Technology In Medical Education Research Articles

From Crisis to Connectivity: Exploring the Role of Information and Communication Technologies in Medical Education During the COVID-19 Pandemic

From Crisis to Connectivity: Exploring the Role of Information and Communication Technologies in Medical Education During the COVID-19 Pandemic

The Year in Graduate Medical Education: Selected Highlights from 2023

This special article is the third in an annual series for the Journal of Cardiothoracic and Vascular Anesthesia that highlights significant literature from the world of graduate medical education that was published over the past year. Some of the major themes that will be addressed in this review include the potential uses and pitfalls of artificial intelligence in graduate medical education, trainee well-being and the rise of unionized house staff, the effect of gender and race/ethnicity on residency application and attrition rates, and the adoption of novel technologies in medical simulation and education. The authors would like to thank the editorial board for again allowing us to draw attention to some of the more interesting work published in the field of graduate medical education during 2023. We hope that the readers find these highlights thought-provoking and informative as we all strive to successfully educate the next generation of anesthesiologists.

Using QR-Code Technology in Medical Education to Foster Health Equity: A Walking Tour About Combating Racism in Medicine

Using QR-Code Technology in Medical Education to Foster Health Equity: A Walking Tour About Combating Racism in Medicine

Utilizing Advanced Technologies for eLearning in Clerkship

The clerkship phase in medical school is pivotal for clinical training. In response to the COVID-19 pandemic, the adoption and implementation of educational technology in medical education became inevitable, leading most medical schools to shift toward distance learning. While technologies cannot entirely replace hands-on clinical teaching, faculty members have devised effective ways to utilize technology, such as virtual patients, virtual reality, first-person video streaming, simulators, gamification, and mobile apps. This article provides a summary of the technologies employed, the challenges associated with them, and the advantages and instructional outcomes resulting from their use.

New technological developments in medical education

Introduction: Medical education is a rapidly evolving field, necessitating adaptation to shifts in student demographics and societal needs. Balancing the demand for more healthcare providers must be accompanied by a focus on maintaining the quality of education. As certain conventional teaching methods lose favour, there is a continuous influx of new technologies that can be harnessed for the education of future doctors.
 Purpose of the study: The objective of this study was to gather and analyse literature on the utilization of new technologies in medical education and their influence on students, educators, and the overall quality of medical instruction.
 Material and methods: A review of the literature available on PubMed and a grey literature search was performed. We used such keywords like: “medical education”, “physician training”, “medical students”, “technology”, “elearning”, “new learning methods”. We also applied Bolean logical operators such as “AND”, “OR”. 
 Results: Examining the gathered publications leads to the conclusion that a variety of new technologies are being employed in medical education, such as e-learning, telehealth, and virtual or augmented reality. While some function as alternatives to existing methods, others introduce entirely novel approaches. In general, these new technologies positively impact education by enhancing outcomes, increasing accessibility to education, and reducing the costs associated with the teaching process.
 Conclusions: The integration of emerging technologies has become essential in the preparation of future medical professionals. Despite the overall positive impact, there are apprehensions regarding potential long-term consequences for healthcare delivery. Subsequent studies are crucial to assess lasting effects, delving into how the integration of technology may shape the skills of healthcare professionals over time.

Information technologies used in medical education

Purpose: The objective of this article is to conduct a literature review to understand and analyze the use of information technologies in medical education. Design/methodology/approach: In this documentary article, the method employed focused on the review of various databases (Scopus, Redalyc, Scielo, and Web of Science). Findings: As a result, it was found that telemedicine, in particular, has facilitated online consultations and real-time feedback, enhancing the quality of healthcare and promoting continuous professional development. Virtual medical simulations have provided a safe and controlled environment for students and professionals to practice clinical skills, refine techniques, and build confidence before facing real-life situations. Additionally, access to online educational resources, such as digital libraries and medical journals, has expanded access to medical knowledge and enabled students and professionals to stay updated in an ever-evolving field.

Adopting artificial intelligence driven technology in medical education

Purpose Artificial intelligence (AI) is a growing paradigm and has made considerable changes in many fields of study, including medical education. However, more investigations are needed to successfully adopt AI in medical education. The purpose of this study was identify the determinant factors in adopting AI-driven technology in medical education. Design/methodology/approach This was a descriptive-analytical study in which 163 faculty members from Tabriz University of Medical Sciences were randomly selected by nonprobability sampling technique method. The faculty members’ intention concerning the adoption of AI was assessed by the conceptual path model of task-technology fit (TTF). Findings According to the findings, “technology characteristics,” “task characteristics” and “TTF” showed direct and significant effects on AI adoption in medical education. Moreover, the results showed that the TTF was an appropriate model to explain faculty members’ intentions for adopting AI. The valid proposed model explained 37% of the variance in faulty members’ intentions to adopt AI. Practical implications By presenting a conceptual model, the authors were able to examine faculty members’ intentions and identify the key determining factors in adopting AI in education. The model can help the authorities and policymakers facilitate the adoption of AI in medical education. The findings contribute to the design and implementation of AI-driven technology in education. Originality/value The finding of this study should be considered when successful implementation of AI in education is in progress.

Development, implementation, and evaluation of entrustable professional activities (EPAs) for medical radiation technologists in Taiwan: a nationwide experience

BackgroundCompetency-based medical education (CBME) is an outcomes-oriented approach focused on developing competencies that translate into clinical practice. Entrustable professional activities (EPAs) bridge competency assessment and clinical performance by delineating essential day-to-day activities that can be entrusted to trainees. EPAs have been widely adopted internationally, but not yet implemented for medical radiation professionals in Taiwan.Materials and methodsA nationwide consensus process engaged 97 experts in radiation technology education representing diagnostic radiography, radiation therapy, and nuclear medicine. Preliminary EPAs were developed through the focus group discussion and the modified Delphi method. The validity of these EPAs was evaluated using the QUEPA and EQual tools.ResultsThrough iterative consensus building, six core EPAs with 18 component observable practice activities (OPAs) in total were developed, encompassing routines specific to each radiation technology specialty. QUEPA and EQual questionnaire data verified these EPAs were valid, and of high quality for clinical teaching and evaluation.ConclusionThe consensus development of tailored EPAs enables rigorous competency assessment during medical radiation technology education in Taiwan. Further expansion of EPAs and training of clinical staff could potentially enhance care quality by producing competent professionals.

Integration of Artificial Intelligence Technology in Medical Education

Artificial Intelligence (AI) originating in the mid-twentieth century, replicates human thought processes using computer systems, integrating elements from various disciplines. Since 1955, AI applications have expanded rapidly, addressing educational challenges in the past decade, notably in medical education. A Web of Science search indicates a growing interest, reflected in increasing publications and citations over the last two decades. The surge highlights a recent uptick in AI utilization for research and development in medical education, including virtual inquiry systems, medical distance learning, and teaching video creation in medical schools.1Top of Form Medical education is a continuous learning process, spanning from undergraduate to postgraduate and specialty training, applicable to various healthcare professionals.2,3 Recognizing the need to build on existing knowledge amid rapidly advancing technology, AI in medical education becomes crucial. AI holds potential in enhancing the non-analytical, humanistic aspects of medicine, aiding healthcare professionals in processing vast amounts of information and improving diagnostic capabilities.3

Harnessing augmented reality technology for medical education – a virtual abdominal hysterectomy

With the advent of augmented reality (AR), our team developed a prototype teaching module using the abdominal hysterectomy as a case study for the teaching of in-depth pelvic anatomy and the steps for performing a hysterectomy. Through this interactive module, trainees will be able to identify and fill knowledge gaps in pelvic anatomy with the benefit of spatial visualisation, and familiarise themselves with the steps of performing a hysterectomy in a safe controlled setting. The prototype teaching module has eight sections, each with its specific aims, objectives and multiple choice questions to assess the participant’s knowledge and understanding. The scores will be tabulated and a final report will be generated upon completion of the entire module. This includes the breakdown of the scores, mistakes identified and recommended suggestions to facilitate learning. Following completion of the prototype teaching module, we aim to carry out a trial on our residents and assess its effects on self-perceived preparedness, knowledge and impact on training. We believe that this can translate to better awareness with reduced errors in surgery and ultimately better patient outcomes and safety. Our new prototype teaching module promises to be well-received, relevant and will take our training to a new level. There is enormous potential in using AR technology to provide realistic, interactive and safe training and this can be harnessed for the future development of other modules in the O&G curriculum.

Evolving educational landscape in pathology: a comprehensive bibliometric and visual analysis including digital teaching and learning resources.

Pathology education is a core component of medical training, and its literature is critical for refining educational modalities. We performed a cross-sectional bibliometric analysis to explore publications on pathology education, focusing on new medical education technologies. The analysis identified 64 pathology journals and 53 keywords. Relevant articles were collected using a web application, PaperScraper, developed to accelerate literature search. Citation data were collected from multiple sources. Descriptive statistics, with time period analysis, were performed using Microsoft Excel and visualised with Flourish Studio. Two article groups were further investigated with a bibliometric software, VOSViewer, to establish co-authorship and keyword relationships. 8946 citations were retrieved from 905 selected articles. Most articles were published in the last decade (447, 49.4%). The top journals were Archives of Pathology & Laboratory Medicine (184), Human Pathology (122) and the American Journal of Clinical Pathology (117). The highest number of citations was found for Human Pathology (2120), followed by Archives of Pathology & Laboratory Medicine (2098) and American Journal of Clinical Pathology (1142). Authors with different backgrounds had the greatest number of articles and citations. 12 co-authorship, 3 keyword and 8 co-citation clusters were found for the social media/online resources group, 8 co-authorship, 4 keyword and 7 co-citation clusters for the digital pathology/virtual microscopy/mobile technologies group. The analysis revealed a significant increase in publications over time. The emergence of digital teaching and learning resources played a major role in this growth. Overall, these findings underscore the transformative potential of technology in pathology education.

Media Education Technologies in the Training of Future Social Educators as an Effective Tool in the System of Continuous Education

Media Education Technologies in the Training of Future Social Educators as an Effective Tool in the System of Continuous Education

Healthcare students’ knowledge, attitudes, and perspectives toward artificial intelligence in the southern Vietnam

The application of new technologies in medical education still lags behind the extraordinary advances of AI. This study examined the understanding, attitudes, and perspectives of Vietnamese medical students toward AI and its consequences, as well as their knowledge of existing AI operations in Vietnam. A cross-sectional online survey was administered to 1142 students enrolled in undergraduate medicine and pharmacy programs. Most of the participants had no understanding of AI in healthcare (1053 or 92.2 %). The majority believed that AI would benefit their careers (890 or 77.9 %) and that such innovation will be used to oversee public health and epidemic prevention on their behalf (882 or 77.2 %). The proportion of students with satisfactory knowledge significantly differed depending on gender (P < 0.001), major (P = 0.003), experience (P < 0.001), and income (P = 0.011). The percentage of respondents with positive attitudes significantly differed by year level (P = 0.008) and income (P = 0.003), and the proportion with favorable perspectives regarding AI varied considerably by age (P = 0.046) and major (P < 0.001). Most of the participants wanted to integrate AI into radiology and digital imaging training (P = 0.283), while the fifth-year students wished to learn about AI in medical genetics and genomics (P < 0.001, 4.0 ± 0.8). The male students had 1.898 times more adequate knowledge of AI than their female counterparts, and those who had attended webinars/lectures/courses on AI in healthcare had 4.864 times more adequate knowledge than those having no such experiences. The majority believed that the barrier to implementing AI in healthcare is the lack of financial resources (83.54 %) and appropriate training (81.00 %). Participants saw AI as a “partner” rather than a “competitor”, but the majority of low knowledge was recorded. Future research should take into account the way to integrate AI into medical training programs for healthcare students.

Practical Lesson in a New Discussion Format – Clinical Case Discussion

The exceptional availability of high-tech simulators is not enough to ensure the high quality of practical training of the future medical specialists. The main condition is the use of certain pedagogical technologies that ensure the continuity of the system of practice and improvement of practical skills and preparation for competent professional activity at all stages of the future doctor training.&#x0D; In recent years, there has been a clear trend to improve the methods of simulation technologies in medical education at the undergraduate stage of the future doctors’ training. At the same time, an important direction is the step-by-step analysis of clinical cases followed by an extended discussion (with the elements of debriefing) and the use of additional information in the form of separate information blocks with visualization. Only at this stage it is possible to practice communication skills, to understand the clinical route of the patient, as well as to discuss possible rehabilitation and preventive measures.&#x0D; The aim of this article is to share own experience of the implementation of a highly effective teaching method – the discussion of clinical cases, Clinical Case Discussion (CCD), which promotes the development of deep clinical thinking in students, the ability to practically apply knowledge in various fields of medicine, the performance of the applied differential diagnosis, and the formation of the real tactics of the diagnostic search and/or treatment of a specific patient on the example of this clinical case.&#x0D; Performance of a practical session in the new Clinical Case Discussion (CCD) format promotes the development of clinical thinking, allows students to systematize the material obtained and separate dominant signs (symptoms) from secondary ones, justify the appointment of laboratory and instrumental examination methods, verify the diagnosis and develop a number of rehabilitation measures. Active participation in the discussion of specialists of related specialties (depending on the topic of the clinical case and the primary manifestation of the disease) demonstrates the importance of interdisciplinary interaction and the ability to work in a team. The use in the process of clinical discussion of separate information blocks (with visualization) regarding important symptoms, as well as diseases with which it is necessary to perform differential diagnosis, contributes to analytical thinking, a syndromological systematized approach and the formation of a final diagnosis.

Enhancing student engagement and learning outcomes through education technologies in medical education

Medical education is hastily evolving as motivated by shifting medical and health care settings with a diverse role of physician/instructor, changing medical science in varied pedagogical backgrounds. Educational technologies have been gradually introduced in medical education to facilitate effective learning with student engagement and improved learning outcomes. It has become an indispensable measure of communication, data storage and transformation, audio-visual media usage, production and sharing of medical knowledge. The role of educational technologies has evolved from a mere study tool to an integrated learning approach. The shift in medical care from habitual clinical scenarios to ambulatory settings has obliged the skill to afford care in a short while and necessitates modification in patient documents with added materials on well-being particulars and medical records being modernized. Educational technologies portray a foremost part in student engagement and without which the learning outcomes cannot be expected. A meaningful student engagement involves engaging students in every facet of the educational technology and knowledge acquisition for the purpose of strengthening their commitment to their self-education and community. The right choice of the educational technology for specific educational purposes of interactive learning is challenging and requires studies and reviews. Computer based learning, flipped classroom, mobile devices, smart phones, digital games, simulations, virtual reality, wearable technologies, social media, podcasts, YouTube etc. are of the techniques detailed in this review with regard to the engagement and learning outcomes of students, that addresses the encounters of the fluctuating educational settings in medical profession.

The Effectiveness of OsiriX and the Anatomage Virtual Dissection Table in Enhancing Neuroanatomy and Neuroradiology Teaching.

In recent years with the advent of technology in medical education, teaching methodology has shifted towards heavy use of online-learning modalities. This has been especially the case for anatomy and radiology courses since they require students to visualize structures of the human body. Several studies indicated that Anatomage and OsiriX can be effective at enhancing students' learning experiences in anatomy and radiology. This aim of this study is to assess the effectiveness of online case-based learning modules in teaching medical students about the anatomy and radiology of different types of brain tumors. Two online case-based learning modules were designed using Anatomage Table® and OsiriX DICOM viewer®, consisting of a clinical case and CT and MRI images. We recruited 36 fourth-year medical students that completed two 10-question quizzes (one on glioblastoma multiforme and one on pituitary adenomas). Participants were randomly assigned to either a study group that completed both modules prior to completing the quizzes, or a control group that completed the quizzes without access to the modules. The performance of both groups was compared to assess the effectiveness of the modules. Participants in the study group also completed a feedback survey to assess the quality and convenience of using the modules. Students who used the case-based learning modules performed significantly better than those who did not (Quiz 1: mean = 6.56 vs 3.28, p<0.01. Quiz 2: mean = 6.67 vs 3.06, p<0.01). Students who completed the modules would like to see similar modules used in teaching anatomy and radiology in the future (64%). They found them easy to navigate (72%), useful in teaching anatomy and radiology (72%), and helpful in improving understanding of anatomical and radiological clinical correlations (77%). Online case-based learning modules created using Anatomage and OsiriX can be used effectively in teaching medical students about the anatomy and radiology of different types of brain tumors.

ChatGPT in Medical Education and Research: A Boon or a Bane?

Science fiction literature and films no longer focus on artificial intelligence. In contrast to all other aspects of life, medical education and clinical patient care have been progressing slowly. Recently, a lot of text from the internet was used to construct and train chatbots, especially ChatGPT. The language model ChatGPT, created by OpenAI, has emerged as a useful resource for medical research and education. It has proven to be a useful tool for researchers, students, and medical professionals because of its capacity to produce human-like answers to challenging medical queries. However, using ChatGPT also has significant drawbacks. The possibility of erroneous or biased information being spread, which could have negative effects on patient care, is one of the key worries. Moreover, the overreliance on technology in medical education could also lead to a decline in critical thinking and clinical decision-making skills. Overall, ChatGPT has the potential to be a boon to medical education and research, but its use must be accompanied by caution and critical evaluation.

Utilization of Augmented Reality for Human Organ Analysis

This research paper investigates the utilization of augmented reality (AR) technology for human organ analysis in medical education. The study aims to develop and evaluate an AR application that provides an immersive and interactive learning experience for medical students. The research follows a quantitative methodology, to develop and test the effectiveness of the AR application in improving learning outcomes. The research examines the impact of the AR application on student engagement, retention of information, and performance on assessments. The results show that the AR application has a significant positive impact on learning outcomes. The use of AR technology improves student engagement, retention of information, and performance on assessments. The application's design and functionality were found to be intuitive and user-friendly, making it accessible for both students and educators. The research highlights the potential of AR technology in medical education and provides insights into its effectiveness in improving learning outcomes. The findings suggest that AR technology can be a valuable tool in medical education, enhancing the way students learn about human anatomy. This research can contribute to the existing literature on the use of AR technology in education, paving the way for future research and innovation in the field. Ultimately, the study shows that the integration of AR technology in medical education can significantly enhance the learning experience for students, providing them with an immersive and interactive approach to learning about human anatomy.

Heads-Up Three-Dimensional Viewing Systems in Vitreoretinal Surgery: An Updated Perspective.

Three-Dimensional (3D) heads-up visualization systems have significantly advanced vitreoretinal surgery, providing enhanced detail and improved ergonomics. This review discusses the application of 3D systems in vitreoretinal surgery, their use in various procedures, their combination with other imaging modalities, and the role of this technology in medical education and telementoring. Furthermore, the review highlights the benefits of 3D systems, such as improved ergonomics, reduced phototoxicity, enhanced depth of field, and the use of color filters. Potential challenges, including the learning curve and additional costs, are also addressed. The review concludes by exploring promising future applications, including teleophthalmology for remote assistance and specialist availability expansion, virtual reality integration for global clinical education, and the combination of remotely robotic-guided surgery with artificial intelligence for precise, efficient surgical procedures. This comprehensive review offers insights into the current state and future potential of 3D heads-up visualization systems in vitreoretinal surgery, underscoring the transformative impact of this technology on ophthalmology.

Feasibility of Including Hands-On Microteaching in the Medical Faculty Development Program in India: A Mixed-Methods Study.

Background Medical faculty development programs (FDPs) often lack hands-on training in teaching skills. Microteaching, a short, focused teaching practice, could be a feasible way to bridge this gap. This study aimed to explore the feasibility of including hands-on microteaching in a medical FDP in India. Methodology This mixed-methods study involved fresh medical faculty members who never attended FDP on the basics of medical education technologies, stakeholders, and students from a recently established autonomous medical institute of national importance in India. Participants completed a pre-test survey on their teaching skills and received a hands-on microteaching session during an FDP. After the session, participants completed a post-test survey and provided feedback on the feasibility and acceptability of hands-on microteaching in the program. Program evaluation was done by application of Kirkpatrick's Model levels one, two, and three. Results According to the Kirkpatrick Model of Evaluation level one (Reaction), the participants reported improved teaching skills and greater confidence in their ability to teach after the microteaching session. They also reported that hands-on microteaching was an effective way to learn teaching skills and receive feedback. Stakeholders opined that microteaching is a very effective tool for improving teaching skills and should be a part of FDP. Evaluation at level two (Learning) shows that there was a significant improvement in the mean score of post-tests. As per level three (Behaviour Change) evaluation, the majority of the students informed that there is observable improvement in the effectiveness of teaching of faculties in the past two months, i.e., since the participation of faculty in hands-on microteaching in FDP. Conclusions Hands-on microteaching could be a feasible and effective way to enhance the teaching skills of medical faculty members in India. The study findings suggest that including hands-on microteaching in FDPs could help bridge the gap between theoretical knowledge and practical teaching skills.