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Challenges and Needs in Digital Health Practice and Nursing Education Curricula: Gap Analysis Study. 数字健康实践和护理教育课程的挑战与需求:差距分析研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-09-13 DOI: 10.2196/54105
Karen Livesay, Ruby Walter, Sacha Petersen, Robab Abdolkhani, Lin Zhao, Kerryn Butler-Henderson

Background: Australian nursing programs aim to introduce students to digital health requirements for practice. However, innovation in digital health is more dynamic than education providers' ability to respond. It is uncertain whether what is taught and demonstrated in nursing programs meets the needs and expectations of clinicians with regard to the capability of the nurse graduates.

Objective: This study aims to identify gaps in the National Nursing and Midwifery Digital Health Capability Framework , based on the perspectives of clinical nurses, and in nurse educators' confidence and knowledge to teach. The findings will direct a future co-design process.

Methods: This study triangulated the findings from 2 studies of the Digital Awareness in Simulated Health project and the National Nursing and Midwifery Digital Capability Framework. The first was a qualitative study that considered the experiences of nurses with digital health technologies during the COVID-19 pandemic, and the second was a survey of nurse educators who identified their confidence and knowledge to teach and demonstrate digital health concepts.

Results: The results were categorized by and presented from the perspectives of nurse clinicians, nurse graduates, and nurse educators. Findings were listed against each of the framework capabilities, and omissions from the framework were identified. A series of statements and questions were formulated from the gap analysis to direct a future co-design process with nursing stakeholders to develop a digital health capability curriculum for nurse educators.

Conclusions: Further work to evaluate nursing digital health opportunities for nurse educators is indicated by the gaps identified in this study.

背景:澳大利亚护理专业旨在向学生介绍实践中的数字健康要求。然而,数字健康领域的创新比教育机构的应对能力更为活跃。目前尚不确定护理专业所教授和展示的内容是否符合临床医生对护士毕业生能力的需求和期望:本研究旨在根据临床护士的观点,找出国家护理和助产数字健康能力框架中的差距,以及护士教育者在教学信心和知识方面的差距。研究结果将指导未来的共同设计过程:本研究对 "模拟健康中的数字意识 "项目和 "国家护理与助产数字能力框架 "的两项研究结果进行了三角分析。第一项研究是定性研究,考虑了护士在 COVID-19 大流行期间使用数字健康技术的经验;第二项研究是对护士教育者的调查,他们确定了自己在教授和演示数字健康概念方面的信心和知识:结果:调查结果按临床护士、护士毕业生和护士教育者的角度进行了分类和呈现。调查结果与每个框架能力相对照,并找出了框架中的遗漏之处。从差距分析中提出了一系列陈述和问题,以指导未来与护理利益相关者的共同设计过程,为护士教育者开发数字健康能力课程:本研究中发现的差距表明,应进一步开展工作,为护士教育者评估护理数字健康机会。
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引用次数: 0
Objective Comparison of the First-Person-View Live Streaming Method Versus Face-to-Face Teaching Method in Improving Wound Suturing Skills for Skin Closure in Surgical Clerkship Students: Randomized Controlled Trial. 第一人称视角直播法与面对面教学法在提高外科实习学生伤口缝合技能方面的客观比较:随机对照试验。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-30 DOI: 10.2196/52631
Freda Halim, Allen Widysanto, Petra Octavian Perdana Wahjoepramono, Valeska Siulinda Candrawinata, Andi Setiawan Budihardja, Andry Irawan, Taufik Sudirman, Natalia Christina, Heru Sutanto Koerniawan, Jephtah Furano Lumban Tobing, Veli Sungono, Mona Marlina, Eka Julianta Wahjoepramono

Background: The use of digital online teaching media in improving the surgical skills of medical students is indispensable, yet it is still not widely explored objectively. The first-person-view online teaching method may be more effective as it provides more realism to surgical clerkship students in achieving basic surgical skills.

Objective: This study aims to objectively assess the effectiveness of the first-person-view live streaming (LS) method using a GoPro camera compared to the standard face-to-face (FTF) teaching method in improving simple wound suturing skills in surgical clerkship students.

Methods: A prospective, parallel, nonblinded, single-center, randomized controlled trial was performed. Between January and April 2023, clerkship students of the Department of Surgery, Pelita Harapan University, were randomly selected and recruited into either the LS or FTF teaching method for simple interrupted suturing skills. All the participants were assessed objectively before and 1 week after training, using the direct observational procedural skills (DOPS) method. DOPS results and poststudy questionnaires were analyzed.

Results: A total of 74 students were included in this study, with 37 (50%) participants in each group. Paired analysis of each participant's pre-experiment and postexperiment DOPS scores revealed that the LS method's outcome is comparable to the FTF method's outcome (LS: mean 27.5, SD 20.6 vs FTF: mean 24.4, SD 16.7; P=.48) in improving the students' surgical skills.

Conclusions: First-person-view LS training sessions could enhance students' ability to master simple procedural skills such as simple wound suturing and has comparable results to the current FTF teaching method. Teaching a practical skill using the LS method also gives more confidence for the participants to perform the procedure independently. Other advantages of the LS method, such as the ability to study from outside the sterile environment, are also promising. We recommend improvements in the audiovisual quality of the camera and a stable internet connection before performing the LS teaching method.

背景:利用数字化网络教学媒体提高医学生的外科手术技能是不可或缺的,但客观上仍未得到广泛探讨。第一人称视角的在线教学方法可能更有效,因为它能为外科实习学生实现基本外科技能提供更多的真实感:本研究旨在客观评估使用 GoPro 摄像机的第一人称视角直播(LS)教学法与标准面对面(FTF)教学法相比,在提高外科实习学生简单伤口缝合技能方面的效果:进行了一项前瞻性、平行、非盲、单中心、随机对照试验。在2023年1月至4月期间,随机抽取并招募了民望大学外科系的实习学生,采用LS或FTF教学法学习简单的间断缝合技能。所有学员在培训前和培训一周后都接受了客观评估,评估方法为直接观察手术技能(DOPS)法。对 DOPS 结果和学习后的调查问卷进行了分析:本研究共纳入了 74 名学生,每组 37 人(50%)。对每位学员实验前和实验后的 DOPS 分数进行配对分析后发现,LS 法与 FTF 法在提高学员手术技能方面的效果相当(LS:平均 27.5,SD 20.6 vs FTF:平均 24.4,SD 16.7;P=.48):第一人称视角 LS 培训课程可提高学生掌握简单手术技能(如简单伤口缝合)的能力,其效果与当前的 FTF 教学方法相当。使用LS方法教授一项实用技能也能让学员更有信心独立完成手术。LS 教学法的其他优势,如可以在无菌环境外进行学习,也很有前景。我们建议,在使用 LS 教学法之前,应提高摄像头的视听质量,并确保稳定的网络连接。
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引用次数: 0
The Digital Determinants of Health: A Guide for Competency Development in Digital Care Delivery for Health Professions Trainees. 健康的数字决定因素:健康的数字决定因素:卫生专业受训人员数字医疗服务能力发展指南》。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 DOI: 10.2196/54173
Katharine Lawrence, Defne L Levine

Unlabelled: Health care delivery is undergoing an accelerated period of digital transformation, spurred in part by the COVID-19 pandemic and the use of "virtual-first" care delivery models such as telemedicine. Medical education has responded to this shift with calls for improved digital health training, but there is as yet no universal understanding of the needed competencies, domains, and best practices for teaching these skills. In this paper, we argue that a "digital determinants of health" (DDoH) framework for understanding the intersections of health outcomes, technology, and training is critical to the development of comprehensive digital health competencies in medical education. Much like current social determinants of health models, the DDoH framework can be integrated into undergraduate, graduate, and professional education to guide training interventions as well as competency development and evaluation. We provide possible approaches to integrating this framework into training programs and explore priorities for future research in digitally-competent medical education.

无标签:在 COVID-19 大流行以及远程医疗等 "虚拟优先 "医疗服务模式的使用的推动下,医疗服务正在经历一个加速的数字化转型期。医学教育对这一转变做出了回应,呼吁改善数字医疗培训,但对于这些技能所需的能力、领域和最佳教学实践还没有普遍的认识。在本文中,我们认为 "健康的数字决定因素"(DDoH)框架对于理解健康结果、技术和培训之间的交叉点,对于在医学教育中培养全面的数字健康能力至关重要。与当前的健康社会决定因素模型非常相似,DDoH 框架可以整合到本科生、研究生和专业教育中,为培训干预以及能力开发和评估提供指导。我们提供了将这一框架融入培训计划的可行方法,并探讨了数字能力医学教育未来研究的重点。
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引用次数: 0
Exploring HTML5 Package Interactive Content in Supporting Learning Through Self-Paced Massive Open Online Courses on Healthy Aging: Mixed Methods Study. 探索 H5P 互动内容在通过自定进度的健康老龄化 MOOCs 支持学习方面的作用:一项横断面试点研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-22 DOI: 10.2196/45468
Pratiwi Rahadiani, Aria Kekalih, Diantha Soemantri, Desak Gede Budi Krisnamurti
<p><strong>Background: </strong>The rapidly aging population and the growth of geriatric medicine in the field of internal medicine are not supported by sufficient gerontological training in many health care disciplines. There is rising awareness about the education and training needed to adequately prepare health care professionals to address the needs of the older adult population. Massive open online courses (MOOCs) might be the best alternative method of learning delivery in this context. However, the diversity of MOOC participants poses a challenge for MOOC providers to innovate in developing learning content that suits the needs and characters of participants.</p><p><strong>Objective: </strong>The primary outcome of this study was to explore students' perceptions and acceptance of HTML5 package (H5P) interactive content in self-paced MOOCs and its association with students' characteristics and experience in using MOOCs.</p><p><strong>Methods: </strong>This study used a cross-sectional design, combining qualitative and quantitative approaches. Participants, predominantly general practitioners from various regions of Indonesia with diverse educational backgrounds and age groups, completed pretests, engaged with H5P interactive content, and participated in forum discussions and posttests. Data were retrieved from the online questionnaire attached to a selected MOOC course. Students' perceptions and acceptance of H5P interactive content were rated on a 6-point Likert scale from 1 (strongly disagree) to 6 (strongly agree). Data were analyzed using SPSS (IBM Corp) to examine demographics, computer literacy, acceptance, and perceptions of H5P interactive content. Quantitative analysis explored correlations, while qualitative analysis identified recurring themes from open-ended survey responses to determine students' perceptions.</p><p><strong>Results: </strong>In total, 184 MOOC participants agreed to participate in the study. Students demonstrated positive perceptions and a high level of acceptance of integrating H5P interactive content within the self-paced MOOC. Analysis of mean (SD) value across all responses consistently revealed favorable scores (greater than 5), ranging from 5.18 (SD 0.861) to 5.45 (SD 0.659) and 5.28 (SD 0.728) to 5.52 (SD 0.627), respectively. This finding underscores widespread satisfaction and robust acceptance of H5P interactive content. Students found the H5P interactive content more satisfying and fun, easier to understand, more effective, and more helpful in improving learning outcomes than material in the form of common documents and learning videos. There is a significant correlation between computer literacy, students' acceptance, and students' perceptions.</p><p><strong>Conclusions: </strong>Students from various backgrounds showed a high level of acceptance and positive perceptions of leveraging H5P interactive content in the self-paced MOOC. The findings suggest potential new uses of H5P interactive content in
背景:随着人口迅速老龄化以及老年医学在内科领域的发展,许多医疗保健学科都没有开展足够的老年学培训。人们越来越意识到,要使医疗保健专业人员做好充分准备,满足老年人口的需求,就必须开展教育和培训。在这种情况下,大规模开放式在线课程(MOOCs)可能是最好的替代学习方法。然而,MOOC 参与者的多样性给 MOOC 提供者带来了挑战,他们需要创新开发适合参与者需求和特点的学习内容:本研究的主要结果是探讨学生对自定进度 MOOCs 中 HTML5 包(H5P)互动内容的看法和接受程度,及其与学生特点和使用 MOOCs 经验的关联:本研究采用横断面设计,结合了定性和定量方法。参与者主要是来自印度尼西亚不同地区的全科医生,具有不同的教育背景和年龄段,他们完成了前测,参与了 H5P 互动内容,并参加了论坛讨论和后测。数据来自选定的 MOOC 课程所附的在线问卷。学生对 H5P 互动内容的看法和接受程度按 1(非常不同意)到 6(非常同意)的 6 点李克特量表进行评分。我们使用 SPSS 对数据进行了分析,以研究人口统计学、计算机知识、接受度以及对 H5P 互动内容的看法。定量分析探讨了相关性,而定性分析则从开放式调查回复中找出了反复出现的主题,以确定学生的看法:共有 184 名 MOOC 参与者同意参与研究。学生们对在自定进度的 MOOC 中整合 H5P 互动内容表现出积极的看法和高度的认可。对所有回答的平均值(± SD)进行分析,结果一致显示得分良好(大于 5 分),分别为 5.18 ± 0.861 至 5.45 ± 0.659 和 5.28 ± 0.728 至 5.52 ± 0.627。这一结果凸显了 H5P 互动内容的广泛满意度和良好接受度。学生们认为,与普通文档和学习视频相比,H5P 互动内容更令人满意、更有趣、更易于理解、更有效,也更有助于提高学习效果。电脑知识、学生的接受程度和学生的看法之间存在明显的相关性:来自不同背景的学生对在自定进度的 MOOC 中利用 H5P 互动内容表现出了高度的接受度和积极的看法。研究结果表明,H5P 互动内容在 MOOC 中可能会有新的用途,如带有弹出问题的互动视频,以替代同步学习。这项研究强调了量身定制的教育策略在支持医护人员专业发展方面的重要意义:
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引用次数: 0
Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students' Perception, and Applications. 将 ChatGPT 纳入医学生课程:关于教学场景、学生感知和应用的探索性研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-22 DOI: 10.2196/50545
Anita V Thomae, Claudia M Witt, Jürgen Barth
<p><strong>Background: </strong>Text-generating artificial intelligence (AI) such as ChatGPT offers many opportunities and challenges in medical education. Acquiring practical skills necessary for using AI in a clinical context is crucial, especially for medical education.</p><p><strong>Objective: </strong>This explorative study aimed to investigate the feasibility of integrating ChatGPT into teaching units and to evaluate the course and the importance of AI-related competencies for medical students. Since a possible application of ChatGPT in the medical field could be the generation of information for patients, we further investigated how such information is perceived by students in terms of persuasiveness and quality.</p><p><strong>Methods: </strong>ChatGPT was integrated into 3 different teaching units of a blended learning course for medical students. Using a mixed methods approach, quantitative and qualitative data were collected. As baseline data, we assessed students' characteristics, including their openness to digital innovation. The students evaluated the integration of ChatGPT into the course and shared their thoughts regarding the future of text-generating AI in medical education. The course was evaluated based on the Kirkpatrick Model, with satisfaction, learning progress, and applicable knowledge considered as key assessment levels. In ChatGPT-integrating teaching units, students evaluated videos featuring information for patients regarding their persuasiveness on treatment expectations in a self-experience experiment and critically reviewed information for patients written using ChatGPT 3.5 based on different prompts.</p><p><strong>Results: </strong>A total of 52 medical students participated in the study. The comprehensive evaluation of the course revealed elevated levels of satisfaction, learning progress, and applicability specifically in relation to the ChatGPT-integrating teaching units. Furthermore, all evaluation levels demonstrated an association with each other. Higher openness to digital innovation was associated with higher satisfaction and, to a lesser extent, with higher applicability. AI-related competencies in other courses of the medical curriculum were perceived as highly important by medical students. Qualitative analysis highlighted potential use cases of ChatGPT in teaching and learning. In ChatGPT-integrating teaching units, students rated information for patients generated using a basic ChatGPT prompt as "moderate" in terms of comprehensibility, patient safety, and the correct application of communication rules taught during the course. The students' ratings were considerably improved using an extended prompt. The same text, however, showed the smallest increase in treatment expectations when compared with information provided by humans (patient, clinician, and expert) via videos.</p><p><strong>Conclusions: </strong>This study offers valuable insights into integrating the development of AI competencies into a
背景:文本生成人工智能(AI)(如 ChatGPT)为医学教育提供了许多机遇和挑战。掌握在临床环境中使用人工智能所需的实用技能至关重要,尤其是对医学教育而言:这项探索性研究旨在调查将 ChatGPT 整合到教学单元中的可行性,并评估课程以及人工智能相关能力对医学生的重要性。由于 ChatGPT 在医学领域的一个可能应用是为患者生成信息,因此我们进一步调查了学生如何看待此类信息的说服力和质量:方法:将 ChatGPT 整合到医科学生混合学习课程的 3 个不同教学单元中。采用混合方法收集定量和定性数据。作为基线数据,我们评估了学生的特征,包括他们对数字创新的开放程度。学生们对 ChatGPT 与课程的整合进行了评估,并分享了他们对医学教育中文本生成人工智能的未来的看法。课程的评估基于柯克帕特里克模型,满意度、学习进度和适用知识被视为关键的评估水平。在整合了 ChatGPT 的教学单元中,学生们在自我体验实验中评估了为患者提供的关于治疗期望说服力的信息视频,并根据不同的提示批判性地审查了使用 ChatGPT 3.5 编写的为患者提供的信息:共有 52 名医学生参与了研究。对课程的综合评估显示,学生对 ChatGPT 整合教学单元的满意度、学习进度和适用性均有所提高。此外,所有评价水平都显示出相互关联性。对数字创新的开放度越高,满意度就越高,其次是适用性也越高。医学生认为,医学课程其他课程中与人工智能相关的能力非常重要。定性分析强调了 ChatGPT 在教学中的潜在应用案例。在整合了 ChatGPT 的教学单元中,学生对使用基本 ChatGPT 提示生成的病人信息的可理解性、病人安全性以及课程中讲授的交流规则的正确应用方面的评分为 "中等"。使用扩展提示后,学生们的评分明显提高。然而,与人类(患者、临床医生和专家)通过视频提供的信息相比,同样的文本对治疗期望的提高最小:本研究为将人工智能能力培养融入混合式学习课程提供了宝贵的见解。整合 ChatGPT 增强了医学生的学习体验。
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引用次数: 0
Newly Qualified Canadian Nurses' Experiences With Digital Health in the Workplace: Comparative Qualitative Analysis. 加拿大新入职护士对工作场所数字健康的体验:比较定性分析。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-19 DOI: 10.2196/53258
Manal Kleib, Antonia Arnaert, Lynn M Nagle, Rebecca Sugars, Daniel da Costa

Background: Clinical practice settings have increasingly become dependent on the use of digital or eHealth technologies such as electronic health records. It is vitally important to support nurses in adapting to digitalized health care systems; however, little is known about nursing graduates' experiences as they transition to the workplace.

Objective: This study aims to (1) describe newly qualified nurses' experiences with digital health in the workplace, and (2) identify strategies that could help support new graduates' transition and practice with digital health.

Methods: An exploratory descriptive qualitative design was used. A total of 14 nurses from Eastern and Western Canada participated in semistructured interviews and data were analyzed using inductive content analysis.

Results: Three themes were identified: (1) experiences before becoming a registered nurse, (2) experiences upon joining the workplace, and (3) suggestions for bridging the gap in transition to digital health practice. Findings revealed more similarities than differences between participants with respect to gaps in digital health education, technology-related challenges, and their influence on nursing practice.

Conclusions: Digital health is the foundation of contemporary health care; therefore, comprehensive education during nursing school and throughout professional nursing practice, as well as organizational support and policy, are critical pillars. Health systems investing in digital health technologies must create supportive work environments for nurses to thrive in technologically rich environments and increase their capacity to deliver the digital health future.

背景:临床实践环境越来越依赖于使用电子健康记录等数字化或电子医疗技术。支持护士适应数字化医疗系统至关重要;然而,人们对护理专业毕业生过渡到工作场所的经历知之甚少:本研究旨在:(1)描述新近获得资格的护士在工作场所使用数字医疗的经验;(2)确定有助于支持新毕业生过渡和使用数字医疗的策略:采用探索性描述定性设计。共有来自加拿大东部和西部的 14 名护士参加了半结构式访谈,并使用归纳内容分析法对数据进行了分析:结果:确定了三个主题:(结果:确定了三个主题:(1)成为注册护士之前的经历;(2)加入工作场所后的经历;(3)关于缩小向数字医疗实践过渡的差距的建议。研究结果表明,在数字健康教育的差距、与技术相关的挑战及其对护理实践的影响方面,参与者之间的相似之处多于不同之处:数字健康是当代医疗保健的基础;因此,护理学校和整个专业护理实践过程中的全面教育以及组织支持和政策是至关重要的支柱。投资数字医疗技术的医疗系统必须为护士创造有利的工作环境,使其在技术丰富的环境中茁壮成长,并提高其实现数字医疗未来的能力。
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引用次数: 0
A Language Model-Powered Simulated Patient With Automated Feedback for History Taking: Prospective Study. 语言模型驱动的模拟病人,自动反馈病史采集:前瞻性研究
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-16 DOI: 10.2196/59213
Friederike Holderried, Christian Stegemann-Philipps, Anne Herrmann-Werner, Teresa Festl-Wietek, Martin Holderried, Carsten Eickhoff, Moritz Mahling

Background: Although history taking is fundamental for diagnosing medical conditions, teaching and providing feedback on the skill can be challenging due to resource constraints. Virtual simulated patients and web-based chatbots have thus emerged as educational tools, with recent advancements in artificial intelligence (AI) such as large language models (LLMs) enhancing their realism and potential to provide feedback.

Objective: In our study, we aimed to evaluate the effectiveness of a Generative Pretrained Transformer (GPT) 4 model to provide structured feedback on medical students' performance in history taking with a simulated patient.

Methods: We conducted a prospective study involving medical students performing history taking with a GPT-powered chatbot. To that end, we designed a chatbot to simulate patients' responses and provide immediate feedback on the comprehensiveness of the students' history taking. Students' interactions with the chatbot were analyzed, and feedback from the chatbot was compared with feedback from a human rater. We measured interrater reliability and performed a descriptive analysis to assess the quality of feedback.

Results: Most of the study's participants were in their third year of medical school. A total of 1894 question-answer pairs from 106 conversations were included in our analysis. GPT-4's role-play and responses were medically plausible in more than 99% of cases. Interrater reliability between GPT-4 and the human rater showed "almost perfect" agreement (Cohen κ=0.832). Less agreement (κ<0.6) detected for 8 out of 45 feedback categories highlighted topics about which the model's assessments were overly specific or diverged from human judgement.

Conclusions: The GPT model was effective in providing structured feedback on history-taking dialogs provided by medical students. Although we unraveled some limitations regarding the specificity of feedback for certain feedback categories, the overall high agreement with human raters suggests that LLMs can be a valuable tool for medical education. Our findings, thus, advocate the careful integration of AI-driven feedback mechanisms in medical training and highlight important aspects when LLMs are used in that context.

背景:虽然病史采集是诊断病情的基础,但由于资源限制,教授病史采集技能并提供反馈可能具有挑战性。因此,虚拟模拟病人和基于网络的聊天机器人已成为教育工具,最近人工智能(AI)的进步,如大型语言模型(LLM),增强了它们的真实性和提供反馈的潜力:在我们的研究中,我们旨在评估生成式预训练转换器(GPT)4 模型为医科学生在模拟病人病史采集中的表现提供结构化反馈的有效性:我们开展了一项前瞻性研究,让医科学生使用由 GPT 驱动的聊天机器人进行病史采集。为此,我们设计了一个聊天机器人来模拟病人的反应,并就学生病史采集的全面性提供即时反馈。我们对学生与聊天机器人的互动进行了分析,并将聊天机器人的反馈与人类评分员的反馈进行了比较。我们测量了评分者之间的可靠性,并进行了描述性分析,以评估反馈的质量:研究的大部分参与者都是医学院三年级的学生。我们的分析共包括 106 次对话中的 1894 对问答。在 99% 以上的案例中,GPT-4 的角色扮演和回答在医学上是可信的。GPT-4 与人类测评者之间的互测可靠性显示出 "几乎完美 "的一致性(Cohen κ=0.832)。一致性较低(κ结论:GPT 模型能有效地对医学生提供的病史采集对话进行结构化反馈。虽然我们发现了某些反馈类别的反馈特异性存在一些局限性,但与人类评分者的总体高度一致表明,LLM 可以成为医学教育的一个有价值的工具。因此,我们的研究结果提倡在医学培训中谨慎整合人工智能驱动的反馈机制,并强调了在此背景下使用 LLM 的重要方面。
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引用次数: 0
Reforming China's Secondary Vocational Medical Education: Adapting to the Challenges and Opportunities of the AI Era. 中国中等职业医学教育改革:适应人工智能时代的挑战与机遇》。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-15 DOI: 10.2196/48594
Wenting Tong, Xiaowen Zhang, Haiping Zeng, Jianping Pan, Chao Gong, Hui Zhang

Unlabelled: China's secondary vocational medical education is essential for training primary health care personnel and enhancing public health responses. This education system currently faces challenges, primarily due to its emphasis on knowledge acquisition that overshadows the development and application of skills, especially in the context of emerging artificial intelligence (AI) technologies. This article delves into the impact of AI on medical practices and uses this analysis to suggest reforms for the vocational medical education system in China. AI is found to significantly enhance diagnostic capabilities, therapeutic decision-making, and patient management. However, it also brings about concerns such as potential job losses and necessitates the adaptation of medical professionals to new technologies. Proposed reforms include a greater focus on critical thinking, hands-on experiences, skill development, medical ethics, and integrating humanities and AI into the curriculum. These reforms require ongoing evaluation and sustained research to effectively prepare medical students for future challenges in the field.

无标签:中国的中等职业医学教育对于培养初级卫生保健人员和加强公共卫生应对措施至关重要。目前,这一教育体系面临着挑战,主要是由于其重视知识的学习,而忽视了技能的培养和应用,尤其是在新兴的人工智能(AI)技术背景下。本文深入探讨了人工智能对医疗实践的影响,并通过分析提出了中国职业医学教育体系的改革建议。研究发现,人工智能能显著提高诊断能力、治疗决策和患者管理水平。然而,人工智能也带来了一些问题,如潜在的工作岗位流失,以及医疗专业人员必须适应新技术。建议的改革包括更加注重批判性思维、实践经验、技能培养、医学伦理,以及将人文学科和人工智能纳入课程。这些改革需要持续的评估和持续的研究,以有效地培养医学生应对未来的挑战。
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引用次数: 0
Impact of a New Gynecologic Oncology Hashtag During Virtual-Only ASCO Annual Meetings: An X (Twitter) Social Network Analysis. 新的妇科肿瘤学标签在虚拟ASCO年会期间的影响:X(Twitter)社交网络分析。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-14 DOI: 10.2196/45291
Geetu Bhandoria, Esra Bilir, Christina Uwins, Josep Vidal-Alaball, Aïna Fuster-Casanovas, Wasim Ahmed

Background: Official conference hashtags are commonly used to promote tweeting and social media engagement. The reach and impact of introducing a new hashtag during an oncology conference have yet to be studied. The American Society of Clinical Oncology (ASCO) conducts an annual global meeting, which was entirely virtual due to the COVID-19 pandemic in 2020 and 2021.

Objective: This study aimed to assess the reach and impact (in the form of vertices and edges generated) and X (formerly Twitter) activity of the new hashtags #goASCO20 and #goASCO21 in the ASCO 2020 and 2021 virtual conferences.

Methods: New hashtags (#goASCO20 and #goASCO21) were created for the ASCO virtual conferences in 2020 and 2021 to help focus gynecologic oncology discussion at the ASCO meetings. Data were retrieved using these hashtags (#goASCO20 for 2020 and #goASCO21 for 2021). A social network analysis was performed using the NodeXL software application.

Results: The hashtags #goASCO20 and #goASCO21 had similar impacts on the social network. Analysis of the reach and impact of the individual hashtags found #goASCO20 to have 150 vertices and 2519 total edges and #goASCO20 to have 174 vertices and 2062 total edges. Mentions and tweets between 2020 and 2021 were also similar. The circles representing different users were spatially arranged in a more balanced way in 2021. Tweets using the #goASCO21 hashtag received significantly more responses than tweets using #goASCO20 (75 times in 2020 vs 360 times in 2021; z value=16.63 and P<.001). This indicates increased engagement in the subsequent year.

Conclusions: Introducing a gynecologic oncology specialty-specific hashtag (#goASCO20 and #goASCO21) that is related but different from the official conference hashtag (#ASCO20 and #ASCO21) helped facilitate discussion on topics of interest to gynecologic oncologists during a virtual pan-oncology meeting. This impact was visible in the social network analysis.

背景:官方会议标签通常用于促进推特和社交媒体的参与。在肿瘤学会议期间引入新标签的覆盖范围和影响尚待研究。美国临床肿瘤学会(ASCO)每年举行一次全球会议,由于 COVID-19 大流行,2020 年和 2021 年的会议完全是虚拟的:本研究旨在评估 ASCO 2020 年和 2021 年虚拟会议中新标签 #goASCO20 和 #goASCO21 的覆盖范围和影响(以产生的顶点和边的形式)以及 X(原 Twitter)活动:为 2020 年和 2021 年 ASCO 虚拟会议创建了新标签(#goASCO20 和 #goASCO21),以帮助 ASCO 会议集中讨论妇科肿瘤学。使用这些标签(2020 年为 #goASCO20,2021 年为 #goASCO21)检索了数据。使用 NodeXL 软件应用程序进行了社交网络分析:结果:#goASCO20 和 #goASCO21 标签对社交网络的影响相似。对单个标签的覆盖范围和影响进行分析后发现,#goASCO20 有 150 个顶点和 2519 条边,#goASCO20 有 174 个顶点和 2062 条边。2020 年和 2021 年之间的提及和推文也很相似。2021 年,代表不同用户的圆圈在空间排列上更加均衡。使用 #goASCO21 标签的推文收到的回复明显多于使用 #goASCO20 的推文(2020 年为 75 次,2021 年为 360 次;z 值=16.63,PConclusions:在虚拟泛肿瘤学会议期间,引入与官方会议标签(#ASCO20 和 #ASCO21)相关但又不同的妇科肿瘤专科标签(#goASCO20 和 #goASCO21)有助于促进妇科肿瘤学家就感兴趣的话题展开讨论。这种影响在社交网络分析中显而易见。
{"title":"Impact of a New Gynecologic Oncology Hashtag During Virtual-Only ASCO Annual Meetings: An X (Twitter) Social Network Analysis.","authors":"Geetu Bhandoria, Esra Bilir, Christina Uwins, Josep Vidal-Alaball, Aïna Fuster-Casanovas, Wasim Ahmed","doi":"10.2196/45291","DOIUrl":"10.2196/45291","url":null,"abstract":"<p><strong>Background: </strong>Official conference hashtags are commonly used to promote tweeting and social media engagement. The reach and impact of introducing a new hashtag during an oncology conference have yet to be studied. The American Society of Clinical Oncology (ASCO) conducts an annual global meeting, which was entirely virtual due to the COVID-19 pandemic in 2020 and 2021.</p><p><strong>Objective: </strong>This study aimed to assess the reach and impact (in the form of vertices and edges generated) and X (formerly Twitter) activity of the new hashtags #goASCO20 and #goASCO21 in the ASCO 2020 and 2021 virtual conferences.</p><p><strong>Methods: </strong>New hashtags (#goASCO20 and #goASCO21) were created for the ASCO virtual conferences in 2020 and 2021 to help focus gynecologic oncology discussion at the ASCO meetings. Data were retrieved using these hashtags (#goASCO20 for 2020 and #goASCO21 for 2021). A social network analysis was performed using the NodeXL software application.</p><p><strong>Results: </strong>The hashtags #goASCO20 and #goASCO21 had similar impacts on the social network. Analysis of the reach and impact of the individual hashtags found #goASCO20 to have 150 vertices and 2519 total edges and #goASCO20 to have 174 vertices and 2062 total edges. Mentions and tweets between 2020 and 2021 were also similar. The circles representing different users were spatially arranged in a more balanced way in 2021. Tweets using the #goASCO21 hashtag received significantly more responses than tweets using #goASCO20 (75 times in 2020 vs 360 times in 2021; z value=16.63 and P<.001). This indicates increased engagement in the subsequent year.</p><p><strong>Conclusions: </strong>Introducing a gynecologic oncology specialty-specific hashtag (#goASCO20 and #goASCO21) that is related but different from the official conference hashtag (#ASCO20 and #ASCO21) helped facilitate discussion on topics of interest to gynecologic oncologists during a virtual pan-oncology meeting. This impact was visible in the social network analysis.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"10 ","pages":"e45291"},"PeriodicalIF":3.2,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11339558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141989104","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
Influence of Model Evolution and System Roles on ChatGPT's Performance in Chinese Medical Licensing Exams: Comparative Study. 模式演变和系统角色对中国医师资格考试中 ChatGPT 成绩的影响:比较研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-13 DOI: 10.2196/52784
Shuai Ming, Qingge Guo, Wenjun Cheng, Bo Lei

Background: With the increasing application of large language models like ChatGPT in various industries, its potential in the medical domain, especially in standardized examinations, has become a focal point of research.

Objective: The aim of this study is to assess the clinical performance of ChatGPT, focusing on its accuracy and reliability in the Chinese National Medical Licensing Examination (CNMLE).

Methods: The CNMLE 2022 question set, consisting of 500 single-answer multiple choices questions, were reclassified into 15 medical subspecialties. Each question was tested 8 to 12 times in Chinese on the OpenAI platform from April 24 to May 15, 2023. Three key factors were considered: the version of GPT-3.5 and 4.0, the prompt's designation of system roles tailored to medical subspecialties, and repetition for coherence. A passing accuracy threshold was established as 60%. The χ2 tests and κ values were employed to evaluate the model's accuracy and consistency.

Results: GPT-4.0 achieved a passing accuracy of 72.7%, which was significantly higher than that of GPT-3.5 (54%; P<.001). The variability rate of repeated responses from GPT-4.0 was lower than that of GPT-3.5 (9% vs 19.5%; P<.001). However, both models showed relatively good response coherence, with κ values of 0.778 and 0.610, respectively. System roles numerically increased accuracy for both GPT-4.0 (0.3%-3.7%) and GPT-3.5 (1.3%-4.5%), and reduced variability by 1.7% and 1.8%, respectively (P>.05). In subgroup analysis, ChatGPT achieved comparable accuracy among different question types (P>.05). GPT-4.0 surpassed the accuracy threshold in 14 of 15 subspecialties, while GPT-3.5 did so in 7 of 15 on the first response.

Conclusions: GPT-4.0 passed the CNMLE and outperformed GPT-3.5 in key areas such as accuracy, consistency, and medical subspecialty expertise. Adding a system role insignificantly enhanced the model's reliability and answer coherence. GPT-4.0 showed promising potential in medical education and clinical practice, meriting further study.

研究背景随着大型语言模型(如 ChatGPT)在各行各业的应用日益广泛,其在医学领域,尤其是标准化考试中的潜力已成为研究的焦点:本研究旨在评估 ChatGPT 的临床表现,重点关注其在中国国家医师资格考试(CNMLE)中的准确性和可靠性:中国国家医师资格考试(CNMLE)2022年试题集由500道单项选择题组成,并重新分为15个医学亚专业。2023 年 4 月 24 日至 5 月 15 日,在 OpenAI 平台上对每道题进行了 8-12 次中文测试。测试中考虑了三个关键因素:GPT-3.5 和 4.0 版本、根据医学亚专科指定系统角色的提示以及为保持连贯性而进行的重复。通过准确率阈值定为 60%。采用χ2检验和κ值来评估模型的准确性和一致性:GPT-4.0的通过准确率为72.7%,明显高于GPT-3.5(54%;P.05)。在分组分析中,不同题型的 ChatGPT 准确率相当(P>.05)。GPT-4.0 在 15 个亚专科中的 14 个超过了准确率阈值,而 GPT-3.5 则在 15 个亚专科中的 7 个首次回答就超过了准确率阈值:结论:GPT-4.0 通过了 CNMLE 考试,并在准确性、一致性和医学亚专科专业知识等关键领域优于 GPT-3.5。添加系统角色对模型的可靠性和答案一致性的提升并不明显。GPT-4.0 在医学教育和临床实践中表现出了巨大的潜力,值得进一步研究。
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引用次数: 0
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JMIR Medical Education
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