BMC Medical Education最新文献

Purpose: This study aimed to investigate the perceptions, experiences, and ethical awareness of undergraduate Speech and Language Therapy (SLT) students in Türkiye regarding the use of ChatGPT in academic and clinical education. As generative artificial intelligence (AI) tools rapidly expand in health sciences education, understanding how students adopt and apply these technologies is crucial for guiding their pedagogical integration.

Methods: A quantitative, cross-sectional survey design was employed. A total of 168 SLT students from various universities participated voluntarily. Data were collected using a 50-item structured questionnaire developed by the researchers. Content validity was established through expert review, and the overall reliability was high (Cronbach's α = 0.87). Data were analyzed using SPSS 25.0 software through descriptive statistics, independent t-tests, and one-way ANOVA to examine class-level differences.

Results: Findings indicated that ChatGPT was most frequently used for academic purposes, including understanding and summarizing lecture notes (75.0%) and literature review (66.1%). Usage was lower for clinical reasoning (35.1%) and case analysis (33.9%). Significant differences were observed between class levels in academic writing, therapy material preparation, and theoretical knowledge acquisition (p < .05). Most participants emphasized the need for institutional AI-use guidelines and AI literacy workshops. Furthermore, 83.9% agreed that ChatGPT cannot replace the therapist's role but can serve as a supportive tool in educational and clinical settings.

Conclusion: ChatGPT is increasingly utilized by SLT students as an effective learning and planning tool; however, its clinical and ethical applications are approached with caution. The results highlight the need for institutional policies and structured AI literacy programs to ensure the safe, responsible, and pedagogically sound use of AI tools in health professions education.

Background: The COVID-19 pandemic brought about sudden changes in healthcare demands, requiring additional healthcare professionals and altering the educational landscape for medical and nursing residents. This study aimed to explore the experiences and impact of the pandemic on the training of family and community medicine as well as family and community nursing residents.

Method: A participatory qualitative study was conducted using the Photovoice methodology. Seven residents in family and community medicine and nursing in the Madrid region were purposively sampled. Participants took photographs and engaged in weekly sessions over five weeks to discuss and analyse their photos, which were grouped into themes and further categorized. Recommendations for institutions and program leaders were developed using an adapted logical framework approach.

Results: The average age was 27 years, with 86% being female. Participants captured 96 photographs categorized into five themes (physical and emotional impact; impact on primary care system; hospital care ; social and environmental impact ; and impact on training). Through critical discussions on impact on training-related photos, seven emergent themes were identified: 1) COVID-19 monograph, buried knowledge; 2) Changing roles ; 3) Transition from face-to-face to online delivery format ; 4) Supervision; 5) Tutor as educator and caregiver ; 6) Advocacy ; 7) Family and nursing residents as agents of change. Subsequently, participants formulated seven recommendations that should be considered in similar situations.

Conclusion: The COVID-19 pandemic has posed significant challenges in implementing medical education programs. It has had both formative and professional impacts on medical and nursing residents. These findings can aid in designing coping and educational strategies to navigate exceptional situations such as the one experienced during the pandemic.

Background: Medical education has traditionally relied on basic and clinical sciences as the two foundational pillars for preparing physicians to enter practice. Recently, health systems science (HSS) has emerged as a third pillar, aiming to address the complexities of rapidly evolving healthcare systems. However, it remains limited or absent from most medical education programs worldwide, often lacking structured formal integration within broader medical education curriculum.

Methods: In August 2019, a new 3-year longitudinal Health Systems Science (HSS) course was introduced into the fourth year of a 6-year undergraduate medical curriculum at the Mohammed Bin Rashid University of Medicine and Health Sciences in Dubai, United Arab Emirates. The course addresses competencies such as value-based care, population health, interprofessional collaboration, health system improvement, and systems thinking. It combines structured classroom instruction, online modules via the Institute for Healthcare Improvement (IHI), and the completion of an experiential Quality Improvement (QI) project in the final year.

Results: All students participated in workplace-based quality improvement project and presented their findings as posters at a year-end HSS school symposium. When surveyed at the end of the course, all 47 students who completed the survey indicated they would recommend the course to future students, with 93.62% of respondents rating the course as 'Excellent' or 'Good' (M = 4.34, SD = 0.60). Students also appreciated the new QI skills they acquired and their deeper understanding of health systems.

Next steps: The course faculty plan to continue instilling and nurturing HSS competencies during the early stages of medical education and envision expanding such courses to more health professionals in the future, including those from nursing, pharmacy, and other health programs. Student feedback and lessons learned will be used to inform course improvements, implement robust assessments, and influence a cultural shift towards greater engagement in QI work alongside clinical care.