Medical Science Educator最新文献

We asked first-year medical students to critique ChatGPT-generated responses to questions in genomic medicine. Students compared AI outputs to biomedical literature, highlighting AI's strengths and limitations. The exercise fosters critical thinking about AI in healthcare, in alignment with recommendations for integrating AI into medical education.

Purpose: Gaps exist in the literature concerning psychological factors impacting medical learners' receptivity to feedback. Learners' orientation toward feedback and their emotions during feedback are likely to influence their recall of feedback and therefore their ability to act upon it. Better understanding these constructs and relationships could improve feedback processes.

Materials and methods: We conducted a feedback simulation study with a pre-simulation measure of feedback orientation (FO), an in-simulation measure of emotions experienced, and a post-simulation measure of recall. Participants were third- and fourth-year medical students at one US medical school.

Results: Twenty-two students participated. FO scores were higher than in prior work in medical education. Emotions during feedback were mixed but mostly positively valenced and mostly activating. Students recalled, on average, 0.77 of 2 specific reinforcing feedback points and 1.0 of 2 constructive points. There were small correlations among the constructs; specifically, positive emotional valence was slightly negatively correlated with recall.

Conclusions: FO and emotion during feedback are two factors that may influence learners' retention of feedback. The results indicate these factors are complex and related, requiring further studies. Additionally, our results call for work to expand on and improve psychological measurement tools when used with medical learners.

During routine dissection of a 65-year-old male whole-body donor, a group of pathologists' assistant students discovered a unique surgical remnant in the retropharyngeal space. A pad of adipose tissue was identified on the posterior wall of the pharynx and esophagus. Following an exploratory incision through the wall of the esophagus, the lining of the lumen of the donor's esophagus was determined to be comprised of skin with evident hair shafts. A group of medical students who served as teaching assistants within the course collaborated with anatomy faculty to gain access to the donor's health history. The donor's medical and surgical history included a diagnosis of laryngeal squamous cell carcinoma and esophageal reconstruction with skin derived from an anterolateral thigh flap. To promote interprofessional education, the medical students compiled their findings and delivered an in-class presentation to the pathologists' assistant students and physician assistant students. Lastly, the potential of metaplasia of the epidermis was investigated through collaboration with the pathology department. Routine histology demonstrated that the skin was resistant to changes (e.g., maintenance of keratin and hair follicles in esophageal milieu). Beyond reporting intriguing medical findings, this case study demonstrates unique ways to translate pathological and surgical discoveries in the gross anatomy laboratory into near-peer and interprofessional education. A step-by-step guide has been provided for medical educators interested in designing collaborative investigations following incidental, yet insightful, findings within the gross anatomy laboratory.

Narrative medicine programs are hallmarks of pre-clinical medical education, fostering patient understanding, empathetic communication, and professionalism. However, no structured programs at present exist for medical students to share their own personal experiences. Here, we designed, implemented, and evaluated the Student Perspectives Initiative (SPI), an original, student-led program empowering medical students to share their own personal stories with illness embedded within pre-clinical curricula. We deployed the SPI program as a series of 7-8 voluntary student presentations with Q&A lasting 30-60 minutes. A mixed methods survey was distributed to all medical students (N = 450) who had the program implemented during their pre-clinical training. Nearly half (N = 200) engaged with the SPI program (shared a story or attended sessions), and 26% (N = 52) completed surveys. Using Kirkpatrick's framework (Levels 1-3: Satisfaction, Learning, Behavior), we assessed program performance regarding educational enhancement, community building, and cultivation of medical humanism. Respondents highly rated the SPI program for its pedagogical effectiveness both in pre-clinical and clinical settings, reporting improved understanding of medical information, increased interest in course material, and greater confidence in counseling patients about their medical conditions. Respondents also noted a strengthened sense of peer community and deepened empathy after hearing student talks. In summary, this pilot study of an innovative program creating structured space for medical students to share their own patient experiences was praised by participants for its educational and community value. Similar narrative medicine programs may serve as powerful didactic tools in pre-clinical training to encourage reflective practice, promote healing through storytelling, and reinforce patient-centered care.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02450-4.

Introduction: An increasing number of medical schools are implementing Residency Preparation Courses. Our objective was to examine learners' perceptions of course impact 3 months into residency training-specifically, whether participation impacted patient care.

Study design: An anonymous survey was sent electronically to individuals who completed a Residency Preparation Course at a single institution from 2020 to 2023. Participants rated their preparedness to start residency, their perceived preparedness compared to co-residents, and the perceived usefulness of various course components. Residents were asked if course content made a difference in patient care with the option to provide a free-text example.

Results: Of 423 eligible individuals, 207 (48.9%) completed the survey. Overall, respondents rated their mean preparedness for residency as 3.8/5.0, and 4.0/5.0 when compared to their co-residents. Residents reported that inpatient paging, simulated mock codes, and procedural practice were the most useful curricular experiences. Overall, 94% of respondents somewhat or strongly agreed that something they learned in a Residency Preparation Course had already made a difference in patient care.

Conclusions: This is one of the few studies that followed medical school graduates into residency, with 4 years of graduates who had a stable Residency Preparation Course curriculum, which was a graduation requirement. Notably, nearly all respondents reported that the course content improved their delivery of patient care. The historical chasm between medical school and residency must be bridged to improve this important educational transition for future physicians. This work highlights important learner perspectives on value added from Residency Preparation Courses.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02453-1.

Purpose: Limited research has been conducted on the differential predictive validity of the Medical College Admission Test (MCAT) section scores (e.g., Biological and Biochemical Foundations of Living Systems [BBLS], Chemical and Physical Foundations of Biological Systems [CPBS]) for basic science courses (Anatomy and Histology). Accordingly, the purpose was to assess the predictive validity and differential prediction of these section scores to predict Anatomy and Histology performance across sex (men vs. women) and race (White vs. non-White).

Methods: The authors analyzed data from 520 undergraduate medical students (sex: 292 women [56.15%], 228 men [43.85%]) in Anatomy and Histology courses. The authors utilized multiple linear regression and t-tests to test for statistically significant differences in slopes associated with each section score across sex and race groups.

Results: BBLS and CPBS section scores explained more variance in Histology compared to Anatomy, particularly for the non-White and men groups (25% and 29% vs. 24%). For the differential prediction, t-tests were not statistically significant for most analyses, which provided evidence for the comparable predictive validity across the groups or lack of differential prediction, a desired psychometric property for fair assessments. The t-test associated with the BBLS section score, however, was statistically significant between the women and men groups only in Anatomy.

Conclusions: Current results contribute to the broader evidence supporting the validity of MCAT section scores. The general absence of differential prediction (i.e., comparable predictions across groups) supports the fairness of MCAT-based inferences, bolstering confidence in its use for medical school admissions and promoting equity.

Introduction: Faculty development benefits clinician-educators, yet little is known about what influences clinical faculty to pursue development as educators. To optimize faculty development attendance at a federal medical school with geographically dispersed teaching hospitals, we assessed how demographic and workshop factors impacted attendance by comparing physician faculty who attended faculty development on a single day with those returning any future day.

Materials and methods: We conducted a retrospective review of our faculty development website database for attendee, instructor, and workshop factors among physicians attending their first workshop in 2014-2022. We employed a multivariate model to determine a relative return ratio (RRR) and evaluate independent factors for return.

Results: Of 3,213 attendees, 2,204 (68.6%) returned on any future day, with 966/2,204 (43.8%) returning within one week. Surgical faculty were 11% less likely to return than medical faculty (RRR 0.89; 95% CI 0.84 to 0.95), an effect heightened when both attendee and first instructor were surgeons. Workshops delivered by community-based instructors demonstrated decreased return compared to those delivered by university-based instructors (RRR 0.95; 95% CI 0.90 to 0.99). Attendees whose first workshop occurred at large teaching hospitals with an instructor traveling from main campus were more likely to return than in other contexts. Day, month, and time of workshops also correlated with return.

Discussion: Our study suggests that demographic and workshop factors can influence clinician-educators to continue attending faculty development. We encourage faculty development leaders to evaluate attendance patterns vis-à-viz van Bruggen's 4Cs of competence, context, community, and career to meet the dynamic needs of their faculty.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02422-8.

Students have access to countless sources of study advice, including medical professionals on social media known as "med-fluencers" However, not all sources are credible. This study explored who students viewed as credible sources and identified any factors that influenced their credibility. Prior to the first exam, allied health students in a doctoral-level gross anatomy course were presented with study advice videos featuring either a "med-fluencer," an anatomy professor from an external institution, an anatomy professor from the home institution, and a near-peer student. Students then completed the Measure of Ethos/Credibility (MEC), a construct that assesses the perceived competence, goodwill, and trustworthiness of an instructor. After the exam, students completed the MEC again. Students who completed both MECs were then invited to participate in a focus group. A total of 35 students completed the pre-exam MEC, and 16 students completed the post-exam MEC, resulting in 10 matched pairs. Before and after the first exam, the home professor received the highest MEC score, followed closely by the external professor and near-peer student, then the med-fluencer. Thematic analysis also indicated that although the near-peer had the least expertise, students preferred their advice due to their recent experience in their specific course. Overall, allied health students viewed professors as the most credible sources of study advice but preferred to use the advice of near-peers due to their recent experience in their specific gross anatomy course. Conversely, the med-fluencer was viewed as the least credible due to their distance from the students and their course.

The United States Medical Licensing Examination Step 1 Exam became pass/fail in January 2022 with an objective of reducing the test-taking pressure for medical students. The impact of Step 1 pass/fail on student experiences and outcomes is unknown. We responded by surveying the classes of 2024 and 2025 with five Likert-scale questions to assess the impact of curriculum, mental health, and academic advising/preparation on the Step 1 pass/fail experience. We surveyed students' experiences with counseling services, advising about mental health, weekly quizzes, completing pre-clerkship curriculum in 1.5 years, the order in which our pre-clerkship courses were completed, and time dedicated to study for Step 1. Students were surveyed on their experience with peer guidance/advice, student panels, and advising for exam readiness. Open-response questions assessed individualized preparation. Results demonstrate that students are facing adversity in mental health that may be mitigated with frequent academic advisor meetings, increased access to mental health counselors, and reduced isolation. Students desire more National Board of Medical Examiners test preparation. Results also indicate that the pre-clerkship curriculum may benefit from supplemental student-led Step 1 preparation and structured peer mentoring for Step 1. Our results may benefit other schools looking to implement change and improve their medical education with emphasis on those anticipating moving to a 1.5-year curriculum. If needed, medical schools may consider soliciting a similar survey to assess their own medical education's impact on students with Step 1 now being pass/fail.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02434-4.

Technology-enhanced learning (TEL) plays a growing role in medical education, where student engagement with its cognitive, behavioral, emotional, and social dimensions is essential for academic success. This systematic review examined TEL's influence on engagement among medical students. A search of five databases and key journals (2000-Oct 2024) identified 23 eligible empirical studies. Behavioral engagement was supported by social media, video-conferencing, and audience response systems; emotional by virtual simulations and gamified tools; and cognitive by personalized dashboards and multimedia. Some TEL tools enhanced multiple dimensions, promoting immersion and enjoyment. TEL shows clear potential to enhance student engagement. Future research should standardize measures and link engagement to outcomes.