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Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students 将 ChatGPT 用于医学教育:探索其对医生和医学生的影响
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-10 DOI: 10.2196/52483
Yijun Wu, Yue Zheng, Baijie Feng, Yuqi Yang, Kai Kang, Ailin Zhao
ChatGPT (OpenAI), a cutting-edge natural language processing model, holds immense promise for revolutionizing medical education. With its remarkable performance in language-related tasks, ChatGPT offers personalized and efficient learning experiences for medical students and doctors. Through training, it enhances clinical reasoning and decision-making skills, leading to improved case analysis and diagnosis. The model facilitates simulated dialogues, intelligent tutoring, and automated question-answering, enabling the practical application of medical knowledge. However, integrating ChatGPT into medical education raises ethical and legal concerns. Safeguarding patient data and adhering to data protection regulations are critical. Transparent communication with students, physicians, and patients is essential to ensure their understanding of the technology’s purpose and implications, as well as the potential risks and benefits. Maintaining a balance between personalized learning and face-to-face interactions is crucial to avoid hindering critical thinking and communication skills. Despite challenges, ChatGPT offers transformative opportunities. Integrating it with problem-based learning, team-based learning, and case-based learning methodologies can further enhance medical education. With proper regulation and supervision, ChatGPT can contribute to a well-rounded learning environment, nurturing skilled and knowledgeable medical professionals ready to tackle health care challenges. By emphasizing ethical considerations and human-centric approaches, ChatGPT’s potential can be fully harnessed in medical education, benefiting both students and patients alike.
ChatGPT(OpenAI)是一种先进的自然语言处理模型,它为医学教育带来了巨大的变革前景。凭借在语言相关任务中的出色表现,ChatGPT 可为医学生和医生提供个性化、高效的学习体验。通过培训,它可以提高临床推理和决策技能,从而改进病例分析和诊断。该模型有助于模拟对话、智能辅导和自动答疑,从而实现医学知识的实际应用。然而,将 ChatGPT 整合到医学教育中会引发伦理和法律问题。保护病人数据和遵守数据保护法规至关重要。与学生、医生和患者进行透明的沟通对于确保他们了解该技术的目的和意义以及潜在的风险和益处至关重要。在个性化学习和面对面互动之间保持平衡,对于避免妨碍批判性思维和交流技能至关重要。尽管存在挑战,但 ChatGPT 提供了变革性的机遇。将其与基于问题的学习、基于团队的学习和基于案例的学习方法相结合,可以进一步加强医学教育。在适当的监管和监督下,ChatGPT 可以为营造一个全面的学习环境做出贡献,培养技术精湛、知识渊博的医学专业人员,为应对医疗挑战做好准备。通过强调伦理考虑和以人为本的方法,ChatGPT 的潜力可以在医学教育中得到充分发挥,使学生和患者都能从中受益。
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引用次数: 0
Importance of Patient History in Artificial Intelligence-Assisted Medical Diagnosis: Comparison Study. 患者病史在人工智能辅助医疗诊断中的重要性:比较研究
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-08 DOI: 10.2196/52674
Fumitoshi Fukuzawa, Yasutaka Yanagita, Daiki Yokokawa, Shun Uchida, Shiho Yamashita, Yu Li, Kiyoshi Shikino, Tomoko Tsukamoto, Kazutaka Noda, Takanori Uehara, Masatomi Ikusaka

Background: Medical history contributes approximately 80% to a diagnosis, although physical examinations and laboratory investigations increase a physician's confidence in the medical diagnosis. The concept of artificial intelligence (AI) was first proposed more than 70 years ago. Recently, its role in various fields of medicine has grown remarkably. However, no studies have evaluated the importance of patient history in AI-assisted medical diagnosis.

Objective: This study explored the contribution of patient history to AI-assisted medical diagnoses and assessed the accuracy of ChatGPT in reaching a clinical diagnosis based on the medical history provided.

Methods: Using clinical vignettes of 30 cases identified in The BMJ, we evaluated the accuracy of diagnoses generated by ChatGPT. We compared the diagnoses made by ChatGPT based solely on medical history with the correct diagnoses. We also compared the diagnoses made by ChatGPT after incorporating additional physical examination findings and laboratory data alongside history with the correct diagnoses.

Results: ChatGPT accurately diagnosed 76.6% (23/30) of the cases with only the medical history, consistent with previous research targeting physicians. We also found that this rate was 93.3% (28/30) when additional information was included.

Conclusions: Although adding additional information improves diagnostic accuracy, patient history remains a significant factor in AI-assisted medical diagnosis. Thus, when using AI in medical diagnosis, it is crucial to include pertinent and correct patient histories for an accurate diagnosis. Our findings emphasize the continued significance of patient history in clinical diagnoses in this age and highlight the need for its integration into AI-assisted medical diagnosis systems.

背景:尽管体格检查和实验室检查能增强医生对医疗诊断的信心,但病史对诊断的影响约占 80%。人工智能(AI)的概念最早是在 70 多年前提出的。最近,人工智能在医学各领域的作用显著增强。然而,还没有研究评估过患者病史在人工智能辅助医疗诊断中的重要性:本研究探讨了患者病史对人工智能辅助医疗诊断的贡献,并评估了 ChatGPT 根据患者提供的病史做出临床诊断的准确性:我们使用《英国医学杂志》(The BMJ)上的 30 个临床病例,评估了 ChatGPT 得出的诊断结果的准确性。我们将 ChatGPT 仅根据病史做出的诊断与正确诊断进行了比较。我们还比较了 ChatGPT 在病史基础上结合其他体格检查结果和实验室数据得出的诊断结果与正确诊断结果:结果:仅凭病史,ChatGPT 就准确诊断出了 76.6% 的病例(23/30),这与之前针对医生的研究结果一致。我们还发现,在加入其他信息后,这一比例达到了 93.3%(28/30):结论:虽然增加额外信息能提高诊断准确性,但患者病史仍是人工智能辅助医疗诊断的一个重要因素。因此,在使用人工智能进行医疗诊断时,纳入相关且正确的病史对于准确诊断至关重要。我们的研究结果强调了患者病史在临床诊断中的重要性,并突出了将其纳入人工智能辅助医疗诊断系统的必要性。
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引用次数: 0
Collaborative Development of an Electronic Portfolio to Support the Assessment and Development of Medical Undergraduates 合作开发电子作品集,支持医学本科生的评估和发展
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-04 DOI: 10.2196/56568
Luiz Ricardo Albano Dos Santos, Alan Maicon de Oliveira, Luana Michelly Aparecida Costa Dos Santos, G. J. Aguilar, W. Costa, Dantony de Castro Barros Donato, V. Bollela
Abstract This study outlines the development of an electronic portfolio (e-portfolio) designed to capture and record the overall academic performance of medical undergraduate students throughout their educational journey. Additionally, it facilitates the capture of narratives on lived experiences and sharing of reflections, fostering collaboration between students and their mentors.
摘要 本研究概述了电子作品集(e-portfolio)的开发情况,该作品集旨在捕捉和记录医学本科生在整个教育过程中的总体学术表现。此外,它还有助于记录生活经历和分享反思,促进学生与导师之间的合作。
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引用次数: 0
Using ChatGPT in Psychiatry to Design Script Concordance Tests in Undergraduate Medical Education: Mixed Methods Study 使用精神病学中的 ChatGPT 在本科医学教育中设计脚本一致性测试:混合方法研究
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-04 DOI: 10.2196/54067
Alexandre Hudon, Barnabé Kiepura, Myriam Pelletier, Véronique Phan
Abstract Background Undergraduate medical studies represent a wide range of learning opportunities served in the form of various teaching-learning modalities for medical learners. A clinical scenario is frequently used as a modality, followed by multiple-choice and open-ended questions among other learning and teaching methods. As such, script concordance tests (SCTs) can be used to promote a higher level of clinical reasoning. Recent technological developments have made generative artificial intelligence (AI)–based systems such as ChatGPT (OpenAI) available to assist clinician-educators in creating instructional materials. Objective The main objective of this project is to explore how SCTs generated by ChatGPT compared to SCTs produced by clinical experts on 3 major elements: the scenario (stem), clinical questions, and expert opinion. Methods This mixed method study evaluated 3 ChatGPT-generated SCTs with 3 expert-created SCTs using a predefined framework. Clinician-educators as well as resident doctors in psychiatry involved in undergraduate medical education in Quebec, Canada, evaluated via a web-based survey the 6 SCTs on 3 criteria: the scenario, clinical questions, and expert opinion. They were also asked to describe the strengths and weaknesses of the SCTs. Results A total of 102 respondents assessed the SCTs. There were no significant distinctions between the 2 types of SCTs concerning the scenario (P=.84), clinical questions (P=.99), and expert opinion (P=.07), as interpretated by the respondents. Indeed, respondents struggled to differentiate between ChatGPT- and expert-generated SCTs. ChatGPT showcased promise in expediting SCT design, aligning well with Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition criteria, albeit with a tendency toward caricatured scenarios and simplistic content. Conclusions This study is the first to concentrate on the design of SCTs supported by AI in a period where medicine is changing swiftly and where technologies generated from AI are expanding much faster. This study suggests that ChatGPT can be a valuable tool in creating educational materials, and further validation is essential to ensure educational efficacy and accuracy.
摘要 背景 医学本科学习是以各种教学模式为医学学习者提供的广泛学习机会。临床情景经常被用作一种教学模式,其次是多项选择题和开放式问题等其他学习和教学方法。因此,脚本一致性测试(SCT)可用于促进更高水平的临床推理。最近的技术发展使基于人工智能(AI)的生成系统(如 ChatGPT (OpenAI))可用来协助临床教师创建教学材料。目的 本项目的主要目的是探讨 ChatGPT 生成的 SCT 与临床专家生成的 SCT 在场景(题干)、临床问题和专家意见这三个主要要素上的比较。方法 这项混合方法研究采用预定义框架,对 3 个由 ChatGPT 生成的 SCT 和 3 个由专家生成的 SCT 进行了评估。加拿大魁北克省参与本科医学教育的临床教育工作者和精神病学住院医生通过网络调查,根据情景、临床问题和专家意见这三个标准对 6 个 SCT 进行了评估。他们还被要求描述 SCT 的优缺点。结果 共有 102 位受访者对 SCT 进行了评估。根据受访者的解释,两类 SCT 在情景(P=.84)、临床问题(P=.99)和专家意见(P=.07)方面没有明显区别。事实上,受访者很难区分 ChatGPT 和专家生成的 SCT。ChatGPT 在加速 SCT 设计方面大有可为,与《精神疾病诊断与统计手册》第五版的标准非常吻合,尽管有漫画化场景和内容简单化的倾向。结论 在医学日新月异、人工智能技术飞速发展的今天,本研究首次集中探讨了在人工智能支持下的 SCT 设计。这项研究表明,ChatGPT 可以成为创建教育材料的重要工具,而进一步的验证对于确保教育效果和准确性至关重要。
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引用次数: 0
Using Project Extension for Community Healthcare Outcomes to Enhance Substance Use Disorder Care in Primary Care: Mixed Methods Study. 利用 "社区医疗保健成果推广项目 "加强初级医疗中的药物使用障碍护理:混合方法研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-01 DOI: 10.2196/48135
MacKenzie Koester, Rosemary Motz, Ariel Porto, Nikita Reyes Nieves, Karen Ashley

Background: Substance use and overdose deaths make up a substantial portion of injury-related deaths in the United States, with the state of Ohio leading the nation in rates of diagnosed substance use disorder (SUD). Ohio's growing epidemic has indicated a need to improve SUD care in a primary care setting through the engagement of multidisciplinary providers and the use of a comprehensive approach to care.

Objective: The purpose of this study was to assess the ability of the Weitzman Extension for Community Healthcare Outcomes (ECHO): Comprehensive Substance Use Disorder Care program to both address and meet 7 series learning objectives and address substances by analyzing (1) the frequency of exposure to the learning objective topics and substance types during case discussions and (2) participants' change in knowledge, self-efficacy, attitudes, and skills related to the treatment of SUDs pre- to postseries. The 7 series learning objective themes included harm reduction, team-based care, behavioral techniques, medication-assisted treatment, trauma-informed care, co-occurring conditions, and social determinants of health.

Methods: We used a mixed methods approach using a conceptual content analysis based on series learning objectives and substances and a 2-tailed paired-samples t test of participants' self-reported learner outcomes. The content analysis gauged the frequency and dose of learning objective themes and illicit and nonillicit substances mentioned in participant case presentations and discussions, and the paired-samples t test compared participants' knowledge, self-efficacy, attitudes, and skills associated with learning objectives and medication management of substances from pre- to postseries.

Results: The results of the content analysis indicated that 3 learning objective themes-team-based care, harm reduction, and social determinants of health-resulted in the highest frequencies and dose, appearing in 100% (n=22) of case presentations and discussions. Alcohol had the highest frequency and dose among the illicit and nonillicit substances, appearing in 81% (n=18) of case presentations and discussions. The results of the paired-samples t test indicated statistically significant increases in knowledge domain statements related to polysubstance use (P=.02), understanding the approach other disciplines use in SUD care (P=.02), and medication management strategies for nicotine (P=.03) and opioid use disorder (P=.003). Statistically significant increases were observed for 2 self-efficacy domain statements regarding medication management for nicotine (P=.002) and alcohol use disorder (P=.02). Further, 1 statistically significant increase in the skill domain was observed regarding using the stages of change theory in interventions (P=.03).

Conclusions: These findings indicate that the ECHO program's content aligned with its stated l

背景:在美国,药物使用和用药过量导致的死亡在与伤害相关的死亡中占很大比例,俄亥俄州的药物使用障碍(SUD)诊断率居全国之首。俄亥俄州日益严重的疫情表明,有必要通过多学科医疗服务提供者的参与以及采用综合护理方法来改善初级医疗环境中的药物滥用障碍护理:本研究旨在评估魏茨曼社区医疗保健成果扩展项目(ECHO)的能力:目的:本研究旨在评估 "威茨曼社区医疗保健成果推广计划(ECHO):药物使用障碍综合护理 "项目在处理和实现 7 个系列学习目标以及处理物质方面的能力,具体方法是分析(1)在病例讨论中接触学习目标主题和物质类型的频率,以及(2)参与者在治疗药物使用障碍前与治疗药物使用障碍后在知识、自我效能、态度和技能方面的变化。7 个系列的学习目标主题包括减少伤害、团队护理、行为技术、药物辅助治疗、创伤知情护理、共患疾病和健康的社会决定因素:我们采用了混合方法,根据系列学习目标和物质进行了概念内容分析,并对参与者自我报告的学习成果进行了双尾配对样本 t 检验。内容分析测试了学习目标主题以及学员案例陈述和讨论中提到的非法和非非法药物的频率和剂量,配对样本 t 检验比较了学员从系列学习前到系列学习后与学习目标和药物管理相关的知识、自我效能、态度和技能:内容分析结果表明,3 个学习目标主题--基于团队的护理、减少伤害和健康的社会决定因素--出现的频率和剂量最高,在 100%(n=22)的病例介绍和讨论中都有出现。在非法和非非法物质中,酒精出现的频率和剂量最高,出现在 81% (n=18)的病例陈述和讨论中。配对样本 t 检验的结果表明,与多种物质使用(P=.02)、了解其他学科在 SUD 护理中使用的方法(P=.02)以及尼古丁(P=.03)和阿片类药物使用障碍(P=.003)的药物管理策略相关的知识领域陈述在统计学上有显著增加。在尼古丁(P=.002)和酒精使用障碍(P=.02)的药物管理方面,2 项自我效能领域陈述有统计学意义的增长。此外,在技能领域,关于在干预中使用变化阶段理论(P=.03),观察到 1 项统计学意义上的显著提高:这些研究结果表明,ECHO 项目的内容符合其既定的学习目标;在 3 个主题上达到了学习目标,并取得了显著的进步;在案例介绍和讨论中达到了解决多种物质问题的目的。这些结果表明,"ECHO 项目 "是教育多学科医疗服务提供者采用综合方法治疗 SUD 的潜在工具。
{"title":"Using Project Extension for Community Healthcare Outcomes to Enhance Substance Use Disorder Care in Primary Care: Mixed Methods Study.","authors":"MacKenzie Koester, Rosemary Motz, Ariel Porto, Nikita Reyes Nieves, Karen Ashley","doi":"10.2196/48135","DOIUrl":"10.2196/48135","url":null,"abstract":"<p><strong>Background: </strong>Substance use and overdose deaths make up a substantial portion of injury-related deaths in the United States, with the state of Ohio leading the nation in rates of diagnosed substance use disorder (SUD). Ohio's growing epidemic has indicated a need to improve SUD care in a primary care setting through the engagement of multidisciplinary providers and the use of a comprehensive approach to care.</p><p><strong>Objective: </strong>The purpose of this study was to assess the ability of the Weitzman Extension for Community Healthcare Outcomes (ECHO): Comprehensive Substance Use Disorder Care program to both address and meet 7 series learning objectives and address substances by analyzing (1) the frequency of exposure to the learning objective topics and substance types during case discussions and (2) participants' change in knowledge, self-efficacy, attitudes, and skills related to the treatment of SUDs pre- to postseries. The 7 series learning objective themes included harm reduction, team-based care, behavioral techniques, medication-assisted treatment, trauma-informed care, co-occurring conditions, and social determinants of health.</p><p><strong>Methods: </strong>We used a mixed methods approach using a conceptual content analysis based on series learning objectives and substances and a 2-tailed paired-samples t test of participants' self-reported learner outcomes. The content analysis gauged the frequency and dose of learning objective themes and illicit and nonillicit substances mentioned in participant case presentations and discussions, and the paired-samples t test compared participants' knowledge, self-efficacy, attitudes, and skills associated with learning objectives and medication management of substances from pre- to postseries.</p><p><strong>Results: </strong>The results of the content analysis indicated that 3 learning objective themes-team-based care, harm reduction, and social determinants of health-resulted in the highest frequencies and dose, appearing in 100% (n=22) of case presentations and discussions. Alcohol had the highest frequency and dose among the illicit and nonillicit substances, appearing in 81% (n=18) of case presentations and discussions. The results of the paired-samples t test indicated statistically significant increases in knowledge domain statements related to polysubstance use (P=.02), understanding the approach other disciplines use in SUD care (P=.02), and medication management strategies for nicotine (P=.03) and opioid use disorder (P=.003). Statistically significant increases were observed for 2 self-efficacy domain statements regarding medication management for nicotine (P=.002) and alcohol use disorder (P=.02). Further, 1 statistically significant increase in the skill domain was observed regarding using the stages of change theory in interventions (P=.03).</p><p><strong>Conclusions: </strong>These findings indicate that the ECHO program's content aligned with its stated l","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11019412/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140337089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Measuring the Digital Competence of Health Professionals: Scoping Review. 衡量卫生专业人员的数字化能力:范围审查。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-03-29 DOI: 10.2196/55737
Anne Mainz, Julia Nitsche, Vera Weirauch, Sven Meister

Background: Digital competence is listed as one of the key competences for lifelong learning and is increasing in importance not only in private life but also in professional life. There is consensus within the health care sector that digital competence (or digital literacy) is needed in various professional fields. However, it is still unclear what exactly the digital competence of health professionals should include and how it can be measured.

Objective: This scoping review aims to provide an overview of the common definitions of digital literacy in scientific literature in the field of health care and the existing measurement instruments.

Methods: Peer-reviewed scientific papers from the last 10 years (2013-2023) in English or German that deal with the digital competence of health care workers in both outpatient and inpatient care were included. The databases ScienceDirect, Scopus, PubMed, EBSCOhost, MEDLINE, OpenAIRE, ERIC, OAIster, Cochrane Library, CAMbase, APA PsycNet, and Psyndex were searched for literature. The review follows the JBI methodology for scoping reviews, and the description of the results is based on the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist.

Results: The initial search identified 1682 papers, of which 46 (2.73%) were included in the synthesis. The review results show that there is a strong focus on technical skills and knowledge with regard to both the definitions of digital competence and the measurement tools. A wide range of competences were identified within the analyzed works and integrated into a validated competence model in the areas of technical, methodological, social, and personal competences. The measurement instruments mainly used self-assessment of skills and knowledge as an indicator of competence and differed greatly in their statistical quality.

Conclusions: The identified multitude of subcompetences illustrates the complexity of digital competence in health care, and existing measuring instruments are not yet able to reflect this complexity.

背景:数字能力被列为终身学习的关键能力之一,不仅在私人生活中,而且在职业生活中的重要性也与日俱增。医疗保健领域已达成共识,各专业领域都需要数字化能力(或数字化素养)。然而,卫生专业人员的数字化能力究竟应包括哪些内容以及如何衡量这些能力,目前仍不清楚:本综述旨在概述医疗保健领域科学文献中对数字素养的常见定义以及现有的测量工具:方法:纳入过去 10 年(2013-2023 年)中涉及门诊和住院医护人员数字能力的英文或德文同行评审科学论文。检索了 ScienceDirect、Scopus、PubMed、EBSCOhost、MEDLINE、OpenAIRE、ERIC、OAIster、Cochrane Library、CAMbase、APA PsycNet 和 Psyndex 等数据库中的文献。本综述采用了 JBI 的范围界定综述方法,对结果的描述基于 PRISMA-ScR(系统综述和 Meta 分析的首选报告项目,范围界定综述的扩展)核对表:初步检索发现了 1682 篇论文,其中 46 篇(2.73%)被纳入综述。综述结果表明,在数字能力的定义和测量工具方面,技术技能和知识都是重点。在所分析的作品中,我们发现了一系列能力,并将其整合到一个经过验证的能力模型中,包括技术能力、方法能力、社会能力和个人能力。测量工具主要使用技能和知识的自我评估作为能力指标,在统计质量方面存在很大差异:结论:已确定的众多子能力说明了医疗保健领域数字化能力的复杂性,而现有的测量工具还无法反映这种复杂性。
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引用次数: 0
Performance of GPT-4V in Answering the Japanese Otolaryngology Board Certification Examination Questions: Evaluation Study. GPT-4V 在回答日本耳鼻喉科医师资格考试问题时的表现:评估研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-03-28 DOI: 10.2196/57054
Masao Noda, Takayoshi Ueno, Ryota Koshu, Yuji Takaso, Mari Dias Shimada, Chizu Saito, Hisashi Sugimoto, Hiroaki Fushiki, Makoto Ito, Akihiro Nomura, Tomokazu Yoshizaki

Background: Artificial intelligence models can learn from medical literature and clinical cases and generate answers that rival human experts. However, challenges remain in the analysis of complex data containing images and diagrams.

Objective: This study aims to assess the answering capabilities and accuracy of ChatGPT-4 Vision (GPT-4V) for a set of 100 questions, including image-based questions, from the 2023 otolaryngology board certification examination.

Methods: Answers to 100 questions from the 2023 otolaryngology board certification examination, including image-based questions, were generated using GPT-4V. The accuracy rate was evaluated using different prompts, and the presence of images, clinical area of the questions, and variations in the answer content were examined.

Results: The accuracy rate for text-only input was, on average, 24.7% but improved to 47.3% with the addition of English translation and prompts (P<.001). The average nonresponse rate for text-only input was 46.3%; this decreased to 2.7% with the addition of English translation and prompts (P<.001). The accuracy rate was lower for image-based questions than for text-only questions across all types of input, with a relatively high nonresponse rate. General questions and questions from the fields of head and neck allergies and nasal allergies had relatively high accuracy rates, which increased with the addition of translation and prompts. In terms of content, questions related to anatomy had the highest accuracy rate. For all content types, the addition of translation and prompts increased the accuracy rate. As for the performance based on image-based questions, the average of correct answer rate with text-only input was 30.4%, and that with text-plus-image input was 41.3% (P=.02).

Conclusions: Examination of artificial intelligence's answering capabilities for the otolaryngology board certification examination improves our understanding of its potential and limitations in this field. Although the improvement was noted with the addition of translation and prompts, the accuracy rate for image-based questions was lower than that for text-based questions, suggesting room for improvement in GPT-4V at this stage. Furthermore, text-plus-image input answers a higher rate in image-based questions. Our findings imply the usefulness and potential of GPT-4V in medicine; however, future consideration of safe use methods is needed.

背景:人工智能模型可以从医学文献和临床病例中学习,并生成可与人类专家相媲美的答案。然而,在分析包含图像和图表的复杂数据方面仍存在挑战:本研究旨在评估 ChatGPT-4 Vision(GPT-4V)对 2023 年耳鼻喉科医师资格认证考试中 100 道题目(包括基于图像的题目)的回答能力和准确性:方法:使用 GPT-4V 生成 2023 年耳鼻喉科医师资格认证考试中 100 道问题的答案,其中包括基于图像的问题。结果:纯文本输入的准确率为0.5%,而纯文字输入的准确率为0.5%,纯文本输入的准确率为0.5%,而纯文字输入的准确率为0.5%:结果:纯文本输入的准确率平均为 24.7%,但在增加了英文翻译和提示后,准确率提高到 47.3%(结论:对人工智能回答能力的研究表明,人工智能在回答临床问题方面具有很高的准确率:对人工智能在耳鼻喉科医师资格认证考试中的答题能力进行研究,有助于我们更好地了解人工智能在这一领域的潜力和局限性。虽然增加翻译和提示后,答题准确率有所提高,但图像题的答题准确率低于文本题,这表明 GPT-4V 在现阶段仍有改进的余地。此外,在基于图像的问题中,文字加图像输入的答案正确率更高。我们的研究结果表明,GPT-4V 在医学领域具有实用性和潜力;但是,未来还需要考虑安全使用方法。
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引用次数: 0
Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students' Perceived Knowledge, Skills, Attitudes, and Experience. 专职医疗保健和护理中的远程保健教育:基于网络的学生认知、技能、态度和经验横断面调查。
IF 3.6 Q1 Social Sciences Pub Date : 2024-03-21 DOI: 10.2196/51112
Lena Rettinger, Peter Putz, Lea Aichinger, Susanne Maria Javorszky, Klaus Widhalm, Veronika Ertelt-Bach, Andreas Huber, Sevan Sargis, Lukas Maul, Oliver Radinger, Franz Werner, Sebastian Kuhn

Background: The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students' telehealth competencies is crucial for its successful integration into education and practice.

Objective: We aimed to assess students' perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students' preferences for telehealth content and teaching methods within their curricula.

Methods: We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses.

Results: A total of 261 students from 7 bachelor's and 4 master's health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses.

Conclusions: This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.

背景:COVID-19 大流行凸显了远程保健在医疗保健中日益重要的作用。评估医疗保健和护理专业学生的远程保健能力对其成功融入教育和实践至关重要:我们旨在评估学生对远程保健知识、技能、态度和经验的感知。此外,我们还旨在研究学生对其课程中远程保健内容和教学方法的偏好:我们于 2022 年 5 月开展了一项基于网络的横断面研究。通过迭代反馈和面效测试开发和改进的项目特定问卷涉及人口统计学、个人看法和远程保健专业经验等主题,并征求对潜在远程保健课程内容的意见。对完成率至少达到 50%的调查问卷进行了统计分析,包括分类变量的描述性统计、结果的图表表示以及分组分析中中心倾向的 Kruskal Wallis 检验:共有来自 7 个本科和 4 个硕士医疗保健和护理专业的 261 名学生参与了研究。大多数学生表示对远程医疗感兴趣(180/261,69% 非常感兴趣或比较感兴趣),并认识到远程医疗在其教育中的重要性(215/261,82.4% 非常重要或比较重要)。然而,大多数参与者表示对与其专业相关的远程保健应用了解有限(仅有 7/261 人,2.7% 表示非常了解),并且对各种远程保健应用的积极远程保健经验有限(介于 18/261 人,6.9% 和 63/261 人,24.1% 之间)。研究项目之间在远程保健兴趣(P=.005)、知识(P=.005)和应用(P=.005)方面存在明显的统计学差异:这项研究强调了将远程保健纳入医疗保健教育课程的必要性,因为学生对远程保健持积极态度,但似乎没有为其实施做好充分准备。为了让未来的卫生专业人员为远程保健在实践中发挥越来越大的作用做好最佳准备,在设计远程保健课程时可以考虑本研究的结果。
{"title":"Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students' Perceived Knowledge, Skills, Attitudes, and Experience.","authors":"Lena Rettinger, Peter Putz, Lea Aichinger, Susanne Maria Javorszky, Klaus Widhalm, Veronika Ertelt-Bach, Andreas Huber, Sevan Sargis, Lukas Maul, Oliver Radinger, Franz Werner, Sebastian Kuhn","doi":"10.2196/51112","DOIUrl":"10.2196/51112","url":null,"abstract":"<p><strong>Background: </strong>The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students' telehealth competencies is crucial for its successful integration into education and practice.</p><p><strong>Objective: </strong>We aimed to assess students' perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students' preferences for telehealth content and teaching methods within their curricula.</p><p><strong>Methods: </strong>We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses.</p><p><strong>Results: </strong>A total of 261 students from 7 bachelor's and 4 master's health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses.</p><p><strong>Conclusions: </strong>This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10995793/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140176876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Capability of GPT-4V(ision) in the Japanese National Medical Licensing Examination: Evaluation Study. 日本国家医师资格考试中 GPT-4V(ision)的能力:评估研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-03-12 DOI: 10.2196/54393
Takahiro Nakao, Soichiro Miki, Yuta Nakamura, Tomohiro Kikuchi, Yukihiro Nomura, Shouhei Hanaoka, Takeharu Yoshikawa, Osamu Abe

Background: Previous research applying large language models (LLMs) to medicine was focused on text-based information. Recently, multimodal variants of LLMs acquired the capability of recognizing images.

Objective: We aim to evaluate the image recognition capability of generative pretrained transformer (GPT)-4V, a recent multimodal LLM developed by OpenAI, in the medical field by testing how visual information affects its performance to answer questions in the 117th Japanese National Medical Licensing Examination.

Methods: We focused on 108 questions that had 1 or more images as part of a question and presented GPT-4V with the same questions under two conditions: (1) with both the question text and associated images and (2) with the question text only. We then compared the difference in accuracy between the 2 conditions using the exact McNemar test.

Results: Among the 108 questions with images, GPT-4V's accuracy was 68% (73/108) when presented with images and 72% (78/108) when presented without images (P=.36). For the 2 question categories, clinical and general, the accuracies with and those without images were 71% (70/98) versus 78% (76/98; P=.21) and 30% (3/10) versus 20% (2/10; P≥.99), respectively.

Conclusions: The additional information from the images did not significantly improve the performance of GPT-4V in the Japanese National Medical Licensing Examination.

背景:以往将大型语言模型(LLMs)应用于医学的研究主要集中在基于文本的信息上。最近,大型语言模型的多模态变体获得了识别图像的能力:我们旨在评估生成预训练变换器(GPT)-4V(OpenAI 最近开发的一种多模态 LLM)在医学领域的图像识别能力,测试视觉信息如何影响其在回答第 117 届日本国家医师资格考试中的问题时的表现:我们重点研究了 108 道包含 1 张或 1 张以上图片的试题,并在两种条件下向 GPT-4V 展示了相同的试题:(1) 同时包含试题文本和相关图片;(2) 仅包含试题文本。然后,我们使用精确的 McNemar 检验比较了两种条件下的准确率差异:在 108 个有图像的问题中,GPT-4V 在有图像时的准确率为 68%(73/108),在无图像时的准确率为 72%(78/108)(P=.36)。对于临床和一般两个问题类别,有图像和无图像的准确率分别为 71% (70/98) 对 78% (76/98; P=.21) 和 30% (3/10) 对 20% (2/10; P≥.99):结论:在日本国家医师资格考试中,来自图像的额外信息并未显著提高 GPT-4V 的成绩。
{"title":"Capability of GPT-4V(ision) in the Japanese National Medical Licensing Examination: Evaluation Study.","authors":"Takahiro Nakao, Soichiro Miki, Yuta Nakamura, Tomohiro Kikuchi, Yukihiro Nomura, Shouhei Hanaoka, Takeharu Yoshikawa, Osamu Abe","doi":"10.2196/54393","DOIUrl":"10.2196/54393","url":null,"abstract":"<p><strong>Background: </strong>Previous research applying large language models (LLMs) to medicine was focused on text-based information. Recently, multimodal variants of LLMs acquired the capability of recognizing images.</p><p><strong>Objective: </strong>We aim to evaluate the image recognition capability of generative pretrained transformer (GPT)-4V, a recent multimodal LLM developed by OpenAI, in the medical field by testing how visual information affects its performance to answer questions in the 117th Japanese National Medical Licensing Examination.</p><p><strong>Methods: </strong>We focused on 108 questions that had 1 or more images as part of a question and presented GPT-4V with the same questions under two conditions: (1) with both the question text and associated images and (2) with the question text only. We then compared the difference in accuracy between the 2 conditions using the exact McNemar test.</p><p><strong>Results: </strong>Among the 108 questions with images, GPT-4V's accuracy was 68% (73/108) when presented with images and 72% (78/108) when presented without images (P=.36). For the 2 question categories, clinical and general, the accuracies with and those without images were 71% (70/98) versus 78% (76/98; P=.21) and 30% (3/10) versus 20% (2/10; P≥.99), respectively.</p><p><strong>Conclusions: </strong>The additional information from the images did not significantly improve the performance of GPT-4V in the Japanese National Medical Licensing Examination.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10966435/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140102547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sharing Digital Health Educational Resources in a One-Stop Shop Portal: Tutorial on the Catalog and Index of Digital Health Teaching Resources (CIDHR) Semantic Search Engine. 在一站式门户网站中共享数字健康教育资源:数字健康教学资源目录和索引(CIDHR)语义搜索引擎教程。
IF 3.6 Q1 Social Sciences Pub Date : 2024-03-04 DOI: 10.2196/48393
Julien Grosjean, Arriel Benis, Jean-Charles Dufour, Émeline Lejeune, Flavien Disson, Badisse Dahamna, Hélène Cieslik, Romain Léguillon, Matthieu Faure, Frank Dufour, Pascal Staccini, Stéfan Jacques Darmoni

Background: Access to reliable and accurate digital health web-based resources is crucial. However, the lack of dedicated search engines for non-English languages, such as French, is a significant obstacle in this field. Thus, we developed and implemented a multilingual, multiterminology semantic search engine called Catalog and Index of Digital Health Teaching Resources (CIDHR). CIDHR is freely accessible to everyone, with a focus on French-speaking resources. CIDHR has been initiated to provide validated, high-quality content tailored to the specific needs of each user profile, be it students or professionals.

Objective: This study's primary aim in developing and implementing the CIDHR is to improve knowledge sharing and spreading in digital health and health informatics and expand the health-related educational community, primarily French speaking but also in other languages. We intend to support the continuous development of initial (ie, bachelor level), advanced (ie, master and doctoral levels), and continuing training (ie, professionals and postgraduate levels) in digital health for health and social work fields. The main objective is to describe the development and implementation of CIDHR. The hypothesis guiding this research is that controlled vocabularies dedicated to medical informatics and digital health, such as the Medical Informatics Multilingual Ontology (MIMO) and the concepts structuring the French National Referential on Digital Health (FNRDH), to index digital health teaching and learning resources, are effectively increasing the availability and accessibility of these resources to medical students and other health care professionals.

Methods: First, resource identification is processed by medical librarians from websites and scientific sources preselected and validated by domain experts and surveyed every week. Then, based on MIMO and FNRDH, the educational resources are indexed for each related knowledge domain. The same resources are also tagged with relevant academic and professional experience levels. Afterward, the indexed resources are shared with the digital health teaching and learning community. The last step consists of assessing CIDHR by obtaining informal feedback from users.

Results: Resource identification and evaluation processes were executed by a dedicated team of medical librarians, aiming to collect and curate an extensive collection of digital health teaching and learning resources. The resources that successfully passed the evaluation process were promptly included in CIDHR. These resources were diligently indexed (with MIMO and FNRDH) and tagged for the study field and degree level. By October 2023, a total of 371 indexed resources were available on a dedicated portal.

Conclusions: CIDHR is a multilingual digital health education semantic search engine and platform that aims to increase the acce

背景:获取可靠、准确的数字健康网络资源至关重要。然而,缺乏针对法语等非英语语言的专用搜索引擎是这一领域的一大障碍。因此,我们开发并实施了一个多语言、多术语的语义搜索引擎,名为 "数字健康教学资源目录和索引"(CIDHR)。CIDHR 向所有人免费开放,重点关注法语资源。CIDHR 的启动旨在提供经过验证的高质量内容,以满足每个用户(无论是学生还是专业人士)的特定需求:本研究开发和实施 CIDHR 的主要目的是改善数字健康和健康信息学方面的知识共享和传播,扩大健康相关教育社区(主要是法语社区,也包括其他语言社区)。我们打算为卫生和社会工作领域的数字卫生初级(即学士水平)、高级(即硕士和博士水平)和继续培训(即专业人员和研究生水平)的持续发展提供支持。主要目的是描述 CIDHR 的发展和实施情况。这项研究的假设是,医学信息学多语言本体(MIMO)和法国国家数字健康参考资料(FNRDH)的概念结构等医学信息学和数字健康专用的受控词汇表,为数字健康教学和学习资源编制索引,能有效提高这些资源对医科学生和其他医疗保健专业人员的可用性和可及性:首先,由医学图书馆员从网站和科学资源中进行资源识别,这些资源由领域专家预选和验证,每周进行一次调查。然后,根据 MIMO 和 FNRDH,为每个相关知识领域的教育资源编制索引。同样的资源也被标记为相关的学术和专业经验级别。之后,索引资源将与数字健康教学社区共享。最后一步是通过获取用户的非正式反馈来评估 CIDHR:资源识别和评估过程由一个专门的医学图书馆员团队完成,旨在收集和整理大量的数字健康教学资源。成功通过评估程序的资源被迅速纳入 CIDHR。这些资源被认真地编入索引(与 MIMO 和 FNRDH 合作),并根据学习领域和学位水平进行标记。到 2023 年 10 月,专门门户网站上共有 371 种编入索引的资源:CIDHR 是一个多语言数字健康教育语义搜索引擎和平台,旨在提高教育资源对更广泛的医疗保健相关社区的可访问性。它的重点是通过使用一站式门户方法,使资源 "可查找"、"可访问"、"可互操作 "和 "可重复使用"。CIDHR 已经并将继续在提高数字卫生知识普及率方面发挥重要作用。
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引用次数: 0
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JMIR Medical Education
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