Recent Articles
Generative artificial intelligence (GAI) presents novel approaches to enhance motivation, curriculum structure and development, and learning and retrieval processes for both learners and instructors. Though a focus for this emerging technology is academic misconduct, we sought to leverage GAI in curriculum structure to facilitate educational outcomes. For instructors, GAI offers new opportunities in course design and management while reducing time requirements to evaluate outcomes and personalizing learner feedback. These include innovative instructional designs such as flipped classrooms and gamification, enriching teaching methodologies with focused and interactive approaches, and team-based exercise development, among others. For learners, GAI offers unprecedented self-directed learning opportunities, improved cognitive engagement, and effective retrieval practices, leading to enhanced autonomy, motivation, and knowledge retention. Though empowering, this evolving landscape has integration challenges and ethical considerations, including accuracy, technological evolution, loss of learner’s voice, and socio-economic disparities. Our experience demonstrates that the responsible application of GAI's in educational settings will revolutionize learning practices, making education more accessible and tailored – producing positive motivational outcomes for both learners and instructors. Thus, we argue that leveraging GAI in educational settings will improve outcomes with implications extending from primary through higher and continuing education paradigms.
Digital technologies (DTs) have profoundly impacted health care delivery globally and are increasingly used in clinical practice. Despite this, there is a scarcity of guidelines for implementing training in digital health competencies (DHC) in medical schools, especially for clinical practice. A lack of sustained integration of DHC risks creating knowledge gaps due to a limited understanding of how DT should be used in health care. Furthermore, few studies have explored reasons for this lag, both within and beyond the medical school curriculum. Current frameworks to address these barriers are often specific to individual countries or schools and focus primarily on curriculum design and delivery. A comprehensive framework is therefore required to ensure consistent implementation of DHC across various contexts and times.
Health care professionals often face challenges in providing affirming and culturally competent care to transgender, nonbinary, and intersex (TNBI) patients due to a lack of understanding and training in TNBI health care. This gap highlights the opportunity for tailored educational resources to enhance health care professionals’ interactions with TNBI individuals.
Large language models, exemplified by ChatGPT, have reached a level of sophistication that makes distinguishing between human- and artificial intelligence (AI)–generated texts increasingly challenging. This has raised concerns in academia, particularly in medicine, where the accuracy and authenticity of written work are paramount.
The coronavirus disease 2019 (COVID-19) pandemic challenged medical educators due to social distancing. Podcasts and asynchronous learning platforms help distill medical education in a socially distanced environment. Medical educators interested in providing asynchronous teaching should know how these methods performed during the pandemic.
Since the COVID-19 pandemic, residency candidates have moved from attending traditional in-person interviews to virtual interviews with residency training programs. This transition spurred increased social media engagement by both residency candidates, in an effort to learn about prospective programs, and by residency programs, to improve recruitment efforts. There is a paucity of literature on the effectiveness of social media outreach, and its impact on candidates’ perceptions of residency programs.
With the rapid development of artificial intelligence technologies, there is a growing interest in the potential use of artificial intelligence–based tools like ChatGPT in medical education. However, there is limited research on the initial perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia.
Student development is currently taking place in an environment governed by new technologies and social media. Some platforms, such as Instagram or X (previously known as “Twitter”), have been incorporated as additional tools for teaching and learning processes in higher education, especially in the framework of image-based applied disciplines, including radiology and pathology. Nevertheless, the role of social media in the teaching of core subjects such as histology has hardly been studied, and there are very few reports on this issue.
Interest has recently increased in Generative AI (GenAI), a subset of artificial intelligence that can create new content. Though the publicly available GenAI tools are not specifically trained in the medical domain, they have demonstrated proficiency in a wide range of medical assessments. The future integration of GenAI in medicine remains unknown. However, the rapid availability of GenAI with a chat interface, and the potential risks and benefits are the focus of great interest. As with any significant medical advancement or change, medical schools must adapt their curricula to equip students with the skills necessary to become successful physicians. Additionally, medical schools must ensure faculty members have the skills to harness these new opportunities to increase their effectiveness as educators. How medical schools currently fulfill their responsibilities is unclear. Colleges of Osteopathic Medicine (COM) in the United States currently train a significant proportion of the total number of medical students. These COMs are in academic settings ranging from large public research universities to small private institutions. Therefore, studying COMs will offer a representative sample of the current GenAI integration in medical education.
Improved long-term learning retention leads to higher exam scores and overall course grades, which is crucial for success in pre-clinical coursework in any Podiatric Medicine curriculum. Audiovisual mnemonics, in conjunction with text-based materials and an interactive user interface have been shown to increase memory retention and higher-order thinking.
