Catering for the Needs of Diverse Patient Populations: Using ChatGPT to Design Case-Based Learning Scenarios.

Artificial intelligence (AI) represents an opportunity for medical education to enhance efficiency, interactivity, and realism in learning scenarios. This project uses it to identify angles we have not considered before, particularly in creating culturally sensitive educational cases that represent the needs of a diverse patient population. The implementation showed encouraging results, as the ChatGPT algorithm was successful in writing cases that are more culturally sensitive; however, iteration for refinement was needed. An evolution of these prompts and resulting cases are presented. AI-generated material is only as good as the prompts we use, and how we define the task depends on digital literacy and pedagogical intent.

Micro-Scholarship: An Innovative Process Using Common Technology Tools.

Micro-Scholarship is a flexible process that eases an educator's scholarly journey by making their small steps (Micro-Assets) visible, assessable, stackable, and transferable. This process uses existing technology tools and relationships in a stepwise and supported manner to create Macro-Assets (traditional scholarly outcomes) including articles, presentations, and workshops. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-01989-y.

Micro-Scholarship: An innovative approach for the first steps for Scholarship in Health Professions Education.

In this paper, we propose Micro-Scholarship as a new and innovative approach to begin the scholarship journey for Scholarship in Health Professions Education. We introduce Micro-Scholarship as both an outcome and process, with the iterative and progressive development of a variety of micro-assets that can be combined and counted as 'traditional' Scholarship. We highlight the core components and processes that are enabled by a variety of digital technologies and supported by engagement with a community of practice. We also emphasise the importance of reflection throughout the entire journey. Our intention is to offer practical advice that can lower the bar for entry to Scholarship in Health Professions Education, with the potential to increase the sharing of different viewpoints at an early stage of the journey and to build a community of scholars.

Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review.

OBJECTIVES: To consolidate the available evidence regarding healthcare students' experiences of coaching interventions' effect on their mental well-being in tertiary educational institutions. DESIGN: A mixed studies review. DATA SOURCES: Seven electronic databases were searched for relevant studies from their inception dates until July 2021: PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations and Theses Global. REVIEW METHODS: This review observed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies reviews was adopted to analyze all findings and thematic analysis was conducted according to Braun and Clarke's (2006) framework. RESULTS: Three themes and seven subthemes are generated from the 12 included studies. The main themes are: 1) Receiving much-needed help, 2) Unlocking the secrets of success, and 3) Way forward for coaching in healthcare education. CONCLUSIONS: Many students benefited from the coaching interventions in terms of academic, emotional and psychological support and received guidance in professional development. However, careful preparation of both coaches and students is needed to improve the success of coaching interventions. Future coaching interventions could incorporate both group and individual sessions, assign students to coaches based on their clinical interests and consider conducting online coaching sessions using video calls. Improvement of study rigor would be required to achieve more accurate results. Lastly, future studies should be conducted on healthcare students of more diverse disciplines and cultures to increase results' generalizability.

Design Thinking in Medical Education: The Key Features and Practical Application.

Design thinking is a process that applies both creativity and innovation to iteratively develop and implement a new product. The design thinking process also enhances design thinking skills that are essential for personal and professional life in a complex world. Health care is increasingly being faced with complex problems, and the education of current and future doctors in design thinking is an important curricular challenge for all medical educators. Medical educators will need to enhance their own design thinking skills to enable them to effectively respond to this challenge.

A vision of the use of technology in medical education after the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Medical education across the world has experienced a major disruptive change as a consequence of the COVID-19 pandemic and technology has been rapidly and innovatively used to maintain teaching and learning. The future of medical education is uncertain after the pandemic resolves but several potential future scenarios are discussed to inform current decision-making about the future provision of teaching and learning. The use of emergent technology for education, such as artificial intelligence for adaptive learning and virtual reality, are highly likely to be essential components of the transformative change and the future of medical education. The benefits and challenges of the use of technology in medical education are discussed with the intention of informing all providers on how the changes after the pandemic can have a positive impact on both educators and students across the world.

Rethinking scholarship in medical education during the era of the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. The COVID-19 pandemic has significantly disrupted society and communities across the world requiring new and innovative approaches for healthcare, work, education and leisure. Similar changes have been precipitated in medical education, producing a rapid and major impact on students, educators and institutions. However, institutions still require educators to engage with scholarship in medical education, including providing evidence for promotion and tenure. We propose that resolving this tension between the demands of delivering a high quality curriculum and maintaining scholarship in medical education during the era of the COVID-19 pandemic requires urgent consideration of a transformational change in the scholarship in medical education. Key aspects of this change are a focus on rapid cycles of research to inform teaching, with local and wider dissemination using newer rapid approaches to publication and social media, and acceptability of these changes by institutions.

Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. The COVID-19 pandemic has resulted in a massive adaptation in health professions education, with a shift from in-person learning activities to a sudden heavy reliance on internet-mediated education. Some health professions schools will have already had considerable educational technology and cultural infrastructure in place, making such a shift more of a different emphasis in provision. For others, this shift will have been a considerable dislocation for both educators and learners in the provision of education. To aid educators make this shift effectively, this 12 Tips article presents a compendium of key principles and practical recommendations that apply to the modalities that make up online learning. The emphasis is on design features that can be rapidly implemented and optimised for the current pandemic. Where applicable, we have pointed out how these short-term shifts can also be beneficial for the long-term integration of educational technology into the organisations' infrastructure. The need for adaptability on the part of educators and learners is an important over-arching theme. By demonstrating these core values of the health professions school in a time of crisis, the manner in which the shift to online learning is carried out sends its own important message to novice health professionals who are in the process of developing their professional identities as learners and as clinicians.

How to make it work: a framework for rapid research to inform evidence-based decision -making about the implementation of online learning during the COVID-19 pandemic.

This article was migrated. The article was marked as recommended. Evidence- based decision making about the implementation of online learning in medical education during the COVID-19 pandemic is a challenge for decision-makers since it is a time of rapid change. We present a new framework that offers a potential highly useful response to meet this challenge. Our proposed framework for rapid research of online learning during the COVID-19 pandemic recognises the challenge of understanding the complexity of the socio-technical system in which the online learning is implemented, including the behaviour change of individuals in the system and the system's absorptive capacity. The framework provides a structured approach for rapid research to understand the complexity of the implementation of online learning during the COVID-19 pandemic. We recommend that rapid research to inform decision-making about the implementation of online learning during the COVID-19 pandemic should focus on early identification of the needs of the decision-makers and the use of high quality rapid research approaches to provide relevant and timely information about context, processes and outcomes.

Increasing tensions in the ubiquitous use of technology for medical education.

The ubiquitous use of technology in medical education creates increasing tensions related to the benefits and disadvantages of the ease of access to content and the opportunity to monitor online behavior. We recommend a collaborative understanding by all stakeholders, from learners and educators to higher education institutions and professional regulatory authorities, to inform future practice and policy.

Digital Scholarship - rethinking educational scholarship in the digital world.

This article was migrated. The article was marked as recommended. Medical education is increasingly becoming a digital world, with a range of new technologies that are transforming and challenging our current activities as a medical educator. The purpose of this article is to highlight how technology not only supports teaching and learning but also offers new opportunities for demonstrating the educational scholarship of medical educators.

Using Technology to Nurture Core Human Values in Healthcare.

This article was migrated. The article was marked as recommended. The important task of nurturing core human values in healthcare can be assisted and facilitated by the use of a variety of technology, to create, store, and disseminate a range of narratives in health and illness, from text and video to immersive experiences using virtual reality. This paper will discuss the importance of narratives to nurture core human values, the use of technology for narrative to nurture core human values, as well as the challenge of using technology for narrative to nurture core human values.

The clarion call for a third wave in medical education to optimise healthcare in the twenty-first century.

During the years preceding 1910, the education and training of physicians (doctors) -to-be was based mainly on a master-apprentice model; the primary focus then was on the teaching and development of clinical skills. In 1910, however, Abraham Flexner submitted a highly influential report to the American medical authorities: in it, he recommended that all medical schools should be university-based and that, importantly, medical practice should have a scientific basis strongly underpinned by the basic medical sciences. The recommendation provided the impetus for the design of medical education that begins with a pre-clinical phase to provide the strong scientific foundation for the clinical phase that follows. During the clinical phase, student learning will focus primarily on the clinical sciences relating to the diagnosis, treatment and management of patient care. Thus, two key 'pillars' (the basic sciences and the clinical sciences) of medical education were established; this two pillar model of medical education persisted for many decades thereafter and remained so till today. However, in order to optimise delivery of health care this must be viewed as an 'eco-system' taking into account the practice setting both present and future. The authors will attempt to provide a background to the changing trends in medical education and the changing practice environment, due primarily to the disruptive forces of change in this article.

Multiuser virtual worlds in healthcare education: A systematic review.

BACKGROUND: The use of multiuser virtual worlds (MUVWs) for collaborative learning has generated interest among healthcare educators. Published evidence to support its use is growing, but none has synthesized the evidence to guide future work. OBJECTIVE: This study sought to provide a comprehensive and systematic evaluation of MUVWs in healthcare education. DESIGN: A systematic review METHODS: A systematic search of five databases including CINAHL, Cochrane library, EMBASE, PubMed, and Scopus, was conducted from inception up to January 2017. Two independent researchers selected studies that met the inclusion criteria and assessed for methodological quality using the Medical Education Research Study Quality Instrument (MERSQI). A total of 18 studies were reviewed and their data were synthesized narratively using a 3-P model (presage-process-product). RESULTS: Average scores in the MERSQI for methodological quality are 10/18, which is modest. A rally by the government or professional bodies towards more collaborative working among healthcare professionals is a key driver behind implementing MUVWs. Funding is important for its development and evaluation. Team training in acute care and communication training were the most frequent learning objectives, and predominant learning activities include practice on simulation scenario and debriefing. Two-thirds of the studies did not explain their theoretical framework that underpinned their design and implementation of MUVWs. While MUVWs in healthcare education is generally well-received, learning outcomes remain inconclusive. CONCLUSION: Despite a growth of studies on the use of MUVW in healthcare education, there is a need for more understanding of the application of theories to inform the learning activities. Therefore, we suggest educators to incorporate a theoretical model to explain the learning processes behind MUVWs. To improve the quality of evidence, we call for researchers to employ a more rigorous and broader approach to evaluation that explicates longer-term outcomes, including cost benefit analyses.

Insights from the culinary arts for medical educators.

This article was migrated. The article was marked as recommended.

Is there a need for a specific educational scholarship for using e-learning in medical education?

We propose the need for a specific educational scholarship when using e-learning in medical education. Effective e-learning has additional factors that require specific critical attention, including the design and delivery of e-learning. An important aspect is the recognition that e-learning is a complex intervention, with several interconnecting components that have to be aligned. This alignment requires an essential iterative development process with usability testing. Effectiveness of e-learning in one context may not be fully realized in another context unless there is further consideration of applicability and scalability. We recommend a participatory approach for an educational scholarship for using e-learning in medical education, such as by action research or design-based research.