Namık Kemal University Faculty of Medicine, Tekirdağ, Türkiye
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Cheung BHH, Lau GKK, Wong GTC, Lee EYP, Kulkarni D, Seow CS, Wong R, Co MTH. ChatGPT versus human in generating medical graduate exam multiple choice questions-A multinational prospective study (Hong Kong S.A.R., Singapore, Ireland, and the United Kingdom). PLoS One 2023; 18:e0290691. [PMID: 37643186 PMCID: PMC10464959 DOI: 10.1371/journal.pone.0290691] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 08/15/2023] [Indexed: 08/31/2023] Open
Abstract
INTRODUCTION Large language models, in particular ChatGPT, have showcased remarkable language processing capabilities. Given the substantial workload of university medical staff, this study aims to assess the quality of multiple-choice questions (MCQs) produced by ChatGPT for use in graduate medical examinations, compared to questions written by university professoriate staffs based on standard medical textbooks. METHODS 50 MCQs were generated by ChatGPT with reference to two standard undergraduate medical textbooks (Harrison's, and Bailey & Love's). Another 50 MCQs were drafted by two university professoriate staff using the same medical textbooks. All 100 MCQ were individually numbered, randomized and sent to five independent international assessors for MCQ quality assessment using a standardized assessment score on five assessment domains, namely, appropriateness of the question, clarity and specificity, relevance, discriminative power of alternatives, and suitability for medical graduate examination. RESULTS The total time required for ChatGPT to create the 50 questions was 20 minutes 25 seconds, while it took two human examiners a total of 211 minutes 33 seconds to draft the 50 questions. When a comparison of the mean score was made between the questions constructed by A.I. with those drafted by humans, only in the relevance domain that the A.I. was inferior to humans (A.I.: 7.56 +/- 0.94 vs human: 7.88 +/- 0.52; p = 0.04). There was no significant difference in question quality between questions drafted by A.I. versus humans, in the total assessment score as well as in other domains. Questions generated by A.I. yielded a wider range of scores, while those created by humans were consistent and within a narrower range. CONCLUSION ChatGPT has the potential to generate comparable-quality MCQs for medical graduate examinations within a significantly shorter time.
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Affiliation(s)
| | - Gary Kui Kai Lau
- L.K.S. Faculty of Medicine, University of Hong Kong, Hong Kong, Hong Kong S.A.R
| | | | | | - Dhananjay Kulkarni
- Department of Surgery, University of Edinburgh, Edinburgh, United Kingdom
| | - Choon Sheong Seow
- Department of Surgery, National University Cancer Institute Singapore, Singapore, Singapore
| | - Ruby Wong
- Department of Surgery, University of Galway, Galway, Ireland
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Tan E, Ng WM, Soh PC, Tan D, Cleland J. 'But what if you miss something …?': factors that influence medical student consideration of cost in decision making. BMC MEDICAL EDUCATION 2023; 23:437. [PMID: 37316844 DOI: 10.1186/s12909-023-04349-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2023] [Accepted: 05/11/2023] [Indexed: 06/16/2023]
Abstract
CONTEXT Cost-conscious care is critical for healthcare sustainability but evidence suggests that most doctors do not consider cost in their clinical decision making. A critical step in changing this is understanding the barriers to encouraging behaviours and attitudes related to cost-conscious care. We therefore conducted a qualitative study to address the research question: what factors influence consideration of cost in emergency medicine (ED) clinical decision making? METHODS This was a qualitative focus group study using patient vignettes to explore attitudes towards cost-conscious clinical decision making. Participants were Year 4 and Year 5 medical students from Singapore, a country with a fee-for-service healthcare system. After a data-driven initial data analysis, and to make sense of a multitude of factors impacting on cost conscious care, we selected Fishbein's integrative model of behavioural prediction to underpin secondary data analysis. RESULTS Via four focus groups with 21 participants, we identified five main themes relevant to the integrative model of behavioural prediction. These were: attitudes towards considering cost when managing a patient (e.g., "better safe than sorry"); normative beliefs (e.g., doing what others do, perceptions of patient wishes); efficacy beliefs (e.g., no authority to take decisions or challenge); skills and knowledge (e.g., little knowledge of costs), and environmental constraints (e.g., the nature of the healthcare system). DISCUSSION Medical students do not consider cost in their clinical decision making due to numerous factors, of which lack of knowledge of costs is but one. While some of the factors identified reflect those found in previous studies with residents and fully-trained staff, and in other contexts, theory driven analysis added value in that it facilitated a richer exploration of why students do not consider cost in clinical decision making. Our findings provide insight to inform how best to engage and empower educators and learners in teaching and learning about cost-conscious care.
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Affiliation(s)
- Emmanuel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.
| | - Wei Ming Ng
- Department of Emergency Medicine, Ng Teng Fong General Hospital, Singapore, Singapore
| | - Poh Choong Soh
- Department of Emergency Medicine, Ng Teng Fong General Hospital, Singapore, Singapore
| | - Daniel Tan
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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Poursheikhali A, Dehnavieh R, Haghdoost A, Seyedi SM, Heidari AH, Masoud A, Bamir M, Chashmyazdan MR, Sajady SMK. What Do Future Trends in Medical Education Mean to the Scientific Development of Iran's Health System? Med J Islam Repub Iran 2023; 37:32. [PMID: 37521126 PMCID: PMC10382184 DOI: 10.47176/mjiri.37.32] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Indexed: 08/01/2023] Open
Abstract
Background Medical education system in Iran has an essential role in responding to scientific development targets from both education and research perspectives. Investigating future trends and analyzing how they interact with the medical education system helps increase awareness and give insight into the preferred future. Methods The present qualitative study consists of Systematic reviews and interviews that have been analyzed using content analysis. Afterward, the themes and codes were visualized in the form of maps and presented in a focus group discussion of experts to define how medical education trends will impact scientific development. Results The future trends of Iran's medical education system were classified into six groups: workplace changes, demographic changes, changes in concepts, the emergence of new players, structural changes in universities, and technology development. The next point is how they will influence science development. Their impact on science development is classified into five main groups or main streams of change of new financial models, open science, redesigning the research management, the role of universities, and capacity building. Conclusion Our findings showed that redesigning the structure of medical education is the most important priority to make the system as agile as needed to capture the signs and act. New meanings and concepts should also be considered in restructuring, like power balance, competency-based and personalized education, cost-effectiveness, and openness.
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Affiliation(s)
- Atousa Poursheikhali
- Health Services Management Research Center, Institute for Futures Studies in
Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Reza Dehnavieh
- Health Foresight and Innovation Research Center, Institute for Futures Studies
in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - AliAkbar Haghdoost
- HIV/STI Surveillance Research Center and WHO Collaborating Center for HIV
Surveillance, Institute for Futures Studies in Health, Kerman University of Medical
Sciences, Kerman, Iran
| | - Seyed Mehdi Seyedi
- The National Institute of Genetic Engineering and Biotechnology, Tehran, Iran
| | - Amir Hushang Heidari
- Department of Futures Studies of Science and Technology, National Research
Institute of Science Policy
| | - Ali Masoud
- Health Services Management Research Center, Institute for Futures Studies in
Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Moosa Bamir
- Modeling in Health Research Center, Institute for Futures Studies in Health,
Kerman University of Medical Sciences, Kerman, Iran
| | - Mohamad Reza Chashmyazdan
- Department of Medical Library and Information Science, Kerman University of
Medical Sciences, Kerman, Iran
| | - Sayyid Mohammad Keyhan Sajady
- Health Foresight and Innovation Research Center, Institute for Futures Studies
in Health, Kerman University of Medical Sciences, Kerman, Iran
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Carneiro BD, Pozza DH, Tavares I. Perceptions of medical students towards the role of histology and embryology during curricular review. BMC MEDICAL EDUCATION 2023; 23:74. [PMID: 36717846 PMCID: PMC9885397 DOI: 10.1186/s12909-023-04019-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2022] [Accepted: 01/11/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The continuous changes in the medical education to prepare medical doctors for the future requires updates in medical curriculum. However, the perspectives of the medical students are not frequently considered during the revision of the medical curriculum. In parallel with the process of defining and adjusting the medical curriculum, a large survey was performed to inquire the perspectives of the medical students at the Faculty of Medicine of the University of Porto (FMUP), Portugal, about the role of Histology and of Embryology. METHODS Medical students at FMUP (Portugal) completed a structured and anonymous online questionnaire about the subjects Histology and Embryology. The questionnaire was prepared using questions of previous surveys performed in Europe, including another Portuguese medical school, and additional questions that were specifically prepared to this study. The questions referred to teaching methods, clinical relevance, use of virtual (digital) microscopes and association of Histology and Embryology with other subjects of the medical curriculum. RESULTS Four hundred and sixty-two students participated in the study. The students in clinical years were more likely to recognise the clinical relevance of Histology (p = 0.016) and Embryology (p < 0.001). Students agree that teaching of these subjects would benefit from a clinical orientation (89% for Histology; 90% for Embryology). Students highlighted that Histology is crucial to understand Biopathology and agree (75%) that an integration of Histology with Biopathology could be considered in the medical curriculum. Most students (55%) agree that slide microscopes are more useful than virtual microscopes. CONCLUSIONS Our study contributes to the debate about the evolution of medical curriculum. Gathering the medical students' perceptions using large surveys such as that performed in the present study may be useful to adapt the methods of teaching which may increase the motivation of the students. In the case of Histology and Embryology at the FMUP (Portugal) providing more clinically oriented teaching may be useful to motivate the students. Students of clinical years have strong clinical perspectives of Histology and Embryology and their enrolment in teaching of Histology and Embryology can also contribute to increase motivation of younger students. Consulting and involving medical students in the development of the medical curriculum can be positive and students should be more responsible and engaged in building their own education.
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Affiliation(s)
- Bruno Daniel Carneiro
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Daniel Humberto Pozza
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal
| | - Isaura Tavares
- Unit of Experimental Biology, Department of Biomedicine, Faculty of Medicine, University of Porto, Porto, Portugal.
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Female Healthcare Workers' Knowledge, Attitude towards Breast Cancer, and Perceived Barriers towards Mammogram Screening: A Multicenter Study in North Saudi Arabia. Curr Oncol 2022; 29:4300-4314. [PMID: 35735453 PMCID: PMC9222040 DOI: 10.3390/curroncol29060344] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Revised: 06/02/2022] [Accepted: 06/14/2022] [Indexed: 12/03/2022] Open
Abstract
Breast cancer is the most commonly diagnosed cancer among women in the Kingdom of Saudi Arabia and other Middle East countries. This analytical cross-sectional study assessed knowledge, attitude towards breast cancer, and barriers to mammogram screening among 414 randomly selected female healthcare workers from multiple healthcare facilities in northern Saudi Arabia. Of the studied population, 48.6% had low knowledge, and 16.1% had a low attitude towards breast cancer risk factors and symptoms. The common barriers to mammogram screening were fear to discover cancer (57.2%) and apprehension regarding radiation exposure (57%). Logistic regression analysis found that lack of awareness regarding mammogram was significantly associated with age (p = 0.030) and healthcare workers category (ref: physicians: p = 0.016). In addition, we found a significant negative correlation between knowledge and barrier scores (Spearman’s rho: −0.315, p < 0.001). It is recommended to develop target-oriented educational programs for the healthcare workers, which would empower them to educate the community regarding the risk factors and the importance of mammogram screening. Furthermore, a prospective study is warranted in other regions of the Kingdom of Saudi Arabia to understand the region-specific training needs for the healthcare workers.
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Zainal H, Xin X, Thumboo J, Fong KY. Medical school curriculum in the digital age: perspectives of clinical educators and teachers. BMC MEDICAL EDUCATION 2022; 22:428. [PMID: 35659212 PMCID: PMC9164471 DOI: 10.1186/s12909-022-03454-z] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2021] [Accepted: 05/03/2022] [Indexed: 05/28/2023]
Abstract
BACKGROUND There is a need to reexamine Singapore's medical school curricula in light of the increasing digitalization of healthcare. Notwithstanding Singapore's digital competitiveness, there is a perceived gap in preparing its medical students for the digital age. Furthermore, limited research has evaluated the extent to which skills in using digital technologies should be taught to medical students in Asian medical schools to prepare them for future clinical practice- a gap that is filled by this study. Using Singapore as a case study, it explores the views of some local clinical educators and teachers towards the need to impart skills in digital technologies to medical students. It also offers recommendations on ways to balance the clinicians' concerns about these technologies with the digital competencies needed for clinical practice. METHODS Findings were drawn from individual interviews with 33 clinical educators and teachers from Singapore's public and private healthcare sectors. They were recruited using purposive sampling. Data were interpreted using qualitative thematic analysis. RESULTS Participants included vice deans of education from all three local medical schools and senior consultants from a wide variety of disciplines. Overall, they acknowledged two benefits of equipping students with skills in digital technologies including promoting the culture of innovation and improving work efficiency. However, they also highlighted four main concerns of imparting these skills: (i) erosion of basic clinical skills, (ii) neglect of a generalist approach to healthcare characterized by holistic management of patients, inter-professional collaboration, and commitment to breadth of practice within each specialty, (iii) rapid pace of technological advances, and (iv) de-personalisation by technology. CONCLUSIONS The findings show that medical students in Singapore would benefit from a curriculum that teaches them to use digital technologies alongside core clinical skills.
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Affiliation(s)
- Humairah Zainal
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
| | - Xiaohui Xin
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
| | - Julian Thumboo
- Health Services Research Unit, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Kok Yong Fong
- Department of Rheumatology and Immunology, Singapore General Hospital, SingHealth Tower Level 16, 10 Hospital Boulevard, Singapore, 168582 Singapore
- Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
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Herbstreit S, Herbstreit F, Diehl A, Szalai C. A Novel Mobile Platform Enhances Motivation and Satisfaction of Academic Teachers. J Eur CME 2021; 10:2014100. [PMID: 34925966 PMCID: PMC8676585 DOI: 10.1080/21614083.2021.2014100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
Abstract
With rising numbers of students, shorter hospital stays and increasing workload of academic teachers, teaching time have become a scarce resource. Thus, optimal preparation by teachers is key for good clinical teaching. Though a lot of teaching duties are performed by residents in Germany, they are not likely to have been educated in didactic techniques. We developed and evaluated a mobile teaching application using the “Learning Toolbox (LTB)” platform (Raycom BV, Utrecht, Netherlands) that was offered to academic teachers for preparation and support during curricular courses at our medical school. Courses were part of the curricula in Anaesthesiology, Emergency Medicine, and Orthopaedic and Trauma Surgery, and course length could vary up to 40 h per week. Information provided by the novel platform included logistic information, learning objectives, and curricula for the individual courses. A basic tutorial on didactic techniques, suggestions for providing feedback and for enhancing students’ participation was also part of the platform. After one semester, interviews with teachers indicated an increase in overall satisfaction. Residents appreciated didactic aids and content provided for preparation, leading to higher motivation and self-confidence. The more experienced teachers were particularly satisfied with easy access to scheduling, teaching assignments and daily planning. The app increased teachers’ satisfaction with their performance and enabled better integration of teaching in the daily schedule.
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Affiliation(s)
- S Herbstreit
- Department of Trauma-Hand- and Reconstructive Surgery of the University Hospital Essen, University of Duisburg-Essen, Essen, Germany
| | - F Herbstreit
- Department of Anesthesiology and Intensive Care Medicine of the University Hospital Essen, University of Duisburg-Essen, Essen, Germany
| | - A Diehl
- Department for Digital Transformation, University Hospital Essen, University of Duisburg-Essen, Essen, Germany
| | - C Szalai
- Department of Anesthesiology and Intensive Care Medicine and SkillsLaboratory University Hospital Essen, University of Duisburg-Essen, Essen, Germany.,Faculty of Medicine, University of Duisburg-Essen Dean of Studies Office University of Duisburg-Essen, Essen, Germany
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Shirzadeh E, Shomoossi N, Tajabadi A. The Current Accreditation Standards and Future Needs in Medical Education. Galen Med J 2021; 9:e1901. [PMID: 34466609 PMCID: PMC8344179 DOI: 10.31661/gmj.v9i0.1901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2020] [Revised: 04/26/2020] [Accepted: 05/07/2020] [Indexed: 11/19/2022] Open
Affiliation(s)
- Ebrahim Shirzadeh
- School of Medicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | | | - Ali Tajabadi
- School of Paramedicine, Sabzevar University of Medical Sciences, Sabzevar, Iran
- Correspondence to: Ali Tajabadi, PhD, School of Paramedicine, Sabzevar University of Medical Sciences, Sabzevar, Iran Telephone Number: 09151711799 Email Address:
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Quesnelle KM, Zaveri NT, Schneid SD, Blumer JB, Szarek JL, Kruidering M, Lee MW. Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula. Pharmacol Res Perspect 2021; 9:e00762. [PMID: 33974344 PMCID: PMC8112301 DOI: 10.1002/prp2.762] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 03/05/2021] [Indexed: 11/12/2022] Open
Abstract
Expectations for physicians are rapidly changing, as is the environment in which they will practice. In response, preclerkship medical education curricula are adapting to meet these demands, often by reducing the time for foundational sciences. This descriptive study compares preclerkship pharmacology education curricular practices from seven allopathic medical schools across the United States. We compare factors and practices that affect how pharmacology is integrated into the undergraduate medical education curriculum, including teaching techniques, resources, time allocated to pharmacology teaching, and assessment strategies. We use data from seven medical schools in the United States, along with results from a literature survey, to inform the strengths and weaknesses of various approaches and to raise important questions that can guide future research regarding integration of foundational sciences in medical school and health professions' curricula. In this comparative study, we found that there is significant heterogeneity in the number of hours dedicated to pharmacology in the preclerkship curriculum, whereas there was concordance in the use of active learning pedagogies for content delivery. Applying the ICAP (Interactive, Constructive, Active, Passive) Framework for cognitive engagement, our data showed that pharmacology was presented using more highly engaging pedagogies during sessions that are integrated with other foundational sciences. These findings can serve as a model that can be applied beyond pharmacology to other foundational sciences such as genetics, pathology, microbiology, biochemistry, etc.
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Affiliation(s)
- Kelly M. Quesnelle
- Department of Biomedical SciencesWestern Michigan University Homer Stryker M.D. School of MedicineKalamazooMIUSA
| | - Naunihal T. Zaveri
- Department of Integrated Medical SciencesCollege of MedicineFlorida Atlantic UniversityBoca RatonFLUSA
- Present address:
Arkansas College of Osteopathic MedicineFort SmithARUSA
| | - Stephen D. Schneid
- Skaggs School of Pharmacy and Pharmaceutical SciencesUniversity of California San DiegoLa JollaCAUSA
| | - Joe B. Blumer
- Department of Cell and Molecular Pharmacology and Experimental TherapeuticsMedical University of South CarolinaCharlestonSCUSA
| | - John L. Szarek
- Department of Medical EducationGeisinger Commonwealth School of MedicineScrantonPAUSA
| | - Marieke Kruidering
- Department of PharmacologyCollege of MedicineUniversity of CaliforniaSan FranciscoCAUSA
| | - Michael W. Lee
- Department of Medical EducationDepartment of OncologyLive Strong Cancer InstitutesUniversity of Texas at AustinAustinTXUSA
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15
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Otaki F, Naidoo N, Al Heialy S, John-Baptiste AM, Davis D, Senok A. Shaping the future-ready doctor: a first-aid kit to address a gap in medical education. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2020; 11:248-249. [PMID: 33254148 PMCID: PMC7883796 DOI: 10.5116/ijme.5fad.2d3a] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Accepted: 11/12/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nerissa Naidoo
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Saba Al Heialy
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Anne-Marie John-Baptiste
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Dave Davis
- Center for Outcomes in Medical Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Abiola Senok
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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16
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Affiliation(s)
- Mohamed I Kamel
- Community Medicine, Alexandria Faculty of Medicine, Alexandria, Egypt
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17
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Al Bualy R, Al Sinani S, Al Naamani K. Navigating the 'Next Normal' in Medical Education Post COVID-19. Oman Med J 2020; 35:e144. [PMID: 32733696 PMCID: PMC7371264 DOI: 10.5001/omj.2020.63] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 05/17/2020] [Indexed: 11/03/2022] Open
Affiliation(s)
- Raghdah Al Bualy
- Graduate Medical Education Department, Oman Medical Specialty Board, Muscat, Oman
| | - Siham Al Sinani
- Graduate Medical Education Department, Oman Medical Specialty Board, Muscat, Oman
| | - Khalid Al Naamani
- Department of Internal Medicine, Armed Forces Hospital, Muscat, Oman
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18
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Nausheen F, Bhupathy R. Disrupting clinical education: point‐of‐care ultrasound merged with HoloLens augmented reality during early medical training. CLINICAL TEACHER 2020; 17:146-147. [DOI: 10.1111/tct.13155] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Fauzia Nausheen
- Department of Medical EducationCalifornia University of Science and Medicine San Bernardino California USA
| | - Renu Bhupathy
- Department of Medical EducationCalifornia University of Science and Medicine San Bernardino California USA
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