Pub Date : 2024-08-07eCollection Date: 2024-01-01DOI: 10.1177/23821205241272365
Ishwor Thapaliya, Adesh Kantha
The need for LGBTQ+ inclusivity in medical education and their active enrollment in healthcare delivery is evident in Nepal due to ongoing healthcare disparities. These inequities, resulting from barriers in access, discrimination, and provider bias, demand an immediate action. To address these issues effectively, a deliberate shift in medical education is crucial. This involves making LGBTQ+ content a compulsory part of the curriculum, providing comprehensive instruction on sexual orientation and gender identity, and training students to create inclusive, respectful healthcare settings. This transformation aims to ensure equitable, respectful, and dignified care for LGBTQ+ patients, underlining the pivotal role of faculty development and training. By integrating LGBTQ+ health topics into the curriculum and promoting a culture of inclusivity, medical schools and institutions can produce healthcare providers who are not only knowledgeable but also compassionate and culturally competent in their practice.
{"title":"Need of LGBTQ+ Curriculum in Nepalese Medical Education.","authors":"Ishwor Thapaliya, Adesh Kantha","doi":"10.1177/23821205241272365","DOIUrl":"10.1177/23821205241272365","url":null,"abstract":"<p><p>The need for LGBTQ+ inclusivity in medical education and their active enrollment in healthcare delivery is evident in Nepal due to ongoing healthcare disparities. These inequities, resulting from barriers in access, discrimination, and provider bias, demand an immediate action. To address these issues effectively, a deliberate shift in medical education is crucial. This involves making LGBTQ+ content a compulsory part of the curriculum, providing comprehensive instruction on sexual orientation and gender identity, and training students to create inclusive, respectful healthcare settings. This transformation aims to ensure equitable, respectful, and dignified care for LGBTQ+ patients, underlining the pivotal role of faculty development and training. By integrating LGBTQ+ health topics into the curriculum and promoting a culture of inclusivity, medical schools and institutions can produce healthcare providers who are not only knowledgeable but also compassionate and culturally competent in their practice.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241272365"},"PeriodicalIF":2.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11307368/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-05eCollection Date: 2024-01-01DOI: 10.1177/23821205241269376
Naomi D Parker, Martina C Murphy, Susan Eggly, Elisa S Weiss, Tithi B Amin, Easton N Wollney, Kevin B Wright, Daphne R Friedman, Maria Sae-Hau, Andrea Sitlinger, Stephanie A S Staras, Leah Szumita, Eric Cooks, Carma L Bylund
Objectives: Only 5-8% of adults with cancer participate in cancer clinical trials (CCTs), with even lower rates among underrepresented groups. Improving oncologists' communication skills may enhance the frequency and quality of their discussions with patients about CCTs, consequently increasing participation. However, little is known about interest in or presence of CCT-related communication training during Hematology-Oncology (Hem-Onc) fellowships. This study aimed to describe, from the perspective of Hem-Onc fellowship program directors (PDs): (1) the current landscape of CCT education for Hem-Onc fellows; (2) the acceptability and feasibility of implementing a CCT communication skills workshop for Hem-Onc fellows.
Methods: We used an explanatory sequential mixed-methods approach. PDs were surveyed and interviewed about their graduate medical education (GME) programs' current CCT curriculum, training challenges, fellows' CCT knowledge and CCT communication skills, and preferences for a CCT communication workshop.
Results: PDs were surveyed (n = 40) and interviewed (n = 12). PDs reported that their institutions prioritize CCT accrual (M = 4.58, SD = .78; 1-5 scale, 5 = "Strongly Agree") and clinical research training (M = 4.20, SD = .85). CCT skills that programs least often addressed were how to (1) discuss CCTs with newly diagnosed patients, (2) talk to patients about CCTs when none are available, and (3) help patients find CCTs at other institutions. PDs were interested in a CCT communication workshop for fellows ("yes" = 67.5%, "maybe" = 32.5%) and said training would be feasible (M = 4.28, SD = .78) and useful (M = 4.47, SD = .78). Qualitative results described programs' current approaches to CCT education and insights about developing and implementing CCT communication training.
Conclusions: There is a clear need to improve CCT communication skills training in Hem-Onc fellowship programs and to implement and scale such training to increase CCT participation, especially among diverse patient populations. Furthermore, Hem-Onc GME PDs view such training as feasible and useful.
{"title":"Educating Hematology-Oncology Fellows About How to Communicate with Patients About Clinical Trials: A Needs Assessment.","authors":"Naomi D Parker, Martina C Murphy, Susan Eggly, Elisa S Weiss, Tithi B Amin, Easton N Wollney, Kevin B Wright, Daphne R Friedman, Maria Sae-Hau, Andrea Sitlinger, Stephanie A S Staras, Leah Szumita, Eric Cooks, Carma L Bylund","doi":"10.1177/23821205241269376","DOIUrl":"10.1177/23821205241269376","url":null,"abstract":"<p><strong>Objectives: </strong>Only 5-8% of adults with cancer participate in cancer clinical trials (CCTs), with even lower rates among underrepresented groups. Improving oncologists' communication skills may enhance the frequency and quality of their discussions with patients about CCTs, consequently increasing participation. However, little is known about interest in or presence of CCT-related communication training during Hematology-Oncology (Hem-Onc) fellowships. This study aimed to describe, from the perspective of Hem-Onc fellowship program directors (PDs): (1) the current landscape of CCT education for Hem-Onc fellows; (2) the acceptability and feasibility of implementing a CCT communication skills workshop for Hem-Onc fellows.</p><p><strong>Methods: </strong>We used an explanatory sequential mixed-methods approach. PDs were surveyed and interviewed about their graduate medical education (GME) programs' current CCT curriculum, training challenges, fellows' CCT knowledge and CCT communication skills, and preferences for a CCT communication workshop.</p><p><strong>Results: </strong>PDs were surveyed (n = 40) and interviewed (n = 12). PDs reported that their institutions prioritize CCT accrual (M = 4.58, SD = .78; 1-5 scale, 5 = \"Strongly Agree\") and clinical research training (M = 4.20, SD = .85). CCT skills that programs least often addressed were how to (1) discuss CCTs with newly diagnosed patients, (2) talk to patients about CCTs when none are available, and (3) help patients find CCTs at other institutions. PDs were interested in a CCT communication workshop for fellows (\"yes\" = 67.5%, \"maybe\" = 32.5%) and said training would be feasible (M = 4.28, SD = .78) and useful (M = 4.47, SD = .78). Qualitative results described programs' current approaches to CCT education and insights about developing and implementing CCT communication training.</p><p><strong>Conclusions: </strong>There is a clear need to improve CCT communication skills training in Hem-Onc fellowship programs and to implement and scale such training to increase CCT participation, especially among diverse patient populations. Furthermore, Hem-Onc GME PDs view such training as feasible and useful.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241269376"},"PeriodicalIF":2.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11299213/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141894567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/23821205241264697
Tiffany Chioma Anaebere, Maria Guevara Hernandez, D Brian Wood, Deepa Dongarwar, Sylvia Adu-Gyamfi, Joseph Moran, George Idehen, Ethan Luong, Angela Park, Lydia Meece, Hamisu M. Salihu
OBJECTIVESThe adverse effects of physician stress on health system performance are well documented. Financial stress is a notable cause of anxiety in medical residents; however, most residency programs lack formal, comprehensive financial education programs. Early single-center studies link financial education interventions to improved immediate fiscal well-being, but programs evaluating its long-term effects are lacking.METHODSFifty (50) Emergency Medicine and Internal Medicine resident physicians from CommonSpirit Health's St. Joseph's Medical Center in Stockton, CA and Mercy One Medical Center in Des Moines, IA participated in a virtual 8-hour financial education course in April 2022. Participants completed pre-, post-, and 18-month follow-up course surveys to measure financial confidence in seven financial domains and six markers of stress of financial origin (SOFO).RESULTSForty (40) of 50 residents (80%) completed the pre-and post-course surveys and 19 (38%) completed pre-, post-, and 18-month follow-up surveys. Immediately after the course, there was a statistically significant increase in financial confidence in all seven course domains (p < 0.01) and a significant reduction in SOFO markers (p < 0.01-0.02). At 18 months, financial confidence markers remained increased in most course domains, except related to debt and mortgage, passive income, and taxes. There was a strong association between financial confidence and SOFO immediately post course. Residents with low financial confidence were 15 times as likely to experience SOFO than those with higher financial confidence (p = 0.02). These associations did not persistent at 18 months.CONCLUSIONFinancial stress is a major contributor to anxiety among physician trainees. Our financial education program demonstrated a significant impact on financial confidence and markers of SOFO, especially in the short term. This offers promising results for personal finance education to serve as a feasible intervention to address physician stress but suggests the need for longitudinal education to maintain its beneficial effects.
{"title":"The Impact of a Personal Finance Education Course on Financial Confidence and Markers of Financial Stress among Medical Residents: A Longitudinal Pilot Study","authors":"Tiffany Chioma Anaebere, Maria Guevara Hernandez, D Brian Wood, Deepa Dongarwar, Sylvia Adu-Gyamfi, Joseph Moran, George Idehen, Ethan Luong, Angela Park, Lydia Meece, Hamisu M. Salihu","doi":"10.1177/23821205241264697","DOIUrl":"https://doi.org/10.1177/23821205241264697","url":null,"abstract":"OBJECTIVESThe adverse effects of physician stress on health system performance are well documented. Financial stress is a notable cause of anxiety in medical residents; however, most residency programs lack formal, comprehensive financial education programs. Early single-center studies link financial education interventions to improved immediate fiscal well-being, but programs evaluating its long-term effects are lacking.METHODSFifty (50) Emergency Medicine and Internal Medicine resident physicians from CommonSpirit Health's St. Joseph's Medical Center in Stockton, CA and Mercy One Medical Center in Des Moines, IA participated in a virtual 8-hour financial education course in April 2022. Participants completed pre-, post-, and 18-month follow-up course surveys to measure financial confidence in seven financial domains and six markers of stress of financial origin (SOFO).RESULTSForty (40) of 50 residents (80%) completed the pre-and post-course surveys and 19 (38%) completed pre-, post-, and 18-month follow-up surveys. Immediately after the course, there was a statistically significant increase in financial confidence in all seven course domains (p < 0.01) and a significant reduction in SOFO markers (p < 0.01-0.02). At 18 months, financial confidence markers remained increased in most course domains, except related to debt and mortgage, passive income, and taxes. There was a strong association between financial confidence and SOFO immediately post course. Residents with low financial confidence were 15 times as likely to experience SOFO than those with higher financial confidence (p = 0.02). These associations did not persistent at 18 months.CONCLUSIONFinancial stress is a major contributor to anxiety among physician trainees. Our financial education program demonstrated a significant impact on financial confidence and markers of SOFO, especially in the short term. This offers promising results for personal finance education to serve as a feasible intervention to address physician stress but suggests the need for longitudinal education to maintain its beneficial effects.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"58 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/23821205241266697
Joshua Hale, Seth Alexander, Sarah Towner Wright, Kurt Gilliland
OBJECTIVESGenerative artificial intelligence (AI) models such as OpenAI's ChatGPT and Google's Bard have forced educators to consider how these tools will be efficiently utilized to improve medical education. This article investigates current literature on how generative AI is and could be used and implemented in undergraduate medical education (UME).METHODSA rapid review of the literature was performed utilizing a librarian-generated search strategy to identify articles published before June 30, 2023, in 6 databases (Pubmed, EMBASE.com, Scopus, ERIC via EBSCO, Computer Science Database via EBSCO, and CINAHL via EBSCO). Inclusion criteria were (1) a focus on osteopathic and/or allopathic UME and (2) a defined use or implementation strategy for generative AI. Two reviewers screened all articles, and data extraction was performed by 1 reviewer and confirmed by the other reviewer.RESULTSA total of 521 relevant articles were screened during this review. Forty-one articles underwent full-text review and data extraction. The majority of the articles were opinion pieces (9), case reports (8), letters to the editor (5), editorials (5), and commentaries (3) about the use of generative AI while 7 articles used qualitative and/or quantitative methods. The literature is best divided into 5 categories of uses for generative AI in UME: nonclinical learning assistant, content developer, virtual patient interaction, clinical decision-making tutor, and medical writing. The literature indicates generative AI tools’ greatest potential is for use as a virtual patient and clinical decision-making tutor.CONCLUSIONSWhile the possibilities proliferate for generative AI in UME, there remains a dearth of quantitative evidence of its use for improving learner outcomes. The majority of the literature opines the potential for utilization, but only 7 studies formally evaluated the results of using generative AI. Future research should focus on the effectiveness of incorporating generative AI into preclinical and clinical curricula in UME.
{"title":"Generative AI in Undergraduate Medical Education: A Rapid Review","authors":"Joshua Hale, Seth Alexander, Sarah Towner Wright, Kurt Gilliland","doi":"10.1177/23821205241266697","DOIUrl":"https://doi.org/10.1177/23821205241266697","url":null,"abstract":"OBJECTIVESGenerative artificial intelligence (AI) models such as OpenAI's ChatGPT and Google's Bard have forced educators to consider how these tools will be efficiently utilized to improve medical education. This article investigates current literature on how generative AI is and could be used and implemented in undergraduate medical education (UME).METHODSA rapid review of the literature was performed utilizing a librarian-generated search strategy to identify articles published before June 30, 2023, in 6 databases (Pubmed, EMBASE.com, Scopus, ERIC via EBSCO, Computer Science Database via EBSCO, and CINAHL via EBSCO). Inclusion criteria were (1) a focus on osteopathic and/or allopathic UME and (2) a defined use or implementation strategy for generative AI. Two reviewers screened all articles, and data extraction was performed by 1 reviewer and confirmed by the other reviewer.RESULTSA total of 521 relevant articles were screened during this review. Forty-one articles underwent full-text review and data extraction. The majority of the articles were opinion pieces (9), case reports (8), letters to the editor (5), editorials (5), and commentaries (3) about the use of generative AI while 7 articles used qualitative and/or quantitative methods. The literature is best divided into 5 categories of uses for generative AI in UME: nonclinical learning assistant, content developer, virtual patient interaction, clinical decision-making tutor, and medical writing. The literature indicates generative AI tools’ greatest potential is for use as a virtual patient and clinical decision-making tutor.CONCLUSIONSWhile the possibilities proliferate for generative AI in UME, there remains a dearth of quantitative evidence of its use for improving learner outcomes. The majority of the literature opines the potential for utilization, but only 7 studies formally evaluated the results of using generative AI. Future research should focus on the effectiveness of incorporating generative AI into preclinical and clinical curricula in UME.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"39 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141886466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/23821205241263475
Sanghamitra M. Misra, Srinivasan Suresh
This article examines the integration of OpenAI's Chat Generative Pre-trained Transformer (ChatGPT) into Objective Structured Clinical Examinations (OSCEs) for medical education. OSCEs, essential in evaluating medical trainees, are time and resource-intensive for educators and medical colleges. ChatGPT emerges as a solution, aiding educators in efficient OSCE preparation, including case development, standardized patient training, assessment methods, and grading rubrics. We explore ChatGPT's role in reducing trainee stress through simulated interactions of realistic practice scenarios and real-time trainee feedback. We also discuss the importance of validating ChatGPT outputs for medical accuracy and address compliance concerns. While highlighting ChatGPT's potential in reducing time and cost burdens for educators, we underscore the need for careful and informed application of Artificial Intelligence in medical education. Through examples, we outline ChatGPT's promising future in augmenting medical training and assessment, balancing technological innovation with educational integrity.
{"title":"Artificial Intelligence and Objective Structured Clinical Examinations: Using ChatGPT to Revolutionize Clinical Skills Assessment in Medical Education","authors":"Sanghamitra M. Misra, Srinivasan Suresh","doi":"10.1177/23821205241263475","DOIUrl":"https://doi.org/10.1177/23821205241263475","url":null,"abstract":"This article examines the integration of OpenAI's Chat Generative Pre-trained Transformer (ChatGPT) into Objective Structured Clinical Examinations (OSCEs) for medical education. OSCEs, essential in evaluating medical trainees, are time and resource-intensive for educators and medical colleges. ChatGPT emerges as a solution, aiding educators in efficient OSCE preparation, including case development, standardized patient training, assessment methods, and grading rubrics. We explore ChatGPT's role in reducing trainee stress through simulated interactions of realistic practice scenarios and real-time trainee feedback. We also discuss the importance of validating ChatGPT outputs for medical accuracy and address compliance concerns. While highlighting ChatGPT's potential in reducing time and cost burdens for educators, we underscore the need for careful and informed application of Artificial Intelligence in medical education. Through examples, we outline ChatGPT's promising future in augmenting medical training and assessment, balancing technological innovation with educational integrity.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"43 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/23821205241264695
Janice S. Zhang, Christine Yoon, Darnell K. Adrian Williams, Adi Pinkas
OBJECTIVESChat Generative Pretrained Transformer (ChatGPT) is a large language model developed by OpenAI that has gained widespread interest. It has been cited for its potential impact on health care and its beneficial role in medical education. However, there is limited investigation into its use among medical students. In this study, we evaluated the frequency of ChatGPT use, motivations for use, and preference for ChatGPT over existing resources among medical students in the United States.METHODSData was collected from an original survey consisting of 14 questions assessing the frequency and usage of ChatGPT in various contexts within medical education. The survey was distributed via email lists, group messaging applications, and classroom lectures to medical students across the United States. Responses were collected between August and October 2023.RESULTSOne hundred thirty-one participants completed the survey and were included in the analysis. Of the total, 48.9% respondents responded that they have used ChatGPT in medical studies. Among ChatGPT users, 43.7% of respondents report using ChatGPT weekly, several times per week, or daily. ChatGPT is most used for writing, revising, editing, and summarizing purposes. 37.5% and 41.3% of respondents reported using ChatGPT more than 25% of the working time for these tasks respectively. Among respondents who have not used ChatGPT, more than 50% of respondents reported they were extremely unlikely or unlikely to use ChatGPT across all surveyed scenarios. ChatGPT users report they are more likely to use ChatGPT over directly asking professors or attendings (45.3%), textbooks (42.2%), and lectures (31.7%), and least likely to be used over popular flashcard application Anki (11.1%) and medical education videos (9.5%).CONCLUSIONSChatGPT is an increasingly popular resource among medical students, with many preferring ChatGPT over other traditional resources such as professors, textbooks, and lectures. Its impact on medical education will only continue to grow as its capabilities improve.
{"title":"Exploring the Usage of ChatGPT Among Medical Students in the United States","authors":"Janice S. Zhang, Christine Yoon, Darnell K. Adrian Williams, Adi Pinkas","doi":"10.1177/23821205241264695","DOIUrl":"https://doi.org/10.1177/23821205241264695","url":null,"abstract":"OBJECTIVESChat Generative Pretrained Transformer (ChatGPT) is a large language model developed by OpenAI that has gained widespread interest. It has been cited for its potential impact on health care and its beneficial role in medical education. However, there is limited investigation into its use among medical students. In this study, we evaluated the frequency of ChatGPT use, motivations for use, and preference for ChatGPT over existing resources among medical students in the United States.METHODSData was collected from an original survey consisting of 14 questions assessing the frequency and usage of ChatGPT in various contexts within medical education. The survey was distributed via email lists, group messaging applications, and classroom lectures to medical students across the United States. Responses were collected between August and October 2023.RESULTSOne hundred thirty-one participants completed the survey and were included in the analysis. Of the total, 48.9% respondents responded that they have used ChatGPT in medical studies. Among ChatGPT users, 43.7% of respondents report using ChatGPT weekly, several times per week, or daily. ChatGPT is most used for writing, revising, editing, and summarizing purposes. 37.5% and 41.3% of respondents reported using ChatGPT more than 25% of the working time for these tasks respectively. Among respondents who have not used ChatGPT, more than 50% of respondents reported they were extremely unlikely or unlikely to use ChatGPT across all surveyed scenarios. ChatGPT users report they are more likely to use ChatGPT over directly asking professors or attendings (45.3%), textbooks (42.2%), and lectures (31.7%), and least likely to be used over popular flashcard application Anki (11.1%) and medical education videos (9.5%).CONCLUSIONSChatGPT is an increasingly popular resource among medical students, with many preferring ChatGPT over other traditional resources such as professors, textbooks, and lectures. Its impact on medical education will only continue to grow as its capabilities improve.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/23821205241260244
Ethan Crispell, Malavika Nair, Max Giesken, Molly O’Shea, Michael Sischka, Larry Liu, Jonika Weerasekare, James Gregoire
OBJECTIVEDetermine if a longitudinal point-of-care ultrasonography (POCUS) elective for medical students is effective in improving POCUS knowledge.METHODSWe share the format of our longitudinal POCUS elective for medical students. To evaluate the efficacy of our longitudinal elective, we compare the difference between pre-elective and post-elective scores on a POCUS test using a paired t-test with threshold of statistical significance of p ≤ .05. We also share the results of a post-elective survey evaluating the effectiveness and quality of the longitudinal POCUS elective.RESULTSPretest mean score was 56.3% (σ = 13.6), while posttest mean score was 73.3% (σ = 9.4), with an average score improvement of 17.0% (95% CI 9.9-24.0%, p < .0001). All students strongly or moderately agreed that they would recommend the elective to future medical students, that they were more confident with their POCUS skills after completing the elective, that the time commitment of the elective was appropriate, and that they felt they had the time to fit the elective into their schedule as a medical school student. Most students (56.7%) strongly or moderately agreed that the knowledge gained from the POCUS elective had helped them in their clinical rotations.CONCLUSIONSOur longitudinal POCUS curriculum subjectively and objectively improves medical students’ POCUS knowledge while remaining accessible to students. We share our unique longitudinal POCUS elective curriculum, the format of which and its benefits are transferable to other medical schools. Through this, we hope to provide others with ideas on how they may implement a longitudinal POCUS elective.
{"title":"A Longitudinal Elective Facilitates Point-of-Care Ultrasonography Education for Medical Students: An Observational Study","authors":"Ethan Crispell, Malavika Nair, Max Giesken, Molly O’Shea, Michael Sischka, Larry Liu, Jonika Weerasekare, James Gregoire","doi":"10.1177/23821205241260244","DOIUrl":"https://doi.org/10.1177/23821205241260244","url":null,"abstract":"OBJECTIVEDetermine if a longitudinal point-of-care ultrasonography (POCUS) elective for medical students is effective in improving POCUS knowledge.METHODSWe share the format of our longitudinal POCUS elective for medical students. To evaluate the efficacy of our longitudinal elective, we compare the difference between pre-elective and post-elective scores on a POCUS test using a paired t-test with threshold of statistical significance of p ≤ .05. We also share the results of a post-elective survey evaluating the effectiveness and quality of the longitudinal POCUS elective.RESULTSPretest mean score was 56.3% (σ = 13.6), while posttest mean score was 73.3% (σ = 9.4), with an average score improvement of 17.0% (95% CI 9.9-24.0%, p < .0001). All students strongly or moderately agreed that they would recommend the elective to future medical students, that they were more confident with their POCUS skills after completing the elective, that the time commitment of the elective was appropriate, and that they felt they had the time to fit the elective into their schedule as a medical school student. Most students (56.7%) strongly or moderately agreed that the knowledge gained from the POCUS elective had helped them in their clinical rotations.CONCLUSIONSOur longitudinal POCUS curriculum subjectively and objectively improves medical students’ POCUS knowledge while remaining accessible to students. We share our unique longitudinal POCUS elective curriculum, the format of which and its benefits are transferable to other medical schools. Through this, we hope to provide others with ideas on how they may implement a longitudinal POCUS elective.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"162 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-25DOI: 10.1177/23821205241264700
Ellen Barnidge, Ally Terhaar, Gene LaBarge, Joshua Arthur
OBJECTIVESClinical settings are increasingly focused on addressing patients’ social needs, thus medical education must prepare future clinicians for this task. Critical consciousness, an awareness that puts health within a broader social, historical, and cultural context, could help shape students’ understanding of patient social needs. Our paper explores how experiential learning through participation in a social care intervention deepened students’ critical consciousness, or their understanding of the systems and structures that make it difficult for patients to meet their basic needs.METHODSWe conducted one-on-one semistructured interviews with all 24 students who served as advocates for the intervention. Of the 24 advocates, 75% ( n = 18) were first-year medical students, 17% ( n = 4) were public health students, and 8% ( n = 2) were social work students. Interviews were audiorecorded, transcribed verbatim, and analyzed using framework analysis.RESULTSWe identified themes informed by critical consciousness, including individual (assumptions and biases), interpersonal (communication and relationship), and structural (organization and power) factors. Within these categories, advocates expressed deeper self-awareness of personal biases (individual), the importance of interpersonal communication to build trust with caregivers (interpersonal), and the identification of the structural factors that influence health, such as housing conditions (structural). The advocates highlighted the importance of experiential learning to help them understand social determinants of health. By witnessing multiple patients experiencing social needs, advocates saw the cascading effects of social needs, the structures that make it difficult to meet basic needs, and the effect on health and healthcare behavior.CONCLUSIONStudents engaged in the intervention demonstrated the development of critical consciousness. Although limited, our findings suggest that when students engage with patients around social needs, students can better understand the broader social context of patients’ lives. Experiential learning through social care interventions may have the potential to influence critical consciousness development and shape the practice of future clinicians.
{"title":"Experiential Learning as a Path to Critical Consciousness in the Medical Curriculum: A Qualitative Study","authors":"Ellen Barnidge, Ally Terhaar, Gene LaBarge, Joshua Arthur","doi":"10.1177/23821205241264700","DOIUrl":"https://doi.org/10.1177/23821205241264700","url":null,"abstract":"OBJECTIVESClinical settings are increasingly focused on addressing patients’ social needs, thus medical education must prepare future clinicians for this task. Critical consciousness, an awareness that puts health within a broader social, historical, and cultural context, could help shape students’ understanding of patient social needs. Our paper explores how experiential learning through participation in a social care intervention deepened students’ critical consciousness, or their understanding of the systems and structures that make it difficult for patients to meet their basic needs.METHODSWe conducted one-on-one semistructured interviews with all 24 students who served as advocates for the intervention. Of the 24 advocates, 75% ( n = 18) were first-year medical students, 17% ( n = 4) were public health students, and 8% ( n = 2) were social work students. Interviews were audiorecorded, transcribed verbatim, and analyzed using framework analysis.RESULTSWe identified themes informed by critical consciousness, including individual (assumptions and biases), interpersonal (communication and relationship), and structural (organization and power) factors. Within these categories, advocates expressed deeper self-awareness of personal biases (individual), the importance of interpersonal communication to build trust with caregivers (interpersonal), and the identification of the structural factors that influence health, such as housing conditions (structural). The advocates highlighted the importance of experiential learning to help them understand social determinants of health. By witnessing multiple patients experiencing social needs, advocates saw the cascading effects of social needs, the structures that make it difficult to meet basic needs, and the effect on health and healthcare behavior.CONCLUSIONStudents engaged in the intervention demonstrated the development of critical consciousness. Although limited, our findings suggest that when students engage with patients around social needs, students can better understand the broader social context of patients’ lives. Experiential learning through social care interventions may have the potential to influence critical consciousness development and shape the practice of future clinicians.","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23eCollection Date: 2024-01-01DOI: 10.1177/23821205241264698
Rajko Igić
Improving medical education is an important process that changes from time to time based on the development of medical science and practice, society's need for a certain number of quality doctors, better preparations, and better selection of candidates for admission into medical schools. In most European countries, partial preparation of students for admission is done in secondary schools, and additional preparation is achieved in the first year of medical school. Such preparations enabled more than 60% of students to complete their studies, before the German Federal Ministry of Science and Education implemented the Masterplan Medizinstudium 2020. However, after a 4-year university preparation in the United States, close to 95% of students finish their medical studies on time. We proposed a 2-year university preparation for each student before his enrollment into the medical school because this strengthens his medical study, and later on, he becomes a better doctor. Thus, the number of graduated students may increase, medical studies could be shortened to 1 year, and candidates who do not enroll in medical school may continue their previous studies.
{"title":"Preparations of Students for Enrollment in Medical Schools.","authors":"Rajko Igić","doi":"10.1177/23821205241264698","DOIUrl":"https://doi.org/10.1177/23821205241264698","url":null,"abstract":"<p><p>Improving medical education is an important process that changes from time to time based on the development of medical science and practice, society's need for a certain number of quality doctors, better preparations, and better selection of candidates for admission into medical schools. In most European countries, partial preparation of students for admission is done in secondary schools, and additional preparation is achieved in the first year of medical school. Such preparations enabled more than 60% of students to complete their studies, before the German Federal Ministry of Science and Education implemented the <i>Masterplan Medizinstudium 2020</i>. However, after a 4-year university preparation in the United States, close to 95% of students finish their medical studies on time. We proposed a 2-year university preparation for each student before his enrollment into the medical school because this strengthens his medical study, and later on, he becomes a better doctor. Thus, the number of graduated students may increase, medical studies could be shortened to 1 year, and candidates who do not enroll in medical school may continue their previous studies.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241264698"},"PeriodicalIF":2.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11268004/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23eCollection Date: 2024-01-01DOI: 10.1177/23821205241260239
Víctor Hugo Ojeda Meixueiro, Laura Pérez-Campos Mayoral, María Teresa Hernández Huerta, Carlos Alberto Matias-Cervantes, Eduardo Pérez Campos Mayoral, Elí Cruz Parada, Eduardo Pérez-Campos
ChatGPT is an artificial intelligence (AI) chatbot application. In this study, we explore the creation and use of a customized version of ChatGPT designed specifically for patient education, called "Lab Explainer." Lab Explainer aims to simplify and clarify the results of complex laboratory tests for patients, using the sophisticated capabilities of AI in natural language processing; it analyses various laboratory test data and provides clear explanations and contextual information. The approach involved adapting OpenAI's ChatGPT model specifically to analyze laboratory test data. The results suggest that Lab Explainer has the potential to improve understanding by providing an interpretation of laboratory tests to the patient. In conclusion, the Lab Explainer can assist patient education by providing intelligible interpretations of laboratory tests.
{"title":"Relevance of a Customized Version of ChatGPT Explaining Laboratory Test Results in Patient Education.","authors":"Víctor Hugo Ojeda Meixueiro, Laura Pérez-Campos Mayoral, María Teresa Hernández Huerta, Carlos Alberto Matias-Cervantes, Eduardo Pérez Campos Mayoral, Elí Cruz Parada, Eduardo Pérez-Campos","doi":"10.1177/23821205241260239","DOIUrl":"https://doi.org/10.1177/23821205241260239","url":null,"abstract":"<p><p>ChatGPT is an artificial intelligence (AI) chatbot application. In this study, we explore the creation and use of a customized version of ChatGPT designed specifically for patient education, called \"Lab Explainer.\" Lab Explainer aims to simplify and clarify the results of complex laboratory tests for patients, using the sophisticated capabilities of AI in natural language processing; it analyses various laboratory test data and provides clear explanations and contextual information. The approach involved adapting OpenAI's ChatGPT model specifically to analyze laboratory test data. The results suggest that Lab Explainer has the potential to improve understanding by providing an interpretation of laboratory tests to the patient. In conclusion, the Lab Explainer can assist patient education by providing intelligible interpretations of laboratory tests.</p>","PeriodicalId":45121,"journal":{"name":"Journal of Medical Education and Curricular Development","volume":"11 ","pages":"23821205241260239"},"PeriodicalIF":2.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11268000/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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