Integration Of Medical Education Research Articles

Comparative analysis of ChatGPT and Bard in answering pathology examination questions requiring image interpretation.

To evaluate the accuracy of ChatGPT and Bard in answering pathology examination questions requiring image interpretation. The study evaluated ChatGPT-4 and Bard's performance using 86 multiple-choice questions, with 17 (19.8%) focusing on general pathology and 69 (80.2%) on systemic pathology. Of these, 62 (72.1%) included microscopic images, and 57 (66.3%) were first-order questions focusing on diagnosing the disease. The authors presented these artificial intelligence (AI) tools with questions, both with and without clinical contexts, and assessed their answers against a reference standard set by pathologists. ChatGPT-4 achieved a 100% (n = 86) accuracy rate in questions with clinical context, surpassing Bard's 87.2% (n = 75). Without context, the accuracy of both AI tools declined significantly, with ChatGPT-4 at 52.3% (n = 45) and Bard at 38.4% (n = 33). ChatGPT-4 consistently outperformed Bard across various categories, particularly in systemic pathology and first-order questions. A notable issue identified was Bard's tendency to "hallucinate" or provide plausible but incorrect answers, especially without clinical context. This study demonstrated the potential of ChatGPT and Bard in pathology education, stressing the importance of clinical context for accurate AI interpretations of pathology images. It underlined the need for careful AI integration in medical education.

MEDICAL PHYSIOLOGY: ADVANCEMENTS IN TEACHING APPROACHES AT MEDICAL UNIVERSITIES

This article addresses the pressing issues of training modern medical and dental doctors as well as masters in biology at higher medical institutions, examining contemporary theoretical and practical approaches to integrating medical physiology as a fundamental medical amd biological discipline. It delves into current challenges in teaching physiology within the modern educational landscape, particularly focusing on the Department of Physiology at the Poltava State Medical University. This discipline is delivered by the Department of Physiology for students of the second (Master) level of higher education in the field "Healthcare" and "Biology". Physiology is a cornerstone discipline that fosters interdisciplinary integration in medical education, bridging theoretical knowledge with practical application in clinical settings. Emphasizing a practically oriented teaching principle, the article underscores the pivotal role of physiology in preparing students for clinical practice. The department adopts a comprehensive approach, developing and updating educational materials and manuals, including laboratory work with detailed descriptions of physiological research methods. Highlighting the department's achievements, it mentions their contribution to the first Ukrainian translation of the renowned physiology textbook "Medical Physiology” by Guyton and Hall in two volumes. It concludes by stressing the importance of enhancing the quality of education in medical institutions through continuous improvements in teaching practices, integration of advanced scientific developments and technologies, and the provision of modern educational resources and facilities, particularly in the field of physiology, which serves as the theoretical backbone of clinical medicine.

Mediverse Beyond Boundaries: A Comprehensive Analysis of AR and VR Integration in Medical Education for Diverse Abilities

This research paper explores the pioneering role of augmented reality (AR) and virtual reality (VR) in reshaping medical education within the metaverse, focusing particularly on their remarkable benefits for individuals with disabilities. This research examines how these immersive technologies can be customized to meet the unique needs of those with disabilities, including those with mobility. It demonstrates how AR and VR enable these individuals to actively participate in medical simulations, offering them a deeper understanding of intricate medical procedures. This article highlights the critical importance of ethical considerations, privacy measures, and adherence to accessibility standards in the deployment of AR and VR in medical training and a robust framework for harnessing the transformative capabilities of AR and VR in medical health education. It delves into the various ways in which AR and VR facilitate experiential learning, providing an immersive, hands-on approach to medical education. This research highlights the role of AR and VR in supporting remote diagnostics and mental health services, showcasing their capability to enhance doctor–patient interactions and support. This article represents that AR and VR in the metaverse have the potential to empower individuals with disabilities, leading to more inclusive and effective medical training.

Exploring knowledge, attitudes, and practices towards artificial intelligence among health professions’ students in Jordan

IntroductionThe integration of Artificial Intelligence (AI) in medical education and practice is a significant development. This study examined the Knowledge, Attitudes, and Practices (KAP) of health professions’ students in Jordan concerning AI, providing insights into their preparedness and perceptions.MethodsAn online questionnaire was distributed to 483 Jordanian health professions’ students via social media. Demographic data, AI-related KAP, and barriers were collected. Quantile regression models analyzed associations between variables and KAP scores.ResultsModerate AI knowledge was observed among participants, with specific understanding of data requirements and barriers. Attitudes varied, combining skepticism about AI replacing human teachers with recognition of its value. While AI tools were used for specific tasks, broader integration in medical education and practice was limited. Barriers included lack of knowledge, access, time constraints, and curriculum gaps.ConclusionsThis study highlights the need to enhance medical education with AI topics and address barriers. Students need to be better prepared for AI integration, in order to enable medical education to harness AI’s potential for improved patient care and training.

Investigating the impact of innovative AI chatbot on post-pandemic medical education and clinical assistance: a comprehensive analysis.

The COVID-19 pandemic has significantly disrupted clinical experience and exposure of medical students and junior doctors. Artificial Intelligence (AI) integration in medical education has the potential to enhance learning and improve patient care. This study aimed to evaluate the effectiveness of three popular large language models (LLMs) in serving as clinical decision-making support tools for junior doctors. A series of increasingly complex clinical scenarios were presented to ChatGPT, Google's Bard and Bing's AI. Their responses were evaluated against standard guidelines, and for reliability by the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, the Coleman-Liau Index, and the modified DISCERN score for assessing suitability. Lastly, the LLMs outputs were assessed by using the Likert scale for accuracy, informativeness, and accessibility by three experienced specialists. In terms of readability and reliability, ChatGPT stood out among the three LLMs, recording the highest scores in Flesch Reading Ease (31.2 ± 3.5), Flesch-Kincaid Grade Level (13.5 ± 0.7), Coleman-Lau Index (13) and DISCERN (62 ± 4.4). These results suggest statistically significant superior comprehensibility and alignment with clinical guidelines in the medical advice given by ChatGPT. Bard followed closely behind, with BingAI trailing in all categories. The only non-significant statistical differences (P > 0.05) were found between ChatGPT and Bard's readability indices, and between the Flesch Reading Ease scores of ChatGPT/Bard and BingAI. This study demonstrates the potential utility of LLMs in fostering self-directed and personalized learning, as well as bolstering clinical decision-making support for junior doctors. However further development is needed for its integration into education.

Reviewing the current state of virtual reality integration in medical education – a scoping review protocol

BackgroundDue to an increasing focus of medical curricula on clinical decision-making skills, new learning tools are constantly developed. Virtual reality (VR) is one of the emerging technologies with the potential to improve health professionals’ education. Highly realistic learning experiences with repeatable training scenarios can be created within a protected environment that is independent from real patients' presence. Our project “medical tr.AI.ning” is following this approach aiming to simulate immersive virtual first-person scenarios with intelligent, interactable virtual patients. So far, VR has been mainly used in surgical training, but there is evidence for effectiveness in training different procedural skills, such as cardiopulmonary resuscitation, knowledge acquisition, and improvement of reasoning and creativity, while still being cost-effective.The objective of this scoping review is to explore the usage and identify key areas of VR applications in the field of medical education. Furthermore, the corresponding requirements, evaluation methods and outcomes, advantages, and disadvantages will be covered.MethodsThis scoping review protocol implements the updated JBI Scoping Review Methodology. In March 2022, a preliminary literature research in PubMed was performed by two independent reviewers to refine search terms and strategy as well as inclusion criteria of the protocol, accounting for actuality and scientific relevance. The final search will be conducted using PubMed, ScienceDirect, Cochrane Library, Web of Science Core Collection, and JBI Evidence Synthesis. Search, study screening, and data extraction will be done in parallel and independently by two reviewers. Discrepancies will be handled by consensus or consulting a third review author.DiscussionWith this scoping review, we anticipate collating the range of application of VR in medical education while using a transparent and reproducible search strategy. This may contribute to the design and development of novel educational VR platforms and their integration into medical curricula while pointing out previous omissions and pitfalls.

Socialization, Professional Identity Formation and Training for Uncertainty

Clinical knowledge, group facilitation skills, and cognitive congruence are considered important factors for the successful tutoring of Problem Based Learning sessions. In addition, the theory of Community of Practice has become an important tool to approach social learning and knowledge integration in medical education and organizational studies. More research is needed to link these two strands of research. We look at novice medical students’ experiences and comparative reflections on student-tutors and clinician-tutors as facilitators of PBL sessions in a participatory, randomized cross-over design. Qualitative methodologies were used to probe the experiences of participants. In this study, the main factor for successful PBL sessions for first-year students was the creation of a non-hierarchical learning atmosphere, which starkly differentiated itself from the rigidity of a PBL structure organized around clinician-tutors and their hierarchically-imparted knowledge. In contrast, a more flexible strategy of student tutors and their constructive management of “not-knowing” enabled novice students to take steps on their own — of which they were highly appreciative, stressing how it allowed them to develop earlier autonomy with regard to PBL methodology, manage uncertainty, and create a shared identity as a community of learners.

Artificial intelligence (AI) integration in medical education: A pan-India cross-sectional observation of acceptance and understanding among students

Background/Aim: From accurate diagnostics to personalised treatment plans, artificial intelligence (AI) has the potential to revolutionise healthcare. The abundance of medical data has led to AI being employed for accurate diagnoses, treatment protocols and patient care. Students' perception of AI integration in medical education is crucial for its successful implementation. This study aimed to assess the acceptance and understanding of AI integration among students in medical education across different regions of India through a cross-sectional observation. Methods: A pan-India survey was conducted among medical students between 1 August 2023 to 20 August 2023 with a pre-validated questionnaire covering AI awareness and understanding through Google Form, circulated via WhatsApp. Results: A total of 730 medical students completed the survey of which 58.6 % were males and 41.4 % were females. Most students (80.7 %) knew about AI, but 53.6 % had limited awareness of AI in medicine. Opinions on AI integration was diverse, with 46.8 % in favour. Workshops (45.2 %) and lectures (31.1 %) were preferred learning formats. Students were interested in various AI topics and expect AI to positively impact medicine (45.9 %). Radiology, surgery and general medicine were predicted to be most influenced by AI. Concerns about overreliance on AI (49.2 %) and lack of empathy (43.7 %) were highlighted. Conclusions: Medical students in India display a keen interest in AI and its integration into medical education. To fully harness AI's potential in healthcare, comprehensive AI curricula and faculty training are needed. Students are aware of the challenges and opportunities, emphasising the importance of balanced AI adoption in medical practice and education.

REDEFINING MEDICAL EDUCATION IN INDIA: A PERSPECTIVE

India has largest number of Medical Teaching institutions in the world. However, there has been a wide, qualitative and quantitative disparity in the teaching standards, infrastructures as well as competency of medical teachers and students in our country. Medical Education is a highly dynamic & evolving science that needs to be transformed to meet with the pace of the progress in the eld of medicine. It should be capable of adapting newer teaching modules as well as the socio-economic expectations and changing pattern of the diseases with ultimate aim to provide highly responsive and reliable health care delivery system in the country. The teaching should be able to generate enough interest and enthusiasm among medical students to inculcate ethos and practice of problem solving approach towards curative, preventive aspects of clinical medicine as well as commitments towards genuine research and innovations. Restructuring of curriculum & mode of medical education should directly focus on the need of better understanding of various aspects of managing Indian subcontinent based tropical, communicable, epidemiological & other diseases. The review article is aimed to highlight the role and reframing of Articial Intelligence as augmented intelligence in medical education, application of Competency-based medical education (CBME) that is to be effectively clubbed with the concept of lateral, vertical and horizontal integration of mode of education. The proposed module is comprised of Intra & Inter-professional team-based learning (TBL) of particular disease and its management strategies among various sub disciplines of medicine & clinical transformation of basic sciences. Stress will be on integration of medical education, basic and clinical research with biomedical research and innovations betting with the need of the country.

Teaching Quality Improvement: The Use of Education Theories Across the Medical Education Spectrum.

It is well recognized that the principles and practices of patient safety and quality improvement (QI) need to be included in medical education. The implementation of patient safety and QI learning experiences at the undergraduate medical education (UME) and graduate medical education (GME) levels has been variable. Consistent teaching of QI across the UME-GME-continuing medical education (CME) spectrum may result in a systemic change of improved patient care and patient safety in clinical practice. We propose using education theories to frame the development of QI curricula for a longitudinal integration in medical education and clinical practice. The basic principles of four education theories, namely, reflective practice, deliberate practice, social constructivism, and organizational learning, are briefly described, and examples of their applications to QI teaching are discussed. The incorporation of education theory into the design and implementation of a longitudinal QI curriculum threaded across the UME-GME-CME spectrum may empower learners with a comprehensive and lasting understanding of QI principles and training in patient safety practice, which are essential prerequisites for the formation of a physician workforce capable of creating sustainable change in patient care.

Digital Dissection with CT Scans Enhances Anatomy Education: First‐year Medical Students’ Perception of Radiology Teaching During the Covid‐19 Pandemic

OBJECTIVEThe aim of this study was to evaluate students’ perceptions of the educational value of online, interactive anatomy radiology laboratories.HYPOTHESISDigital dissection is performed with computed tomography (CT) scans on near life‐size anatomy visualization tables and has been used to teach radiology anatomy at our institution. These sessions were pivoted to online delivery in response to COVID‐19. With the ongoing movement towards technology integration in medical education, if home access to these online laboratories is made available then we hypothesize the perceived learning experience should be preserved.METHODS290 first‐year medical students participated in 10 weekly digital radiology anatomy laboratories, which employed 3D CT scans to emphasize the clinical applications of anatomy. Students reviewed the cases at home prior to the lab on a mobile platform and labs were delivered synchronously via the Zoom platform in a facilitated large‐group format. After the course, a voluntary anonymous online survey was distributed assessing learner satisfaction, task value, emotional achievement, and cognitive load.RESULTSSurvey response rate was 44%. Most participants reported the labs improved their knowledge of anatomy (82%), disease (81%) and clinical decision making (65%), including surgical knowledge (76%). The large group, synchronous learning format was found to be the most effective (68%). Positive emotional achievement was reported (mean 2.98). The extraneous cognitive load of the at‐home mobile technology and lack of time were perceived as the greatest programmatic challenges.CONCLUSIONSynchronous digital dissection labs were perceived as a valuable addition to the first‐year medical curriculum, enhancing learners’ clinical decision making and preparation for medical sub‐specialties. This format of radiology anatomy education can be integrated into blended learning environments to provide students with additional learning opportunities.

Integrasi Nilai Islam dalam Kurikulum Pendidikan Kedokteran

Background: Medical education has a strategic role in producing professional doctors who will provide quality health services to the community. A medical education curriculum that integrates Islamic content is needed to strengthen professionalism as a Muslim doctor. Objective: This study examines the implementation of Islamic integration in several Islamic Medical Faculties in Indonesia. Methods: This research is qualitative research with a phenomenological approach. The research subject was taken by purposive sampling. The research subjects are the Faculty of Medicine under the State Islamic Religious College (PTKIN). Data collection techniques were carried out through document studies and interviews. Results: Each Faculty of Medicine has the concept of implementing Islamic integration in medical education with different approaches and ways. Conclusion: The implementation of the integration of Islam in medical science is reflected in curriculum development, learning activities, and assessments Keyword :Medical education, muslim doctor, Islamic value, integration, curriculum.

The Necessity of Art Integration in Medical Education from the Viewpoints of Education Experts

Introduction: Medicine is not only a biological science, but also includes the art of dealing with human and spiritual dimensions. Therefore, this study was conducted to investigate the views of medical education professionals and students regarding the integration of art in the medical science curriculum.
 Method: In this multi-method research, 22 prominent experts in the field of education and 35 medical education students participated. The research tool was a researcher-made questionnaire with seven questions about the need to combine art in medical education, which was done simultaneously with quantitative study, qualitative study and data analysis. Quantitative study method was used descriptively-analytically and content analysis was used in the qualitative part .The face validity and content of the instrument were confirmed by professors and its reliability was confirmed by Cronbach's alpha coefficient (α = 0.832).
 Result: Basically, 100% of the experts and 80% of the medical students agreed with the integration of art in medical education. They also acknowledged that it does not officially exist in the country's universities and it is necessary to include in the medical curriculum. Also, art has many applications in medical education, including improving teaching and learning, promoting creativity and emotions, keeping content in mind, applied learning, and fostering critical and creative thinking.
 Conclusion: The results emphasized the integration of art in the medical curriculum as well as the use of art-based teaching-learning in medical sciences. But it is better to be in such a way that does not impose more educational burden on students.

Pharmacological approach for horizontal and vertical integration of medical education at Mie University

Mie University School of Medicine has adapted problem-based learning (PBL)-tutorial education to students in the 3rd and 4th grades. The PBL program has 10 units. Each unit focuses on specific disease areas. For example, unit 1 focuses on infectious diseases, whereas unit 2 is designed for cardiovascular and hematological diseases. Each unit consists of 2 or 3 cases with the diseases focused on the unit. In each case, students are provided with a document that contains information about the patient. Each student makes a portfolio based on the information within a few days. They then discuss the case in a small group consisting of 7 or 8 students. After the group discussion, additional information is provided to students. Each student again makes the portfolio based on the information within a few days and then discusses the case in the same group. During the unit, lectures from the standpoints of basic and clinical medicine are given to help students deepen their knowledge about the diseases. Lectures from pharmacological standpoints are also incorporated into the PBL program. In this symposium, I would like to discuss the role of pharmacology in the PBL program, focusing on the horizontal and vertical integration in medical education.

The awareness survey of clinical trials among medical students of south rajasthan, India

Background / Aim: Clinical trials are becoming more popular in India, but its awareness among the medical professionals remains far from satisfactory. Clinical research/trial can help medical students in developing the critical thinking abilities necessary for medical practice. In this era of evidence-based medicine, the integration of medical education and clinical research is crucial to ensure that scientific findings are translated into clinical practice. The present study aimed to find out the awareness about clinical trial among undergraduates. Methods: After obtaining approval from the Institutional Ethics Committee, this cross-sectional study was conducted on students from first to final year and interns after taking their consent. A sample of 390 respondents was analysed. A structured questionnaire was used to measure the objective of this study. The proportion of successfully answered questions in each group was computed and the results were sorted into pre-determined grades as follows: As excellent - 80-100 %, moderate - 50-80 % and terrible - less than 50 %. Results: Out of 390 undergraduate students, for the statement regarding the concept of clinical trials, around 28.2 % fell in the good category, 57.7 % in the average category and 14.1 % in the poor category. Regarding the statement about role of the United States Food and Drug Administration (US FDA) in approving new drug, 34.1 % were poor responders, 52.6 % were average and 13.3 % were good. The statements regarding the participation in the clinical research study showed that majority were in the poor and average response category (45.6 % and 41.5 %, respectively) as compared to only 12.8 % in the good category. Conclusions: The overall awareness of clinical trials was low among students, the medical undergraduates are future innovators, clinicians and scientific explorers. It would be better if they are trained at earlier days of learning about clinical trials/research and medical ethics. These can be made a part of medical curriculum so that they can build their concrete future.

Spiralling Pre-clerkship Concepts into the Clinical Phase: Augmenting Knowledge Transfer Using Innovative Technology-Enhanced Curriculum Activities.

BackgroundClerkship is a challenging transition for medical students where they learn to apply functional knowledge and diagnostic reasoning skills learned in the pre–clinical phase into the clinical environment. Rather than a smooth continuum to facilitate application of knowledge, clerkship blocks are discrete, fragmented structures with little integration. Developments in cognitive psychology and increasing attention to the student learning environment are driving more purposeful integration in medical education. We sought to enhance knowledge transfer in the Family Medicine clerkship by developing an e-learning pathway with both asynchronous and synchronous components to integrate pre-clerkship problem-based learning (PBL) cases into more complex clinical scenarios.MethodsA parallel-convergent mixed methods evaluation was conducted, which included comparison of learning outcomes (exit exams) relative to the prior class, knowledge check quiz performance, and qualitative analysis of student and faculty perceptions.ResultsAnalyses revealed no significant difference between exit exam scores of the intervention and pre-intervention clerks (p = 0.30). There were statistically significant differences in mean quiz scores over the rotation (p = 0.0001). Moreover, learners and faculty each perceived the integration components as facilitating the transfer of pre-clinical learning into clerkship activities.ConclusionThe novel e-learning pathway firmly anchored FM clerkship learning and will continue to ensure learners are ideally primed to optimize their direct clinical learning opportunities.

A Tool for Evaluating Session-Level Integration in Medical Education.

Integration in medical education is generally defined as a multidisciplinary approach to the delivery of the basic and applied sciences. In medical education, the number of integrated curricula reported has steadily increased, yet the degree of integration often varies. The purpose of this study was to evaluate a tool for medical educators to assess and improve the level of trans-disciplinary integration within an individual academic session. The Session Integration Tool (SIT) is an analytic, developmental rubric that allows the user to assess session-level integration given three criteria: development, delivery, and outcomes. To evaluate the tool, participants utilized the SIT to assess two exemplar case studies, and then their own educational session. A survey was administered to assess user satisfaction along with the instrument's usefulness and impact on practice. Statistical analysis demonstrated a significant difference between user scores of the exemplar case studies for each paired set of criteria (p < 0.000) and for total scores (p = 0.043). Users also successfully used the instrument to assess their own session. The SIT was highly rated by users in terms of satisfaction, usefulness, and impact on practice, with average scores for each category ranging from agree to strongly agree. The SIT has statistical validity in its ability to discriminate between varied levels of integration. Users found the SIT to be useful and impactful for medical education practice and believe it to support peer- and self-assessment of curricular integration. The SIT is a useful, evidence-based, theory grounded tool for assessing session-level integration.

Мониторинг готовности студентов старших курсов медицинских вузов к профессиональной деятельности

The article presents the results of monitoring of senior medical students, including those with disabilities and / or with disabilities, which included testing and an oral survey aimed at determining their professional readiness. Modern approaches to training specialists for the field of practical health care, their professional mobility within the industry, the development of high-tech medicine, the need of society for a variety of specialists in the field of practical health care and the decline in the prestige and popularity of a number of medical specialties cause the problem of readiness of senior students of medical universities for professional activity. The relevance of this research is due to the following factors: increasing integration of medical education and practical health care, increasing their role in science and society, changing the structure and content of medical education; the existing need to study the process of forming the readiness of senior students of medical universities for professional activity; the need to identify new ways and means of forming the readiness of senior students of medical universities for professional activity.

Mega‐evolutions in medical education: Helpful or harmful to higher cognitive skill development?

AbstractMedicine is practiced in environments of volatility, uncertainty, complexity, ambiguity, and disruption (VUCAD). Medical educators are tasked with providing an education that prepares graduates to successfully practice medicine in those types of environments. While medical education is continually evolving to incorporate new content and educational approaches, there are two mega‐evolutions that have permeated medical education: increased curricular structure and content integration. Structure and integration are assumed to be positive changes; however, they may alter the development of higher cognitive skills such as information management, planning, breadth of approach, strategy, and initiative. As new graduates will practice in VUCAD environments, it seems prudent to consider the effects of medical education’s mega‐evolutions on the development of higher cognitive skills critical to those types of environments. This paper explores the potential consequences of the increased curricular structure and content integration in medical education for learners who will practice in VUCAD environments and proposes a research agenda to better understand the relationship between curricular structure and integration and higher cognitive skill development.

Integration in Medical Education: Need to Address the Misconceptions

Integration in Medical Education: Need to Address the Misconceptions