JMIR Medical Education最新文献

Background: Artificial intelligence (AI) is rapidly changing both clinical psychiatry and the education of medical professionals. However, little is currently known about how AI is being discussed in the education and training of psychiatry for medical students and doctors around the world.

Objective: This paper aims to provide a snapshot of the available data on this subject as of 2024. A deliberately broad definition of AI was adopted to capture the widest range of relevant literature and applications, including machine learning, natural language processing, and generative AI tools.

Methods: A scoping review was conducted using both peer-reviewed publications from PubMed, Embase, PsycINFO, and Scopus databases, and gray literature sources. The criterion for inclusion was a description of how AI could be applied to education or training in psychiatry.

Results: A total of 26 records published between 2016 and 2024 were included. The key themes identified were (1) the imperative for an AI curriculum for students or doctors training in psychiatry, (2) uses of AI to develop educational resources, (3) uses of AI to develop clinical skills, (4) uses of AI for assessments, (5) academic integrity or ethical considerations surrounding the use of AI, and (6) tensions relating to competing priorities and directions.

Conclusions: Although a nascent field, it is clear that AI will increasingly impact assessment, clinical skills training, and the development of teaching resources in psychiatry. Training curricula will need to reflect the new knowledge and skills required for future clinical practice. Educators will need to be mindful of academic integrity risks and to emphasize development of critical thinking skills. Attitudes of psychiatrists toward the rise of AI in training remain underexplored.

Unlabelled: The rapid transformation of the health care landscape requires physicians to not only be skilled clinically but also navigate and lead a highly dynamic, innovation-driven environment. This also provides an avenue for physicians to significantly enhance their ability to help their patients, through participation in health innovation projects. Despite this growing need and opportunity, few medical schools provide formal training in innovation and entrepreneurship (I&E). In this perspective, we examine the need for I&E education in medical curricula by exploring student interest, effective program models, and implementation strategies. To better understand medical student interest in innovation and willingness to participate in I&E programs during medical school, we surveyed 480 medical students at our institution, the Johns Hopkins University School of Medicine, and received 90 responses with a 19% response rate. We observed a strong interest in health care I&E, with 97% (87/90) of respondents valuing knowledge or experience in I&E and 63% (56/90) expressing intent to incorporate I&E into their careers. To assess the real-world impact of I&E education on medical professionals, we surveyed 12 alumni of the Johns Hopkins Center for Bioengineering Innovation and Design (CBID) Master's program who had also completed medical school. Graduates reported that their experiences cultivated transferable skills-design thinking, interdisciplinary collaboration, and leadership-that shaped their professional trajectories. We propose three models for incorporating I&E education into existing medical curricula-short-term workshops, one-year gap programs, and longitudinal tracks-and discuss their advantages and trade-offs. Early and structured exposure to I&E education in medical school empowers students to identify unmet clinical needs, collaborate across disciplines, and develop real-world solutions. As the pace of innovation continues to accelerate, integration of I&E education into medical curricula offers a timely opportunity for medical schools to cultivate physician leaders in this space.

Background: Social media platforms are increasingly integrated into higher education, enabling collaborative, student-centered learning. Yet, few instruments specifically measure students' satisfaction with these activities across platforms. A brief, valid tool is needed to evaluate perceived quality and guide instructional design in social media-based learning environments.

Objective: This study investigated the use of social media as educational tools in the university environment, with the aim of designing and validating the CuSAERS (Questionnaire of Satisfaction With Educational Activities Performed on Social Media).

Methods: Using a mixed and sequential methodology, we explored the perceptions of bachelor's and master's degree students in physiotherapy who participated in teaching activities through X (formerly Twitter) and Instagram. The first phase of the project identified key dimensions of satisfaction from the literature, expert interviews, and cognitive interviews. The second phase assessed the psychometric properties of the CuSAERS in a sample of 150 students, addressing construct validity, internal reliability, concurrent validity, and discriminant validity.

Results: Exploratory factor analysis supported a 3-factor structure-perception of learning, task satisfaction/environment, and self-realization-explaining 61.9% of the variance, with acceptable overall reliability. Concurrent validity was supported by moderate correlations with the Academic Satisfaction Scale. Master's students reported higher scores than bachelor's students.

Conclusions: CuSAERS provides preliminary evidence as a promising measure of student satisfaction with social media-based learning activities; its use should remain formative and cautious until confirmatory and invariance analyses are completed.

Trial registration: No applicable.

Background: Electronic medical records (EMRs) are a potentially rich source of information on an individual's health care providers' clinical activities. These data provide an opportunity to tailor web-based learning for health care providers to align closely with their practice. There is increasing interest in the use of EMR data to understand performance and support continuous and targeted education for health care providers.

Objective: This study aims to understand the feasibility and acceptability of harnessing EMR data to adaptively deliver a web-based learning program to early-career physicians.

Methods: The intervention consisted of a microlearning program where content was adaptively delivered using an algorithm input with EMR data. The microlearning program content consisted of a library of questions covering topics related to best practice management of common emergency department presentations. Study participants were early-career physicians undergoing training in emergency care. The study design involved 3 design cycles, which iteratively changed aspects of the adaptive algorithm based on an end-of-cycle evaluation to optimize the intervention. At the end of each cycle, an online survey and analysis of learning platform metrics were used to evaluate the feasibility and acceptability of the program. Within each cycle, participants were recruited and enrolled in the adaptive program for 6 weeks, with new cohorts of participants in each cycle.

Results: Across each cycle, all 75 participants triggered at least 1 question from their EMR data, with the majority triggering 1 question per week. The majority of participants in the study indicated that the online program was engaging and the content felt aligned with clinical practice.

Conclusions: The use of EMR data to deliver an adaptive online learning program for emergency trainees is both feasible and acceptable. However, further research is required on the optimal design of such adaptive solutions to ensure training is closely aligned with clinical practice.