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This study developed a generative pre-trained transformer (GPT)-based rater to assess communication skills using the Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF), and examined its inter-rater reliability and concurrent validity. The GPT rater assessed 80 therapist-patient interaction transcripts previously assessed by human raters. For inter-rater reliability, at the total-score level, the GPT rater's assessments showed acceptable differences (mean absolute error % [MAE%] = 12.2%-21.0%). However, we found low intraclass correlation coefficients (ICC) with human ratings (0.00-0.35), which might be due to limited score variability. At the domain level, only four domains showed acceptable differences (MAE% ≤ 30.3%) but all nine domains showed poor agreements (weighted κ ≤ 0.38). For concurrent validity, the GPT rater's assessments also showed acceptable differences, but low ICC values compared to average human scores at both the total-score level (MAE% = 10.8%-11.5%; ICC = 0.12-0.36) and domain level (MAE% = 14.0%-30.3%; ICC = 0.00-0.37). Overall, the GPT rater may serve as a supplementary tool for providing total scores in low-stakes assessments of communication skills. Its performance at the domain level appears limited, highlighting the need for caution in domain interpretation and the importance of further refinement for high-stakes or detailed assessment contexts.

Emotional intelligence (EI) is a fundamental pillar for academic and interpersonal success, particularly in demanding educational environments like medical training. Its impact on motivation, stress management, teamwork, and empathy highlights its pivotal role in fostering holistic student development and professional growth. Cultivating EI fosters ethical decision-making, enhances patient trust, and boosts professional satisfaction, thereby contributing to the development of a more compassionate and effective healthcare system. Integrating EI training into medical curricula holds significant potential for strengthening professional identity formation among future healthcare professionals. Such integration can be achieved through targeted strategies, including workshops, role-playing activities, mindfulness exercises, and reflective practices that cultivate self-awareness and empathy. These approaches equip students to effectively manage the emotional complexities of medical practice. By prioritizing the cultivation of EI, medical schools can better prepare students to address the multifaceted challenges of patient care and contribute to improved communication, collaboration, and resilience within healthcare teams. These competencies enable medical professionals to navigate the emotional demands of their profession, reducing burnout and promoting sustained engagement in their roles, as well as ultimately enhancing patient care, professional satisfaction, and the overall effectiveness of medical systems. This AMEE guide explores the impact of incorporating EI training into medical curricula on the professional identity formation of medical students. It focuses on how developing EI skills can enhance professional growth, resilience, and adaptability; thus, it is better to prepare students to handle the emotional and social challenges of the medical profession. The guide also aims to offer practical insights into enhancing medical education and professional development.

Purpose: Medical humanities education varies widely and lacks robust outcomes data, grounded partly in disagreement over the appropriateness of quantitative assessment for this topic. End-of-life education likewise lacks standardization, and learners consistently desire improvement. Methods: We created a humanities intervention to teach foundational end-of-life concepts then taught it electively to 42 preclinical second-year medical students (MS2s). All MS2s (n = 182) completed quantitative end-of-life skills assessments, including a novel standardized patient (SP) encounter. Post-encounter measures included the Revised Collett-Lester Fear of Death Scale (CL-FODS), PANAS-X emotional reactivity scales, and student and SP performance assessments; students also completed the CL-FODS longitudinally during the year and gave summative curricular preparedness feedback. Results: Intervention students reported higher death anxiety than controls when measured longitudinally, but lower death anxiety immediately after the SP encounter. SPs assessed intervention students performed worse on jargon use and respect for autonomy versus controls. At end-of-year, intervention students rated their curricular preparedness better than controls. All other measures including other performance skills and the PANAS-X showed no differences. Conclusions: Intervention students showed mixed results on death anxiety suggesting task-specific and cognitive more than affective benefits. These results suggest a need for further refinement of quantitative pedagogical evaluation of humanities curricula.

Podcasts for healthcare information: Podcasts are widely regarded by the public and learners as highly useful and relevant, earning high scores for satisfaction and ease of use. In younger audiences, podcasts have been shown to significantly increase awareness and understanding of complex topics.

An introduction to artificial intelligence-generated podcasts (aigps): Targeted and personalized learning through AIGP may aid in facilitating information digestion and retention. In this pilot study, we examined whether AIGP can simplify scientific health-related literature in an engaging manner while maintaining accuracy for the purposes of health education.

Aigp pilot study: To test the utility of AIGP in health education, we evaluated the engagement and performance of AIGP in comparison with matched human-generated podcasts. All six podcasts were evaluated using a validated rubric to assess critical literature evaluation skills. Inter-rater agreement showed moderate to good agreement and concordance between the three human evaluators.Both types of podcasts gave comparable definitions of concepts and were considered equally as engaging as per human evaluation.

Discussion and future directions: A technology such as AIGP holds promise for modernizing and augmenting academic curricula; however, its effectiveness in improving education outcomes across various healthcare disciplines must be rigorously assessed and evaluated prior to implementation.

Background: While career indecision is well-studied in vocational psychology, its application in medical education remains limited. This scoping review examined sources of indecision, associated factors, and strategies to support medical students' career decision-making.

Methods: A systematic search of PubMed, Scopus, CINAHL, and ERIC identified relevant studies published from January 2014 to December 2024. Two reviewers independently screened articles and data were charted. Eligible articles were synthesised using directed qualitative content analysis with inductive expansion, guided by Kulcsár et al.'s career decision-making taxonomy.

Results: Ninety-three studies were included. Most studies focused on the career aspect of specialty selection. Career decision-making difficulties were categorised into Readiness (dysfunctional beliefs, career decision-making self-efficacy, willingness, general indecisiveness), Lack of Information (about self, about world of work, about how to make career decisions) and Use of Information (unreliable information, internal conflicts, external conflicts). Personal coping strategies and institutional support recommendations were identified. Influencing factors included demographics, personal traits, educational experiences, attitudes, and macro-level disruptions.

Conclusions: This review maps medical students' career decision-making difficulties to a structured framework and outlines support strategies and influencing factors. Findings underscore the value of integrating career psychology into medical education and addressing structural barriers to better support students' career development.

Asynchronous e-learning modules offer an efficient way to teach health professions learners important concepts. Medical educators should use best practices to design, develop, implement, and continually improve e-learning modules. E-learning designers should develop clear goals relevant to their learners, engage in thoughtful selection of the learning platform, incorporate interactive modules and provide opportunities for learners to continue their learning beyond the module. Asynchronous e-learning modules allows health professions educators to both to reach more learners and to provide flexibility for learning. Although they can be combined with a flipped classroom approaches, this article focuses on best practices for creating modules that can be used as a stand-alone method for conveying important information for health professions learners.

Purpose: Near-peer teaching (NPT) is widely used to substitute faculty in undergraduate clinical skills training. However, little is known about which educational design choices are made when incorporating NPT, prompting the following research questions: What were course directors' design choices when incorporating near-peers into clinical skills courses? And, what were the reasons for these design choices?

Materials and methods: This descriptive qualitative study carried out 25 semi-structured interviews with course directors from 12 countries who had recently published on NPT, complemented by other, recognized NPT experts. Reflexive thematic analysis of the transcribed interviews combined inductive and deductive approaches. Cognitive Apprenticeship informed the deductive analysis.

Results: Course directors appointed near-peers to teach standardisable skills to small groups of beginners in courses without patients - complemented by faculty supervision. Some directors involved near-peers in co-designing education, co-assessments, or co-facilitating transition to clinical practice. Course directors justified their choices based on near-peers' limited content expertise, but also their adherence to teaching scripts, cognitive congruence with students, social proximity, digital/technical literacy and low costs.

Conclusions: Course directors' design choices were mainly inspired by working around near-peers' limitations. Some courses capitalised on near-peers' unique perspectives, extending near-peer roles to co-designing education and co-facilitating transitions to practice.