Pub Date : 2023-11-16DOI: 10.1101/2023.11.15.23298575
Senthujan Senkaiahliyan, Augustin Toma, Jun Ma, An-Wen Chan, Andrew Ha, Kevin R An, Hrishikesh Suresh, Barry Rubin, Bo Wang
OpenAI's large multimodal model, GPT-4V(ision), was recently developed for general image interpretation. However, less is known about its capabilities with medical image interpretation and diagnosis. Board-certified physicians and senior residents assessed GPT-4V's proficiency across a range of medical conditions using imaging modalities such as CT scans, MRIs, ECGs, and clinical photographs. Although GPT-4V is able to identify and explain medical images, its diagnostic accuracy and clinical decision-making abilities are poor, posing risks to patient safety. Despite the potential that large language models may have in enhancing medical education and delivery, the current limitations of GPT-4V in interpreting medical images reinforces the importance of appropriate caution when using it for clinical decision-making.
{"title":"GPT-4V(ision) Unsuitable for Clinical Care and Education: A Clinician-Evaluated Assessment","authors":"Senthujan Senkaiahliyan, Augustin Toma, Jun Ma, An-Wen Chan, Andrew Ha, Kevin R An, Hrishikesh Suresh, Barry Rubin, Bo Wang","doi":"10.1101/2023.11.15.23298575","DOIUrl":"https://doi.org/10.1101/2023.11.15.23298575","url":null,"abstract":"OpenAI's large multimodal model, GPT-4V(ision), was recently developed for general image interpretation. However, less is known about its capabilities with medical image interpretation and diagnosis. Board-certified physicians and senior residents assessed GPT-4V's proficiency across a range of medical conditions using imaging modalities such as CT scans, MRIs, ECGs, and clinical photographs. Although GPT-4V is able to identify and explain medical images, its diagnostic accuracy and clinical decision-making abilities are poor, posing risks to patient safety. Despite the potential that large language models may have in enhancing medical education and delivery, the current limitations of GPT-4V in interpreting medical images reinforces the importance of appropriate caution when using it for clinical decision-making.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524143","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 : 2023-11-15DOI: 10.1101/2023.11.14.23298522
Michael J. A. Reid, Judy Khanyola, Rand Dadasovich, Miliard Derbew, Ian Couper, Edward T. Dassah, Maeve Forster, Onesmus Gachuno, Clara Haruzivishe, Abigail Kazembe, Shayanne Martin, Mmoloki Moltwantwa, Keneilwe Motlhatlhedi, Kien Alfred Mteta, Nisha Nadesan-Reddy, Fatima Suleman, Catherine Ngoma, Georgina N. Odaibo, Roy Mubuuke, Deborah von Zinkernagel, Elsie Kiguli-Malwadde, David Sears
The 21st century presents significant global health challenges that necessitate an integrated health workforce capable of delivering person-centered and integrated healthcare services. Interprofessional collaboration (IPC) plays a vital role in achieving integration and training an IPC-capable workforce in Sub-Saharan Africa (SSA) has become imperative. This study aimed to assess changes in IPC confidence among learners participating in a team-based, case-based HIV training program across diverse settings in SSA. Additionally, it sought to examine the impact of different course formats (in-person, synchronous virtual, or blended learning) on IPC confidence. Data from 20 institutions across 18 SSA countries were collected between May 1, 2021, and December 31, 2021. Logistic regression analysis was conducted to estimate associations between variables of interest and the gain in IPC confidence. The analysis included 3,842 learners; nurses comprised 37.9% (n=1,172) and physicians 26.7% (n=825). The majority of learners (67.2%, n=2,072) were pre-service learners, while 13.0% (n=401) had graduated within the past year. Factors significantly associated with increased IPC confidence included female gender, physician cadre, completion of graduate training over 12 months ago, and participation in virtual or in-person synchronous workshops (p<0.05). The insights gained from this analysis can inform future curriculum development to strengthen interprofessional healthcare delivery across SSA.
{"title":"Improving Interprofessional Collaboration: Building Confidence Using A Novel HIV Curriculum For Healthcare Workers Across Sub-Saharan Africa","authors":"Michael J. A. Reid, Judy Khanyola, Rand Dadasovich, Miliard Derbew, Ian Couper, Edward T. Dassah, Maeve Forster, Onesmus Gachuno, Clara Haruzivishe, Abigail Kazembe, Shayanne Martin, Mmoloki Moltwantwa, Keneilwe Motlhatlhedi, Kien Alfred Mteta, Nisha Nadesan-Reddy, Fatima Suleman, Catherine Ngoma, Georgina N. Odaibo, Roy Mubuuke, Deborah von Zinkernagel, Elsie Kiguli-Malwadde, David Sears","doi":"10.1101/2023.11.14.23298522","DOIUrl":"https://doi.org/10.1101/2023.11.14.23298522","url":null,"abstract":"The 21st century presents significant global health challenges that necessitate an integrated health workforce capable of delivering person-centered and integrated healthcare services. Interprofessional collaboration (IPC) plays a vital role in achieving integration and training an IPC-capable workforce in Sub-Saharan Africa (SSA) has become imperative. This study aimed to assess changes in IPC confidence among learners participating in a team-based, case-based HIV training program across diverse settings in SSA. Additionally, it sought to examine the impact of different course formats (in-person, synchronous virtual, or blended learning) on IPC confidence. Data from 20 institutions across 18 SSA countries were collected between May 1, 2021, and December 31, 2021. Logistic regression analysis was conducted to estimate associations between variables of interest and the gain in IPC confidence. The analysis included 3,842 learners; nurses comprised 37.9% (n=1,172) and physicians 26.7% (n=825). The majority of learners (67.2%, n=2,072) were pre-service learners, while 13.0% (n=401) had graduated within the past year. Factors significantly associated with increased IPC confidence included female gender, physician cadre, completion of graduate training over 12 months ago, and participation in virtual or in-person synchronous workshops (p<0.05). The insights gained from this analysis can inform future curriculum development to strengthen interprofessional healthcare delivery across SSA.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138524125","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 : 2023-07-12DOI: 10.1101/2023.07.07.23292340
Aloysius Gonzaga Mubuuke, Alyssa Bercasio, Georgina Yeboah, Elsie Kiguli-Malwadde, Abigail Kazembe, Maeve Forster, Deborah von Zinkernagel, Ellie Anderson, Clara E. Sam-Woode, Oathokwa Nkomazana, Patricia Katowa Mukwato, Michael J. A. Reid, Marietjie de Villiers
Background Effective leadership is crucial for improving the quality of health professionals trained in Sub-Saharan Africa (SSA). However, many health professions training institutions lack formal faculty mentorship programs for leaders, leaving faculty to learn on the job without formal support. To address this gap, the African Forum for Research and Education in Health (AFREhealth) developed an innovative leadership capacity-strengthening program, named after the late educator and research, James Hakim. Objective This article describes the design and implementation of the AFREhealth leadership training program and how it could bridge the leadership skills gap in health professions education in SSA. The objective of the article is to describe the program’s implementation process, share the experiences of participants, and discuss lessons learned. Methods The AFREhealth leadership training program was developed through consultative meetings, after a landscape review of existing leadership training programs. The program was designed to be delivered virtually over a 12-week period, and the curriculum included modules on leadership styles and personality, mentorship, change management, conflict management, budgeting, resource mobilization, building partnerships, inter-professional education & collaborative practice, and working on inter-professional teams. Training activities included weekly workshops, small group discussions, readings, reflective sessions with senior health leaders/experts, focused mentorship sessions, and a guided project design capstone. Surveys were conducted to obtain feedback from participants and assess the program’s impact on their ongoing leadership roles in their institutions. Results The leadership training program was implemented twice in a 20-month period, with 68 trainees completing the program. Participants reported increased knowledge, skills, and confidence in attaining key leadership competencies. The virtual delivery of the training allowed for a wide pool of applicants to participate, and the curriculum was designed to be adaptable for other institutions. Conclusion The AFREhealth leadership development program demonstrated the need for mentoring health professions education leaders in Africa and the effectiveness of virtual training methods. The innovative curriculum and delivery model provide a valuable resource for other institutions seeking to build leadership capacity in health professions education.
{"title":"The Implementation and Evaluation of the James Hakim Leadership Development Program in Africa: process, lessons Learned, and Feedback from the Participants","authors":"Aloysius Gonzaga Mubuuke, Alyssa Bercasio, Georgina Yeboah, Elsie Kiguli-Malwadde, Abigail Kazembe, Maeve Forster, Deborah von Zinkernagel, Ellie Anderson, Clara E. Sam-Woode, Oathokwa Nkomazana, Patricia Katowa Mukwato, Michael J. A. Reid, Marietjie de Villiers","doi":"10.1101/2023.07.07.23292340","DOIUrl":"https://doi.org/10.1101/2023.07.07.23292340","url":null,"abstract":"Background Effective leadership is crucial for improving the quality of health professionals trained in Sub-Saharan Africa (SSA). However, many health professions training institutions lack formal faculty mentorship programs for leaders, leaving faculty to learn on the job without formal support. To address this gap, the African Forum for Research and Education in Health (AFREhealth) developed an innovative leadership capacity-strengthening program, named after the late educator and research, James Hakim. Objective This article describes the design and implementation of the AFREhealth leadership training program and how it could bridge the leadership skills gap in health professions education in SSA. The objective of the article is to describe the program’s implementation process, share the experiences of participants, and discuss lessons learned. Methods The AFREhealth leadership training program was developed through consultative meetings, after a landscape review of existing leadership training programs. The program was designed to be delivered virtually over a 12-week period, and the curriculum included modules on leadership styles and personality, mentorship, change management, conflict management, budgeting, resource mobilization, building partnerships, inter-professional education & collaborative practice, and working on inter-professional teams. Training activities included weekly workshops, small group discussions, readings, reflective sessions with senior health leaders/experts, focused mentorship sessions, and a guided project design capstone. Surveys were conducted to obtain feedback from participants and assess the program’s impact on their ongoing leadership roles in their institutions. Results The leadership training program was implemented twice in a 20-month period, with 68 trainees completing the program. Participants reported increased knowledge, skills, and confidence in attaining key leadership competencies. The virtual delivery of the training allowed for a wide pool of applicants to participate, and the curriculum was designed to be adaptable for other institutions. Conclusion The AFREhealth leadership development program demonstrated the need for mentoring health professions education leaders in Africa and the effectiveness of virtual training methods. The innovative curriculum and delivery model provide a valuable resource for other institutions seeking to build leadership capacity in health professions education.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":"17 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138521886","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 : 2023-06-06DOI: 10.1101/2022.03.29.22273128
Dawit Wondimagegn, Cynthia Whitehead, Carrie Cartmill, Eloy Rodrigues, Antonia Correia, Tiago Salessi Lins, Manuel Joao Costa
Introduction: Medical education and medical education research are growing industries that have become increasingly globalized. Recognition of the colonial foundations of medical education has led to a growing focus on issues of equity, absence, and marginalization. One area of absence that has been under-explored is that of published voices from low- and middle-income countries. We undertook a bibliometric analysis of five top medical education journals to determine which countries were absent and which countries were represented in prestigious first and last authorship positions. Methods: Web of Science was searched for all articles and reviews published between 2012 and 2018 within Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, and BMC Medical Education. Country of origin was identified for first and last author of each publication, and the number of publications originating from each country were counted. Results: Our analysis revealed a dominance of first and last authors from five countries: USA, Canada, United Kingdom, Netherlands, and Australia. Authors from these five countries had first or last authored 74% of publications. Of the 195 countries in the world, 53% were not represented by a single publication. There was a slight increase in the percentage of publications from outside of these five countries from 22% in 2012 to 29% in 2018. Conclusion: The dominance of wealthy nations within spaces that claim to be international is a finding that requires attention. We draw upon analogies from modern Olympic sport and our own collaborative research process to show how academic publishing continues to be a colonized space that advantages those from wealthy and English-speaking countries.
医学教育和医学教育研究是日益全球化的新兴产业。认识到医学教育的殖民基础导致了对公平、缺席和边缘化问题的日益关注。尚未得到充分探索的一个缺失领域是低收入和中等收入国家发表的声音。我们对五个顶级医学教育期刊进行了文献计量分析，以确定哪些国家缺席，哪些国家在著名的第一作者和最后作者位置上有代表性。方法:在Web of Science检索2012年至2018年间发表在学术医学、医学教育、健康科学教育进展、医学教师和BMC医学教育中的所有文章和评论。确定了每一出版物的第一和最后作者的原产国，并计算了来自每个国家的出版物的数量。结果:我们的分析显示第一作者和最后作者主要来自五个国家:美国、加拿大、英国、荷兰和澳大利亚。来自这五个国家的作者是74%出版物的第一作者或最后作者。在世界195个国家中，53%的国家没有一份出版物。来自这五个国家以外的出版物的百分比从2012年的22%略微增加到2018年的29%。结论:富裕国家在声称国际化的空间中占据主导地位是一个需要关注的发现。我们从现代奥林匹克运动和我们自己的合作研究过程中得出类比，以表明学术出版如何继续成为一个殖民空间，有利于那些来自富裕和英语国家的人。
{"title":"Faster, Higher, Stronger – Together? A bibliometric analysis of author distribution in top medical education journals","authors":"Dawit Wondimagegn, Cynthia Whitehead, Carrie Cartmill, Eloy Rodrigues, Antonia Correia, Tiago Salessi Lins, Manuel Joao Costa","doi":"10.1101/2022.03.29.22273128","DOIUrl":"https://doi.org/10.1101/2022.03.29.22273128","url":null,"abstract":"Introduction: Medical education and medical education research are growing industries that have become increasingly globalized. Recognition of the colonial foundations of medical education has led to a growing focus on issues of equity, absence, and marginalization. One area of absence that has been under-explored is that of published voices from low- and middle-income countries. We undertook a bibliometric analysis of five top medical education journals to determine which countries were absent and which countries were represented in prestigious first and last authorship positions. Methods: Web of Science was searched for all articles and reviews published between 2012 and 2018 within Academic Medicine, Medical Education, Advances in Health Sciences Education, Medical Teacher, and BMC Medical Education. Country of origin was identified for first and last author of each publication, and the number of publications originating from each country were counted. Results: Our analysis revealed a dominance of first and last authors from five countries: USA, Canada, United Kingdom, Netherlands, and Australia. Authors from these five countries had first or last authored 74% of publications. Of the 195 countries in the world, 53% were not represented by a single publication. There was a slight increase in the percentage of publications from outside of these five countries from 22% in 2012 to 29% in 2018. Conclusion: The dominance of wealthy nations within spaces that claim to be international is a finding that requires attention. We draw upon analogies from modern Olympic sport and our own collaborative research process to show how academic publishing continues to be a colonized space that advantages those from wealthy and English-speaking countries.","PeriodicalId":501387,"journal":{"name":"medRxiv - Medical Education","volume":"108 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138521887","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}
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