Medical Science Educator最新文献

Artificial intelligence (AI) imitates human intelligence using computer systems to carry out tasks traditionally done by humans. Self-efficacy refers to the individual's confidence in carrying out tasks or achieving set goals. Clinical education refers to the process of learning and teaching in the area of diagnosis, prevention and treatment of diseases. In clinical education, various AI tools are used for teaching and learning, and are said to help improve self-efficacy. This article delineated how the use of AI in clinical education potentially stimulates Bandura's sources of self-efficacy, mastery experience, vicarious experience, verbal or social persuasion and physiological and affective states to enhance learning and teaching experiences.

Background: Research capability is a key graduate outcome in medical education, yet student experiences of mandatory research components remain underexplored. This study investigated medical students' experiences of a compulsory research project within an Australian medical degree program, identifying enablers, barriers, and perceived outcomes.

Methods: A mixed-methods study was conducted using survey data from two student cohorts (2022 and 2023) following the completion of a 14-week research block. Quantitative data described participant characteristics, project types, and grades. Qualitative data, drawn from reflective "letters to successors", were thematically analysed using iterative coding and external validation.

Results: A total of 410 responses were analysed (74% response rate). Five core themes were identified: collaborative learning and support, skills and knowledge development, positive and negative project outcomes, autonomy, and professional skill development. Positive experiences were linked to project alignment with student interests and accessible supervision. Barriers included limited supervisor availability, social isolation, and time constraints. Many students valued the opportunity to develop research and transferable skills, with some reporting intentions to publish their work.

Discussion: Student satisfaction was influenced by interest, support, and project relevance. Autonomy and skill development emerged as key enablers, while isolation and supervisor inaccessibility were common barriers. These findings highlight the importance of structured support, protected time, and student-centred project selection in enhancing engagement and ensuring high-quality, equitable research education in medical programmes.

Biomedical master's students participate in a debate-style journal club that challenges them to evaluate a health-related finding reported in the news. Assigned opposing views, students must defend their position using evidence from the scientific literature. This approach to journal club mirrors real-life situations and has been positively received by students.

To explore whether artificial intelligence (AI) may be used to enhance qualitative research in medical education, transcripts were collected from focus groups of clinicians who had completed a six-month humanism-focused program. Findings suggest AI may expedite theme identification, serving as a valuable supplement for medical educators conducting qualitative studies.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02530-5.

Radiology plays a crucial role in diagnosing illness and is increasingly recognized for its significance in medical gross anatomy education. The optimal integration of radiology into the medical curriculum remains a topic of debate. This study explores the impact of radiology teaching modalities on exam performance of first-year medical students and assesses any associated effects on student satisfaction. We compare exam performance of 1851 students on 182 radiology-related questions at New York Institute of Technology College of Osteopathic Medicine New York and Arkansas sites between 2020 and 2023. In 2020 and 2021, radiology was delivered through pre-recorded lectures. In 2022 and 2023, radiology was integrated into the gross anatomy laboratory and presented in interactive small-group sessions alongside the dissection. For each exam question, the percentage of students who provided the correct answer was noted and site-specific as well as combined standardized averages were calculated. We then compared question performance between radiology teaching modalities, including a subset of questions that were repeated under both modalities. We did not find significant differences in radiology question performance between radiology teaching modalities. However, student satisfaction was significantly higher when radiology was integrated into the laboratory compared to when it was delivered via pre-recorded lectures. While there was no noteworthy influence on students' exam results, the small-group sessions were perceived as more beneficial for understanding radiology compared to the lecture-based videos. Maintaining high student satisfaction may influence long-term rather than short-term retention and enhance students' confidence in comprehension of the material.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02529-y.

This short communication evaluates the inclusion of content about overweight and obesity in children within the curricula of five Australian medical schools. Despite the rising prevalence of overweight and obesity in children and its significant health impacts, the analysis reveals substantial gaps in the coverage of obesity-related topics, particularly those focused on children. The findings highlight the need for a more consistent and structured approach to obesity education in medical training. Enhancing curricula to include comprehensive obesity education, especially related to childhood, is crucial for preparing future doctors to address this growing public health issue effectively and sensitively.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02527-0.

Medical students face high burnout rates and struggle with difficult interpersonal encounters. Addressing this, an eight-week wellness elective was piloted. This prospective study (n = 34/45) evaluated its impact on wellness perceptions and behaviors using Kirkpatrick's framework (levels 1-3) via pre-, post-, and one-month follow-up surveys. Completion rates were 76%, 38%, and 13%. All objectives improved significantly, after accounting for attrition rates (F = 13.32, p < 0.001). Wellness practices expanded from home-only to classroom (79%), social (71%), and clinical (21%) settings, with skills retained at follow-up. The elective enhanced stress management, suggesting early wellness education may protect against burnout.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02507-4.

Introduction: This study aims to examine the effects of ceramic workshops in medical education on students' psychological well-being, clinical skill development, and social interactions using a mixed-methods approach.

Materials and methods: The experiences of medical students participating in ceramic workshops were analyzed using the SETh Short Interactive Course Evaluation Scale, reflection reports, and semi-structured interviews.

Results: The data revealed that ceramic activities served not only as skill-building exercises but also as a "therapeutic refuge," reducing stress and promoting mental rejuvenation. Participants reported emotional relief and improved focus, particularly during intense academic periods. A notable finding was the contribution of ceramics to fine motor skill development. Students noted that mastering challenging techniques, such as the "ox-head technique," required patience and hand-eye coordination akin to surgical skills, suggesting potential transferability between artistic and clinical practices. Additionally, the informal workshop environment strengthened interactions between students and instructors, reducing hierarchical barriers in medical education.

Discussion: This study highlights the multifaceted benefits of integrating artistic activities like ceramics into medical education. Beyond supporting psychological well-being, ceramics enhance clinical skills and foster stronger social connections. Such programs, particularly in elective formats, are recommended for curriculum inclusion. Future research should evaluate long-term outcomes and compare the effects of different art disciplines.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02534-1.

Introduction: National Board of Medical Examiners subject examination success is a priority for medical students. Many clerkships integrate subject examination scores into final clerkship grades, which may influence honors. Investigation of both student- and clerkship-related factors which may affect examination scores is essential to clerkship directors' coaching for study.

Materials and methods: This was a single-center, cohort, correlational study conducted on the main campus at a large university-based teaching hospital, which enrolled 126 students in the Internal Medicine Clerkship during the studied year. The primary outcomes of interest were factors on the mid- and end-of-clerkship surveys associated with practice and final subject examination scores.

Results: The authors screened potential predictor variables using univariate regression analyses and retained variables associated with NBME-SE score at 0.10 level. Seven variables met the 0.10 threshold. For every 1 standard deviation increase in UWorld questions completed (SD = 583.9; average 412 questions) by mid-clerkship, NBME-SE exam scores increased by 1.51 points (95%CI 0.22, 2.80). For every 1 standard deviation increase in UWorld (SD = 319.9; average 877 questions) completed by the end-of-clerkship, the NBME-SE exam score rose by 1.30 points (95%CI 0.01, 2.59).

Discussion: The most notable finding was the usage of UWorld question bank, which resulted in an increase of 6.69 points on the subject examination score. Additionally, students who completed more questions had higher scores, both at the mid and end of clerkship. This suggested we could council clerkship students that the order of their rotations, attendings, self-evaluations, and methods of study were unlikely to affect performance, though routine use of a student-related factor (a question bank) was likely to improve their subject examination score. Given ongoing use of clerkship subject examination tests is anticipated, additional research on factors that may increase student scores is critical.