Field Of Medical Education Research Articles

Integrating diversity into the medical curriculum

In the field of medical education, diversity refers to the presence and representation of persons from a diversified range of personal backgrounds, experiences, and characteristics across the student community, faculty members, and employees in the institution. The scope of diversity in medical education is immense and it plays a vital role in creating an effective learning environment. Once students are exposed to a group of diverse students and patients during their undergraduate training, there is a significant improvement in cultural competence, which becomes crucial in our mission to deliver patient-centered care. Considering the merits of diversity in the medical curriculum for medical students, there is an indispensable need to take specific measures to ensure that diversity is integrated in the curriculum, as it will also ensure the delivery of equitable and culturally competent medical care. As important is to ensure the integration of diversity into medical curriculum, equal importance has to be given to the measurement of various initiatives that have been taken to promote diversity in medical education. In conclusion, diversity in medical education is the need of the hour to create a fruitful learning environment for medical students. This calls for the need to take measures for the integration of diversity into the medical curriculum and subsequently identify strategies and indicators to measure and monitor the progress of diversity initiatives in medical institutions.

A Service-Learning Project Based on a Community-Oriented Intelligent Health Promotion System for Postgraduate Nursing Students: Mixed Methods Study.

Service learning (SL) is a pedagogical approach that combines community service with cognitive learning for professionals. Its efficacy in promoting community health has gained broad recognition in nursing education. The application of postgraduate nursing SL programs in community-based intelligent health remains underexplored. Thus, additional investigation is necessary to assess the influence of the SL project based on a community-oriented intelligent health promotion system (SLP-COIHPS) on postgraduate nursing students and health service recipients. This study aims to assess how SLP-COIHPS influences the scientific awareness and research innovation abilities of postgraduate nursing students. In addition, the study sought to examine the experiences of both participating students and health service recipients. We conducted a mixed methods investigation by using web-based surveys and conducting interviews. The web-based surveys aimed to explore the differences in scientific awareness and research innovation capabilities between 2 distinct groups: an experimental group of 23 postgraduate nursing students actively participated in SLP-COIHPS, while 23 postgraduate students (matched one-to-one with the experimental group in terms of grade, sex, and research methods) served as control participants. Semistructured interviews were conducted with 65% (15/23) of postgraduate students and 3% (12/405) of community residents who received health services, aiming to assess the project's impact on them. The community-based intelligent health promotion system installed in intelligent health cabins can be conceptualized as an expert system providing valuable references for student health education. It has the capability to generate comprehensive assessments and personalized health guidance plans. Following training, students were involved in offering health assessments, health education, and related services. Subsequently, after the web-based surveys and semistructured interviews, quantitative data were analyzed using the SPSS (IBM Corp) software package, using 2-tailed t tests and Mann-Whitney U tests; qualitative data underwent analysis using the constructivist grounded theory approach. Postgraduate nursing students participating in this program scored 12.83 (Cohen d>0.8; P<.001) and 10.56 (Cohen d>0.8; P=.004) points higher than postgraduate students in the control group in research awareness and research innovation capability, respectively. On the basis of the qualitative results, postgraduate students reported improvement in this program. Analysis of the interviews revealed a total of 12 subcategories across three primary domains: (1) specialized skills, (2) scientific research ability, and (3) comprehensive qualities. Community residents reported high satisfaction and positive experiences. Analysis of the interviews with community residents identified two primary categories: (1) satisfaction and (2) perceived benefits. SLP-COIHPS had a positive impact on students' development of scientific awareness and research innovation ability. Qualitative study findings also support the further development of practical programs that integrate intelligent health and SL theories in the field of medical education. This includes exploring the potential factors influencing postgraduate nursing students' research capabilities or investigating the long-term effects of the project.

Snippets of Student Centric Methods for Postgraduate Teaching

The field of medical education has witnessed a transition from traditional teaching methods to competency-based medical education, with an increasing focus on student-centered learning. This study aims to provide additional evidence supporting the effectiveness of student-centric approaches in medical education. The main objectives of this study are to assess the implementation of student-centered methods for second-year pathology postgraduate students and to evaluate the outcomes in terms of feedback and performance. In the Department of Biochemistry, several student-centered methods, including experiential learning, flipped classroom, student-led seminars, and a constructivist learning model, were employed for the assigned second-year pathology postgraduate students. Following a 15-day posting period, feedback was collected from the students, and their performance was assessed through graded examinations. Feedback from the participating postgraduate students was obtained, and their performance in the end-of-posting exams was analyzed. The results indicated positive student outcomes, with all students passing the exams. Self-perceived increased critical thinking and reasoning skills were reported during focus group discussion. The findings of this study support the effectiveness of student-centered approaches in medical education. The successful implementation of various student-centered methods for second-year pathology postgraduate students highlights the importance of incorporating learner-centric strategies. These results emphasize the need for faculty development at all levels to facilitate the adoption of student-centered teaching methods in medical education. Keywords: Competency based education, Postgraduate medical education

Perception of First-Year Medical Students Towards Cadaveric Oath.

Cadaveric oath-taking is a special way of expressing respect and gratitude to the donors and their families of medical students. The cadaveric oath-taking ceremony was organized for the first time in our medical college. Our study was carried out with the aim of understanding the perceptions of the students after the oath-taking ceremony. This is a descriptive cross-sectional study conducted in the Department of Anatomy among first-year medical students of a medical college. The total sample size was 100. Data was collected using a pre-structured questionnaire among a group of students who took part in a cadaveric oath-taking ceremony, conducted for the first time in the medical college. Sixty-eight percent of the respondents strongly agreed that cadaveric oath is important in anatomy learning. Eighty-four percent of respondents fully agree with the fact that cadavers are silent mentors. About 88.00% of respondents strongly agreed that they should be thankful to the family members for the noble gesture of body donation. Ninety-five percent of respondents strongly feel that cadavers should be treated with respect, compassion, care, and dignity. The cadaveric oath-taking ceremony holds significant importance in medical education, providing a unique opportunity and avenue to pay tribute to donors and acknowledge their generous contributions. Our study strongly supports integrating the cadaveric oath ceremony at the start of anatomy dissection, fostering ethical principles among aspiring doctors, and honoring the invisible guides in the field of medical education.

Medicine and Pharmacy Students' Knowledge, Attitudes, and Practice regarding Artificial Intelligence Programs: Jordan and West Bank of Palestine.

Artificial intelligence (AI) programs generate responses to input text, showcasing their innovative capabilities in education and demonstrating various potential benefits, particularly in the field of medical education. The current knowledge of health profession students about AI programs has still not been assessed in Jordan and the West Bank of Palestine (WBP). This study aimed to assess students' awareness and practice of AI programs in medicine and pharmacy in Jordan and the WBP. This study was in the form of an observational, cross-sectional survey. A questionnaire was electronically distributed among students of medicine and pharmacy at An-Najah National University (WBP), Al-Isra University (Jordan), and Al-Balqa Applied University (Jordan). The questionnaire consisted of three main categories: sociodemographic characteristics of the participants, practice of AI programs, and perceptions of AI programs, including ChatGPT. A total of 321 students responded to the distributed questionnaire, and 261 participants (81.3%) stated that they had heard about AI programs. In addition, 135 participants had used AI programs before (42.1%), while less than half the participants used them in their university studies (44.2%): for drug information (44.5%), homework (38.9%), and writing research articles (39.3%). There was significantly (48.3%, P<0.005) more conviction in the use of AI programs for writing research articles among pharmacy students from Palestine compared to Jordan. Lastly, there was significantly more (53.8%, P<0.05) AI program use among medicine students than pharmacy students. While most medicine and pharmacy students had heard about AI programs, only a small proportion of the participants had used them in their medical study. In addition, attitudes and practice related to AI programs in their education differs between medicine and pharmacy students and between WBP and Jordan.

Automating Data Transformation in Medical Education: A Case Study on ETL Implementation

The increasing abundance of data in the field of medical education has created both opportunities and challenges for effective data management and analysis. The proliferation of electronic health records, survey data, and other digital sources has introduced a pressing need for systematic approaches to consolidate and leverage this wealth of information. One such approach is the implementation of Extract, Transform, and Load processes, which can automate the transformation of raw data into a format suitable for analysis and decision-making.

Medical education as a research field in Norway – a bibliometric study

Medical education is a growing international field of research. However, no overview exists of Norwegian researchers' contribution to the field. This study aimed to identify and describe medical education research originating from Norwegian research institutions. We performed targeted searches in Web of Science, PubMed, ProQuest Education and Cristin, and identified published research within the field from Norwegian institutions. Using bibliometric analyses, we mapped patterns in research output over time, research communities that have published their work, and which publication channels were used. We also categorized the research articles according to methodology, empirical origin, educational level and topic. We found 423 published research articles linked to Norwegian research institutions and an increase in the number of publications in the last decade. The studies were published in 141 different scientific journals. Of these, the Journal of the Norwegian Medical Association had 94 articles (22%). A total of 122 (29%) articles were published in key medical education journals. Altogether 249 (59%) of the studies were quantitative and 262 (62%) were based on empirical data from Norway. A little more than half, 237 (56%), focused on undergraduate medical education. Researchers affiliated to the University of Oslo were involved in 173 (43%) articles. The most frequently researched topics were curricula, teaching and learning technology, retention and career choices. Research activity within the field of medical education is increasing in Norway, but few Norwegian researchers publish in the specialised medical education journals.

Artificial Intelligence Revolutionizing the Field of Medical Education.

Medical education has ventured into a new arena of computer-assisted teaching powered by artificial intelligence (AI). In medical institutions, AI can serve as an intelligent tool facilitating the decision-making process effectively. AI can enhance teaching by assisting in developing new strategies for educators. Similarly, students also benefit from intelligent systems playing the role of competent teachers. Thus, AI-integrated medical education paves new opportunities for advanced teaching and learning experiences and improved outcomes. On the other hand, optical mark recognition and automated scoring are ways AI can also transform into a real-time assessor and evaluator in medical education. This review summarizes the AI tools and their application in medical teaching or learning, assessment, and administrative support. This article can aid medical institutes in planning and implementing AI according to the needs of the educators.

Assessing the Impact of Blood Cancer Talks, a Novel ‘how I Treat’ Style Podcast on Hematologic Malignancies: A Survey-Based Analysis

Introduction: The advent of podcasts has revolutionized the field of medical education. Podcasts offer a portable and convenient format that accommodates the busy schedule of healthcare professionals and students alike. Initially popularized particularly in the field of critical care medicine and emergency medicine (Cadogan M et.al 2014), educational podcasts are now available across a wide range of medical specialties. We launched a new, independent, and free podcast dedicated to hematologic malignancies, named “ Blood Cancer Talks” in July 2022. The vision of our podcast is to deliver high quality educational content in a unique “ How I Treat” format, where we interview subspecialty experts in order to provide listeners clinically-relevant insights from world-leading content experts at the forefront of their respective areas across hematologic malignancies. We further seek to assess relevant recent updates, especially clinical trials, and incorporate critical appraisal of recent data and literature into our episodes. Methods: To gather honest and unbiased feedback from our listeners and to continue to refine our content and format for maximum impact and engagement, we deployed an anonymous survey using SurveyMonkey. The survey was distributed via Twitter and email. The survey had a total of 13 questions, of which 6 used a 5-point Likert scale (1, “strongly disagree” to 5, “strongly agree”; or 1, “poor” to 5, “excellent”). Results: The survey was open for 30 days (6/25-7/25/2023), and received a total of 36 responses. A majority of respondents were Attending Physicians (50%), and treated only patients with hematologic malignances (91.3%). Categories and locations of all respondents are shown in Figure 1. A majority of respondents (79%) learnt about the podcast on Twitter, followed by word of mouth (21%), followed by MashupMD (6%). The mean length of our episode was 51 minutes (range, 32-64). 92% of respondents perceived the length as “about right”, and 8% as “too long”. The overall quality of podcast was described as “excellent” by 21 (58%), “very good” by 11 (31%), “good” by 3 (8%), and “fair” by 1 (3%) respondents (mean score 4.44/5). Most of the respondents felt that the podcast provided access to content experts they otherwise wouldn't have access to (mean score 4.28/5), improved their critical appraisal skills (mean score 4.42/5), helped them stay updated on the latest data in hematologic malignancies (mean score 4.56/5), and improved their knowledge in clinically relevant areas (mean score 4.47/5). The three most common additional episode formats that respondents expressed interest in were pro-con debate (77%), evidence-based medicine (69%), and roundtable discussions (57%). Conclusion: In summary, “ Blood Cancer Talks” has distinguished itself as a pioneering medical podcast with a broad, global listenership. Its specialized focus on hematologic malignancies resonates with an engaged audience of clinicians. An encouraging 94% of respondents either agree or strongly agree that this resource has been instrumental in keeping them informed about the latest research and advancements in hematologic malignancies. We hope to continue to develop clinically relevant, expert-focused episodes across the breadth of hematologic malignancies, including new episode formats that incorporate listener feedback.

ChatGPT Review: A Sophisticated Chatbot Models in Medical &amp; Health-related Teaching and Learning

Artificial intelligence (AI) has transformed our interactions with the world, spawning complex apps and gadgets known as intelligent agents. ChatGPT, a chatbot hybrid of AI and human-computer interaction, converse with humans and have a wide range of possible uses. Chatbots have showed potential in the field of medical education and health sciences by aiding learning, offering feedback, and increasing metacognitive thinking among undergraduate and postgraduate students. OpenAI’s ChatGPT, an dvanced language model, has substantially enhanced chatbot capabilities. Chatbots are being used in the medical related field for teaching &amp; learning, mental state categorisation, medication recommendation, health education and awareness. While chatbots have been well accepted by users, further study is needed to fully grasp their use in medical and healthcare settings. This study looked at 32 research on ChatGPT and chatbots in medical-related fields and medical education. Medical education, anatomy, vaccines, internal medicine, psychiatry, dentistry, nursing, and psychology were among the topics discussed in the articles. The study designs ranged from pilot studies to controlled experimental trials. The findings show the exponential growth and potential of ChatGPT and chatbots in healthcare and medical education, as well as the necessity for more research and development in this sector.

MedEscapeRoom: an innovative learning method at Unisanté. A course offered as part of pre-graduate medical training

Teaching methods in the health sciences are evolving with societal changes and the needs of new generations. Gamification in the field of medical education is a fast-growing theme. The use of games in medical training activities engages participants in problem-solving by amplifying their emotional experience and promotes adult learning. At Unisanté (Centre for Primary Care and Public Health of the University of Lausanne), the MedEscapeRoom, an escape game on the outpatient management of acute vertigo, has been developed as a new teaching tool in undergraduate medical education through an exploratory approach and continuous improvement cycles. This article describes the development and evaluation of this pioneering teaching tool.

Remuneration Model for Health Workers in A State University Hospital (Case Study at The University of Indonesia Hospital)

A high turn over rate is an indicator for a company to implement a strategy to retain employees. From the literature study, it was found that one of the efforts to retain employees is through compensation strategies. Compensation can be used as an attraction to attract prospective employees with high qualifications and retain high performing employees. The role of state university hospitals (RSPTN) as places for education, research and integrated health services in the fields of medical and/or dental education, continuing education and other health education in a multi-professional manner cannot be separated from the role of existing health workers. This research is to look for components that can be taken into account as remuneration components to obtain a remuneration model for health workers at RSPTN.

The hidden curriculum of peer teaching in developing a professional identity: Perspectives of medical students and junior doctors.

Peer teaching has been utilised in the field of medical education to support learning of the curriculum in both pre-clinical and clinical contexts. The literature has shown that there is a hidden curriculum unique to peer teaching, but little is known about this from the peer learner perspective. This study explored the hidden curriculum of peer teaching and from the perspective of medical students and junior doctors. Data was collected via one-on-one interviews with 10 participants including junior doctors and medical students (n = 10). The interviews were transcribed, and thematic analysis was used to interpret the data. Five themes were identified in relation to the hidden curriculum of peer teaching-specifically, learning how to be a professional; be a better learner; to care for self and others; to navigate career pathways; and to become a future teacher. Peer teaching is a powerful resource for professional identity development in medicine and can be better leveraged to deliver on this potential.

Development of the Jefferson Scale of Empathy for Teachers (JSE-T) to Measure Empathy in Educationally Relevant Situations

The Jefferson Scale of Empathy is one of the most commonly used scales in medical education to measure empathy. It is specific to the field of medical education and geared toward orienting medical students to physician empathy in patient care situations. The scale was transferred to the educational context in teacher education. In doing so, the questionnaire was reduced from the original 20 items to 9 because of content and methodological issues. A CFA showed good model-fit parameters for a three-factor model, and correlations with the German version of the Interpersonal reactivity Index were in line with the magnitudes reported in previous literature. In total, the JST-E scales show evidence for their factorial and convergent validity and their reliability. The JSE-T proves to be a good instrument for measuring empathy in educational contexts and thus closes the gap between trait measurement procedures such as the IRI and concrete-situational judgment tests, so that an economical, multidimensional testing of empathy becomes possible.

European Union Strategies Extrapolation for Boosting Students’ Media Literacy in Ukrainian Higher Education

Purpose. The paper deals with the realization of Erasmus+ Jean Monnet Module project that contributes to the strengthening of the role of media literacy among citizens. The aim of the article is to regard practical aspects of media literacy and critical thinking development for higher education (HE) institution’ students in the context of foreign language learning, considering European and Ukrainian experiences.&#x0D; Methodology of the study involved analysing and generalizing scientific sources to uncover the main issues under investigation; collecting and summarizing valuable points from scholars’ contributions worldwide, intercultural communication observations and descriptions.&#x0D; Results. The project “European Union (EU) strategies extrapolation for boosting students’ media literacy in Ukrainian HE”, initiated in SNAU with the support of Jean Monnet Foundation within the EU Erasmus+ Program, is targeted at popularizing the main directions of EU policy in the field of media education. While reviewing the European discourse on media literacy it was found that the key strategies in British media education are media authorship, ownership and control, ways of achieving the effect of influence and encoding information of media texts, etc. Finnish media education’s overall goal is enabling students’ analysis of the present and the desired future, and decision making to move towards the desired future. Media education in France is largely determined by semiology, discourse analysis, film analysis, promoting citizens’ participation in the public life, a critical approach to advertising and active resistance to its influence. Austrian and German media education focuses on the control over media with potentially harmful or dangerous content and the development of responsible communication culture. Integrating media literacy into foreign language training is revealed to be essential as it can introduce real-world topics and scenarios relevant to students. The compilers of the training course syllabus considered important European documents on media literacy and language education selecting topics, establishing learning objectives, defining learning outcomes, and setting evaluation criteria.&#x0D; Conclusions: The results of this study suggest that media literacy skills should be a compulsory subject in all branches of educational faculties and developed throughout life. The training course should be based on advanced innovations and achievements in this field, considering European and Ukrainian experiences.

Advantages and pitfalls in utilizing artificial intelligence for crafting medical examinations: a medical education pilot study with GPT-4

BackgroundThe task of writing multiple choice question examinations for medical students is complex, timely and requires significant efforts from clinical staff and faculty. Applying artificial intelligence algorithms in this field of medical education may be advisable.MethodsDuring March to April 2023, we utilized GPT-4, an OpenAI application, to write a 210 multi choice questions-MCQs examination based on an existing exam template and thoroughly investigated the output by specialist physicians who were blinded to the source of the questions. Algorithm mistakes and inaccuracies, as identified by specialists were classified as stemming from age, gender or geographical insensitivities.ResultsAfter inputting a detailed prompt, GPT-4 produced the test rapidly and effectively. Only 1 question (0.5%) was defined as false; 15% of questions necessitated revisions. Errors in the AI-generated questions included: the use of outdated or inaccurate terminology, age-sensitive inaccuracies, gender-sensitive inaccuracies, and geographically sensitive inaccuracies. Questions that were disqualified due to flawed methodology basis included elimination-based questions and questions that did not include elements of integrating knowledge with clinical reasoning.ConclusionGPT-4 can be used as an adjunctive tool in creating multi-choice question medical examinations yet rigorous inspection by specialist physicians remains pivotal.

Virtual education strategies in the context of sustainable health care and medical education: A topic modelling analysis of four decades of research.

The growing importance of sustainability has led to the current literature being saturated with studies on the necessity of, and suggested topics for, education for sustainable health care (ESH). Even so, ESH implementation has been hindered by educator unpreparedness and resource scarcity. A potential resolution lies in virtual education. However, research on the strategies needed for successfully implementing virtual education in the context of sustainable health care and medical education is sparse; this study aims to fill the gap. Topic modelling, a computational text-mining method for analysing recurring patterns of co-occurring word clusters to reveal key topics prevalent across the texts, was used to examine how sustainability was addressed in research in medicine, medical education, and virtual education. A total of 17 631 studies, retrieved from Web of Science, Scopus and PubMed, were analysed. Sustainability-related topics within health care, medical education and virtual education provided systematic implications for Sustainable Virtual Medical Education (SVME)-ESH via virtual platforms in a sustainable way. Analyses of keywords, phrases, topics and their associated networks indicate that SVME should address the three pillars of environmental, social and economic sustainability and medical practices to uphold them; employ different technologies and methods including simulations, virtual reality (VR), artificial intelligence (AI), cloud computing, distance learning; and implement strategies for collaborative development, persuasive diffusion and quality assurance. This research suggests that sustainable strategies in virtual education for ESH require a systems approach, encompassing components such as learning content and objectives, evaluation, targeted learners, media, methods and strategies. The advancement of SVME necessitates that medical educators and researchers play a central and bridging role, guiding both the fields of sustainable health care and medical education in the development and implementation of SVME. In this way, they can prepare future physicians to address sustainability issues that impact patient care.

Design and Validation of Professional Development Environment Model Based on Task-Centered Approach in Medical Education

This study aimed to design and validate a professional development environment model based on a task-centered approach in medical education. Accordingly, a mixed research design was used, and a qualitative content analysis was performed using a synthesis research method to identify the elements and components of the proposed model. Furthermore, a descriptive survey method was employed to validate the model from the point of view of experts. For the purposeful selection of resources considering the identification of the components of the professional development environment model based on the task-centered approach, authentic scientific documents indexed in databases, such as Scopus, Science Direct, Springer, Google Scholar, ProQuest, Emerald, and PubMed from 2000 to 2022 were reviewed, and 48 documents were selected. Then, they were analyzed using open coding and axial coding. To validate the proposed model, 20 specialists in radiology, medical education, and educational sciences were selected as a sample. The data were collected through an 8-item researcher-made questionnaire the content validity of which was confirmed by calculating S-CVI and CVI. According to the analysis, 4 main components and 14 sub-components were extracted, which led to the design of the desired model. The findings in the quantitative part also showed that the presented model has high internal validity in the field of medical education. Therefore, it is suggested to use this model as an innovative strategy and guidance for medical professionals.

Efficacy of atomoxetine hydrochloride combined with illustration design for visual communication with ADHD

BackgroundPatients with Attention Deficit Hyperactivity Disorder (ADHD) are often treated with the western medicine of atomoxetine hydrochloride. Although this drug can treat the symptoms of patients with ADHD, it is easy to produce drug resistance and adverse reactions in the long run. A safer and more effective treatment is needed. As a new psychotherapy method, visual communication has been gradually applied in the field of medical education. This study explores visual communication based on atomoxetine hydrochloride combined illustration design in patients with ADHD.Subjects and Methods102 ADHD patients admitted to a hospital in Beijing from July to December 2022 were selected as research subjects and randomly divided into an experimental group and a control group, with 51 patients in each group. The control group was treated with atomoxetine hydrochloride, and the experimental group was designed for visual communication treatment with atomoxetine hydrochloride combined with illustration. Treatment effects were analyzed using the SNAP scale.ResultsThe SNAP score decreased after treatment and before treatment, and the score of the experimental group was lower than that of the control group, and the difference was statistically significant (P&lt;0.05, P&lt;0,01).ConclusionsUsing atomoxetine hydrochloride combined with illustration design visual communication to treat patients with ADHD can not only improve their attention and concentration, but also relieve their symptoms, help them to understand and remember information more easily, and improve the treatment effect.AcknowledgementNational Social Science Fund project (No. 21BMZ037).

Chatgpt как один из элементов цифровой медицинской грамотности: трансформация здравоохранения и первичной медико-санитарной помощи.

Artificial intelligence (AI) plays an important role in digital healthcare, including primary health care, and large language models make a significant contribution to this progress. ChatGPT, the newest language model, has aroused interest in the global community, including in the healthcare sector, and attracted attention to the study of large language models in terms of their usefulness and safety of practical use. This article explores the role of ChatGPT as a tool for improving digital health literacy, assessing its benefits and potential risks in the context of modern healthcare and primary health care. Purpose of the study is to еvaluate the potential benefits and challenges of integrating ChatGPT into the healthcare system, including primary health care, as an element of digital health literacy. Materials and methods. A systematic search was conducted in PubMed/MEDLINE and Google Scholar. Results. In the course of this study, concerns were found about the use of ChatGPT. These concerns include ethical issues, transparency and legal aspects, the risk of bias, misquotes, and information security. Findings. ChatGPT is a valuable tool for improving digital health literacy and its implementation can lead to drastic changes in medical education, research and practical healthcare, but its use should be carried out with caution: the cooperation of regulatory authorities of all countries of the world is required. This approach will make it possible to develop legal norms regulating the code of ethics, which will become the basis for the «responsible» use of ChatGPT and other AI-based models in the field of medical education, scientific research and practical healthcare.