Background: As medical and allied health curricula adapt to increasing time constraints, ethical considerations, and resource limitations, digital innovations are becoming vital supplements to donor-based anatomy instruction. While prior studies have examined the effectiveness of prosection versus dissection and the role of digital tools in anatomy learning, few resources align interactive digital modules directly with hands-on prosection experiences.
Objective: This project addresses that gap by introducing an integrated, curriculum-aligned platform for self-guided cadaveric learning.
Methods: We created Anatomy Interactives, a web-based laboratory manual structured to complement prosection laboratories for MD, DPT, and PA students. Modules were developed using iSpring Suite (iSpring Solutions Incorporated) and included interactive labeled images, donor photographs, and quiz-style self-assessments. Learners engaged with modules before, during, or after laboratory sessions. PA/DPT and MD students completed postcourse surveys evaluating module use and perceived impact. MD student examination scores from a 2023 cohort (no module access) were compared to a 2024 cohort (with access) to evaluate effectiveness.
Results: A total of 147 students completed the survey (31 PA/DPT and 116 MD). The majority reported using modules for 1-2 hours per week and found them helpful for both written and laboratory examinations. MD students in the 2024 cohort performed better on all 3 examinations compared to the 2023 cohort, with 2 examination median differences reaching statistical significance (Mann-Whitney U, P<.001). Qualitative feedback highlighted accessibility, content reinforcement, and user engagement as key benefits.
Conclusions: Interactive modules integrated with prosection laboratories enhanced learner engagement and performance. This hybrid digital-donor model shows promise for scalable, learner-centered gross anatomy education.
Background: Ultrasound-guided regional anesthesia (UGRA) remains underused in low- and middle-income countries due to barriers to training and equipment. Recent advances in portable ultrasound devices and international partnerships have expanded access to UGRA, enhancing patient safety and quality of care.
Objective: This study describes the development and outcomes of a hybrid UGRA training program for anesthesiologists at the Hospital Nacional de Coatepeque (HNC) in Guatemala.
Methods: An educational pilot program for UGRA was developed based on local needs and feedback, comprising 4 weeks of online modules, an in-person educational conference, and 1 month of supervised clinical practice. Evaluation followed the Kirkpatrick framework using preprogram and postprogram surveys adapted from the Global Regional Anesthesia Curricular Engagement model. Outcomes included participants' satisfaction, change in knowledge and skill, and procedural performance. Knowledge and skill assessments were compared before and after the training, and clinical data were recorded for 10 months. Nonparametric tests were used to assess changes and associations with performance outcomes.
Results: All 7 anesthesiologists at HNC completed the training program. Knowledge test scores improved by a median percentage increase of 20.8% (IQR 13.5%-28.1%; r=0.899; P=.02), and procedural skill rating scores increased by a median percentage of 147.1% (IQR 96.9%-197.3%; r=0.904; P=.03) at 1 month and 131.4% (IQR 90.5%-172.3%; r=0.909; P=.04) at 4 months after the program. Participants self-reported high satisfaction and substantial clinical improvement and motivation. A total of 54 peripheral nerve blocks were performed under direct supervision in the first month, with 187 blocks recorded over 10 months. The supraclavicular brachial plexus block was the most frequently used (66/187, 35.3%) and replaced the standard general anesthetic for upper extremity surgery in 70 patients. The procedure success rate was 96.3% (180/187), and there were no observed patient complications.
Conclusions: This hybrid curriculum enabled the successful implementation of UGRA at a public hospital in Guatemala, safely expanding clinical capabilities and reducing reliance on general anesthesia for upper extremity surgery. This practical training model provides a framework for implementing UGRA in similar resource-limited hospitals.
Background: Artificial intelligence (AI) literacy is increasingly essential for medical students. However, without systematic characterization of the relevant components, designing targeted medical education interventions may be challenging.
Objective: This study aimed to systematically describe the levels of and factors associated with multidimensional AI literacy among Chinese medical students.
Methods: A cross-sectional, descriptive analysis was conducted using data from a nationwide survey of Chinese medical students (N=80,335) across 109 medical schools in 2024. AI literacy was assessed with a multidimensional instrument comprising three domains: knowledge, evaluating students' self-reported proficiency in core areas of medical AI applications; attitude, reflecting their self-perceived views on using AI for teaching and learning; and behavior, capturing the self-perceived usage frequency and application patterns. Multivariate linear regression was applied to examine the associations between individual factors (ie, demographic characteristics, family background, and enrollment motivation) and environmental factors (ie, educational phase, type of education program, and tier of education program) and AI literacy.
Results: Respondents showed moderate to high levels of AI knowledge (mean 76.0, SD 26.9), followed by moderate AI attitude scores (mean 71.6, SD, 24.4). In contrast, AI behavior scores were much lower (mean 32.5, SD, 28.5), indicating little usage of AI tools. Of the individual factors, male students reported higher levels of AI attitude and behavior; both intrinsic and extrinsic motivation were positively associated with all three dimensions; advantaged family background was positively related to AI attitude and behavior, but not knowledge. Among the environmental factors, attending the prestigious Double First-Class universities was positively associated with higher AI usage. Enrollment in long-track medical education programs was associated with higher AI attitude and behavior, while being in the clinical phase was negatively associated with both AI knowledge and behavior. Environmental factors moderated the associations between individual characteristics and AI literacy, potentially attenuating disparities.
Conclusions: Medical students reported moderate to high AI knowledge, moderate AI favorability, and low AI use. Individual characteristics and environmental factors were significantly associated with AI literacy, and environmental factors moderated the associations. The moderate AI literacy overall highlights the need for AI-related medical education, ideally with practical use and nuanced by socioeconomic factors.
Background: Artificial intelligence (AI), particularly large language models (LLMs) such as ChatGPT (OpenAI), is rapidly influencing medical education. Its effectiveness for students with varying levels of prior knowledge remains underexplored.
Objective: This study aimed to evaluate the performance of medical students with and without formal pharmacology knowledge when using AI-LLM GPTs, internet search engines, e-books, or self-knowledge to solve multiple-choice questions (MCQs).
Methods: A cross-sectional study was conducted at a tertiary care teaching hospital with 100 medical students, divided into a "naive" group (n=50; no pharmacology training) and a "learned" group (n=50; completed pharmacology training). The study was started after approval from the Institutional Ethics Committee of Jawaharlal Nehru Medical College Hospital, Aligarh Muslim University (1018/IEC/23/8/23). Each participant answered 4 sets of 20 MCQs using self-knowledge, e-books, Google, or ChatGPT-4o. Scores were compared using analysis of covariance with self-knowledge scores as a covariate.
Results: Learned students significantly outperformed naive students across all methods (P<.001), with the largest effect size in the AI-LLM GPT set (partial η²=0.328). For both groups, the performance hierarchy was AI-LLM GPT > internet search engine > self-knowledge ≈ e-books. Notably, the naive students who used AI scored higher (mean 13.24, SD 3.31) than the learned students who used Google (mean 12.14, SD 2.01; P=.01) or e-books (mean 10.22, SD 3.12; P<.001).
Conclusions: AI-LLM GPTs can significantly enhance problem-solving performance in MCQ-based assessments, particularly for students with limited prior knowledge, even allowing them to outperform knowledgeable peers using traditional digital resources. This underscores the potential of AI to transform learning support in medical education, although its impact on deep learning and critical thinking requires further investigation.
Background: Podcasts are increasingly used in health professions education; however, most formats are asynchronous and noninteractive. Didactically grounded, synchronous implementations in dental curricula are scarce.
Objective: This study aims to design, implement, and evaluate a synchronous, case-based live podcast (LP) as a didactic teaching format in dentomaxillofacial radiology.
Methods: In a controlled cohort study with 2 third-year cohorts (N=41), the intervention group (IG; n=21, 51%) received weekly case-based LP sessions in addition to standard teaching, while the control group (CG; n=20, 49%) received standard teaching only. Acceptability was evaluated 6 months postcourse using the 27-item student evaluation questionnaire and open-text responses. Knowledge was assessed immediately after the course with a 21-item radiology knowledge test, and after 6 months, with a 15-item interdisciplinary clinical application test.
Results: The primary outcome was student-reported acceptability of the LP format. It was rated highly by students in the Student Evaluation Questionnaire (mean out of 10: structure 9.76, interactivity 9.62, interdisciplinary relevance 9.55). Qualitative feedback was assessed highlighting motivation, authenticity, and discussion quality. In the radiology knowledge test, no group differences were observed (IG: n=21, 51% vs CG: n=20, 49%; P=.37). In the interdisciplinary clinical application test, the IG outperformed the CG in restorative dentistry (median 5, IQR 4-5 vs median 4, IQR 3-5; P=.02; r=0.38) and in item-level analysis (15/21, 71% vs 40%; P=.04; φ=0.64).
Conclusions: The LP format represents a feasible, scalable, and low-threshold approach to fostering clinical reasoning in dental curricula, particularly at the transition to clinical training. While radiology-specific theoretical competencies did not differ between the groups, students consistently rated the LP as more engaging and motivating compared to standard lectures.
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