Medical Science Educator最新文献

We developed a process for using Artificial Intelligence to identify quality improvement interventions using medical students' feedback on clinical rotations. Artificial Intelligence matched human accuracy in categorizing comments and proposing actionable quality enhancements. This process significantly reduced analysis time, offering a scalable approach to improving educational experiences at clinical sites.

We explored medical students' perceptions of the use of GenAI-generated multiple-choice questions (MCQs) for their assessments. A survey was conducted with MBBS students to (i) investigate whether they could differentiate between questions created by ChatGPT and clinical educators, and (ii) explore students' perceptions of faculty use of GenAI-generated questions in assessments. Participants (n = 86) performed no better than chance in differentiating three ChatGPT-set from three clinician-set questions (p = 0.46, chi-square test). Participants strongly opposed GenAI-generated questions without expert vetting, citing concerns about accuracy, relevance, and value. The adoption of GenAI in assessments should consider student perspectives and educational value.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02396-7.

Purpose: The purpose of this study was to explore how prior clinical experience (PCE) influences medical students' perceived readiness for clerkship. This relationship can help address gaps in preclinical curricula that may affect students' preparedness for real-world clinical tasks.

Methods: A validated readiness for clerkship survey (RfC) was used to assess self-reported readiness among students with and without PCE. Furthermore, students' level of confidence was examined in relation to their performance on the summative clinical skills exam (CSE) administered at the end of the second year to gain insights into the relationship between RfC and objective measures of clinical skills.

Results: The results showed students who reported having PCE had higher levels of confidence in tasks that require refined social skills, such as preventing conflicts between health team members and describing the psychosocial aspects of a patient's problem. Students who reported no PCE had higher levels of confidence in areas practiced during preclinical curricula, such as taking a history and retrieving relevant information from credible sources. Student performances on the CSE were modestly associated with the overall confidence level.

Conclusions: Prior clinical experience affects students' confidence surrounding social skills that are not directly taught in preclinical curricula. This may imply that PCE plays a role in developing social skills in real-world interactions.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02393-w.

There is a demand for leadership development within undergraduate medical education. This study explored a student peer facilitator role within a pre-clerkship anatomy small-group curriculum to evaluate its impact on leadership skill development. Facilitators led their group during discussions, and the role rotated between group members after each quiz. Data were collected through paired pre- and post-course surveys, post-session summary forms, and individual reflection surveys. Facilitators reported significantly gaining confidence in various leadership skills (p = 0.007). This suggests that a peer facilitator role could provide students with valuable leadership experience, and future studies could include more structured training and explicit feedback.

Supplementary information: The online version contains supplementary material available at 10.1007/s40670-025-02391-y.

Students should play more prominent roles as partners rather than merely as receivers in medical education. Therefore, engaging students in collaborative work in curriculum development (CD) is fundamental. This scoping review aimed to explore the extent of research on student engagement in CD. The data was extracted from 50 included articles based on the important components of student engagement (i.e., role, format, recruitment methods, impacts and recommendations). We found that the scope of student engagement in CD-related studies was confined into specific geographical areas. Expanding further studies to establish a more culturally sensitive student engagement in CD is strongly recommended.

This report analyzes an LLM chatbot's responses in a biomedical team-based learning (TBL) classroom for first-year medical students. The chatbot clarified low-complexity queries but provided incorrect conclusions at higher levels. Mitigating its tone of undue confidence and tuning it to the correct knowledge level are critical for its effective use.

Medical education faces a paradox: despite unprecedented access to information, many students struggle to apply their knowledge to complex clinical scenarios. This paradox stems from an educational system that prioritizes rote memorization and exam performance over critical thinking and conceptual understanding. Information overload, protocol-driven learning, and exam-focused curricula contribute to superficial learning, leaving students underprepared for real-world practice. Additionally, diminishing emphasis on foundational sciences and inadequate time for reflection exacerbate this issue. To address these concerns, medical education must shift toward fostering deep learning, integrating basic and clinical sciences, and prioritizing active, inquiry-driven teaching methods to prepare adaptable, thoughtful clinicians.

A majority of youth with mental health concerns lack access to psychiatric care, often relying on general practitioners who may feel unprepared. Enhancing medical education in child psychiatry is crucial. This study evaluated changes in medical students' perspectives after participating in an interactive Child and Adolescent Psychiatry (CAP) elective. Significant improvements were found in students' comfort assessing suicidal thoughts, evaluating mental health diagnoses, and understanding biopsychosocial factors. The findings suggest that participation in CAP electives may boost student confidence in handling youth mental health issues, highlighting the need for further studies on knowledge retention and career impact.

There is an increasing commitment to building educational partnerships with institutions delivering healthcare professionals education globally. Projects with higher educational institutions in the Global South have become well established and whilst much of the educational content developed is easily translatable to partners across continents, one challenge is navigating contrasts that exist in ethics and law within international medical education. In this commentary, we reflect on the challenges faced when developing such medical educational resources and how we must avoid a 'one size fits all' approach through our collaborative efforts.