Medical Student Education Research Articles

Medical imaging and radiation science students' use of artificial intelligence for learning and assessment

IntroductionArtificial intelligence has permeated all aspects of our existence, and medical imaging has shown the burgeoning use of artificial intelligence in clinical environments. However, there are limited empirical studies on radiography students' use of artificial intelligence for learning and assessment. Therefore, this study aimed to gain an understanding of this phenomenon. MethodsThe study used a qualitative explorative and descriptive research design. Data was obtained through five focus group interviews with purposively sampled undergraduate medical imaging and radiation science students at a single higher education institution in South Africa. Verbatim transcripts of the audio-recorded interviews were analysed thematically. ResultsThree themes and related subthemes were developed: 1) understanding artificial intelligence, 2) experiences with the use of artificial intelligence with the subthemes of the use of artificial intelligence in theoretical and clinical learning and challenges of using artificial intelligence, and 3) incorporation of artificial intelligence in undergraduate medical imaging and radiation sciences education with the subthemes of student education, ethical considerations and responsible use and curriculum integration of artificial intelligence in relation to learning and assessment. ConclusionParticipants used artificial intelligence for learning and assessment by generating ideas to enhance academic writing, as a learning tool, finding literature, language translation and for enhanced efficiency. Simulation-based artificial intelligence supports students' clinical learning, and artificial intelligence within the clinical departments assists with improved patient outcomes. However, participants expressed concerns about the reliability and ethical implications of artificial intelligence-generated information. To address these concerns, participants suggested integrating artificial intelligence into medical imaging and radiation sciences education, where educators need to educate students on the responsible use of artificial intelligence in learning and consider artificial intelligence in assessments. Implications for practiceThe study findings contribute to understanding medical imaging and radiation sciences students’ use of artificial intelligence and may be used to develop evidence-based strategies for integrating artificial intelligence into the curriculum to enhance medical imaging and radiation sciences education and support students.

QuPath Edu and OpenMicroanatomy: Open‐source virtual microscopy tools for medical education

AbstractVirtual microscopy is becoming increasingly common in both medical education and routine clinical practice. Virtual microscopy software is typically designed either for (1) training students in anatomy, histology, and histopathology, or (2) quantitative analysis—but not both simultaneously. QuPath is one of the most widely used software applications for histopathology image analysis in research and provides a comprehensive set of computational tools to evaluate histology slides. We have enhanced QuPath by developing a new extension, QuPath Edu, which adapts the software to function as an intuitive microanatomy learning environment. Additionally, we have created an entirely new, complementary software platform called OpenMicroanatomy, which provides an alternative way to access QuPath Edu teaching content through a web interface. These tools have been used in teaching of first year medical and dentistry students at the University of Oulu Medical Faculty, and we conducted a user survey for the Class of 2023 to assess the usability and student experience. In general, the introduced annotation and quiz features were appreciated by the students and the system usability of OpenMicroanatomy was considered excellent (SUS score 84.8). Together, these freely available tools enable teachers to develop and deploy innovative training material for anatomy, histopathology, quantitative analysis, and artificial intelligence in a wide range of contexts. This unique combination can provide the next generation of students with essential multidisciplinary skills.

Characteristics of medical student education during the COVID-19 pandemic

Introduction. After the last pandemic, the university community faced a number of issues related to the management and conduct of training, so improving the quality of education and training of medical students is relevant. The transition to distance learning on various platforms with all kinds of media support, on the one hand, made it possible not to interrupt the educational process during a difficult period of social restrictions, and on the other hand, created a load and stressed both students and teachers of educational institutions. Purpose. To assess the impact of changes on the educational process of medical students during the COVID-19 pandemic, including the implementation of distance learning technologies and the use of online platforms, and to identify the need for social support measures to reduce academic burnout and improve students’ psychological resilience. Materials and methods. A comparative observational study was conducted at the Urology Clinic of the Russian University of Medicine, which used an anonymous Internet survey. Two hundred forty eight 4th year medical students were interviewed from 2020 to 2021 and 501 respondents from 2021 to 2022. Results. Two groups of students were compared, distributed according to a time criterion. The most frequent area of application of social networks in the educational process was consultation with teachers and search for information for educational activities. In relation to distance learning, positive responses were received from 170 respondents (68.55%) in group 1 and 342 (68.26%) in group 2, and negative responses from 68 (27.42%) and 127 (25.35%) respondents, respectively. Research limitations. A narrow focus on the sample of medical students, which does not reflect the diversity of opinions and experiences in the wider population, as well as conducting research during the COVID-19 pandemic. Conclusions. Given the changes in educational activities against the background of the coronavirus pandemic, as well as the lack of regulated norms, rules, and support for students and teachers during this period, comprehensive coverage and development of distance learning methods are necessary.

Can virtual reality technology be used for empathy education in medical students: a randomized case-control study

BackgroundEmpathy is an important factor in the doctor-patient relationship, but mental illness is more difficult to understand than other diseases. Besides traditional skills, virtual reality (VR) has been identified as a promising tool in empathy education. This study aimed to investigate the ability of empathy enhancement, the feasibility of depression education, and the changes in thoughts and attitudes in medical students through a single VR experience.MethodsWe recruited medical students and randomly assigned them to two groups based on their completed Interpersonal Response Index scores. Two sets of VR systems were provided; the intervention group experienced the daily life of the depressed medical student, while the control group experienced the general medical student scenario. The improvement of empathy was assessed using the Jefferson Scale of Empathy-Health Professional Students (JSE-HPS), and the change of attitude was assessed through the Implicit Association Test. In addition, other questionnaires were used to evaluate the user experience of this VR system, and correlation analysis was conducted to examine the association between the use of VR and changes in the JSE and IAT scores.ResultsA total of 59 medical students were enrolled in this study. The intervention group showed a significant increase in the perspective-taking (pre: mean 5.817, SD 0.536; post: mean 5.947, SD 0.620; P = .03) and compassionate care (pre: mean 5.546, SD 0.581; post: mean 5.721, SD 0.629; P = .01) domains of the JSE score and a significant decrease in the standing in the patient’s shoes (SP) domain (pre: mean 3.583, SD 1.253; post: mean 2.967, SD 1.252; P = .002). The Pearson correlation analysis found a significant positive correlation between the JSE score with immersion aspect (r = .308, P = .049) and presence aspect (r = .415, P = .01), and we also found a significant negative correlation between the IAT score and presence aspect (r=-.333, P = .04).ConclusionsThis study is the first randomized case-control study to investigate the effect of two different versions of VR on empathy development toward depression for medical students. Although the single VR experience was unable to induce a great improvement in empathy or attitude, the VR system could help medical students enhance their understanding of depressive disorders.Trial registrationThis trial was retrospectively registered in the Australian New Zealand Clinical Trials Registry (ANZCTR) (21/03/2024, ACTRN12624000297527). https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=386683&isReview=true.

Trigger warnings in medical student education: A scoping review.

Medicine is recognised as a challenging course where exposure to potentially distressing content is inevitable. Some educators provide students with warnings before they encounter potentially upsetting content-trigger warnings. In this scoping review, we mapped the existing literature seeking to better understand how trigger warnings are implemented in medical schools and how they are influencing education within them. Bibliographic databases were searched to identify relevant literature, including searching for grey literature. Articles were included if they focussed on medical school education and were written in English. Data analysis was undertaken using both quantitative and qualitative approaches (thematic analysis). Searching generated 1284 potential records for inclusion. Articles not related to the primary research question were excluded. Abstracts of the remaining 841 articles were screened, and ultimately, 12 articles met criteria for full-text review. Of these, there were three empirical research studies. Qualitative analysis identified five main themes: purpose, implementation, student distress, responsibility and problems with terminology. The use of trigger warnings within medical student education remains contentious. There is a lack of consensus as to their purpose and much diversity in how they are implemented. There was limited published empirical evidence to inform practice in this area.

Assessing the Medical Student’s Knowledge and Awareness of MONA Protocol and Oxygen Therapy in Acute Myocardial Infarction: A Cross-Sectional Study

Introduction: The mnemonic "MONA," comprising Morphine, Oxygen, Nitroglycerin, and Aspirin, has been a cornerstone in the initial treatment of Acute Myocardial Infarction (AMI) and has been ingrained in the education of medical students for generations. The inclusion of oxygen in this mnemonic is rooted in the concept that AMI arises from a disparity between myocardial oxygen demand and supply. This study aimed to assess the knowledge of medical students regarding AMI, the MONA mnemonic, and the specific role of oxygen in patients experiencing Acute Myocardial Infarction. Material and Methods: A cross-sectional study was conducted involving 188 medical students selected through purposive sampling. Participants were provided with a pretested structured questionnaire, and the gathered data was analyzed using SPSS 23. Results: The study showed satisfactory understanding among students regarding the presentation of AMI, its ECG findings, and the components of the MONA mnemonic was observed. Only 47% of participants were cognizant of the purpose of MONA, primarily for initial pain control. Moreover, a notable 23% of students were aware that oxygen does not contribute to the treatment of AMI in normoxemic patients. Conclusion: The study underscores a significant gap in the awareness of medical students concerning the role of oxygen in normoxemic patients with AMI.

Pilot Study on Integrating 3D-Printed Models into Undergraduate Medical Education for Congenital Heart Disease

BackgroundThis study aimed to assess the feasibility and effectiveness of implementing 3D-printed heart models in the education of medical students in a Canadian Medical School. MethodsThree types of 3D-printed models – normal, unrepaired Tetralogy of Fallot (TOF) and surgically repaired adult TOF – were provided for medical students in their 2nd year of training after a 30-minute lecture. The repaired TOF model depicted a transannular patch, ventricular septal defect closure, and right ventricular outflow tract resection. Knowledge acquisition was measured by comparing pre-and post-session tests consisting of 5 questions. Learner satisfaction ratings were measured with questionnaires completed after the session. A statistical analysis was performed using the t-test. ResultsTwenty-two medical students participated in the study with 20 students submitting complete data for analysis. The students’ score on 5 questions improved after the 3D-printed model session. The average number of correct answers in the test was 2.1 ± 1.0 pre-session and 4.3 ± 0.9 post-session (P < 0.001) out of the possible total of 5. Participants reported a high level of satisfaction (86.4%), understanding (86.4%), and usefulness (90.9%) with the incorporation of 3D-printed models in the educational session. ConclusionsAn educational session which integrated 3D-printed anatomic models to teach congenital heart disease anatomy significantly enhanced knowledge outcomes. Learner assessment of the impact of the use of the 3D models was highly favourable.

How I Do It: Process Control in Medical Student Experiences of Surgery

ObjectiveExtreme variation exists in teaching and clinical exposure for medical students, both from specialty-to-specialty but also between universities. There is mounting literature highlighting the need to reform and standardise surgical education to allow for unified graduate competency. In line with the recommendations from the GMC2 and the Royal College of Surgeons England (RCSE) 3, Queens University Belfast (QUB) significantly revised their undergraduate medical programme. Within this new curriculum is the introduction of Specialty Focus week in Surgery. This report reviews the processes used in the introduction of this week. DesignThe initial curriculum was formulated with a weekly timetable consisting of tutorials, bedside teaching and students following a peri-operative case. Run charts were populated with an alert when feedback dropped below a certain standard, which then triggered an intervention. ParticipantsFeedback was collected via a QR code from the first 200 surgical student. SettingsBelfast City Hospital in association with Queens university Belfast (QUB) undergraduate surgical curriculum. ResultsRun charts resulted in an alert when feedback dropped below 8/10. Following this we implemented smaller group bedside teaching. There was a significant improvement in feedback post intervention (P=0.04) with no further alerts. Overall feedback had a non-significant feedback improvement post intervention (P=0.07) with once again, no further alerts. ConclusionThis review has shown how we have provided some standardisation of local surgical teaching, as well as having a process centred model of monitoring. This curriculum is easy to implement and could be reproduced elsewhere.

Exploring patient involvement in obstetrics and gynaecology education for medical students: a scoping review protocol

IntroductionIt is important to incorporate the patient perspective into healthcare education, as we know that patients are experts in their own conditions. The expertise gained through lived experience serves to complement the theoretical knowledge that healthcare educators can provide. This scoping review aims to explore patient involvement in medical education within obstetrics and gynaecology, a specialty that can provide unique challenges and complexities to patient involvement due to its potentially highly sensitive and intimate nature. The goal of this study is to map the available literature on this topic which will allow for the identification of potential gaps in the provision of training for medical students in this field. The research also aims to highlight challenges that may be associated with patient involvement in this specialty in order to guide future initiatives.Methods and analysisThe Joanna Briggs Institute scoping review framework and methodology will be used to guide and conduct this scoping review. A systematic search of electronic databases MEDLINE, CINAHL, Embase, Scopus, PsycINFO, ERIC, Google Scholar, Web of Science, African Journals Online, Cochrane Library and SciVerse will be carried out. Articles will be limited to the English language. No geographical limitations will be placed on the search. Literature from 1960 to 2023 will be considered for inclusion which corresponds with the first reports of patient educators used to assist with the demonstration of clinical skills in obstetrics and gynaecology. Relevant academic journals will be hand-searched for the previous 5 years. Identified studies will be screened by two independent reviewers and data extraction carried out by the primary researcher. Key findings will be presented in tables and summarised in narrative form. Findings from the review will be reported according to the PRISMA Extension for Scoping Reviews reporting checklist.Ethics and disseminationEthical approval is not required for this study. The findings from the study will be submitted for publication in peer-reviewed journals and at medical education conferences.

Медична освіта на тлі війни: приклад Каразінського університету

The article examines the global experience of the impact of military conflicts on medical education, with particular attention to the experience of Karazin University School of Medicine. It concludes that the impact of war on medical education is extremely negative and has always been characterized by interruptions or deterioration of learning conditions, its reorientation to meet war needs, the worsening physical and psychological state of students, and a decrease in the effectiveness of their learning. These factors pose a threat not only to education but also to the nation as a whole, as the decline in the quality of medical education creates a shortage of personnel in the healthcare system, which is critically needed during war and in post-wartime. Nevertheless, the Karazin University School of Medicine has met the challenges of wartime with dignity and managed to organize the education of medical students in both online and in-person formats, as well as to establish open courses for developing primary medical care skills for the wounded and those affected by the consequences of the war.

Exploration of Factors Affecting Pro-social Intention to Disclose Information in Healthcare Settings

This study investigated the relationships of situational factors, motivational assessment–related factors, and situationally induced personal characteristics with pro-social intention to disclose patient information among health and medical students. In total, 210 students from Konyang University participated in the survey, including 116 medical students and 94 other health students. To measure the influence of variables on pro-social intention to disclose information related to health information security, a 27-item questionnaire was used. The reliability of the survey was shown by Cronbach’s α values of 0.859 to 0.917. According to students’ perceptions, higher disease severity was significantly related to higher impacts on the patient, family, and themselves (p&amp;lt;0.01), as well as higher situational empathy (p&amp;lt;0.05). Pro-social intention to disclose showed negative correlations with health information security awareness, information education experience, perceived impact on the self, responsibility to disclose, and personal norms (r=-0.136 to -0.647, p&amp;lt;0.05). Responsibility to disclose and situational empathy explained approximately 44% of the variance in pro-social intention to disclose. Additionally, students who received information security training perceived a significantly higher responsibility to disclose, exhibited higher health information security awareness, and had lower pro-social intention to disclose. This study confirmed the need for information security education for health and medical students, and suggested that pro-social characteristics such as empathy and responsibility need to be carefully addressed in information security education.

Quality of life, anxiety and mindfulness during the prevalence of COVID-19: a comparison between medical and non-medical students

BackgroundThe Covid-19 pandemic has affected all areas of society, including students. However, medical students have faced many challenges due to direct contact with patients. The present study was conducted with the aim of investigating and comparing the quality of life (QoL), anxiety and mindfulness between Iranian medical and non-medical students during the COVID-19 pandemic.MethodFive hundred and six students (both medical and non-medical students) participated in the study from August to October 2022 with a convenience sampling method. The data were collected using an online questionnaire including a demographic form, the QoL Questionnaire (WHOQOL- BREF), the Generalized Anxiety Disorder 7-item survey (GAD‐7) and the Relaxation/Meditation/Mindfulness Tracker t-Persian version survey (RMMt-P). Pearson correlation and independent t-test and multivariate linear regression were used to determine the relationship between the study variables.ResultsThe samples included 272 medical students and 234 non-medical students with a mean age of 21.99 ± 3.46 and 24.17 ± 6.54 years respectively. Most of the medical and non-medical students were female, single and had a bachelor’s degree. The mean scores of medical and non-medical students’ QoL during the COVID-19 pandemic were 57.86 ± 13.26 and 56.75 ± 14.42, respectively which indicates the higher quality of life of medical students. Anxiety and mindfulness predicted 29% of the variance of the QoL in the medical students, while anxiety and mindfulness and having a chronic disease predicted 30% of the variance of the QoL in the non-medical students. No significant difference existed in the QoL and its subscales during the COVID-19 pandemic between medical and non-medical students (p > 0.05). There was a significant difference in terms of anxiety (p = 0.02) and mindfulness (p = 0.03) between medical and non-medical students during the prevalence of COVID-19.Discussion and conclusionThe findings of the present study indicated that medical students exhibited lower levels of anxiety and higher levels of mindfulness. Therefore, interventions aimed at reducing anxiety and increasing mindfulness among non-medical students are necessary. It is recommended that preventive approaches and psychological interventions to improve students’ quality of life become an integral part of crisis response during the COVID-19 pandemic. Additionally, reducing anxiety and enhancing mindfulness can improve the quality of education and professional performance of medical students, while also contributing to their mental well-being and effective clinical communication.

Optimal 3D printing for orthopaedics: An experience after 500 cases

There has been a surge in the use of 3D printing in modern medicine due to the plethora of benefits that it brings - shorter operative times with reduced operating room costs, along with higher quality patient and medical student education. Despite its undeniable benefits, there remains challenges left unaddressed. How can a centre start and maintain an efficient 3D printing centre? In our paper, we aim to share our set of recommendations for optimal 3D printing in Orthopaedics, leveraging on our experience after more than 500 cases.

Achievement motivation and mental health among medical postgraduates: the chain mediating effect of self-esteem and perceived stress.

Medical postgraduates generally experience high levels of depression and anxiety. Previous studies have investigated the impact of various achievement motivations on depression/anxiety among medical students. This study focused on self-esteem and perceived stress, examining the internal mechanisms through which achievement motivation affects depression/anxiety. 530 medical postgraduate students (66.04% female and 33.96% male) were administered the Achievement Goal Orientation Scale, Self-Esteem Scale, Perceived Stress Scale, and Depression-Anxiety-Stress Scale. Results indicated that: (1) mastery-approach goals were negatively correlated with depression/anxiety; mastery-avoidance goals were positively correlated with depression/anxiety; performance-avoidance goals positively predicted depression/anxiety; (2) self-esteem mediated the relationship between achievement motivation and depression/anxiety; (3) perceived stress played a mediating role in the relationship between achievement motivation and depression/anxiety; (4) self-esteem and perceived stress played a chain mediating role in the relationship between achievement motivation and depression/anxiety; (5) there was no significant linear correlation between mastery-approach goals and depression/anxiety. Although this study employed a cross-sectional design and self-report scales, both of which have certain limitations, the findings still hold significant theoretical and practical implications. The research reveals a mediating pathway between achievement goals and mental health, offering new insights into mental health education for medical graduate students.

Advancing radiology education for medical students: leveraging digital tools and resources.

This study evaluates diverse educational resources to address the gaps in diagnostic radiology education for medical students, aiming to identify tools that enhance theoretical knowledge and practical diagnostic skills. Employing a multi-faceted review, we analyzed digital platforms, academic databases, and social media for resources beneficial to medical students in radiology, assessing their accessibility, content quality, and educational value. Our investigation uncovered a broad spectrum of resources, from foundational platforms to advanced simulation tools, varying in their approach to teaching radiology. Traditional resources provide essential theoretical knowledge, while digital tools, including interactive case studies and multimedia content, offer immersive learning experiences. Notably, resources integrating machine learning and social media facilitate dynamic, peer-to-peer learning and up-to-date case discussions. Despite the minimal current focus on VR, its role in enhancing interactive learning is notable. The diversity in educational tools highlights the evolving nature of radiology education, reflecting a shift towards more engaging and practical learning methodologies. Identifying and integrating a variety of educational resources into radiology education can significantly enhance learning outcomes for medical students, preparing them for the complexities of modern diagnostic radiology with a well-rounded educational approach.

Medical student use of practice questions in their studies: a qualitative study

Practice questions are highly sought out for use as a study tool among medical students in undergraduate medical education. At the same time, it remains unknown how medical students use and incorporate practice questions and their rationales into their studies. To explore this heavily relied upon study strategy, semi-structured interviews were conducted with second-year medical students to assess how they approach using practice questions. Qualitative thematic analysis revealed several recurrent themes: (1) Medical students use practice questions for primary learning, (2) Medical students place more importance on the rationale of a practice question versus selecting the right answer, and (3) Medical students view practice questions as being designed to be used once or having a single-use. Together, these themes provide insight into how medical students use practice questions to study, which may guide medical educators in their creation of practice questions with appropriate rationales and provide foundational data for future mixed methods analyses seeking to generalize these findings.

Physical Medicine & Rehabilitation Residents' Experiences and Perspectives on Teaching Medical Students: A National Survey.

Resident teaching of medical students is integral to medical education; however, there are few studies surveying residents, especially U.S. Physical Medicine and Rehabilitation (PM&R) residents, about their perspectives on teaching medical students. This descriptive survey study consisted of a 23-item cross sectional survey to elicit the current state of medical student teaching by PM&R residents and formal education for PM&R residents on teaching medical students. During an eight-week period, 103 PM&R residents completed a web-based survey, which was distributed to residents via emails to PM&R residency program directors and coordinators. Ninety-seven (94.1%) respondents reported teaching medical students. A majority of these respondents (81.4%) reported favoring formalized education on medical student teaching; however, little more than half (51.5%) reported having that education. Majorities of residents with and without formal education on teaching medical students reported employing multiple teaching techniques to teach students in the clinical and non-clinical environments. The most commonly reported barrier to teaching students was time. While limited by study design and sample size, this study suggests that the availability of formalized education for PM&R residents on medical student teaching may not meet the needs or desires of residents.

Theatre of the Oppressed to Teach Medical Students About Power, Lived Experience, and Health Equity.

A difficult challenge in health equity training is conducting honest and safe discussions about differences in lived experience based on social identity, and how racism and other systems of oppression impact health care. To evaluate a Theatre of the Oppressed workshop for medical students that examines systems of oppression as related to lived health care experiences. Mixed-methods cross-sectional survey and interviews. Forty randomly assigned early first-year medical students. A 90-min virtual workshop with three clinical scenes created by students where a character is being discriminated against or oppressed. During performance, students can stop scene, replace oppressed character, and role play how they would address harm, marginalization, and power imbalance. Participants discuss what they have witnessed and experienced. Likert-scale questions assessing workshop's impact. Open-ended survey questions and interviews about workshop. Thirty-one (78%) of 40 participants completed the survey. Fifty-three percent were female. Thirty-seven percent were White, 33% Asian American, 15% Black, 11% Latinx, and 4% multiracial. Ninety percent thought this training could help them take better care of patients with lived experiences different from their own. Most agreed or strongly agreed the workshop helped them develop listening (23, 77%) and observation (26, 84%) skills. Twelve (39%) students felt stressed, while 29 (94%) felt safe. Twenty-five (81%) students agreed or strongly agreed there were meaningful discussions about systemic inequities. Students reported the workshop helped them step into others' shoes, understand intersectional experiences of multiple identities, and discuss navigating and addressing bias, discrimination, social drivers of health, hierarchy, power structures, and systems of oppression. Some thought it was difficult to have open discussions because of fear of being poorly perceived by peers. Theatre of the Oppressed enabled medical students to engage in meaningful discussions about racism and other systems of oppression.

What else do we Train when we Teach Medical Students? Medical Humanities in the Encores

Medical education is known for its competitive and highly demanding environment. Medical students are required a solid set of hard skills on the one hand, but they are also expected to proficiently master soft skills. This article focuses on the 21st century skills, narrowing down the perspective to communication and creativity in the current medical education field. Empathy as a key concept in patient-centred medical communication has proven to be difficult to define, difficult to assess, and challenging to achieve, especially since studies show a decrease of empathy in medical students in their clinical years of formation. Investigation of appliable solution has been included in terms of curriculum disciplines and extra curriculum programs that could highly contribute to enhancing the required 21st century skills in the case of medical students.

Personal values clusters and their associations to social media behaviors and psychological well-being.

The current study contributes to the literature by assessing the associations between personal values, explored with Schwartz`s Portrait Values Questionnaire, social media behaviors, assessed with Bergen Scale of Social Media Addiction and Social Media Motivations to Use Scale and psychological well-being assessed with Patient Health Questionnaire-4, in a sample of first-year medical students. It was examined medical students' personal values profiles and the perceived influence of social media on self-aspects. All participants (N = 151) were Romanian and English module students, young (average age = 19.2, SD = 1.5), 68,9% females and 31,1% males. Pearson coefficient correlation analyses were performed to verify the associations between the main four clusters of personal values (Self Transcendence, Self Enhancement, Openness to change and Conservationism) with social media behaviors and psychological wellbeing. The most frequent cluster of values was Self-Transcendence (M = 5.21) while the least was Self-Enhancement (M = 4.05). There was no significant correlation between social media addiction, psychological wellbeing and a specific cluster of values while the perception of self-aspects influenced by social media included involvement in community problems, creativity for Openness to change group (R = .24;.22, p < .05), tolerance towards sexual minorities and self-evaluation in Self Transcendence group (R = .24;.21;.42, p < .05) while Conservationism and Self Enhancement groups didn`t report any change. The findings highlight the need for awareness and education of medical students and general population in the field of Digital Ethics including social media complex impact on personal values as AI-algorithms may imply a potential destabilization and perpetual shaping of one`s behavior with still unpredictable individual and societal effects.