首页 > 最新文献

JMIR Medical Education最新文献

英文 中文
Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative. 纳洛酮共同处方与阿片类药物过量的预防:对一项新教育计划的准实验性元认知评估。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-28 DOI: 10.2196/54280
Michael Enich, Cory Morton, Richard Jermyn

Background: Critical evaluation of naloxone coprescription academic detailing programs has been positive, but little research has focused on how participant thinking changes during academic detailing.

Objective: The dual purposes of this study were to (1) present a metacognitive evaluation of a naloxone coprescription academic detailing intervention and (2) describe the application of a metacognitive evaluation for future medical education interventions.

Methods: Data were obtained from a pre-post knowledge assessment of a web-based, self-paced intervention designed to increase knowledge of clinical and organizational best practices for the coprescription of naloxone. To assess metacognition, items were designed with confidence-weighted true-false scoring. Multiple metacognitive scores were calculated: 3 content knowledge scores and 5 confidence-weighted true-false scores. Statistical analysis examined whether there were significant differences in scores before and after intervention. Analysis of overall content knowledge showed significant improvement at posttest.

Results: There was a significant positive increase in absolute accuracy of participant confidence judgments, confidence in correct probability, and confidence in incorrect probability (all P values were <.05). Overall, results suggest an improvement in content knowledge scores after intervention and, metacognitively, suggest that individuals were more confident in their answer choices, regardless of correctness.

Conclusions: Implications include the potential application of metacognitive evaluations to assess nuances in learner performance during academic detailing interventions and as a feedback mechanism to reinforce learning and guide curricular design.

背景:对纳洛酮处方学术细化项目的批判性评价是积极的,但很少有研究关注参与者在学术细化过程中的思维变化:本研究的双重目的是:(1) 对纳洛酮复方制剂学术细化干预进行元认知评估;(2) 描述元认知评估在未来医学教育干预中的应用:方法:我们对一项基于网络、自定进度的干预措施进行了前后期知识评估,旨在增加纳洛酮共同处方的临床和组织最佳实践知识。为评估元认知,设计了置信度加权真假计分项目。计算了多个元认知分数:3 个内容知识得分和 5 个信心加权真假得分。统计分析检验了干预前后的得分是否存在显著差异。对整体内容知识的分析表明,干预后的成绩有明显提高:结果:受试者信心判断的绝对准确性、对正确概率的信心和对错误概率的信心都有明显的正增长(所有 P 值均为结论):结论:元认知评估可用于评估学习者在学术细节干预过程中的细微差别,也可作为强化学习和指导课程设计的反馈机制。
{"title":"Naloxone Coprescribing and the Prevention of Opioid Overdoses: Quasi-Experimental Metacognitive Assessment of a Novel Education Initiative.","authors":"Michael Enich, Cory Morton, Richard Jermyn","doi":"10.2196/54280","DOIUrl":"10.2196/54280","url":null,"abstract":"<p><strong>Background: </strong>Critical evaluation of naloxone coprescription academic detailing programs has been positive, but little research has focused on how participant thinking changes during academic detailing.</p><p><strong>Objective: </strong>The dual purposes of this study were to (1) present a metacognitive evaluation of a naloxone coprescription academic detailing intervention and (2) describe the application of a metacognitive evaluation for future medical education interventions.</p><p><strong>Methods: </strong>Data were obtained from a pre-post knowledge assessment of a web-based, self-paced intervention designed to increase knowledge of clinical and organizational best practices for the coprescription of naloxone. To assess metacognition, items were designed with confidence-weighted true-false scoring. Multiple metacognitive scores were calculated: 3 content knowledge scores and 5 confidence-weighted true-false scores. Statistical analysis examined whether there were significant differences in scores before and after intervention. Analysis of overall content knowledge showed significant improvement at posttest.</p><p><strong>Results: </strong>There was a significant positive increase in absolute accuracy of participant confidence judgments, confidence in correct probability, and confidence in incorrect probability (all P values were <.05). Overall, results suggest an improvement in content knowledge scores after intervention and, metacognitively, suggest that individuals were more confident in their answer choices, regardless of correctness.</p><p><strong>Conclusions: </strong>Implications include the potential application of metacognitive evaluations to assess nuances in learner performance during academic detailing interventions and as a feedback mechanism to reinforce learning and guide curricular design.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e54280"},"PeriodicalIF":3.2,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11534273/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523263","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
Social Media Usage for Medical Education and Smartphone Addiction Among Medical Students: National Web-Based Survey. 医学生在医学教育中使用社交媒体和沉迷智能手机的情况:全国网络调查。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-22 DOI: 10.2196/55149
Thomas Clavier, Emma Chevalier, Zoé Demailly, Benoit Veber, Imad-Abdelkader Messaadi, Benjamin Popoff

Background: Social media (SoMe) have taken a major place in the medical field, and younger generations are increasingly using them as their primary source to find information.

Objective: This study aimed to describe the use of SoMe for medical education among French medical students and assess the prevalence of smartphone addiction in this population.

Methods: A cross-sectional web-based survey was conducted among French medical students (second to sixth year of study). The questionnaire collected information on SoMe use for medical education and professional behavior. Smartphone addiction was assessed using the Smartphone Addiction Scale Short-Version (SAS-SV) score.

Results: A total of 762 medical students responded to the survey. Of these, 762 (100%) were SoMe users, spending a median of 120 (IQR 60-150) minutes per day on SoMe; 656 (86.1%) used SoMe for medical education, with YouTube, Instagram, and Facebook being the most popular platforms. The misuse of SoMe in a professional context was also identified; 27.2% (207/762) of students posted hospital internship content, and 10.8% (82/762) searched for a patient's name on SoMe. Smartphone addiction was prevalent among 29.1% (222/762) of respondents, with a significant correlation between increased SoMe use and SAS-SV score (r=0.39, 95% CI 0.33-0.45; P<.001). Smartphone-addicted students reported a higher impact on study time (211/222, 95% vs 344/540, 63.6%; P<.001) and a greater tendency to share hospital internship content on social networks (78/222, 35.1% vs 129/540, 23.8%; P=.002).

Conclusions: Our findings reveal the extensive use of SoMe for medical education among French medical students, alongside a notable prevalence of smartphone addiction. These results highlight the need for medical schools and educators to address the responsible use of SoMe and develop strategies to mitigate the risks associated with excessive use and addiction.

背景:社交媒体(SoMe)已在医学领域占据重要地位,年轻一代越来越多地将其作为查找信息的主要来源:本研究旨在描述法国医科学生在医学教育中使用 SoMe 的情况,并评估这一人群中智能手机成瘾的普遍程度:对法国医科学生(二年级至六年级)进行了一项横断面网络调查。调查问卷收集了有关在医学教育和职业行为中使用智能手机的信息。使用智能手机成瘾量表简易版(SAS-SV)对智能手机成瘾进行评估:共有 762 名医学生回答了调查。其中762人(100%)是SoMe用户,每天花在SoMe上的时间中位数为120分钟(IQR为60-150分钟);656人(86.1%)将SoMe用于医学教育,其中YouTube、Instagram和Facebook是最受欢迎的平台。还发现了在专业背景下滥用SoMe的情况;27.2%(207/762)的学生在SoMe上发布医院实习内容,10.8%(82/762)的学生在SoMe上搜索病人姓名。29.1%的受访者(222/762)普遍对智能手机上瘾,SoMe使用率的增加与SAS-SV得分之间存在显著相关性(r=0.39,95% CI 0.33-0.45;PConclusions:我们的研究结果表明,法国医科学生在医学教育中广泛使用SoMe,同时智能手机成瘾现象也很普遍。这些结果突出表明,医学院校和教育工作者有必要解决负责任地使用SoMe的问题,并制定策略来降低过度使用和上瘾带来的风险。
{"title":"Social Media Usage for Medical Education and Smartphone Addiction Among Medical Students: National Web-Based Survey.","authors":"Thomas Clavier, Emma Chevalier, Zoé Demailly, Benoit Veber, Imad-Abdelkader Messaadi, Benjamin Popoff","doi":"10.2196/55149","DOIUrl":"10.2196/55149","url":null,"abstract":"<p><strong>Background: </strong>Social media (SoMe) have taken a major place in the medical field, and younger generations are increasingly using them as their primary source to find information.</p><p><strong>Objective: </strong>This study aimed to describe the use of SoMe for medical education among French medical students and assess the prevalence of smartphone addiction in this population.</p><p><strong>Methods: </strong>A cross-sectional web-based survey was conducted among French medical students (second to sixth year of study). The questionnaire collected information on SoMe use for medical education and professional behavior. Smartphone addiction was assessed using the Smartphone Addiction Scale Short-Version (SAS-SV) score.</p><p><strong>Results: </strong>A total of 762 medical students responded to the survey. Of these, 762 (100%) were SoMe users, spending a median of 120 (IQR 60-150) minutes per day on SoMe; 656 (86.1%) used SoMe for medical education, with YouTube, Instagram, and Facebook being the most popular platforms. The misuse of SoMe in a professional context was also identified; 27.2% (207/762) of students posted hospital internship content, and 10.8% (82/762) searched for a patient's name on SoMe. Smartphone addiction was prevalent among 29.1% (222/762) of respondents, with a significant correlation between increased SoMe use and SAS-SV score (r=0.39, 95% CI 0.33-0.45; P<.001). Smartphone-addicted students reported a higher impact on study time (211/222, 95% vs 344/540, 63.6%; P<.001) and a greater tendency to share hospital internship content on social networks (78/222, 35.1% vs 129/540, 23.8%; P=.002).</p><p><strong>Conclusions: </strong>Our findings reveal the extensive use of SoMe for medical education among French medical students, alongside a notable prevalence of smartphone addiction. These results highlight the need for medical schools and educators to address the responsible use of SoMe and develop strategies to mitigate the risks associated with excessive use and addiction.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e55149"},"PeriodicalIF":3.2,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11526414/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142509603","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
Opportunities to Improve Communication With Residency Applicants: Cross-Sectional Study of Obstetrics and Gynecology Residency Program Websites. 改善与住院医师申请者沟通的机会:妇产科住院医师培训项目网站的横向研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-21 DOI: 10.2196/48518
Paulina M Devlin, Oluwabukola Akingbola, Jody Stonehocker, James T Fitzgerald, Abigail Ford Winkel, Maya M Hammoud, Helen K Morgan
<p><strong>Background: </strong>As part of the residency application process in the United States, many medical specialties now offer applicants the opportunity to send program signals that indicate high interest to a limited number of residency programs. To determine which residency programs to apply to, and which programs to send signals to, applicants need accurate information to determine which programs align with their future training goals. Most applicants use a program's website to review program characteristics and criteria, so describing the current state of residency program websites can inform programs of best practices.</p><p><strong>Objective: </strong>This study aims to characterize information available on obstetrics and gynecology residency program websites and to determine whether there are differences in information available between different types of residency programs.</p><p><strong>Methods: </strong>This was a cross-sectional observational study of all US obstetrics and gynecology residency program website content. The authorship group identified factors that would be useful for residency applicants around program demographics and learner trajectories; application criteria including standardized testing metrics, residency statistics, and benefits; and diversity, equity, and inclusion mission statements and values. Two authors examined all available websites from November 2011 through March 2022. Data analysis consisted of descriptive statistics and one-way ANOVA, with P<.05 considered significant.</p><p><strong>Results: </strong>Among 290 programs, 283 (97.6%) had websites; 238 (82.1%) listed medical schools of current residents; 158 (54.5%) described residency alumni trajectories; 107 (36.9%) included guidance related to the preferred United States Medical Licensing Examination Step 1 scores; 53 (18.3%) included guidance related to the Comprehensive Osteopathic Medical Licensing Examination Level 1 scores; 185 (63.8%) included international applicant guidance; 132 (45.5%) included a program-specific mission statement; 84 (29%) included a diversity, equity, and inclusion statement; and 167 (57.6%) included program-specific media or links to program social media on their websites. University-based programs were more likely to include a variety of information compared to community-based university-affiliated and community-based programs, including medical schools of current residents (113/123, 91.9%, university-based; 85/111, 76.6%, community-based university-affiliated; 40/56, 71.4%, community-based; P<.001); alumni trajectories (90/123, 73.2%, university-based; 51/111, 45.9%, community-based university-affiliated; 17/56, 30.4%, community-based; P<.001); the United States Medical Licensing Examination Step 1 score guidance (58/123, 47.2%, university-based; 36/111, 32.4%, community-based university-affiliated; 13/56, 23.2%, community-based; P=.004); and diversity, equity, and inclusion statements (57/123, 46.3%, university-bas
背景:作为美国住院医师培训申请程序的一部分,许多医学专科现在都为申请人提供了向数量有限的住院医师培训项目发送项目信号的机会。为了确定申请哪些住院医师培训项目以及向哪些项目发送信号,申请人需要获得准确的信息,以确定哪些项目符合他们未来的培训目标。大多数申请者都会通过项目的网站来了解项目的特点和标准,因此描述住院医师项目网站的现状可以让项目了解最佳实践:本研究旨在描述妇产科住院医师培训项目网站上提供的信息,并确定不同类型的住院医师培训项目提供的信息是否存在差异:这是一项针对美国所有妇产科住院医师培训项目网站内容的横断面观察研究。作者小组围绕项目人口统计学和学习者轨迹、申请标准(包括标准化测试指标、住院实习统计数据和福利)以及多样性、公平性和包容性使命声明和价值观等方面,确定了对住院实习申请者有用的因素。两位作者研究了从 2011 年 11 月到 2022 年 3 月的所有可用网站。数据分析包括描述性统计和单因子方差分析:在 290 个项目中,有 283 个(97.6%)拥有网站;238 个(82.1%)列出了目前住院医师的医学院校;158 个(54.5%)描述了住院医师校友的轨迹;107 个(36.9%)包括了与美国医学执照考试步骤 1 首选分数相关的指导;53 个(18.3%)包括了与美国医学执照考试步骤 1 首选分数相关的指导。132个项目(45.5%)包含了项目特定的使命声明;84个项目(29%)包含了多样性、公平性和包容性声明;167个项目(57.6%)在其网站上包含了项目特定的媒体或项目社交媒体链接。与基于社区的大学附属项目和基于社区的项目相比,基于大学的项目更有可能包含各种信息,包括当前住院医师的医学院(113/123,91.9%,基于大学;85/111,76.6%,基于社区的大学附属项目;40/56,71.4%,基于社区;PConclusions.COM):有机会提高住院实习网站数据的数量和质量。通过这项工作,我们就住院实习网站应包含哪些信息提出了最佳实践建议,以帮助申请人做出明智的决定。
{"title":"Opportunities to Improve Communication With Residency Applicants: Cross-Sectional Study of Obstetrics and Gynecology Residency Program Websites.","authors":"Paulina M Devlin, Oluwabukola Akingbola, Jody Stonehocker, James T Fitzgerald, Abigail Ford Winkel, Maya M Hammoud, Helen K Morgan","doi":"10.2196/48518","DOIUrl":"10.2196/48518","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;As part of the residency application process in the United States, many medical specialties now offer applicants the opportunity to send program signals that indicate high interest to a limited number of residency programs. To determine which residency programs to apply to, and which programs to send signals to, applicants need accurate information to determine which programs align with their future training goals. Most applicants use a program's website to review program characteristics and criteria, so describing the current state of residency program websites can inform programs of best practices.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study aims to characterize information available on obstetrics and gynecology residency program websites and to determine whether there are differences in information available between different types of residency programs.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This was a cross-sectional observational study of all US obstetrics and gynecology residency program website content. The authorship group identified factors that would be useful for residency applicants around program demographics and learner trajectories; application criteria including standardized testing metrics, residency statistics, and benefits; and diversity, equity, and inclusion mission statements and values. Two authors examined all available websites from November 2011 through March 2022. Data analysis consisted of descriptive statistics and one-way ANOVA, with P&lt;.05 considered significant.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Among 290 programs, 283 (97.6%) had websites; 238 (82.1%) listed medical schools of current residents; 158 (54.5%) described residency alumni trajectories; 107 (36.9%) included guidance related to the preferred United States Medical Licensing Examination Step 1 scores; 53 (18.3%) included guidance related to the Comprehensive Osteopathic Medical Licensing Examination Level 1 scores; 185 (63.8%) included international applicant guidance; 132 (45.5%) included a program-specific mission statement; 84 (29%) included a diversity, equity, and inclusion statement; and 167 (57.6%) included program-specific media or links to program social media on their websites. University-based programs were more likely to include a variety of information compared to community-based university-affiliated and community-based programs, including medical schools of current residents (113/123, 91.9%, university-based; 85/111, 76.6%, community-based university-affiliated; 40/56, 71.4%, community-based; P&lt;.001); alumni trajectories (90/123, 73.2%, university-based; 51/111, 45.9%, community-based university-affiliated; 17/56, 30.4%, community-based; P&lt;.001); the United States Medical Licensing Examination Step 1 score guidance (58/123, 47.2%, university-based; 36/111, 32.4%, community-based university-affiliated; 13/56, 23.2%, community-based; P=.004); and diversity, equity, and inclusion statements (57/123, 46.3%, university-bas","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e48518"},"PeriodicalIF":3.2,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11516266/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476664","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
Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study. 设计、实施和分析评估与认证模型,以评估卫生专业人员的数字能力框架:混合方法研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-17 DOI: 10.2196/53462
Francesc Saigí-Rubió, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, Elisenda Reixach

Background: Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field.

Objective: This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals.

Methods: We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis.

Results: The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies.

Conclusions: Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.

背景:尽管数字医疗对改善医疗保健至关重要,但由于缺乏这方面的知识,其应用仍然缓慢。因此,卫生专业人员必须掌握数字技能,并实施数字能力评估和认证模式,以推动这一领域的发展:本研究有两个目标:(1)为卫生专业人员绘制具体的数字能力地图;(2)确定并测试卫生专业人员的数字能力评估和认证模式:我们采用了迭代混合方法,包括查阅灰色文献和咨询当地专家。我们在描述性统计中使用算术平均数和标度,在假设检验和亚组比较中使用 P 值,在测试诊断中使用最大下限,在研究工具分析中使用区分度指数:根据数字能力地图中定义的能力内容设计的基于情景的评估模型总体上具有极好的内部一致性(最大下限=0.91)。虽然大多数研究参与者(110/122,90.2%)报告的自我认知数字能力水平处于中等水平,但我们发现绝大多数人无法达到信息和通信技术能力二级认证:在确定的能力框架基础上了解卫生专业人员的数字化能力水平,应能使这些专业人员得到培训和更新,以满足其特定专业背景下的实际需求,从而充分利用数字化技术的潜力。这些结果为《2021-2025 年加泰罗尼亚健康计划》提供了信息,从而为创建和提供专门培训以评估和认证此类专业人员的数字化能力奠定了基础。
{"title":"Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study.","authors":"Francesc Saigí-Rubió, Teresa Romeu, Eulàlia Hernández Encuentra, Montse Guitert, Erik Andrés, Elisenda Reixach","doi":"10.2196/53462","DOIUrl":"10.2196/53462","url":null,"abstract":"<p><strong>Background: </strong>Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field.</p><p><strong>Objective: </strong>This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals.</p><p><strong>Methods: </strong>We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis.</p><p><strong>Results: </strong>The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies.</p><p><strong>Conclusions: </strong>Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e53462"},"PeriodicalIF":3.2,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11528169/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476699","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
Medical Education and Artificial Intelligence: Web of Science-Based Bibliometric Analysis (2013-2022). 医学教育与人工智能:基于科学网的文献计量分析(2013-2022 年)》。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-10 DOI: 10.2196/51411
Shuang Wang, Liuying Yang, Min Li, Xinghe Zhang, Xiantao Tai

Background: Incremental advancements in artificial intelligence (AI) technology have facilitated its integration into various disciplines. In particular, the infusion of AI into medical education has emerged as a significant trend, with noteworthy research findings. Consequently, a comprehensive review and analysis of the current research landscape of AI in medical education is warranted.

Objective: This study aims to conduct a bibliometric analysis of pertinent papers, spanning the years 2013-2022, using CiteSpace and VOSviewer. The study visually represents the existing research status and trends of AI in medical education.

Methods: Articles related to AI and medical education, published between 2013 and 2022, were systematically searched in the Web of Science core database. Two reviewers scrutinized the initially retrieved papers, based on their titles and abstracts, to eliminate papers unrelated to the topic. The selected papers were then analyzed and visualized for country, institution, author, reference, and keywords using CiteSpace and VOSviewer.

Results: A total of 195 papers pertaining to AI in medical education were identified from 2013 to 2022. The annual publications demonstrated an increasing trend over time. The United States emerged as the most active country in this research arena, and Harvard Medical School and the University of Toronto were the most active institutions. Prolific authors in this field included Vincent Bissonnette, Charlotte Blacketer, Rolando F Del Maestro, Nicole Ledows, Nykan Mirchi, Alexander Winkler-Schwartz, and Recai Yilamaz. The paper with the highest citation was "Medical Students' Attitude Towards Artificial Intelligence: A Multicentre Survey." Keyword analysis revealed that "radiology," "medical physics," "ehealth," "surgery," and "specialty" were the primary focus, whereas "big data" and "management" emerged as research frontiers.

Conclusions: The study underscores the promising potential of AI in medical education research. Current research directions encompass radiology, medical information management, and other aspects. Technological progress is expected to broaden these directions further. There is an urgent need to bolster interregional collaboration and enhance research quality. These findings offer valuable insights for researchers to identify perspectives and guide future research directions.

背景:人工智能(AI)技术的逐步发展促进了其与各学科的融合。特别是,将人工智能注入医学教育已成为一种重要趋势,并取得了值得关注的研究成果。因此,有必要对当前人工智能在医学教育中的研究情况进行全面回顾和分析:本研究旨在利用 CiteSpace 和 VOSviewer 对 2013-2022 年间的相关论文进行文献计量分析。本研究直观地反映了人工智能在医学教育中的现有研究现状和趋势:在 Web of Science 核心数据库中系统检索了 2013 年至 2022 年间发表的与人工智能和医学教育相关的文章。两名审稿人根据论文标题和摘要对初步检索到的论文进行了仔细检查,以剔除与主题无关的论文。然后使用 CiteSpace 和 VOSviewer 对所选论文进行分析,并对国家、机构、作者、参考文献和关键词进行可视化处理:从 2013 年到 2022 年,共发现 195 篇与医学教育中的人工智能相关的论文。随着时间的推移,每年发表的论文呈上升趋势。美国是这一研究领域最活跃的国家,哈佛医学院和多伦多大学是最活跃的机构。该领域的著名作者包括文森特-比索内特、夏洛特-布莱克特、罗兰多-F-德尔-梅斯特罗、尼科尔-莱多斯、尼坎-米尔奇、亚历山大-温克勒-施瓦茨和雷凯-伊拉马兹。引用率最高的论文是 "医学生对人工智能的态度:多中心调查"。关键词分析显示,"放射学"、"医学物理学"、"电子健康"、"外科 "和 "专科 "是主要关注点,而 "大数据 "和 "管理 "则成为研究前沿:本研究强调了人工智能在医学教育研究中的巨大潜力。目前的研究方向包括放射学、医学信息管理和其他方面。技术进步有望进一步拓宽这些方向。加强地区间合作、提高研究质量迫在眉睫。这些研究结果为研究人员提供了宝贵的见解,有助于他们确定研究视角并指导未来的研究方向。
{"title":"Medical Education and Artificial Intelligence: Web of Science-Based Bibliometric Analysis (2013-2022).","authors":"Shuang Wang, Liuying Yang, Min Li, Xinghe Zhang, Xiantao Tai","doi":"10.2196/51411","DOIUrl":"10.2196/51411","url":null,"abstract":"<p><strong>Background: </strong>Incremental advancements in artificial intelligence (AI) technology have facilitated its integration into various disciplines. In particular, the infusion of AI into medical education has emerged as a significant trend, with noteworthy research findings. Consequently, a comprehensive review and analysis of the current research landscape of AI in medical education is warranted.</p><p><strong>Objective: </strong>This study aims to conduct a bibliometric analysis of pertinent papers, spanning the years 2013-2022, using CiteSpace and VOSviewer. The study visually represents the existing research status and trends of AI in medical education.</p><p><strong>Methods: </strong>Articles related to AI and medical education, published between 2013 and 2022, were systematically searched in the Web of Science core database. Two reviewers scrutinized the initially retrieved papers, based on their titles and abstracts, to eliminate papers unrelated to the topic. The selected papers were then analyzed and visualized for country, institution, author, reference, and keywords using CiteSpace and VOSviewer.</p><p><strong>Results: </strong>A total of 195 papers pertaining to AI in medical education were identified from 2013 to 2022. The annual publications demonstrated an increasing trend over time. The United States emerged as the most active country in this research arena, and Harvard Medical School and the University of Toronto were the most active institutions. Prolific authors in this field included Vincent Bissonnette, Charlotte Blacketer, Rolando F Del Maestro, Nicole Ledows, Nykan Mirchi, Alexander Winkler-Schwartz, and Recai Yilamaz. The paper with the highest citation was \"Medical Students' Attitude Towards Artificial Intelligence: A Multicentre Survey.\" Keyword analysis revealed that \"radiology,\" \"medical physics,\" \"ehealth,\" \"surgery,\" and \"specialty\" were the primary focus, whereas \"big data\" and \"management\" emerged as research frontiers.</p><p><strong>Conclusions: </strong>The study underscores the promising potential of AI in medical education research. Current research directions encompass radiology, medical information management, and other aspects. Technological progress is expected to broaden these directions further. There is an urgent need to bolster interregional collaboration and enhance research quality. These findings offer valuable insights for researchers to identify perspectives and guide future research directions.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e51411"},"PeriodicalIF":3.2,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11486481/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401547","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
Navigating Nephrology's Decline Through a GPT-4 Analysis of Internal Medicine Specialties in the United States: Qualitative Study. 通过对美国内科专科的 GPT-4 分析了解肾脏病学的衰退:定性研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-10 DOI: 10.2196/57157
Jing Miao, Charat Thongprayoon, Oscar Garcia Valencia, Iasmina M Craici, Wisit Cheungpasitporn

Background: The 2024 Nephrology fellowship match data show the declining interest in nephrology in the United States, with an 11% drop in candidates and a mere 66% (321/488) of positions filled.

Objective: The study aims to discern the factors influencing this trend using ChatGPT, a leading chatbot model, for insights into the comparative appeal of nephrology versus other internal medicine specialties.

Methods: Using the GPT-4 model, the study compared nephrology with 13 other internal medicine specialties, evaluating each on 7 criteria including intellectual complexity, work-life balance, procedural involvement, research opportunities, patient relationships, career demand, and financial compensation. Each criterion was assigned scores from 1 to 10, with the cumulative score determining the ranking. The approach included counteracting potential bias by instructing GPT-4 to favor other specialties over nephrology in reverse scenarios.

Results: GPT-4 ranked nephrology only above sleep medicine. While nephrology scored higher than hospice and palliative medicine, it fell short in key criteria such as work-life balance, patient relationships, and career demand. When examining the percentage of filled positions in the 2024 appointment year match, nephrology's filled rate was 66%, only higher than the 45% (155/348) filled rate of geriatric medicine. Nephrology's score decreased by 4%-14% in 5 criteria including intellectual challenge and complexity, procedural involvement, career opportunity and demand, research and academic opportunities, and financial compensation.

Conclusions: ChatGPT does not favor nephrology over most internal medicine specialties, highlighting its diminishing appeal as a career choice. This trend raises significant concerns, especially considering the overall physician shortage, and prompts a reevaluation of factors affecting specialty choice among medical residents.

背景:2024 年肾脏病学研究员匹配数据显示,美国人对肾脏病学的兴趣在下降,候选人减少了 11%,仅有 66%(321/488)的职位被填补:本研究旨在利用领先的聊天机器人模型 ChatGPT 分析影响这一趋势的因素,以深入了解肾脏病学与其他内科专业的吸引力对比:该研究使用 GPT-4 模型对肾脏病学和其他 13 个内科专业进行了比较,根据智力复杂性、工作与生活的平衡、程序参与、研究机会、患者关系、职业需求和经济报酬等 7 项标准对每个专业进行了评估。每项标准的分数从 1 到 10 分不等,累计分数决定排名。该方法包括通过指示 GPT-4 在反向情景中偏向其他专科而非肾脏科来抵消潜在的偏见:结果:GPT-4 对肾脏病学的排名仅高于睡眠医学。虽然肾脏病学的得分高于临终关怀和姑息医学,但在工作与生活的平衡、患者关系和职业需求等关键标准上却不尽如人意。在考察 2024 年任命年匹配的职位填补率时,肾脏病学的填补率为 66%,仅高于老年医学的 45%(155/348)。肾脏内科在智力挑战和复杂性、程序参与、职业机会和需求、研究和学术机会以及经济补偿等 5 项标准中的得分下降了 4%-14%:结论:与大多数内科专科相比,ChatGPT 并不青睐肾脏病学,这表明肾脏病学作为一种职业选择的吸引力正在下降。这一趋势引起了人们的极大关注,特别是考虑到整体医生短缺的问题,并促使人们重新评估影响住院医生选择专业的因素。
{"title":"Navigating Nephrology's Decline Through a GPT-4 Analysis of Internal Medicine Specialties in the United States: Qualitative Study.","authors":"Jing Miao, Charat Thongprayoon, Oscar Garcia Valencia, Iasmina M Craici, Wisit Cheungpasitporn","doi":"10.2196/57157","DOIUrl":"10.2196/57157","url":null,"abstract":"<p><strong>Background: </strong>The 2024 Nephrology fellowship match data show the declining interest in nephrology in the United States, with an 11% drop in candidates and a mere 66% (321/488) of positions filled.</p><p><strong>Objective: </strong>The study aims to discern the factors influencing this trend using ChatGPT, a leading chatbot model, for insights into the comparative appeal of nephrology versus other internal medicine specialties.</p><p><strong>Methods: </strong>Using the GPT-4 model, the study compared nephrology with 13 other internal medicine specialties, evaluating each on 7 criteria including intellectual complexity, work-life balance, procedural involvement, research opportunities, patient relationships, career demand, and financial compensation. Each criterion was assigned scores from 1 to 10, with the cumulative score determining the ranking. The approach included counteracting potential bias by instructing GPT-4 to favor other specialties over nephrology in reverse scenarios.</p><p><strong>Results: </strong>GPT-4 ranked nephrology only above sleep medicine. While nephrology scored higher than hospice and palliative medicine, it fell short in key criteria such as work-life balance, patient relationships, and career demand. When examining the percentage of filled positions in the 2024 appointment year match, nephrology's filled rate was 66%, only higher than the 45% (155/348) filled rate of geriatric medicine. Nephrology's score decreased by 4%-14% in 5 criteria including intellectual challenge and complexity, procedural involvement, career opportunity and demand, research and academic opportunities, and financial compensation.</p><p><strong>Conclusions: </strong>ChatGPT does not favor nephrology over most internal medicine specialties, highlighting its diminishing appeal as a career choice. This trend raises significant concerns, especially considering the overall physician shortage, and prompts a reevaluation of factors affecting specialty choice among medical residents.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e57157"},"PeriodicalIF":3.2,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11486450/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401548","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
Integrating Digital Assistive Technologies Into Care Processes: Mixed Methods Study. 将数字辅助技术融入护理流程:混合方法研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-09 DOI: 10.2196/54083
Sebastian Hofstetter, Max Zilezinski, Dominik Behr, Bernhard Kraft, Christian Buhtz, Denny Paulicke, Anja Wolf, Christina Klus, Dietrich Stoevesandt, Karsten Schwarz, Patrick Jahn

Background: Current challenges in patient care have increased research on technology use in nursing and health care. Digital assistive technologies (DATs) are one option that can be incorporated into care processes. However, how the application of DATs should be introduced to nurses and care professionals must be clarified. No structured and effective education concepts for the patient-oriented integration of DATs in the nursing sector are currently available.

Objective: This study aims to examine how a structured and guided integration and education concept, herein termed the sensitization, evaluative introduction, qualification, and implementation (SEQI) education concept, can support the integration of DATs into nursing practices.

Methods: This study used an explanatory, sequential study design with a mixed methods approach. The SEQI intervention was run in 26 long-term care facilities oriented toward older adults in Germany after a 5-day training course in each. The participating care professionals were asked to test 1 of 6 DATs in real-world practice over 3 days. Surveys (n=112) were then administered that recorded the intention to use DATs at 3 measurement points, and guided qualitative interviews with care professionals (n=12) were conducted to evaluate the learning concepts and effects of the intervention.

Results: As this was a pilot study, no sample size calculation was carried out, and P values were not reported. The participating care professionals were generally willing to integrate DATs-as an additional resource-into nursing processes even before the 4-stage SEQI intervention was presented. However, the intervention provided additional background knowledge and sensitized care professionals to the digital transformation, enabling them to evaluate how DATs fit in the health care sector, what qualifies these technologies for correct application, and what promotes their use. The care professionals expressed specific ideas and requirements for both technology-related education concepts and nursing DATs.

Conclusions: Actively matching technical support, physical limitations, and patients' needs is crucial when selecting DATs and integrating them into nursing processes. To this end, using a structured process such as SEQI that strengthens care professionals' ability to integrate DATs can help improve the benefits of such technology in the health care setting. Practical, application-oriented learning can promote the long-term implementation of DATs.

背景:当前病人护理面临的挑战增加了护理和医疗保健技术应用方面的研究。数字辅助技术(DAT)是一种可纳入护理流程的选择。然而,必须明确如何向护士和护理专业人员介绍如何应用 DAT。目前,护理行业还没有以患者为导向整合 DATs 的结构化有效教育理念:本研究旨在探讨一种结构化和指导性的整合与教育理念(在此称为 "宣传、评估性介绍、鉴定和实施"(SEQI)教育理念)如何支持将 DATs 整合到护理实践中:本研究采用了解释性、顺序研究设计和混合方法。在德国的 26 家面向老年人的长期护理机构中,每家机构在接受了为期 5 天的培训后,都开展了 SEQI 干预活动。参加培训的护理专业人员被要求在 3 天的实际操作中测试 6 个 DAT 中的 1 个。然后进行了调查(112 人),记录了在 3 个测量点使用 DAT 的意向,并对护理专业人员(12 人)进行了定性访谈,以评估学习理念和干预效果:由于这是一项试点研究,因此没有计算样本量,也没有报告 P 值。参与研究的护理专业人员普遍愿意将 DATs 作为一种额外资源纳入护理流程,甚至在 4 阶段 SEQI 干预介绍之前就已如此。然而,干预措施提供了更多的背景知识,使护理专业人员对数字化转型更加敏感,使他们能够评估 DAT 在医疗保健领域的适应性、正确应用这些技术的条件以及促进其使用的因素。护理专业人员对与技术相关的教育理念和护理 DAT 表达了具体的想法和要求:结论:在选择 DAT 并将其融入护理流程时,积极匹配技术支持、身体限制和患者需求至关重要。为此,使用 SEQI 等结构化流程来加强护理专业人员整合 DAT 的能力,有助于提高此类技术在医疗环境中的效益。以实际应用为导向的学习可以促进 DAT 的长期实施。
{"title":"Integrating Digital Assistive Technologies Into Care Processes: Mixed Methods Study.","authors":"Sebastian Hofstetter, Max Zilezinski, Dominik Behr, Bernhard Kraft, Christian Buhtz, Denny Paulicke, Anja Wolf, Christina Klus, Dietrich Stoevesandt, Karsten Schwarz, Patrick Jahn","doi":"10.2196/54083","DOIUrl":"10.2196/54083","url":null,"abstract":"<p><strong>Background: </strong>Current challenges in patient care have increased research on technology use in nursing and health care. Digital assistive technologies (DATs) are one option that can be incorporated into care processes. However, how the application of DATs should be introduced to nurses and care professionals must be clarified. No structured and effective education concepts for the patient-oriented integration of DATs in the nursing sector are currently available.</p><p><strong>Objective: </strong>This study aims to examine how a structured and guided integration and education concept, herein termed the sensitization, evaluative introduction, qualification, and implementation (SEQI) education concept, can support the integration of DATs into nursing practices.</p><p><strong>Methods: </strong>This study used an explanatory, sequential study design with a mixed methods approach. The SEQI intervention was run in 26 long-term care facilities oriented toward older adults in Germany after a 5-day training course in each. The participating care professionals were asked to test 1 of 6 DATs in real-world practice over 3 days. Surveys (n=112) were then administered that recorded the intention to use DATs at 3 measurement points, and guided qualitative interviews with care professionals (n=12) were conducted to evaluate the learning concepts and effects of the intervention.</p><p><strong>Results: </strong>As this was a pilot study, no sample size calculation was carried out, and P values were not reported. The participating care professionals were generally willing to integrate DATs-as an additional resource-into nursing processes even before the 4-stage SEQI intervention was presented. However, the intervention provided additional background knowledge and sensitized care professionals to the digital transformation, enabling them to evaluate how DATs fit in the health care sector, what qualifies these technologies for correct application, and what promotes their use. The care professionals expressed specific ideas and requirements for both technology-related education concepts and nursing DATs.</p><p><strong>Conclusions: </strong>Actively matching technical support, physical limitations, and patients' needs is crucial when selecting DATs and integrating them into nursing processes. To this end, using a structured process such as SEQI that strengthens care professionals' ability to integrate DATs can help improve the benefits of such technology in the health care setting. Practical, application-oriented learning can promote the long-term implementation of DATs.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e54083"},"PeriodicalIF":3.2,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11499723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142393971","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
Gender and Sexuality Awareness in Medical Education and Practice: Mixed Methods Study. 缩小差距:关于医学教育与实践中的性别和性意识的混合方法研究》(Bridging the Gap: A Mixed-Method Study on Gender and Sexuality Awareness in Medical Education and Practice)。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-08 DOI: 10.2196/59009
Rola Khamisy-Farah, Eden Biras, Rabie Shehadeh, Ruba Tuma, Hisham Atwan, Anna Siri, Manlio Converti, Francesco Chirico, Łukasz Szarpak, Carlo Biz, Raymond Farah, Nicola Bragazzi

Background: The integration of gender and sexuality awareness in health care is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of physicians' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal health care delivery.

Objective: The study's aim was to explore the experiences and perceptions of attending and resident physicians regarding the inclusion of gender and sexuality content in medical school curricula and professional practice in Israel.

Methods: This cross-sectional survey targeted a diverse group of physicians across various specializations and experience levels. Distributed through Israeli Medical Associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of medical school curricula on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were used, complemented, and enhanced by qualitative analysis of participants' replies.

Results: The survey, encompassing 189 respondents, revealed low-to-moderate exposure to gender and sexuality content in medical school curricula, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying 10 essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions.

Conclusions: The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce.

背景:人们日益认识到,将性别意识和性意识纳入医疗保健对患者的治疗效果至关重要。尽管如此,有关医生在这些领域的培训和认知现状的综合数据却明显不足,导致在有针对性的教育干预和优化医疗服务方面存在差距:本研究旨在探讨以色列主治医师和住院医师对将性别和性行为内容纳入医学院课程和专业实践的经验和看法:这项横断面调查的对象是不同专业和经验水平的医生群体。调查通过以色列医学协会和专业网络进行,内容包括性别与性行为内容的经验、对知识的看法、医学院课程对专业能力的影响以及对将性别医学纳入医学教育的看法。我们采用了描述性和相关性分析,以及基于性别和医疗状况的比较,并对参与者的回答进行了定性分析,以补充和完善这些分析:结果:189 位受访者参与的调查显示,医学院课程中有关性别和性问题的内容较少,而且受访者对准备情况的看法也差不多。人们普遍认为需要进行更全面的培训。大多数人重视这些领域的培训以提高专业能力,并确定了十个与性别相关的基本知识领域。将性别医学纳入整个医学教育的倾向非常明显。基于性别的分析表明,在接触和认知方面存在差异:这项研究强调了将性别和性意识纳入医学教育和实践的迫切需要。研究表明,有必要进行课程开发、有针对性的培训计划、政策宣传、导师倡议以及评估这些干预措施有效性的研究。研究结果为医学教育的未来发展方向奠定了基础,旨在培养一支更具包容性、意识更强、准备更充分的医务人员队伍:
{"title":"Gender and Sexuality Awareness in Medical Education and Practice: Mixed Methods Study.","authors":"Rola Khamisy-Farah, Eden Biras, Rabie Shehadeh, Ruba Tuma, Hisham Atwan, Anna Siri, Manlio Converti, Francesco Chirico, Łukasz Szarpak, Carlo Biz, Raymond Farah, Nicola Bragazzi","doi":"10.2196/59009","DOIUrl":"10.2196/59009","url":null,"abstract":"<p><strong>Background: </strong>The integration of gender and sexuality awareness in health care is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of physicians' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal health care delivery.</p><p><strong>Objective: </strong>The study's aim was to explore the experiences and perceptions of attending and resident physicians regarding the inclusion of gender and sexuality content in medical school curricula and professional practice in Israel.</p><p><strong>Methods: </strong>This cross-sectional survey targeted a diverse group of physicians across various specializations and experience levels. Distributed through Israeli Medical Associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of medical school curricula on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were used, complemented, and enhanced by qualitative analysis of participants' replies.</p><p><strong>Results: </strong>The survey, encompassing 189 respondents, revealed low-to-moderate exposure to gender and sexuality content in medical school curricula, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying 10 essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions.</p><p><strong>Conclusions: </strong>The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":"e59009"},"PeriodicalIF":3.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11496915/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996614","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
Assessment of ChatGPT-4 in Family Medicine Board Examinations Using Advanced AI Learning and Analytical Methods: Observational Study. 使用先进的人工智能学习和分析方法评估全科医学考试中的 ChatGPT-4:观察研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-08 DOI: 10.2196/56128
Anthony James Goodings, Sten Kajitani, Allison Chhor, Ahmad Albakri, Mila Pastrak, Megha Kodancha, Rowan Ives, Yoo Bin Lee, Kari Kajitani

Background: This research explores the capabilities of ChatGPT-4 in passing the American Board of Family Medicine (ABFM) Certification Examination. Addressing a gap in existing literature, where earlier artificial intelligence (AI) models showed limitations in medical board examinations, this study evaluates the enhanced features and potential of ChatGPT-4, especially in document analysis and information synthesis.

Objective: The primary goal is to assess whether ChatGPT-4, when provided with extensive preparation resources and when using sophisticated data analysis, can achieve a score equal to or above the passing threshold for the Family Medicine Board Examinations.

Methods: In this study, ChatGPT-4 was embedded in a specialized subenvironment, "AI Family Medicine Board Exam Taker," designed to closely mimic the conditions of the ABFM Certification Examination. This subenvironment enabled the AI to access and analyze a range of relevant study materials, including a primary medical textbook and supplementary web-based resources. The AI was presented with a series of ABFM-type examination questions, reflecting the breadth and complexity typical of the examination. Emphasis was placed on assessing the AI's ability to interpret and respond to these questions accurately, leveraging its advanced data processing and analysis capabilities within this controlled subenvironment.

Results: In our study, ChatGPT-4's performance was quantitatively assessed on 300 practice ABFM examination questions. The AI achieved a correct response rate of 88.67% (95% CI 85.08%-92.25%) for the Custom Robot version and 87.33% (95% CI 83.57%-91.10%) for the Regular version. Statistical analysis, including the McNemar test (P=.45), indicated no significant difference in accuracy between the 2 versions. In addition, the chi-square test for error-type distribution (P=.32) revealed no significant variation in the pattern of errors across versions. These results highlight ChatGPT-4's capacity for high-level performance and consistency in responding to complex medical examination questions under controlled conditions.

Conclusions: The study demonstrates that ChatGPT-4, particularly when equipped with specialized preparation and when operating in a tailored subenvironment, shows promising potential in handling the intricacies of medical board examinations. While its performance is comparable with the expected standards for passing the ABFM Certification Examination, further enhancements in AI technology and tailored training methods could push these capabilities to new heights. This exploration opens avenues for integrating AI tools such as ChatGPT-4 in medical education and assessment, emphasizing the importance of continuous advancement and specialized training in medical applications of AI.

背景:本研究探讨了 ChatGPT-4 在通过美国全科医学委员会(ABFM)认证考试方面的能力。早期的人工智能(AI)模型在医学委员会考试中表现出局限性,本研究针对现有文献中的这一空白,评估了 ChatGPT-4 的增强功能和潜力,尤其是在文档分析和信息综合方面:主要目的是评估 ChatGPT-4 在获得大量备考资源和使用复杂数据分析的情况下,能否达到或超过全科医学考试合格分数线:在这项研究中,ChatGPT-4 被嵌入到一个专门的子环境 "人工智能全科医学委员会考试者 "中,该子环境的设计非常接近 ABFM 认证考试的条件。该子环境使人工智能能够访问和分析一系列相关的学习材料,包括一本主要的医学教科书和基于网络的补充资源。向人工智能提出了一系列 ABFM 类型的考试问题,反映了考试的典型广度和复杂性。重点是评估人工智能准确解释和回答这些问题的能力,在这个受控的子环境中利用其先进的数据处理和分析能力:在我们的研究中,我们对 ChatGPT-4 在 300 道 ABFM 考试练习题上的表现进行了量化评估。自定义机器人版本的人工智能正确回答率为 88.67%(95% CI 85.08%-92.25%),常规版本的正确回答率为 87.33%(95% CI 83.57%-91.10%)。包括 McNemar 检验(P=.45)在内的统计分析显示,两个版本的准确率没有显著差异。此外,错误类型分布的卡方检验(P=.32)显示,不同版本的错误模式没有明显差异。这些结果凸显了 ChatGPT-4 在可控条件下回答复杂体检问题时的高水平表现和一致性:本研究表明,ChatGPT-4,尤其是在配备了专业准备和在量身定制的子环境中运行时,在处理错综复杂的医学考试方面表现出了巨大的潜力。虽然它的表现与通过 ABFM 认证考试的预期标准相当,但人工智能技术和量身定制的培训方法的进一步提升可以将这些能力推向新的高度。这一探索为将 ChatGPT-4 等人工智能工具整合到医学教育和评估中开辟了道路,强调了在人工智能医学应用方面不断进步和专业培训的重要性。
{"title":"Assessment of ChatGPT-4 in Family Medicine Board Examinations Using Advanced AI Learning and Analytical Methods: Observational Study.","authors":"Anthony James Goodings, Sten Kajitani, Allison Chhor, Ahmad Albakri, Mila Pastrak, Megha Kodancha, Rowan Ives, Yoo Bin Lee, Kari Kajitani","doi":"10.2196/56128","DOIUrl":"10.2196/56128","url":null,"abstract":"<p><strong>Background: </strong>This research explores the capabilities of ChatGPT-4 in passing the American Board of Family Medicine (ABFM) Certification Examination. Addressing a gap in existing literature, where earlier artificial intelligence (AI) models showed limitations in medical board examinations, this study evaluates the enhanced features and potential of ChatGPT-4, especially in document analysis and information synthesis.</p><p><strong>Objective: </strong>The primary goal is to assess whether ChatGPT-4, when provided with extensive preparation resources and when using sophisticated data analysis, can achieve a score equal to or above the passing threshold for the Family Medicine Board Examinations.</p><p><strong>Methods: </strong>In this study, ChatGPT-4 was embedded in a specialized subenvironment, \"AI Family Medicine Board Exam Taker,\" designed to closely mimic the conditions of the ABFM Certification Examination. This subenvironment enabled the AI to access and analyze a range of relevant study materials, including a primary medical textbook and supplementary web-based resources. The AI was presented with a series of ABFM-type examination questions, reflecting the breadth and complexity typical of the examination. Emphasis was placed on assessing the AI's ability to interpret and respond to these questions accurately, leveraging its advanced data processing and analysis capabilities within this controlled subenvironment.</p><p><strong>Results: </strong>In our study, ChatGPT-4's performance was quantitatively assessed on 300 practice ABFM examination questions. The AI achieved a correct response rate of 88.67% (95% CI 85.08%-92.25%) for the Custom Robot version and 87.33% (95% CI 83.57%-91.10%) for the Regular version. Statistical analysis, including the McNemar test (P=.45), indicated no significant difference in accuracy between the 2 versions. In addition, the chi-square test for error-type distribution (P=.32) revealed no significant variation in the pattern of errors across versions. These results highlight ChatGPT-4's capacity for high-level performance and consistency in responding to complex medical examination questions under controlled conditions.</p><p><strong>Conclusions: </strong>The study demonstrates that ChatGPT-4, particularly when equipped with specialized preparation and when operating in a tailored subenvironment, shows promising potential in handling the intricacies of medical board examinations. While its performance is comparable with the expected standards for passing the ABFM Certification Examination, further enhancements in AI technology and tailored training methods could push these capabilities to new heights. This exploration opens avenues for integrating AI tools such as ChatGPT-4 in medical education and assessment, emphasizing the importance of continuous advancement and specialized training in medical applications of AI.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e56128"},"PeriodicalIF":3.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11479358/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142393970","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
Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study. 从 11 个泛欧国家医疗保健实习生导师的角度看临床实习期间的心理安全能力培训:混合方法观察研究。
IF 4.3 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-10-07 DOI: 10.2196/64125
Irene Carrillo, Ivana Skoumalová, Ireen Bruus, Victoria Klemm, Sofia Guerra-Paiva, Bojana Knežević, Augustina Jankauskiene, Dragana Jocic, Susanna Tella, Sandra C Buttigieg, Einav Srulovici, Andrea Madarasová Gecková, Kaja Põlluste, Reinhard Strametz, Paulo Sousa, Marina Odalovic, José Joaquín Mira
<p><strong>Background: </strong>In the field of research, psychological safety has been widely recognized as a contributing factor to improving the quality of care and patient safety. However, its consideration in the curricula and traineeship pathways of residents and health care students is scarce.</p><p><strong>Objective: </strong>This study aims to determine the extent to which health care trainees acquire psychological safety competencies during their internships in clinical settings and identify what measures can be taken to promote their learning.</p><p><strong>Methods: </strong>A mixed methods observational study based on a consensus conference and an open-ended survey among a sample of health care trainee mentors from health care institutions in a pan-European context was conducted. First, we administered an ad hoc questionnaire to assess the perceived degree of acquisition or implementation and significance of competencies (knowledge, attitudes, and skills) and institutional interventions in psychological safety. Second, we asked mentors to propose measures to foster among trainees those competencies that, in the first phase of the study, obtained an average acquisition score of <3.4 (scale of 1-5). A content analysis of the information collected was carried out, and the spontaneity of each category and theme was determined.</p><p><strong>Results: </strong>In total, 173 mentors from 11 pan-European countries completed the first questionnaire (response rate: 173/256, 67.6%), of which 63 (36.4%) participated in the second consultation. The competencies with the lowest acquisition level were related to warning a professional that their behavior posed a risk to the patient, managing their possible bad reaction, and offering support to a colleague who becomes a second victim. The mentors' proposals for improvement of this competency gap referred to training in communication skills and patient safety, safety culture, work climate, individual attitudes, a reference person for trainees, formal incorporation into the curricula of health care degrees and specialization pathways, specific systems and mechanisms to give trainees a voice, institutional risk management, regulations, guidelines and standards, supervision, and resources to support trainees. In terms of teaching methodology, the mentors recommended innovative strategies, many of them based on technological tools or solutions, including videos, seminars, lectures, workshops, simulation learning or role-playing with or without professional actors, case studies, videos with practical demonstrations or model situations, panel discussions, clinical sessions for joint analysis of patient safety incidents, and debriefings to set and discuss lessons learned.</p><p><strong>Conclusions: </strong>This study sought to promote psychological safety competencies as a formal part of the training of future health care professionals, facilitating the translation of international guidelines into practice
背景:在研究领域,心理安全已被广泛认为是提高护理质量和患者安全的一个促进因素。然而,在住院医师和医护学生的课程和实习途径中很少考虑到这一点:本研究旨在确定医护受训人员在临床实习期间获得心理安全能力的程度,并确定可以采取哪些措施来促进他们的学习:方法: 我们在泛欧医疗机构的医疗实习生导师样本中开展了一项基于共识会议和开放式调查的混合方法观察研究。首先,我们发放了一份特别问卷,以评估心理安全方面的能力(知识、态度和技能)和机构干预措施的获得或实施程度及重要性。其次,我们要求辅导员提出措施,以培养学员在第一阶段研究中获得平均成果分的能力:共有来自 11 个泛欧洲国家的 173 名导师填写了第一份问卷(回复率:173/256,67.6%),其中 63 人(36.4%)参加了第二次咨询。掌握程度最低的能力涉及警告专业人员其行为对患者构成风险、处理他们可能出现的不良反应,以及为成为第二受害者的同事提供支持。导师们为改善这一能力差距而提出的建议包括:沟通技巧和患者安全方面的培训、安全文化、工作氛围、个人态度、受训者的参照人、正式纳入医疗学位和专业路径的课程、让受训者发表意见的具体制度和机制、机构风险管理、法规、指导方针和标准、监督以及支持受训者的资源。在教学方法方面,导师们推荐了一些创新策略,其中许多是基于技术工具或解决方案,包括视频、研讨会、讲座、讲习班、模拟学习或有专业演员或无专业演员的角色扮演、案例研究、带有实际演示或示范情况的视频、小组讨论、共同分析患者安全事件的临床会议,以及总结和讨论经验教训的汇报会:这项研究旨在促进心理安全能力,将其作为未来医疗保健专业人员培训的正式组成部分,从而推动将国际准则转化为泛欧洲范围内的实践和临床环境。
{"title":"Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study.","authors":"Irene Carrillo, Ivana Skoumalová, Ireen Bruus, Victoria Klemm, Sofia Guerra-Paiva, Bojana Knežević, Augustina Jankauskiene, Dragana Jocic, Susanna Tella, Sandra C Buttigieg, Einav Srulovici, Andrea Madarasová Gecková, Kaja Põlluste, Reinhard Strametz, Paulo Sousa, Marina Odalovic, José Joaquín Mira","doi":"10.2196/64125","DOIUrl":"10.2196/64125","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;In the field of research, psychological safety has been widely recognized as a contributing factor to improving the quality of care and patient safety. However, its consideration in the curricula and traineeship pathways of residents and health care students is scarce.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study aims to determine the extent to which health care trainees acquire psychological safety competencies during their internships in clinical settings and identify what measures can be taken to promote their learning.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;A mixed methods observational study based on a consensus conference and an open-ended survey among a sample of health care trainee mentors from health care institutions in a pan-European context was conducted. First, we administered an ad hoc questionnaire to assess the perceived degree of acquisition or implementation and significance of competencies (knowledge, attitudes, and skills) and institutional interventions in psychological safety. Second, we asked mentors to propose measures to foster among trainees those competencies that, in the first phase of the study, obtained an average acquisition score of &lt;3.4 (scale of 1-5). A content analysis of the information collected was carried out, and the spontaneity of each category and theme was determined.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;In total, 173 mentors from 11 pan-European countries completed the first questionnaire (response rate: 173/256, 67.6%), of which 63 (36.4%) participated in the second consultation. The competencies with the lowest acquisition level were related to warning a professional that their behavior posed a risk to the patient, managing their possible bad reaction, and offering support to a colleague who becomes a second victim. The mentors' proposals for improvement of this competency gap referred to training in communication skills and patient safety, safety culture, work climate, individual attitudes, a reference person for trainees, formal incorporation into the curricula of health care degrees and specialization pathways, specific systems and mechanisms to give trainees a voice, institutional risk management, regulations, guidelines and standards, supervision, and resources to support trainees. In terms of teaching methodology, the mentors recommended innovative strategies, many of them based on technological tools or solutions, including videos, seminars, lectures, workshops, simulation learning or role-playing with or without professional actors, case studies, videos with practical demonstrations or model situations, panel discussions, clinical sessions for joint analysis of patient safety incidents, and debriefings to set and discuss lessons learned.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;This study sought to promote psychological safety competencies as a formal part of the training of future health care professionals, facilitating the translation of international guidelines into practice ","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e64125"},"PeriodicalIF":4.3,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11494257/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142381843","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
期刊
JMIR Medical Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1