Medical Education Online最新文献

The rapid advancement of artificial intelligence (AI) chatbots has generated significant interest regarding their potential applications within medical education. This study sought to assess the performance of the open-source large language model DeepSeek-V3 in answering radiology board-style questions and to compare its accuracy with that of ChatGPT-3.5.A total of 161 questions (comprising 207 items) were randomly selected from the Exercise Book for the National Senior Health Professional Qualification Examination: Radiology. The question set included single-choice, multiple-choice, shared-stem, and case analysis questions. Both DeepSeek-V3 and ChatGPT-3.5 were evaluated using the same question set over a seven-day testing period. Response accuracy was systematically assessed, and statistical analyses were performed using Pearson's chi-square test and Fisher's exact test.DeepSeek-V3 achieved an overall accuracy of 72%, which was significantly higher than the 55.6% accuracy achieved by ChatGPT-3.5 (P < 0.001). Performance analysis by question type revealed DeepSeek's superior accuracy in single-choice questions (87.1%), though with comparatively lower performance in multiple-choice (55.7%) and case analysis questions (68.0%). Across clinical subspecialties, DeepSeek consistently outperformed ChatGPT, particularly in peripheral nervous system (P = 0.003), respiratory system (P = 0.008), circulatory system (P = 0.012), and musculoskeletal system (P = 0.021) domains.In conclusion, DeepSeek demonstrates considerable potential as an educational tool in radiology, particularly for knowledge recall and foundational learning applications. However, its relatively weaker performance on higher-order cognitive tasks and complex question formats suggests the need for further model refinement. Future research should investigate DeepSeek's capability in processing image-based questions and perform comparative analyses with more advanced models (e.g., GPT-5) to better evaluate its potential for medical education.

Background: Cadaver dissection remains a foundational component of anatomy education in many medical curricula. While it provides irreplaceable hands-on learning, it may also elicit emotional distress, especially during initial exposures. This study aimed to assess the levels of emotional distress among medical students before and after their first full cadaver dissection using the Depression, Anxiety, and Stress Scale (DASS-21).

Methods: This quantitative, comparative, cross-sectional study explores emotional distress among first-year medical students Higher Diploma in Pre-Clinical Sciences program (HDPCS) at Gulf Medical University -Ajman, UAE. Participants completed the DASS-21 questionnaire immediately before and after their first exposure to full cadaver dissection. Changes in depression, anxiety, and stress scores were analyzed using statistical tests.

Results: A total of 80 students participated in the study. Pre-dissection scores indicated mild to moderate levels of anxiety and stress in a significant proportion of students. Post-dissection assessments showed a statistically significant reduction in anxiety scores (p < 0.05), while stress and depression scores showed marginal or no significant change.

Conclusion: The first encounter with a cadaver can provoke acute emotional responses in medical students, particularly anxiety. However, emotional adaptation appears to occur rapidly post-exposure. These findings underscore the importance of psychological preparedness, reflective practices, and institutional support to ensure student well-being during cadaveric dissection sessions.

Physician teachers (PT) play a vital role in professional health education. However, there is a lack of a theoretical framework to direct PT faculty development in China. Therefore, this study was designed to develop and validate a clinical teaching competency framework and scale (CTCS) for physicians in China. This mixed-methods study began with qualitative interviews and a Delphi process to develop an initial framework and a pretest version of the Clinical Teaching Competency Scale (CTCS). Using convenience and random sampling, 450 physician teachers (PTs) were selected as the prediction sample. A national survey involving 3,179 PTs from seven administrative regions in Mainland China served as the validation sample. Exploratory and confirmatory factor analyses were conducted to assess construct validity. Seven dimensions were identified. Namely, intellectual literacy, clinical curriculum teaching competence, clinical practice teaching competence, role modeling, clinical teaching choice ability, clinical teaching emotional ability, and clinical teaching independent development ability. These explained 70.513% of the total variance. The final scale comprised 54 items, with a Cronbach's alpha of 0.987. Confirmatory factor analysis showed acceptable fit indices: RMSEA = 0.065, SRMR = 0.038, and GFI, NFI, IFI, TLI, and CFI all > 0.9. Construct reliability (CR) for each dimension exceeded 0.9, and average variance extracted (AVE) ranged from 0.672 to 0.832, indicating strong reliability and validity. A pyramid model with seven domains and 54 items was developed using a mixed-methods approach. This framework can guide the training of physician teachersand ultimately support health and well-being. The CTCS demonstrates acceptable reliability and validity, making it a valuable tool for assessing the clinical teaching competence of physician teachers.

Learning Management Systems (LMS) have been increasingly adopted in medical education, serving both undergraduate and postgraduate programs. These platforms are used for various educational purposes, including content delivery, skill development, surgical procedure demonstrations, case-based discussions, and assessments. Despite this, the extent of use and the perceived effectiveness of LMS in medical education remain unclear. Therefore, we planned to conduct a review to explore the usage patterns and the potential benefits of LMS in medical schools. The methodological framework introduced by Arksey and O'Malley was used to conduct this scoping review. Electronic databases PubMed, EMBASE, Web of Science and ProQuest were searched for randomised controlled trials, non-randomised controlled trials (quasi-experimental studies, pretest-posttest designs) and observational studies that considered the effect of LMS in medical schools. The database search and screening process led to the identification of a limited number of studies that met the inclusion criteria and were subsequently included in the qualitative synthesis. The LMS's used across different medical schools catered to either undergraduate or postgraduate programs. These platforms were employed for a variety of purposes, including content delivery, skill-based teaching, surgical procedure demonstrations, case discussions, and assessments. Student feedback was collected in ten studies, while faculty feedback was reported in only one study. Given that LMS platforms are more likely to benefit students with intrinsic motivation and self-regulated learning behaviors, several studies proposed strategies to enhance LMS utility. These included the use of learning analytics to monitor student engagement and learning patterns, to provide timely feedback and personalised support.

Medical career preferences are in focus because the future medical workforce should align with society's needs. The study investigated how medical students' perceptions of the attractiveness of various clinical and non-clinical career options evolved as they approached the end of medical school, and which factors might influence their career choices. This was a cross-sectional online survey of medical students who completed the master's program in spring 2025 in different medical education tracks at different Swiss universities. The survey included both Likert-scaled and open-ended questions. Flow diagrams were used to depict changes in attractiveness throughout medical school. Network visualization mapped the connections between the most important career determinants. Regression analysis assessed the factors associated with career preferences. Among 364 medical students included, the most attractive careers at the end of medical school were the specialized disciplines of inpatient care (37%) and outpatient care (20%). These specialties were preferred due to interest in surgery or specialization. During the master's program, attractiveness of general practice, specialized outpatient care, and specialized inpatient care increased while the attractiveness of outpatient gynecology/pediatrics and inpatient general internal medicine decreased. Career characteristics perceived to be the most important determinants of career choice were primarily performing medical activities, part-time work, and relationships with patients. The most prevalent factors favoring career decisions were experience during the elective year (91%) and clinical courses with patient contact during the studies (70%). Students who found a career more attractive during their studies were more likely to prefer that career at the end of medical school. Career preferences at the end of medical school were associated with specific factors. Among these factors, the most significant was the perceived attractiveness of the career during medical education. This emphasizes the importance of medical education in shaping students' dynamic and multifaceted career decisions.

Burnout is a growing concern among healthcare professionals and students, as it increases the risks of dropping out of higher education, clinical errors and could also lead to maladaptive behaviours such as alcohol abuse. This scoping review aimed to identify all the available literature on effective interventions to address burnout in healthcare students. This scoping review was conducted according to the six-stage protocol by Arksey and O'Malley. Electronic database searches on several platforms, including PubMed/Medline, EMBASE, CINAHL, ERIC, PsycINFO, and Cochrane, for studies published after 2000. Studies were only included if they evaluated the effectiveness of an intervention in addressing burnout among healthcare students using a validated burnout measurement tool, both before and after the intervention. Analysis was carried out using the thematic analysis approach. Searches identified 3517 studies, of which 10 met the inclusion criteria. Three studies were randomised controlled trials, two were comparative cohort studies with an interventional and a control group, and in five studies, one cohort was assessed. Training in mindfulness, emotional intelligence and relaxation techniques significantly reduced burnout. Several interventions, including training in mindfulness and emotional intelligence, can be successfully implemented to reduce burnout in healthcare students. Long-term results are necessary to evaluate the sustainability of benefits associated with these interventions, and moreover, longitudinal studies must demonstrate advantages in dropout rates, employment status, and satisfaction with employment to establish long-term effectiveness in addressing burnout.

This study aims to understand the perspectives of surgeons and trainees on intraoperative surgical education, identifying perceived barriers and facilitators. Surgical training is shifting towards competency-based medical education (CBME) with the goal of graduating measurably competent surgeons. Despite this, concerns remain that trainees lack the clinical exposure to develop surgical competency. Understanding surgeon and trainee perspectives on intraoperative education can help identify current issues and provide direction for improving surgical training. A systematic review and meta-synthesis of qualitative studies that assess surgeon and trainee perspectives of intraoperative education was performed. 11,287 papers were screened, and 60 met the inclusion criteria, representing the perspectives of 1592 surgeons and trainees. Three major themes emerged that emphasised (1) the importance of developing trust, (2) the key qualities of effective surgeon educators, and (3) the impact of financial incentives, medico-legal concerns and educational support in the educational environment. This review provides a framework to understand intraoperative education and identifies key facilitators and barriers for surgeons, trainees and training programs.

Students who are enrolled in MD-PhD training programs face the same stressors and adverse experiences as medical students and graduate students and, additionally, have challenges unique to the dual-degree curriculum. These future physician-scientists can benefit from tailored training to help them manage these challenges. Thus, students in the Medical Scientist Training Program (MSTP) at Virginia Commonwealth University developed and implemented a student-led, administration-supported Wellness Initiative specifically for these trainees. The initiative has four aims designed to improve students' wellbeing in all major aspects of their lives and to shift the culture of the MSTP to one with a greater focus on holistic wellness. The aims are achieved with four practical components: monthly wellness programming, a peer mentorship program, annual wellness goals for students, and a wellness resource guide. Together, these components help students build their social support network, facilitate vertical transmission of institutional and local knowledge, offer intentional check-ins that encourage students to seek help whenever needed, and encourage wellness and resiliency education that will aid students throughout their careers. Since its inception in 2019, student involvement in the wellness initiative has steadily increased, with promising annual program data suggesting that it has positively impacted our MSTP students and program culture. The success of the initiative is further reinforced by positive messaging and financial support from MSTP leadership. Student leaders within the initiative continue to innovate, ensuring the initiative remains flexible enough to meet new challenges within the MD-PhD training environment as they arise. The VCU MSTP Wellness Initiative, described herein as a framework for other institutions, is the first published model of a comprehensive wellness program specifically designed to address the unique needs of physician-scientist trainees.

Introduction: Co-organized by students, the cinemeducation course 'M23 Cinema' (M23C) at Ludwig-Maximilians-Universität Munich combines film screenings with audience discussions featuring guests to promote perspective-taking and reflective thinking on health. This study assessed the M23C's inclusivity regarding film representation, guest diversity, and organizing committee composition, considering gender, profession, institution, academic background, and geographic origin.

Methods: This mixed-methods study pursued a descriptive qualitative and quantitative analysis of all M23C events from 2006 to 2024. We used a database of internal and publicly available records on film characteristics, thematic content, and demographics of guests and organizers.

Results: Among 103 M23C events, 66 (64.1%) were feature films and 36 (35.0%) documentaries, addressing 80 topics, with abortion, assisted dying, and organ transplantation being the most frequent. Films originated from 29 countries, with 99 (97.1%) (co-)produced in the Global North. Of 231 guests, 119 (51.5%) were physicians from 33 specialties, 45 (19.5%) were people with lived experience or relatives, and 42 (18.2%) were other health professionals. Most guests (55%) were male. Among 39 organizing committee members, 37 (94.9%) were medical students, and 26 (66.7%) were female.

Discussion: This study demonstrates the potential of cinemeducation to address diversity and representation in medical education. We identified gaps, including Eurocentrism and gender imbalances, highlighting the need for a more inclusive approach. Nine practical implications developed to improve inclusivity, including incorporating people with lived experiences, balancing gender representation, integrating global health perspectives, diverse student groups, and fostering interdisciplinary collaboration through film festivals and professional networks.

Endocrine-disrupting chemicals (EDCs) have diverse sources of exposure in everyday life. Raising public awareness is crucial, considering the undeniable role of individual choices in EDC exposure. Given the critical role of physicians in public health education and the increasing importance of preventive strategies, it is essential to evaluate EDC awareness among both current and future healthcare providers. This study aimed to assess the level of EDC awareness among Turkish medical students and physicians using a validated scale, and to examine how this awareness relates to individuals' general attitudes toward preventive health, as measured by the Healthy Life Awareness (HLA) Scale. This cross-sectional study employed the endocrine Disruptor Awareness Scale (EDCA) and the Healthy Life Awareness Scale (HLA) to assess participants' knowledge and attitudes. The survey was disseminated electronically through e-mail. We reached a total of 617 participants. Three hundred eighty-one were medical students, and 236 were physicians. The median EDC general awareness score was significantly higher in physicians compared to students (2.12[1.5] vs 2.87[1.63], p < 0.001). The mean EDC awareness total score was also higher in physicians (3.4 ± 0.54 vs 3.63 ± 0.6, p < 0.001). Female physicians' awareness was significantly higher than their male counterparts (3[1.38] vs 2.75[1.56], p = 0.027). Age and healthy life awareness scores significantly correlated with EDC awareness scores. In particular, endocrinologists' scores were significantly higher than other subspecialties (total score 3.59 ± 0.58 vs. 3.96 ± 0.56, p = 0.003). The findings reveal a significant gap in EDC awareness among medical students, highlighting a lack of sufficient curricular coverage at the undergraduate level. The positive associations observed between EDC awareness, age, and healthy life awareness suggest that individual health consciousness and postgraduate experience contribute to greater awareness. These results underscore the importance of incorporating environmental health, particularly the endocrine disruptors, into medical curricula at various stages of training.