Medical Science Educator最新文献

This commentary explores the utilization of generative artificial intelligence (AI), particularly Google Gemini (previously Bard), in enhancing English presentation skills among non-native researchers. We present a step-by-step methodology for using Google Gemini's Speech-to-Text and Text-to-Speech features. Our findings suggest that Google Gemini effectively aids in draft presentations, pronunciation practice, and content verification, tapping into an area often unexplored-using AI for presentation skills in scientific research. Despite its potential, users must exercise caution due to the experimental nature of this AI technology. Adapting to such technologies is timely and beneficial for the global scientific community.

Health disparities exist among groups that are based on race, ethnicity, gender, socioeconomic status, and geography. Often, interventions directed at addressing these disparities are episodically incorporated into health professions education as opposed to a more uniform integration throughout a curriculum. Thus, a working framework for integrating and assessing diversity, equity, and inclusion (DEI) specifically into foundational science teaching in health professions' education is needed. Current frameworks are theoretically based and often bereft of practical examples that basic science and clinical educators would find useful in educational settings. Here we analyzed examples in pharmacology, therapeutics, and clinical medicine to create a tool aimed at identifying and remediating biases and disparities across the undergraduate medical education (UME) curriculum. We initially focused on pharmacology examples and performed a literature search followed by an in-depth analysis of the literature together with our experiences teaching topics with a DEI component. It became clear that, in addition to pure pharmacology topics, there are many pharmacology- and therapeutics-related topics that also involve race, gender, and sexual orientation. These include clinical guidelines and clinical screening criteria. Further analysis of all of the examples derived from our multi-faceted analysis revealed common themes that we, in turn, compiled into a framework. This framework can be used by foundational science and clinical educators to help both students and faculty understand how to navigate DEI-associated foundational science content.

The teaching of human anatomy (HA) constitutes one of the fundamental pillars of the curriculum in biological and healthcare-related programs. Therefore, it is imperative that the methodology and didactics employed in this discipline equip students in the best possible way. The traditional method of teaching HA involves lectures and practical classes with previously dissected cadaveric specimens and dissection activities. Concurrently, the present era is witnessing the emergence and popularization of new digital technologies connected to the internet, among which we can highlight smartphones, quick response codes, and virtual reality devices, along with the dissemination of complementary imaging methods, such as radiography, ultrasonography, magnetic resonance imaging, and computerized tomography. From this perspective, the objective of this review is to analyze how each of these new tools integrates into the academic context, in order to diversify the teaching of HA and contribute to better understanding of the HA content during academic training, as well as the clinical applications.

Introduction: Most medical schools offer students the opportunity to conduct independent research projects in order to learn about evidence-based medicine. This study aimed to explore the experience of students, graduates, and supervisors during an independent research project through the lens of self-directed learning.

Methods: Students and recent graduates were asked to complete an anonymous survey about their experiences. Semi-structured interviews were also conducted with a purposeful sample of 11 students, 14 graduates, and 25 supervisors. Interviews were recorded and transcribed. An inductive thematic analysis was conducted and themes were refined through the lens of self-directed learning.

Results: Most participants agreed that the independent research project could enable students to develop valuable self-directed learning skills. Participants commented on the importance of the research mentor, faculty support structures, and membership of a research team. Participants who were not well supported described feeling distressed and isolated.

Discussion: Medical student involvement in independent research projects can develop self-directed learning skills in the presence of a one-to-one mentoring relationship with a research supervisor, structured guidelines and support from the faculty, and membership of a research team. The development of self-directed learning skills should be part of the learning outcomes of any independent student research project.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-024-02054-4.

We have developed a peer-teaching program for student assistants involved in medical education. The offer comprises (1) an inventory of potentially relevant courses offered by other institutions at our university and (2) our own peer-teaching curriculum on pedagogy and teaching methodology. We describe a pilot scheme to implement the curriculum.

Medical Laboratory Scientists contribute to pathology organizations to provide medical testing for the diagnosis, treatment, and prevention of disease. To meet patient medical testing demands in Australia, an employment projection of moderate growth by 2026 in Medical Laboratory Scientists is predicted. This requires an experienced academic workforce that is competent in Medical Laboratory Science (MLS) teaching supported by MLS research to graduate skilled MLS students to fill this void. However, there is little known about the academics that teach undergraduate MLS and whether there is a shortage of experienced educators and graduates. A mixed-method descriptive cross-sectional study design was used to identify 125 MLS academics to recruit and collect quantitative and qualitative survey data from 2019 to 2021. Over half of the survey respondents had never worked as a Medical Laboratory Scientist, and less than a third had an undergraduate degree in MLS. The breadth and depth of academic teaching and research interest were wide and covered both MLS and non-MLS themes. The retention of MLS academics remained stable. There was a meagre growth in new appointments over 3 years which was likely impacted by the COVID-19 pandemic which also impacted student enrolment and graduate data. It is unclear from these results if the 2026 predicted growth will be achievable.

Moral reasoning skills among medical students have regressed despite the implementation of ethics teachings in medical education curricula. This inability to retain moral reasoning capability is attributed to difficulty transitioning to the principled thinking stage of moral reasoning as well as worsening of ethical decision-making skills during clerkship education due to the "hidden curriculum." Prior studies have examined the efficacy of individual strategies for moral education, but there is insufficient analysis comparing multiple educational interventions and moral reasoning assessment tools. The role and impact of these instruments in medical curricula for the advancement of health equity is reviewed.