Integration Of Medical Education Research Articles

Medical Students' Perception Toward Using AI in Medical Education in the Kurdistan Region, Iraq: A Cross-Sectional Study.

Background and aim AIis revolutionizing medical education by offering innovative tools and simulations that augment traditional teaching methods. This study explored the perceptions and expectations of medical students in the Kurdistan region, Iraq, regarding AI integration in medical education. Methods A cross-sectional online survey collected data from 224 medical students over four months. A descriptive analysis was conducted to present the student's attitudes. Results In total, 224 medical students responded to the online survey. The majority of them were female (n=129; 57.6%), while 95 were male (42.4%). Additionally, most of the participants were in stage 4 (54 (24.1%); stage 1, 48 (21.4%); and stage 2, 43 (19.2%). In terms of measuring students' perceptions of AI integration in medical education, 186 (83%) of the students wanted to use smartphones and tablets, and 38 (17%)of them reported wanting hard copies. In addition, 112 (50%) of the medical students considered themselves experts in using AI and 98 (43.8%) did not know exactly what AI was used; however, only a few of them (6.3%) did not use AI. Few patients reported using Manikins instead of real patients (42 (18.8%)), while 140 (62.5%) reported that they could be used but not an alternative. Conclusion While many agree that digital tools and simulations are useful teaching tools, they are frequently viewed as adjunctive approaches. Better integration and training are required for the infrequent use of AI tools in medical education.

A study of medical students’ experiences at Shiraz University of medical sciences from the implementation of integration in medical education: a qualitative study

BackgroundThe basic science course is the foundation of medical knowledge, and how and in what form the teaching of this course is a vital issue. A successful curriculum should include everything medical students need in their future careers. Basic science education should be such that students clearly understand the relationship between the content and its application in clinical practice. Therefore, the need to change the curriculum of the general medicine course, especially course of the Basic science, in content and layout in an integrated way is felt more than before. This study was designed to explain the experiences of medical students from the Shiraz University of Medical Sciences since the implementation of integration in 2020.MethodsThe present study was qualitative research with a conventional content analysis method. Participants were selected for the interview purposefully. They included 12 Medical students from basic and clinical sciences and 5 faculty members. Data were collected through semi-structured interviews and the content analysis method. Four methods of Goba and Lincoln were used to evaluate the accuracy of the data.ResultsAfter summarizing and analyzing the data, 221 codes were extracted. They were divided into seven subcategories and finally, three main themes including Enjoyable experiences (advantages of the integration system), Upsetting experiences (Disadvantages of the integration system), Resolutions to solving integration problems were extracted. Generally, the findings indicated a positive evaluation of medical students of Shiraz University of Medical Sciences from the integration system, and they stated that the integration causes an interaction between basic and clinical sciences and also increases students’ motivation.ConclusionThe findings indicated a positive evaluation of Shiraz’s medical students of the integrated system. According to the results of this research, it can be said; that the use of integration horizontally and vertically in medical education improves the quality of education compared to traditional methods. The integration of basic and clinical science is important in the sense that can be a powerful tool for learning and acquiring skills, also, it can also help in the promotion of professional development of students and motivate them to study more in interactive manner and be loyal to lifelong learning. study generally showed that combining theoretical and practical courses has advantages and disadvantages, but its advantages are more. Paying attention to the shortcomings, especially in the supply of human resources and professors, and reforming the program with continuous revision are issues that education managers and medical educators of the general medical practice should address.

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

BackgroundIn medical education, new technologies like Virtual Reality (VR) are increasingly integrated to enhance digital learning. Originally used to train surgical procedures, now use cases also cover emergency scenarios and non-technical skills like clinical decision-making. This scoping review aims to provide an overview of VR in medical education, including requirements, advantages, disadvantages, as well as evaluation methods and respective study results to establish a foundation for future VR integration into medical curricula.MethodsThis review follows the updated JBI methodology for scoping reviews and adheres to the respective PRISMA extension. We included reviews in English or German language from 2012 to March 2022 that examine the use of VR in education for medical and nursing students, registered nurses, and qualified physicians. Data extraction focused on medical specialties, subjects, curricula, technical/didactic requirements, evaluation methods and study outcomes as well as advantages and disadvantages of VR.ResultsA total of 763 records were identified. After eligibility assessment, 69 studies were included. Nearly half of them were published between 2021 and 2022, predominantly from high-income countries. Most reviews focused on surgical training in laparoscopic and minimally invasive procedures (43.5%) and included studies with qualified physicians as participants (43.5%). Technical, didactic and organisational requirements were highlighted and evaluations covering performance time and quality, skills acquisition and validity, often showed positive outcomes. Accessibility, repeatability, cost-effectiveness, and improved skill development were reported as advantages, while financial challenges, technical limitations, lack of scientific evidence, and potential user discomfort were cited as disadvantages.DiscussionDespite a high potential of VR in medical education, there are mandatory requirements for its integration into medical curricula addressing challenges related to finances, technical limitations, and didactic aspects. The reported lack of standardised and validated guidelines for evaluating VR training must be overcome to enable high-quality evidence for VR usage in medical education. Interdisciplinary teams of software developers, AI experts, designers, medical didactics experts and end users are required to design useful VR courses. Technical issues and compromised realism can be mitigated by further technological advancements.

Exploring challenges, innovations, and technological integration in medical education after COVID-19 pandemic: An In-depth analysis

Background: The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Methods: A systematic review was performed by searching relevant studies until June 2023 using the PubMed, MEDLINE, and EMBASE databases. The sudden shift to remote learning, prompted by global health restrictions, compelled educators to devise innovative pedagogical strategies that transcend traditional boundaries. This transition underscored the pivotal role of technology in bridging gaps and enhancing learning experiences. As a result, technology ceased to be a mere supplement and instead became an essential conduit for effective medical education delivery. Results: The systematic review of the literature found 47 studies that satisfied the inclusion criteria, addressing different facets of technology’s influence on medical education during the post-COVID-19 pandemic period. The analysis reveals a dynamic landscape where challenges catalyzed advancements. Educational institutions swiftly adapted to the new normal by embracing technology-driven solutions. Virtual patient interactions, augmented reality modules, and AI-driven personalized learning emerged as effective tools. These innovations not only addressed immediate challenges but also laid the groundwork for a more flexible and inclusive medical education ecosystem. Conclusions: The challenges experienced throughout the COVID-19 pandemic have significantly influenced the transformation of medical education in the post-pandemic era. By analyzing challenges and proposing innovative solutions, the crucial significance of technology is underscored, emphasizing the necessity for a comprehensive and adaptable approach to shape the trajectory of future medical education. J MEDICINE 2024; 25: 166-172

Medical Education Technology: Past, Present and Future

Background and Aims: Medical Education Technology has witnessed significant transformation over the years, largely influenced by advancements in technology. From traditional lecture-based teaching to the integration of multimedia tools and virtual simulations, the landscape of medical education has evolved to meet the needs of learners in an ever-changing healthcare environment. Objectives: To explore the evolution of Medical Education Technology, highlighting key milestones from the past, assessing the current state of technology integration in medical education, and envisioning future trends and challenges. Methods: A comprehensive review of the literature was conducted to examine the historical progression of Medical Education Technology. Results: The review revealed a notable evolution in Medical Education Technology, from early implementations of multimedia tools to the widespread adoption of online platforms and virtual simulations. Conclusions: Medical Education Technology has evolved significantly from past innovations to the present integration of virtual platforms. Looking ahead, future advancements promise to further revolutionise medical education, ensuring better preparation of healthcare professionals for the challenges of modern practice.

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.

The 6 degrees of curriculum integration in medical education in the United States

Despite explicit expectations and accreditation requirements for integrated curriculum, there needs to be more clarity around an accepted common definition, best practices for implementation, and criteria for successful curriculum integration. To address the lack of consensus surrounding integration, we reviewed the literature and herein propose a definition for curriculum integration for the medical education audience. We further believe that medical education is ready to move beyond “horizontal” (1-dimensional) and “vertical” (2-dimensional) integration and propose a model of “6 degrees of curriculum integration” to expand the 2-dimensional concept for future designs of medical education programs and best prepare learners to meet the needs of patients. These 6 degrees include: interdisciplinary, timing and sequencing, instruction and assessment, incorporation of basic and clinical sciences, knowledge and skills-based competency progression, and graduated responsibilities in patient care. We encourage medical educators to look beyond 2-dimensional integration to this holistic and interconnected representation of curriculum integration.

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.