International Medical Education

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8 pages, 230 KB

Open AccessArticle

Are We Talking About the Same Thing? US Medical Student Definitions of Value-Based Care

by Kathleen L. Mulligan, Elina Kurkurina, Alexander M. Mass, Brendan L. Rooney, Shaila Gopal, Jessica Riley and Rahul Anand

Int. Med. Educ. 2026, 5(3), 64; https://doi.org/10.3390/ime5030064 - 13 Jul 2026

Viewed by 210

Abstract

Wasteful care is a prevalent, costly problem in the United States. Medical schools are addressing this by teaching about value-based care. However, students still struggle with the application of this concept. We hypothesized that this struggle may be due to students’ uncertainty about [...] Read more.

Wasteful care is a prevalent, costly problem in the United States. Medical schools are addressing this by teaching about value-based care. However, students still struggle with the application of this concept. We hypothesized that this struggle may be due to students’ uncertainty about how to define value-based care. In this article, we evaluated a novel, interactive, value-based care session for first-year medical students and assessed students’ abilities to define value-based care pre- and post-session. Our curricular session introduced first-year medical students to value-based care principles and included both a lecture and small-group role-play exercise focused on value-based decision-making. Students completed pre- and post-session surveys that assessed how they defined value-based care, from which we identified 11 unique themes. Following the session, students provided more complete definitions. Early instruction using peer-led sessions, application through role-play, and assessment through open-ended responses were associated with improved student ability to conceptualize and define value-based care. Improved definitional clarity may allow students to better apply value-based principles to their clinical practice. However, further research is needed to assess how the ability to conceptualize this concept translates to clinical application. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

11 pages, 1174 KB

Open AccessArticle

The Role of EYFDM Podcasts in Postgraduate Family Medicine Education: A Mixed-Methods Study on Professional Identity and Career Development

by Nadine Wolf, Philip Vogt, Sandra Jordan, Stuart Holmes, Kerry Greenan, Nick Mamo, Nele Michels, Aaron Poppleton and Fabian Dupont

Int. Med. Educ. 2026, 5(2), 43; https://doi.org/10.3390/ime5020043 - 21 Apr 2026

Cited by 1 | Viewed by 742

Abstract

Background: Professional identity formation (PIF) and wellbeing are increasingly being recognised in postgraduate Family Medicine (FM) education. Role models are central to both, yet traditional learning activities often struggle to implement them effectively. Podcasts offer a flexible medium that may support these [...] Read more.

Background: Professional identity formation (PIF) and wellbeing are increasingly being recognised in postgraduate Family Medicine (FM) education. Role models are central to both, yet traditional learning activities often struggle to implement them effectively. Podcasts offer a flexible medium that may support these goals. This study examines the potential of postgraduate medical education (PGME) podcasts, such as the European Young Family Doctor’s Movement (EYFDM) podcast, to promote PIF and wellbeing. Methods: This mixed-methods study analyses podcast use, role modelling effects, and PIF among young general practitioners (GPs). In 2024, 57 participants, including students, FM trainees, and specialists, completed an online questionnaire with quantitative and qualitative items. Descriptive and analytical statistics were combined with qualitative content analysis (Kuckartz). Sentiment analysis was conducted using artificial intelligence, and triangulation enhanced credibility. Results: Within the trainees and specialists of the study population, most participants (70%; 32/46 SPs) reported regularly using podcasts for PGME, and particularly young female GPs in Western Europe. In our study population, 90% (27/30 SPs) agreed that the podcasts broadened their perspective on professional opportunities in FM. Many participants reported reflections on potential career pathways and PIF. Exposure to role models significantly increased motivation to work in FM (χ² (1) = 10.7, p < 0.001). Conclusions: Podcasts may help address gaps in affective competency training, including wellbeing and PIF, while integrating easily into busy routines. Findings suggest a positive influence on career attitudes, with role modelling supporting PIF and motivation in FM. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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10 pages, 969 KB

Open AccessArticle

More than Learning: Why In-Person Conferences Matter for Building Cross-Border Collaboration in General Practice: A Modified Delphi Approach

by Philip Vogt, Nadine Wolf, Sophie Herrmann, Sara Volz-Willems, Aline Köhler, Catherine Bopp, Sandra Jordan, Sinan Durant, Anna Millenaar, Tom Schlüter, Lisa Zangarini, Daria Gheorghe, Marie Maingard, Aaron Poppleton and Fabian Dupont

Int. Med. Educ. 2026, 5(2), 39; https://doi.org/10.3390/ime5020039 - 13 Apr 2026

Viewed by 714

Abstract

Background: In-person conferences (IPCs) in family medicine remain central for cross-border collaboration and early-career development. With the rise of digital formats, the motivations of young general practitioners (GPs) to attend or organise IPCs require closer investigation. Methods: Using a modified two-round [...] Read more.

Background: In-person conferences (IPCs) in family medicine remain central for cross-border collaboration and early-career development. With the rise of digital formats, the motivations of young general practitioners (GPs) to attend or organise IPCs require closer investigation. Methods: Using a modified two-round Delphi design, we surveyed 107 participants and 23 organisers of the 2024 and 2025 EYFDM (European Young Family Doctors’ Movement) Forums. Round one included open and closed questions; round two involved prioritisation tasks. Quantitative data were analysed with non-parametric statistics; qualitative responses were thematically coded. Results: Participants primarily attended in-person conferences for networking (56.1%), workshops, and inspiration, while formal content played a secondary role. Organisers emphasised personal development, citing project management and teamwork as key benefits, though 34.8% reported workload and lack of recognition as major barriers. A strong preference for in-person formats (94.4%) reflected the perceived importance of interpersonal interaction, which online formats could not replicate. Conclusions: The findings highlight IPC as key environments for identity formation, motivation, and sustainable European collaboration in family medicine. Organising offers learning opportunities but demands better structural support. Future conference planning must prioritise in-person interaction, while using hybrid formats as complementary tools. IPCs remain essential for fostering authentic networks and collaboration among young GPs. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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9 pages, 693 KB

Open AccessArticle

Implementation of Cinematic Rendering in Otolaryngology Education

by Thomas Ziegler, Nikolaus Poier-Fabian, Jan Maximilian Janssen, Michael Mayrhofer and Paul Martin Zwittag

Int. Med. Educ. 2026, 5(2), 37; https://doi.org/10.3390/ime5020037 - 6 Apr 2026

Viewed by 658

Abstract

Background: The complex anatomy of the head and neck region challenges medical students. Cinematic rendering (CR) is an advanced visualization technique that enables three-dimensional (3D) representation of cross-sectional image data and is used in education at the Faculty of Medicine at Johannes Kepler [...] Read more.

Background: The complex anatomy of the head and neck region challenges medical students. Cinematic rendering (CR) is an advanced visualization technique that enables three-dimensional (3D) representation of cross-sectional image data and is used in education at the Faculty of Medicine at Johannes Kepler University. Methods: For the first time, CR images were used to illustrate otolaryngology anatomy in medical education. The educational value of this approach was evaluated using a questionnaire assessing six core statements and dichotomous variables, including prior experience with CR and otolaryngology. Results: All six statements showed high levels of agreement based on mean evaluation scores. Evaluation results differed according to participants’ prior experience with CR. A strong correlation was exploratorily observed between prior experience with CR and improved spatial awareness of otolaryngology anatomy (ρ = 0.80, p < 0.05). Additionally, prior experience with CR correlated with improved understanding of complex disease processes (ρ = 0.76, p < 0.05) and enhanced general comprehension of the respective field (ρ = 0.74, p < 0.05). Conclusions: These findings suggest that early integration of CR into otolaryngology education may support students’ perceived spatial understanding and facilitate comprehension of complex disease processes. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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23 pages, 653 KB

Open AccessArticle

Learning Objectives as Strategic Learning Tools: Divergence Between Educator-Endorsed and Student-Described Practices in Medical Education

by Sin Ting Hui, Caitlin L. Gallagher, Christine Brutus, Sebastian Quintana, Manav Jain, Sarah Dubois, Dominic Burns, Ellen S. Smith, Kit Ferguson, Jack Herbster, Brian Quach, Sydney Kraez, Melany Garcia, Adrian C. Lee, Anthony M. Payne and Douglas McHugh

Int. Med. Educ. 2026, 5(2), 36; https://doi.org/10.3390/ime5020036 - 5 Apr 2026

Viewed by 982

Abstract

Learning objectives are a foundational component of undergraduate medical education and are widely assumed to guide students’ studying, planning, and self-assessment. Despite these assumptions, limited empirical work has examined how medical students actually use them in practice. This study examined learning objectives as [...] Read more.

Learning objectives are a foundational component of undergraduate medical education and are widely assumed to guide students’ studying, planning, and self-assessment. Despite these assumptions, limited empirical work has examined how medical students actually use them in practice. This study examined learning objectives as strategic learning tools by contrasting educator-endorsed strategies identified through a scoping review with student-described practices derived from qualitative focus groups with pre-clerkship medical students. The scoping review identified educator-centered strategies emphasizing proactive planning, self-directed learning, and assessment alignment. Focus group findings revealed that students engaged with objectives selectively and reactively. Most often after learning events for self-testing, gap identification, and content triage; a pattern markedly different from educator assumptions of routine, front-end use. Two novel findings emerged: students’ use was shaped by conditional trust in objective quality and assessment alignment, and a subset of students independently developed technology-enabled adaptations (including AI-generated practice questions and flashcard conversion) not reflected in the existing educator literature. These findings highlight a meaningful gap between prescriptive guidance and student learning realities, and suggest that more learner-aligned approaches to supporting learning objective use are warranted. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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15 pages, 1218 KB

Open AccessArticle

Artificial Intelligence-Based Simulation Training in Midwifery Education: A Descriptive Cross-Sectional Study on Chatbot-Supported Medical History Taking

by Marie Therese Ettlen, Ulrike Keim and Claudia F. Plappert

Int. Med. Educ. 2026, 5(1), 32; https://doi.org/10.3390/ime5010032 - 10 Mar 2026

Cited by 1 | Viewed by 1345

Abstract

(1) Background: Midwifery students require practical training experience to learn how to perform a medical history. Simulation-based training, such as chatbot exercises using large language models like GPT, provide structured practice but require ongoing evaluation. This study explores German midwifery students’ views on [...] Read more.

(1) Background: Midwifery students require practical training experience to learn how to perform a medical history. Simulation-based training, such as chatbot exercises using large language models like GPT, provide structured practice but require ongoing evaluation. This study explores German midwifery students’ views on using an AI chatbot simulating a pregnant woman, regarding usability, realism, and educational value. (2) Methods: Twenty-six students participated in a descriptive, quantitative cross-sectional survey, using a literature-based, self-developed questionnaire after interacting with the AI generative chatbot. Data were analyzed via SPSS 30.0, with results shown in a stacked horizontal bar chart. (3) Results: The findings indicate that students experienced no difficulties when interacting with the chatbot. Both the quality and realism of the conversations were evaluated positively. Chatbot training was perceived as helpful in supporting structured medical history interviews and the collection of relevant data but was not considered a substitute for practice with actors or real-life situations. (4) Conclusions: The findings suggest that the medical history chatbot offers midwifery students an innovative, flexible simulation for training. Students responded positively, and it may help develop structured history-taking skills. Further study is needed to determine if repeated chatbot use improves medical history collection skills. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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9 pages, 1270 KB

Open AccessArticle

Diversity Messaging and URiM Representation: A Cross-Specialty Analysis of Residency Websites

by Adrian C. Lee, Cathleen Li, Anne Yan, Reuben R. Reyes, Sharon Kung, Shawnae B. Remulla, Alan C. Chai, Megan M. Tran and Julianne M. Hall

Int. Med. Educ. 2026, 5(1), 20; https://doi.org/10.3390/ime5010020 - 2 Feb 2026

Viewed by 990

Abstract

While the distribution of those underrepresented in medicine (URiM) varies across US medical specialties, it remains unclear whether residency website diversity messaging influences these patterns by specialty and geographic region. This study investigates residency diversity messaging from different specialties and assesses factors that [...] Read more.

While the distribution of those underrepresented in medicine (URiM) varies across US medical specialties, it remains unclear whether residency website diversity messaging influences these patterns by specialty and geographic region. This study investigates residency diversity messaging from different specialties and assesses factors that influence URiM recruitment. The 2024 AAMC Report on Residents identified the three specialties with the highest and lowest URiM representation (Integrated Thoracic Surgery, Otolaryngology, Interventional Radiology, Public Health and General Preventive Medicine, Obstetrics and Gynecology (OBGYN), and Family Medicine). Using FREIDA™, all residency programs were reviewed between December 2024 and March 2025. Websites received diversity indicator scores based on the presence of a nondiscrimination statement, a diversity and inclusion message, a program-specific diversity section, a general diversity section, an appointed diversity leadership position(s) or committee(s), URiM rotations or fellowship opportunities, and diversity initiatives. Diversity scores only differed significantly between OBGYN and Family Medicine (p = 0.003). Significant regional differences include South–Midwest (p = 0.014), South–Northeast (p = 0.030), West–Northeast (p = 0.044), and West–South (p < 0.001). Multivariate analysis showed no relationship between diversity criteria and URiM representation, suggesting current messaging that emphasizes diversity may not be associated with URiM resident proportions. Programs in the South had lower diversity scores, indicating geography may influence URiM representation more than website content. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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18 pages, 591 KB

Open AccessArticle

Nursing Students’ Experiences in Clinical Simulation at the End of Life: A Look at the Professional and Family Role

by Eva García Carpintero-Blas, Ana Sanz-Cortés, Pablo Del Pozo-Herce, Marta Rodríguez-García, Maria Del Carmen Hernández-Cediel, Elena Chover-Sierra, Antonio Martínez-Sabater, Regina Ruiz De Viñaspre-Hernández, Raúl Juárez-Vela and Alberto Tovar-Reinoso

Int. Med. Educ. 2026, 5(1), 17; https://doi.org/10.3390/ime5010017 - 28 Jan 2026

Viewed by 1644

Abstract

Background: Communication with patients and families at the end of life is key to quality care, allowing for informed decisions and emotional support. This study explores the experience of nursing students in clinical simulations, analyzing their emotions, perceptions of the family role, the [...] Read more.

Background: Communication with patients and families at the end of life is key to quality care, allowing for informed decisions and emotional support. This study explores the experience of nursing students in clinical simulations, analyzing their emotions, perceptions of the family role, the impact on their communication skills, and their reflection on the role of nursing in these contexts. Methods: This study was conducted at the Faculty of Health Sciences of UNIE University, Spain, with 44 first-year students enrolled in the Fundamentals of Psychology in Health Sciences course. Data were collected through focus groups and reflective narratives with open-ended questions between January and February 2025. Following data collection, transcripts were generated and subjected to a thematic analysis following the COREQ checklist. Results: Five thematic blocks and their categories were identified: (T1) Family as a pillar of care; (T2) Relationship with the family; (T3) Communication as a therapeutic tool; (T4) Emerging emotions; (T5) Learning through simulation. Conclusions: The family is a fundamental pillar at the end of life, providing emotional and practical support to the patient and the care team. Communication is key to building trust and facilitating acceptance of the process. Students experience diverse emotions that reflect the complexity of the accompaniment. Simulation at the end of life allows nursing students to develop communication skills, reflect on their professional role, and manage complex emotions. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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11 pages, 497 KB

Open AccessArticle

Knowledge, Use, and Perceptions of Artificial Intelligence Among Health Sciences Students: Evidence from Costa Rican Universities

by Esteban Zavaleta-Monestel, José Miguel Chaverri-Fernández, Angie Ortiz-Ureña, Luis Esteban Hernández-Soto, Jeaustin Mora-Jiménez, Andrea Chaves-Arroyo, Lissette Rodríguez-Yebra, Melissa Martínez-Domínguez, Natalia Bastos-Soto and Sebastián Arguedas-Chacón

Int. Med. Educ. 2026, 5(1), 13; https://doi.org/10.3390/ime5010013 - 18 Jan 2026

Viewed by 1110

Abstract

Background: Artificial intelligence (AI) is reshaping health sciences education worldwide, yet regional data from Latin America remain scarce. Understanding students’ AI literacy and perceptions is essential for developing informed curricular strategies. Methods: A cross-sectional online survey was conducted among 270 students from four [...] Read more.

Background: Artificial intelligence (AI) is reshaping health sciences education worldwide, yet regional data from Latin America remain scarce. Understanding students’ AI literacy and perceptions is essential for developing informed curricular strategies. Methods: A cross-sectional online survey was conducted among 270 students from four Costa Rican universities across five health sciences programs. Descriptive and inferential analyses (ANOVA, Chi-square) examined AI knowledge, usage frequency, and perceptions of ethical integration in academic contexts. Results: Over 80% of respondents reported moderate or higher AI knowledge and frequent use of tools such as ChatGPT, mostly for academic support tasks. However, more than 90% had not received formal institutional training, and ethical awareness—particularly regarding misinformation and bias—was limited. Conclusions: Students demonstrate active engagement with AI despite minimal curricular exposure. These findings emphasize the need for structured AI training, faculty development, and equitable access policies aligned with global digital ethics frameworks to ensure responsible adoption within Costa Rican health sciences education. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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13 pages, 657 KB

Open AccessEditor’s ChoiceArticle

Pre- and Post-Evaluation of an Interprofessional Education Program Combining Online and In-Person Instruction on Enhancing Empathy of Medical Students

by Kaori Yamada, Yoko Inaguma, Sayuri Nakamura, Masatsugu Ohtsuki, Hitomi Kataoka and Atsuhiko Ota

Int. Med. Educ. 2026, 5(1), 11; https://doi.org/10.3390/ime5010011 - 8 Jan 2026

Viewed by 806

Abstract

This pre–post study aimed to determine whether interprofessional education (IPE) combining online and in-person instruction enhanced medical students’ empathy. The IPE program was conducted during the academic years 2022 and 2023 for medical (n = 240) and other healthcare students. Subjects discussed [...] Read more.

This pre–post study aimed to determine whether interprofessional education (IPE) combining online and in-person instruction enhanced medical students’ empathy. The IPE program was conducted during the academic years 2022 and 2023 for medical (n = 240) and other healthcare students. Subjects discussed a case scenario involving a patient with chronic myeloid leukemia, sharing their ideas within their team and with other teams. The medical students’ empathy was assessed before and after the IPE program using the Japanese version of the Jefferson Scale of Empathy for Health Professions Students (JSE-HPS). Medical students provided written responses to the question, “What do you think is necessary for the care of patients with cancer, besides medical skills and knowledge?” Empathy-related terms were identified using frequency and co-occurrence analyses. The frequencies before and after the IPE were compared. The median JSE-HPS score rose from 98.0 to 114.0 (p < 0.001, Wilcoxon signed-rank test). The frequency of words categorized as demonstrating empathy increased from 37.9% to 52.9% after the IPE (p < 0.01, chi-square test). Our hybrid IPE program enhanced medical students’ empathy, which was supported by both quantitative and qualitative methods. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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9 pages, 235 KB

Open AccessArticle

The Use of Podcasts as a Learning Activity During a Year 5 Competency-Based Blended Learning Curriculum at Saarland University

by Nadine Wolf, Philip Vogt, Sinan Durant, Sara Volz-Willems, Johannes Jäger and Fabian Dupont

Int. Med. Educ. 2025, 4(4), 48; https://doi.org/10.3390/ime4040048 - 14 Nov 2025

Cited by 2 | Viewed by 976

Abstract

(1) Podcasts are increasingly used in undergraduate medical education. They differ from traditional learning activities and may influence exam performance. Podcasts also offer insights into learning behaviour and perceptions of family medicine (FM). Despite their frequent use in medical education, it remains unclear [...] Read more.

(1) Podcasts are increasingly used in undergraduate medical education. They differ from traditional learning activities and may influence exam performance. Podcasts also offer insights into learning behaviour and perceptions of family medicine (FM). Despite their frequent use in medical education, it remains unclear how they can best be integrated into competency-based curricula and motivate students to study for FM. This study examines the impact of a medical podcast on learning behaviour and academic performance at Saarland University (UdS). (2) This exploratory mixed-methods study analyzed podcast-related learning behaviour and exam relevance among year-five medical students at UdS in the winter semester 2024/25. Demographic, quantitative, and qualitative data were collected via an online questionnaire (Google Forms^®) in January 2025. Data were descriptively and analytically evaluated and linked to exam results. Qualitative data were analyzed using Kuckartz’s content analysis. (3) Of 123 eligible students, 92 participated. Most listened to episodes in full. Podcasts were seen as low-threshold means to access study content, but they were often not perceived as a separate learning activity. Listening to podcasts did not directly influence exam performance but helped connecting theory with clinical relevance and increased motivation for FM. (4) Podcasts are popular for exploring clinical practice and complex topics. Their didactic value lies in contextual learning and career orientation, rather than improving exam performance. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

13 pages, 556 KB

Open AccessArticle

Interprofessional Mentoring of Pharmacy Students in Primary Healthcare Settings in South Africa

by Madile Mmoloke, Martine Vorster and Christmal Dela Christmals

Int. Med. Educ. 2025, 4(4), 37; https://doi.org/10.3390/ime4040037 - 24 Sep 2025

Cited by 1 | Viewed by 1559

Abstract

Professional nurses assume clinical mentoring roles for pharmacy students in Primary healthcare (PHC) settings in South Africa due to the chronic shortage of pharmacists in these settings. This study sought to describe the experiences, challenges and needs of professional nurses mentoring pharmacy students [...] Read more.

Professional nurses assume clinical mentoring roles for pharmacy students in Primary healthcare (PHC) settings in South Africa due to the chronic shortage of pharmacists in these settings. This study sought to describe the experiences, challenges and needs of professional nurses mentoring pharmacy students within the primary healthcare settings of South Africa. A descriptive qualitative study design was employed and 35 semi-structured, individual interviews in 18 primary healthcare settings were conducted. Data was analyzed using thematic content analysis. While some professional nurses are supportive of mentoring pharmacy students during healthcare delivery, others believe it increases workload and slows down healthcare delivery. The professional nurses enjoyed mentoring pharmacy students but indicated a lack of confidence due to non-preparation and not being involved during the planning or preparation for the pharmacy students’ clinical placement visits. They needed short courses to train them to perform better in mentoring pharmacy students in PHC settings. To facilitate the successful implementation of interprofessional mentoring of pharmacy students, deeper collaboration between the university and the professional nurses in primary healthcare facilities is needed to improve interprofessional mentoring of students in primary healthcare settings. Universities must provide clear information, guidance, and feedback on students’ clinical placements, while professional nurses require in-service training on interprofessional mentoring and recognition from universities for their educational contributions. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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11 pages, 1114 KB

Open AccessEditor’s ChoiceArticle

Advancing Wellness Across an Academic Healthcare Curriculum: An Interprofessional Educational Approach

by Samiksha Prasad and Kate J.F. Carnevale

Int. Med. Educ. 2025, 4(3), 32; https://doi.org/10.3390/ime4030032 - 28 Aug 2025

Viewed by 1615

Abstract

Recognizing and understanding the nuances of mental health and how issues can present at various levels of healthcare for both patients and the interprofessional (IP) healthcare team can be crucial for the success and well-being of team members, as well as for achieving [...] Read more.

Recognizing and understanding the nuances of mental health and how issues can present at various levels of healthcare for both patients and the interprofessional (IP) healthcare team can be crucial for the success and well-being of team members, as well as for achieving positive patient outcomes. Learners from various allied healthcare disciplines participated in a Case-Based Learning-Sequential Disclosure Activity (CBL-SDA) to address navigating appropriate approaches to fostering wellness in the clinical encounter and within healthcare teams from a multidisciplinary perspective. The CBL-SDA was delivered to a cohort of allied health students (N = 90) using a 4-step process during an interprofessional education (IPE) event of (i) Orientation, (ii) Sequential Disclosure, (iii) IPE Forum, (iv) Wrap-up. Pre- and post-activity surveys were voluntarily collected to gauge participants’ perceptions of the content and delivery method, with a response rate of 90% (N = 81). Overall, participants reported gaining confidence in their understanding of wellness, in identifying and providing support for a person struggling with wellness, in having tools to promote wellness, and also rated their own wellness higher, following the one-hour training session. It can be concluded that IPE activities highlighting wellness and mental health are beneficial and necessary in allied health care training. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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12 pages, 225 KB

Open AccessArticle

The Challenges Teachers in Interprofessional Teaching Face When Developing a Shared Assumption of Responsibility: A Mixed-Methods Study

by Andrea Schlicker and Jan P. Ehlers

Int. Med. Educ. 2025, 4(1), 4; https://doi.org/10.3390/ime4010004 - 18 Mar 2025

Viewed by 980

Abstract

Background: Interprofessional education in the healthcare sector is becoming increasingly recognized in Germany; it is increasingly being included in the curriculum. The learners are usually the focus of the research. This study focusses on the teachers, as they are the ones who [...] Read more.

Background: Interprofessional education in the healthcare sector is becoming increasingly recognized in Germany; it is increasingly being included in the curriculum. The learners are usually the focus of the research. This study focusses on the teachers, as they are the ones who carry out the teaching and thus prepare the learners for practice. The aim of this study is to find out what skills interprofessional teachers should have for joint teaching and how the joint assumption of responsibility can be achieved in an interprofessional setting. Methods: Using a mixed-methods design, interprofessional courses were first identified across Germany in relation to the three professions of medicine, nursing and physiotherapy. Based on 76 fully completed quantitative questionnaires, the respondents’ views were surveyed with regard to the competences of the teachers, among other things. In 15 interviews based on these results, experts were asked more in-depth questions about competence limits and the assumption of responsibility, and the resulting data material was analyzed using Kuckartz’s structuring qualitative content analysis. Results: The quantitative results show that 70% of respondents (n = 53) consider it important to recognize profession-specific boundaries, while only 46% (n = 35) consider it important to assume joint responsibility. The qualitative part of the study shows that a basic understanding of the other professions is seen as conducive to dialog and collaboration. Furthermore, a shared assumption of responsibility is seen as an essential component of interprofessional teaching. Conclusions: In order to develop a shared assumption of responsibility, (self-)reflection is required; this also requires a conscious negotiation and development process on the part of the teachers. Teachers must align their joint actions with the needs of the learners so that they can later think and act across professions in patient care. As the process of (self-)reflection rarely takes place in mono-professional training programmes, opportunities to learn it are needed. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

12 pages, 220 KB

Open AccessEditor’s ChoiceArticle

When Personal Identity Meets Professional Identity: A Qualitative Study of Professional Identity Formation of International Medical Graduate Resident Physicians in the United States

by Mohamad Nasser Elsouri, Victor Cox, Vinayak Jain and Ming-Jung Ho

Int. Med. Educ. 2025, 4(1), 1; https://doi.org/10.3390/ime4010001 - 22 Jan 2025

Viewed by 5524

Abstract

International medical graduates (IMGs) account for 25% of the physician workforce in the United States, yet little is known about their professional identity formation (PIF). This qualitative study explores the process of PIF in IMG residents with special attention to how they integrate [...] Read more.

International medical graduates (IMGs) account for 25% of the physician workforce in the United States, yet little is known about their professional identity formation (PIF). This qualitative study explores the process of PIF in IMG residents with special attention to how they integrate their intersectional marginalized personal identities. Method: Using a social constructivist approach, the researchers conducted semi-structured individual interviews with 15 IMG resident physicians in the United States. The authors analyzed the data using a constant comparison approach and identified themes by consensus. Results: Participants described their PIF journey beginning before starting residencies in the US. Their PIF was challenging due to structural barriers associated with their immigrant status. Furthermore, participants reported more difficulties with PIF if they did not look white. When their pre-existing professional and personal identities clashed with the American professional norm, the residents suppressed or compartmentalized these pre-existing identities. However, participants also reported that their diverse personal identities could be assets to the provision of care for diverse patient populations. Conclusions: This study reveals the identity tension experienced by IMGs in their PIF journey and the different strategies they employed to navigate the conflicts with American professional norms. This study suggests reimagining PIF frameworks to cultivate a more diverse physician workforce. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

8 pages, 400 KB

Open AccessCommunication

The Co-Design of a Locally Led Health Professional Education Curriculum in Lao People’s Democratic Republic

by Amy Gray, Sysavanh Phommachanh, Niranh Phoumindr and Mayfong Mayxay

Int. Med. Educ. 2024, 3(4), 426-433; https://doi.org/10.3390/ime3040032 - 17 Oct 2024

Viewed by 2395

Abstract

(1) Background: There is a need to scale and transform health professional education (HPE) globally to not only improve the quantity but also the quality of health workers. This paper describes the approach undertaken by a Health University in Lao PDR. (2) Approach: [...] Read more.

(1) Background: There is a need to scale and transform health professional education (HPE) globally to not only improve the quantity but also the quality of health workers. This paper describes the approach undertaken by a Health University in Lao PDR. (2) Approach: The HPE curriculum was designed in an iterative process with key stakeholders from both the institution and government, with external expert advice. (3) Outcomes: The curriculum was successfully developed consisting of nine core modules and one elective module, reflecting both elements seen globally in HPE curricula as well as reflecting local needs. The content and teaching methods were validated and reviewed through piloting with local education leaders. (4) Conclusions: Despite the need to scale HPE globally, there are few examples of how this can be achieved in countries in which large gaps exist in HPE capacity. This paper provides one such example, through recognizing that sustained external partnerships will still be needed for successful future implementation. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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14 pages, 3152 KB

Open AccessEditor’s ChoiceArticle

“Discovery Towards Strategy”—Co-Creating an Institutional Innovation Strategy for Digital and Medical Education

by Chie Adachi

Int. Med. Educ. 2024, 3(4), 374-387; https://doi.org/10.3390/ime3040028 - 30 Sep 2024

Cited by 1 | Viewed by 2034

Abstract

Through the pivot to emergency remote teaching during the pandemic, most universities have managed to become ‘digital’, at least in the delivery of educational programmes and business operations. And yet, the purposeful design and use of technology for education is far from the [...] Read more.

Through the pivot to emergency remote teaching during the pandemic, most universities have managed to become ‘digital’, at least in the delivery of educational programmes and business operations. And yet, the purposeful design and use of technology for education is far from the reality of such a pivot and remains difficult to achieve. While most universities outline some level of digital transformation as part of their innovation narrative and strategies, there is only a limited number of universities that adopt the culture of co-creation. This paper illustrates a bottom-up approach to the co-creation of a new digital and medical education strategy in a London-based Russell Group university to bring on change that is fit for purpose. The findings include the key insights, specifically, the five key values of what the community believed to be crucial—(i) broadening access to education, (ii) flexibility, efficiency and convenience, (iii) authentic learning, (iv) business proposition, and (v) pastoral care; and the eight areas of opportunities and challenges—(i) human relationships, (ii) co-creation, (iii) digital engagement, (iv) digital pedagogy, (v) digital literacy, (vi) edtech and IT infrastructure, (vii) support, and (viii) digital assessment and feedback. This paper also outlines the strategic project plans that were generated and since implemented as a result of the co-creation process. The limitations and future directions of this study are also noted. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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27 pages, 346 KB

Open AccessArticle

Integration of Immunology in a Systems-Based Osteopathic Medical Curriculum

by Zian Shabbir, Layla Mazdeyasnan, Naila Iqbal, Samuel Kadavakollu, Mahboob Qureshi and Reena Lamichhane-Khadka

Int. Med. Educ. 2024, 3(3), 257-283; https://doi.org/10.3390/ime3030021 - 1 Aug 2024

Cited by 1 | Viewed by 4702

Abstract

Immunology is an important component of the medical curriculum. It provides a foundation for understanding the cellular and molecular processes by which the body protects itself from external substances and the immunological responses that contribute to the development of many illnesses. The inclusion [...] Read more.

Immunology is an important component of the medical curriculum. It provides a foundation for understanding the cellular and molecular processes by which the body protects itself from external substances and the immunological responses that contribute to the development of many illnesses. The inclusion of immunology in an osteopathic medical curriculum is essential to understanding the body’s defense systems as well as the alignment of osteopathic concepts with immunology. By encompassing innate and adaptive immunity, immunology reflects the interconnectedness of the body’s systems and the foundation for self-regulation inherent in osteopathy. A problem facing medical educators is determining how to facilitate students’ learning of immunological concepts in a way that will help them retain and apply the material throughout their clinical years and beyond. This paper aims to provide an immunology education framework designed to effectively integrate immunology topics across the preclinical courses of an osteopathic medical curriculum. Drawing insights from an extensive review of the literature and current medical curricula, we propose an integrative curriculum model that broadly incorporates fundamental concepts of immunology across multiple disciplines and systems-based courses horizontally as well as vertically over the preclinical years using clinical presentations and laboratory findings and further connecting them to osteopathic principles. This integrative curriculum will augment medical students’ understanding of immunology, making them better able to connect core concepts with clinical applications and enhance their application of immunological concepts in osteopathic patient care in alignment with the NBOME guidelines. Using the proposed integrative medical curriculum may better prepare medical students for providing holistic medical care and guidance to their future patients. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

22 pages, 762 KB

Open AccessArticle

Impact of Global Health Scholarship Programs in the Faculty of Medicine at Mbarara University of Science and Technology

by Jonans Tusiimire, Miriam Josephine Nakiwala, Brian Turigye, Daphine Ansiimire, Annet Kembabazi, Stephen Asiimwe and Joseph Ngonzi

Int. Med. Educ. 2024, 3(3), 190-211; https://doi.org/10.3390/ime3030017 - 24 Jun 2024

Cited by 2 | Viewed by 3717

Abstract

In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an [...] Read more.

In recognition of the critical role of residency programs in narrowing healthcare inequalities, Global Health scholarships were introduced at Mbarara University of Science and Technology (MUST) in 2011. Since then, at least 154 postgraduate students in priority programs have benefited. We conducted an online cross-sectional survey to examine how the scholarships and beneficiaries have impacted MUST and the community. Fifty (50) beneficiaries, representing 32.5%, responded, of whom 36 (72%) were alumni. Most respondents were males (n = 30; 60%) pursing Master of Medicine (n = 29; 58%) or Master of Nursing Science (n = 20; 40%) programs. The scholarship schemes included First Mile (n = 29; 58%), Kayanja (n = 12; 24%), Paiko (n = 5; 10%) and Seed (n = 4; 8%). The majority of the scholarships supported both tuition and research fees (n = 41; 82%), the rest being partial. Career advancement was undertaken by eight (16%) of the scholars in the form of fellowships (n = 3; 6%), other masters (n = 3; 6%) and PhDs (n = 3; 6%), with some students having attained a combination of these. All scholars belonged to at least one health professional association. Over 88% (n = 32) of the alumni and 28% (n = 4) of the students were employed. The majority of those employed were in the public sector (n = 24; 66.7%), mainly the health sector (n = 18; 50%), academia (n = 14; 38.9) or both (n = 4; 11.1%). There was a high impact on health care provision, undergraduate training and research carried out by the scholars both during training and post-graduation. High levels of career satisfaction, scholarship impact and academic program relevance were reported. The findings provide insights on how low-fund specialty scholarships can have a far-reaching impact on local training, health care and research in low- and middle-income countries. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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Review

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11 pages, 539 KB

Open AccessReview

Feedback and Feedback Culture in Medical Education: Evolution, Evidence, and Emerging Horizons

by Kelly Peterec, Sundes Kazmir, David Chartash and Uma Padhye Phatak

Int. Med. Educ. 2026, 5(3), 71; https://doi.org/10.3390/ime5030071 - 28 Jul 2026

Viewed by 193

Abstract

Feedback is a key component of medical education and is essential for progression throughout medical training. While extensive literature describes best practices for delivering feedback, less is known about the critical role of feedback culture and its impact on feedback practices. This narrative [...] Read more.

Feedback is a key component of medical education and is essential for progression throughout medical training. While extensive literature describes best practices for delivering feedback, less is known about the critical role of feedback culture and its impact on feedback practices. This narrative review aims to discuss the evolution of feedback in medicine, the role of feedback culture and its impact on feedback practices, strategies to foster a positive feedback culture, and opportunities and challenges for feedback in the age of artificial intelligence. Relevant articles were identified through database searches and were selected based on relevance to the aims of this review. Our review demonstrates that the literature has shifted to emphasize the importance of broader sociocultural factors in shaping feedback and feedback interactions. Determinants of a positive feedback culture stem from all levels of feedback interactions, including individual learner’s engagement with feedback, interpersonal relationships and strong educational alliances, and institutional level factors that generate a positive culture. These determinants may then be translated into strategies to enhance and sustain a positive feedback culture. The advent of artificial intelligence in medical education has provided opportunities to enhance feedback, although the impact on feedback culture remains unknown. Future research must focus on effective strategies to measure feedback culture which must then be utilized to evaluate the impact of feedback culture on trainee and patient outcomes. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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19 pages, 459 KB

Open AccessReview

Sampling Criteria in International Comparative Education Research: A Scoping Review to Inform Health Professions Education

by Franziska König, Doreen Herinek, Franziska Matthes and Michael Ewers

Int. Med. Educ. 2026, 5(1), 24; https://doi.org/10.3390/ime5010024 - 9 Feb 2026

Viewed by 1569

Abstract

Health Professions Education research is playing an increasing role in ensuring evidence-based practice in Health Professions Education (HPE). To this end, HPE research uses, among other approaches, comparisons as a method in the sense of Comparative Education Research (CER), which allows to compare [...] Read more.

Health Professions Education research is playing an increasing role in ensuring evidence-based practice in Health Professions Education (HPE). To this end, HPE research uses, among other approaches, comparisons as a method in the sense of Comparative Education Research (CER), which allows to compare programs at different levels of education. To obtain evidence-based results, it needs a methodologically sound approach with transparent and justifiable sampling strategies as well as defined sampling criteria. The aim of this research is to identify sampling criteria used in CER for program comparisons and to draw conclusions about what HPE research can probably learn from that. We conducted a scoping review following the Arksey and O’Malley framework, searching three databases and grey literature for international comparative education studies. Four reviewers selected and analyzed the studies using content analysis. A total of 68 studies were included, and six sampling criteria for international CER were identified: (1) culture, (2) education system, (3) curriculum of an education program, (4) ranking, achievement or performance, (5) state and relevance of research, and (6) opportunities and pragmatic reasons. All these criteria appear to be applicable to education research on HPE programs. The sampling criteria derived can serve as a guide for sample selection in international CER and HPE research, providing impetus to improve the quality of research methodology. This necessitates unrestricted access to data on educational programs and a more profound comprehension of the cultural, political and educational characteristics of the respective country. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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16 pages, 568 KB

Open AccessReview

Medical Student Experience with Interpreter Services in a Simulated Environment: A Scoping Review

by Heather Wolfe, Allison Schneider and Carolyn Davis

Int. Med. Educ. 2026, 5(1), 12; https://doi.org/10.3390/ime5010012 - 16 Jan 2026

Viewed by 915

Abstract

The use of interpreter services is an important component of medical care. It is critical for medical students to practice this during training. It is known that simulation and role play provide important opportunities for students to practice skills. This scoping review maps [...] Read more.

The use of interpreter services is an important component of medical care. It is critical for medical students to practice this during training. It is known that simulation and role play provide important opportunities for students to practice skills. This scoping review maps the experience that medical students around the world have practicing with interpreter services in a simulated environment. We searched within three major databases (PubMed, ERIC, and SCOPUS) using a wide range of search terms for publications from the past 15 years. This scoping review was conducted according to PRISMA-ScR guidelines. Of the 1341 studies initially obtained from search terms, 22 were ultimately found to meet inclusion criteria. There is variability in curricula offered including when in medical school, what other specialties are involved, and how the education is conveyed. Most publications lacked longitudinal follow-up and assessment of learner competence was limited. Review articles, a prevalence study, and proof of concept studies also serve to demonstrate the breadth of publications on this subject. This is an area of important consideration within medical education today. Many studies highlight the relative scarcity of formal programs as well as a lack of consistency. Where programs do exist, the importance of including simulation is highlighted. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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27 pages, 588 KB

Open AccessEditor’s ChoiceReview

The Growing Importance of Soft Skills in Medical Education in the AI Era: Balancing Humanistic Care and Artificial Intelligence

by Effie Simou

Int. Med. Educ. 2025, 4(4), 50; https://doi.org/10.3390/ime4040050 - 21 Nov 2025

Cited by 11 | Viewed by 5090

Abstract

The rapid integration of artificial intelligence (AI) into healthcare has reshaped medical education and clinical practice. While technological innovation is vital, soft skills are essential for preserving trust, ethical accountability, and humanistic care. This study explores the evolving role of soft skills in [...] Read more.

The rapid integration of artificial intelligence (AI) into healthcare has reshaped medical education and clinical practice. While technological innovation is vital, soft skills are essential for preserving trust, ethical accountability, and humanistic care. This study explores the evolving role of soft skills in medical education in the AI era by examining definitional challenges, pedagogical strategies, and the integration of AI-related literacy. A narrative review methodology synthesized evidence across seven thematic domains, focusing on curricular integration, pedagogical strategies, and assessment approaches in medical education within AI-enabled learning environments. The findings demonstrated that soft skills improve patient adherence, satisfaction, safety, and trust; strengthen physicians’ professional identity, collaboration, and resilience; and enhance system-level outcomes, such as resilience, safety, and public trust. Experiential, reflective, and competency-based pedagogies remain the most effective instructional strategies, while AI-supported tools, including virtual patients, adaptive simulations, large language models (LLMs), and Retrieval-Augmented Generation systems (RAG), offer complementary benefits by enhancing doctor-patient communication, providing real-time personalized feedback, and strengthening clinical reasoning. Soft skills function as an interconnected and synergistic ecosystem that is reinforced by cognitive, affective, humanistic, and ethical mechanisms. Integrating these competencies with AI literacy promotes theoretical clarity, supports programmatic assessment, and fosters responsible innovation, ensuring that technological advancement enhances rather than diminishes the humanistic foundations of medicine. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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15 pages, 1832 KB

Open AccessReview

Transforming a Psychiatry Curriculum: Narrative Review of Essential Elements

by Lillian Ng, Alisha Vara, Ashwini Datt, David B. Menkes, Nicholas R. Hoeh, Kiri Prentice and Frederick Sundram

Int. Med. Educ. 2024, 3(3), 316-330; https://doi.org/10.3390/ime3030024 - 16 Aug 2024

Cited by 3 | Viewed by 3853

Abstract

Introduction: In this narrative review, we identified concepts related to the process of transforming a psychiatry curriculum for New Zealand medical students. Method: A literature search was performed on four databases (Embase, Medline, PsycInfo, and Scopus) for articles related to curriculum [...] Read more.

Introduction: In this narrative review, we identified concepts related to the process of transforming a psychiatry curriculum for New Zealand medical students. Method: A literature search was performed on four databases (Embase, Medline, PsycInfo, and Scopus) for articles related to curriculum development in psychiatry, including relevant aspects of culture and technology. Results: Ninety-three articles met the inclusion criteria. Three main themes were identified: the needs of learners; curriculum frameworks that optimise learning; and the role of technology. The key features of an effective psychiatry curriculum are the extent to which it integrates with other disciplines, develops key competencies, supports authentic learning, and promotes cultural safety. Conclusions: Transforming curricula is an iterative process that prioritises learners’ needs, establishes psychiatry within the teaching context, integrates learning evidence, and responds to the changing demands of society. The findings from this review apply to medical curricula more generally: a well-integrated specialist curriculum, in this case psychiatry, enables medical students to build essential competencies and depends upon effective collaboration with stakeholders, attention to cultural safety, and incorporating technology into the teaching context. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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Other

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21 pages, 1119 KB

Open AccessSystematic Review

Self-Regulation of Learning and Its Implications for Academic Performance and Well-Being of University Students in Health Sciences: A Systematic Review

by Christian Andrés Verdugo and Jonathan Martínez-Líbano

Int. Med. Educ. 2026, 5(2), 34; https://doi.org/10.3390/ime5020034 - 24 Mar 2026

Cited by 2 | Viewed by 2694

Abstract

Self-regulated learning (SRL) is a fundamental competence for academic transition and success in higher education, especially in health sciences, where autonomy and learning management are essential. This systematic review analyzed the relationship between SRL, academic performance, and student well-being among undergraduate health sciences [...] Read more.

Self-regulated learning (SRL) is a fundamental competence for academic transition and success in higher education, especially in health sciences, where autonomy and learning management are essential. This systematic review analyzed the relationship between SRL, academic performance, and student well-being among undergraduate health sciences students. Following the PRISMA protocol, 39 articles published between 2015 and 2025 on Web of Science, Scopus, and PubMed databases were selected. The consolidated sample consisted of 24,835 participants. The methodological quality of the selected studies was assessed using the Newcastle–Ottawa scale (NOS). A predominantly positive association was found between high levels of SRL and academic performance (GPA) (with correlation coefficients ranging from r = 0.11 to r = 0.55 in the primary studies). Furthermore, evidence from standardized self-report questionnaires in the reviewed literature indicates that several studies report female students showed higher levels of organization and planning, but these findings were not consistently observed across all studies. SRL acts as a key protective factor against stress, anxiety, and academic burnout. However, a “stagnation paradox” was identified: SRL skills do not always evolve linearly, often showing regression or stagnation in advanced clinical years due to the high cognitive load and insufficient support structure in those environments. Regarding sociodemographic variables, female students reported higher levels of planning and responsibility. SRL does not develop spontaneously with academic progress. Therefore, higher-education institutions must implement systematic and intentional pedagogical strategies from the early years of training to foster student well-being and the development of resilient professionals. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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10 pages, 226 KB

Open AccessCommentary

Interviews in the Recruitment of Student Midwives and Nurses: Safeguard or Artefact of Unconscious Bias? A Brief Commentary

by Ray Samuriwo

Int. Med. Educ. 2025, 4(4), 53; https://doi.org/10.3390/ime4040053 - 3 Dec 2025

Viewed by 1207

Abstract

Midwives and nurses are integral to the quality and safety of patient care. However, there is a limited amount of critical discussion and debate about the use of interviews to recruit people to study for these professions. There are some reports of people [...] Read more.

Midwives and nurses are integral to the quality and safety of patient care. However, there is a limited amount of critical discussion and debate about the use of interviews to recruit people to study for these professions. There are some reports of people who are marginalised, minoritised, or racialised, being denied the opportunity to study for a degree in these professions, despite meeting the requisite entry requirements. Therefore, this commentary analyses the contemporary narrative and discussion relating to the role of interviews in recruiting student midwives and nurses. This critical analysis uses the UK as a case study and promulgates an alternative approach that could result in a more diverse workforce and enhance patient safety. It is hoped that the critical analytical approach taken in this paper will inspire those involved in recruitment to midwifery and nursing to consider the efficacy, utility, and equity of recruitment interviews and their impact on who is or is not afforded the opportunity to pursue a career in these professions. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

7 pages, 1038 KB

Open AccessCommentary

Equipping Future Physicians with Artificial Intelligence Competencies through Student Associations

by Spencer Hopson, Carson Mildon, Kyle Hassard, Paul M. Urie and Dennis Della Corte

Int. Med. Educ. 2024, 3(4), 388-394; https://doi.org/10.3390/ime3040029 - 1 Oct 2024

Cited by 3 | Viewed by 3033

Abstract

Advances in artificial intelligence (AI) in the medical sector necessitate the development of AI literacy among future physicians. This article explores the pioneering efforts of the AI in Medicine Association (AIM) at Brigham Young University, which offers a framework for undergraduate pre-medical students [...] Read more.

Advances in artificial intelligence (AI) in the medical sector necessitate the development of AI literacy among future physicians. This article explores the pioneering efforts of the AI in Medicine Association (AIM) at Brigham Young University, which offers a framework for undergraduate pre-medical students to gain hands-on experience, receive principled education, explore ethical considerations, and learn appraisal of AI models. By supplementing formal, university-organized pre-medical education with a student-led, faculty-supported introduction to AI through an extracurricular academic association, AIM alleviates apprehensions regarding AI in medicine early and empowers students preparing for medical school to navigate the evolving landscape of AI in healthcare responsibly. Full article

(This article belongs to the Special Issue Health Professions Education Advancements and Innovations—International Perspectives)

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