International Medical Education

Research

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 75

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 AccessArticle

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

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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

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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

Viewed by 765

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 836

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 619

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 3727

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 1856

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 1495

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 3648

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 1 | Viewed by 2495

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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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

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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 1 | Viewed by 1775

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 2 | Viewed by 2715

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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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 446

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 1 | Viewed by 2206

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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