Medical Teacher最新文献

AI has changed the landscape of health professions education. With the hype now behind us, we find ourselves in the phase of reckoning, considering what's next; where do we start and how can educators use these powerful tools for daily teaching and learning. We recognize the great need for training to use AI meaningfully for education. Boyer's model of scholarship provides a pedagogical approach for teaching with AI and how to maximize these efforts towards scholarship. By offering practical solutions and demonstrating their usefulness, this Twelve tips article demonstrates how to apply AI towards scholarship by leveraging the capabilities of the tools. Despite their potential, our recommendation is to exercise caution against AI dependency and to role model responsible use of AI by evaluating AI outputs critically with a commitment to accuracy and scrutinize for hallucinations and false citations.

Agency - the capacity to produce an effect - is a foundational aspect of medical education. Agency is usually conceptualized at the level of the individual, with each learner charged with taking responsibility to pull themselves up by their bootstraps. This conceptualization is problematic. First, collaboration is a central component of patient care, which does not align well with an individualistic approach. Second, a growing body of literature documents how minoritized and marginalized trainees experience inequitable restrictions on their agency. Third, a myriad of structures across medicine restricts individual agency. In this guide, we present four conceptualizations of agency beyond the individual that medical researchers can incorporate to modernize and broaden their understanding of agency: (a) temporal: how individuals wrestle with their own agency across time; (b) relational: how agency is co-created dialogically with other individuals and structures; (c) cultural: how culture and cultural resources shape possibilities for agency; and (d) structural: how restrictive structures - like racism and ableism that unjustly curtail individual agency - are created, maintained, and resisted. For each dimension, we first describe it by drawing from and summarizing the work of theorists across disciplines. Next, we highlight an article from medical education that makes particularly good use of this dimension, discussing some of its relevant findings. Finally, we offer a set of questions that researchers in medical education can ask to highlight the dimension of agency in their work, and we suggest potential directions for future inquiry. We conclude by offering an example of how a researcher might understand a resident's educational experiences through each of the four proposed dimensions and further explicating the complexity of agency in medical education.

Feedback plays a crucial role in the growth and development of trainees, particularly when addressing areas needing improvement. However, faculty members often struggle to deliver constructive feedback, particularly when discussing underperformance. A key obstacle is the lack of comfort many faculty experience in providing feedback that fosters growth. Traditional faculty development programs designed to address these challenges can be expensive and too time-intensive, for busy clinicians.. Generative AI, specifically custom GPT models simulating virtual students and coaches, offers a promising solution for faculty development in feedback training. These AI-driven tools can simulate realistic feedback scenarios using widely accepted educational frameworks and coach faculty members on best practices in delivering constructive feedback. Through interactive, low-cost, and accessible virtual simulations, faculty members can practice in a safe environment and receive immediate, tailored coaching. This approach enhances faculty confidence and competence while reducing the logistical and financial constraints of traditional faculty development programs. By providing scalable, on-demand training, custom GPT-based simulations can be seamlessly integrated into clinical environments, fostering a supportive feedback culture prioritizing trainee development. This paper describes the stepwise process of design and implementation, of a custom GPT-powered feedback training based on an accepted framework. This process can has the potential to transform faculty development in medical education.

Health Professions Education (HPE) assessment is being increasingly impacted by Artificial Intelligence (AI), and institutions, educators, and learners are grappling with AI's ever-evolving complexities, dangers, and potential. This AMEE Guide aims to assist all HPE stakeholders by helping them navigate the assessment uncertainty before them. Although the impetus is AI, the Guide grounds its path in pedagogical theory, considers the range of human responses, and then deals with assessment types, challenges, AI roles as tutor and learner, and required competencies. It then discusses the difficult and ethical issues, before ending with considerations for faculty development and the technicalities of AI acknowledgment in assessment. Through this Guide, we aim to allay fears in the face of change and demonstrate possibilities that will allow educators and learners to harness the full potential of AI in HPE assessment.

Purpose: To explore graduating medical students' insights on the value of coaching experiences during each year of medical school while examining how coaching may support student development at various stages of training.

Methods: We invited all graduating students who participated in the coaching program from first through fourth year to participate in one 90-minute virtual focus group. We conducted a thematic analysis of all the focus group transcripts using inductive open coding to develop themes.

Results: Twenty-three students participated. In the pre-clerkship years, students valued the coaching experience as a support and a conduit through transitioning into becoming a medical student by nurturing reassurance, self-validation, and community building. As medical school progressed into clerkship years, students valued their coaching experience as a source of emotional support to navigate the challenges of transitioning to workplace learning. In the final year, students valued the longitudinal relationship with their coaches for perspective-taking, reflection, and growth as they transitioned to residency while exploring their values and interests and deciding on their specialty.

Conclusions: Our study describes the value of providing students with a longitudinal coaching relationship to support medical school transitions while helping students find meaning and growth in these liminal spaces.

What was the educational challenge?: Nurses play an essential role in the professional development of physician trainees within the clinical learning environment (CLE), but rarely receive formal training regarding this role.

What was the solution?: Utilizing a multifaceted, systematic approach, we developed an educational program for newly licensed nurses which addressed their role in the CLE and the professional development of physician trainees.

How was the solution implemented?: We delivered two 90-minute workshops to approximately 40 nurses during the 2021-2022 academic year. Participants completed workshop session evaluations and the Clinical Learning Environment Quick Survey (CLEQS). Data were descriptively analyzed. Workshops were positively received, with most participants rating them as very good/excellent (Workshop #1: 83.3% and Workshop #2: 72.2%). The CLEQS results suggested that the participants' CLEs were predominantly healthy and supportive, with most respondents indicating that they would recommend their unit to colleagues (before Workshop #1: 92.2% and after Workshop #2: 100.0%).

What lessons were learned that are relevant to a wider global audience?: Our educational program acknowledges the important role nurses play in the professional development of physician trainees, and equips them with tools to promote teamwork, communication, and a growth mindset towards interactions with physician trainees.

What are the next steps?: We continue to iterate our interactive workshops to prepare nurses for their important role in the professional development of physician trainees. To employ more active learning strategies, we developed pre-workshop videos. Thus far, we have delivered these workshops to nearly 600 nurses.

Introduction: Medical professionalism education is of paramount importance to the development of medical careers and medical students. Currently, there is a need for more research in China on the integration of artificial intelligence (AI) and medical professionalism education.

Methods: For this study, we collected 44 written reflections from first-year postgraduate students of clinical medicine in China during the spring semester of 2024 on the prospect of applying AI in conjunction with medical professionalism education. The data were transcribed, coded, and analyzed thematically. A framework for interpretation was provided in the form of a literature review.

Results: The findings indicate that Chinese medical students hold divergent views on the potential integration of AI with medical professionalism education. These perspectives encompass both the current paths of development and predictions of future trends. Thematic analysis was conducted using NVivo14, resulting in the identification of four themes:Technology application and medical ethicsDoctor-patient relationship and communicationEducation and career developmentSocial responsibility and public interest.

Conclusion: The study's findings underscore the potential benefits of AI in medical professionalism education, as perceived by Chinese medical students. These benefits could significantly enhance the quality and effectiveness of medical education. However, the students also highlighted potential risks and the need for careful oversight and management, indicating the practical implications of these findings for the future of medical education.

The Internet of Things (IoT) represents a paradigm shift in medical education, offering solutions to long-standing educational challenges. IoT-based systems provide real-time data, simulate clinical environments, and enable personalized learning, critical for preparing future healthcare professionals. This study implemented an IoT-based learning platform for a preclinical Doctor of Medicine (MD) course launched for 56 third-year students in a medical school from a developing country. This IoT-enabled learning environment provided students with active, hands-on learning activities that simulated real-world clinical practice. In all, the application of IoT in medical education has revolutionized it into something much more effective, engaging, and student-centered. As an innovative attempt, sharing this process at an early stage of development may inspire enthusiasm for implementing this approach and open the field for further development.

In adopting reductive instrumentalism as a dominant discourse medical education can be seen to have cultivated a values monoculture resistant to innovation. This culture characteristically retreats to the safety of conservatism rather than diversifying and innovating to embrace values beyond the functional - such as the ethical, aesthetic, and political. Here - where teaching displaces facilitation of learning - training is privileged over education, competence over capability, linearity over complexity, and information over knowledge. Drawing on the medical education research literature, ten symptoms of an undergraduate medicine 'compulsory miseducation' are described, paralleled by ways in which such a miseducation may be countered.