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Artificial Intelligence (AI) is rapidly transforming healthcare, and there is a critical need for a nuanced understanding of how AI is reshaping teaching, learning, and educational practice in medical education. This review aimed to map the literature regarding AI applications in medical education, core areas of findings, potential candidates for formal systematic review and gaps for future research. This rapid scoping review, conducted over 16 weeks, employed Arksey and O'Malley's framework and adhered to STORIES and BEME guidelines. A systematic and comprehensive search across PubMed/MEDLINE, EMBASE, and MedEdPublish was conducted without date or language restrictions. Publications included in the review spanned undergraduate, graduate, and continuing medical education, encompassing both original studies and perspective pieces. Data were charted by multiple author pairs and synthesized into various thematic maps and charts, ensuring a broad and detailed representation of the current landscape. The review synthesized 278 publications, with a majority (68%) from North American and European regions. The studies covered diverse AI applications in medical education, such as AI for admissions, teaching, assessment, and clinical reasoning. The review highlighted AI's varied roles, from augmenting traditional educational methods to introducing innovative practices, and underscores the urgent need for ethical guidelines in AI's application in medical education. The current literature has been charted. The findings underscore the need for ongoing research to explore uncharted areas and address potential risks associated with AI use in medical education. This work serves as a foundational resource for educators, policymakers, and researchers in navigating AI's evolving role in medical education. A framework to support future high utility reporting is proposed, the FACETS framework. [ABSTRACT FROM AUTHOR]

PhenomenonMoral distress, which occurs when someone's moral integrity is seriously compromised because they feel unable to act in accordance with their core values and obligations, is an increasingly important concern for physicians. Due in part to limited understanding of the root causes of moral distress, little is known about which approaches are most beneficial for mitigating physicians' distress. Our objective was to describe system-level factors in United States (U.S.) healthcare that contribute to moral distress among pediatric hospitalist attendings and pediatric residents. ApproachIn this qualitative study, we conducted one-on-one semi-structured interviews with pediatric hospitalist attendings and pediatric residents from 4 university-affiliated, freestanding children's hospitals in the U.S. between August 2019 and February 2020. Data were coded with an iteratively developed codebook, categorized into themes, and then synthesized. FindingsWe interviewed 22 hospitalists and 18 residents. Participants described in detail how the culture of medicine created a context that cultivated moral distress. Norms of medical education and the practice of medicine created conflicts between residents' strong sense of professional responsibility to serve the best interests of their patients and the expectations of a hierarchical system of decision-making. The corporatization of the U.S. healthcare system created administrative and financial pressures that conflicted with the moral responsibility felt by both residents and hospitalists to provide the care that their patients and families needed. InsightsThese findings highlight the critical role of systemic sources of moral distress. These findings suggest that system-level interventions must supplement existing interventions that target individual health care providers. Preventing and managing moral distress will require a broad approach that addresses systemic drivers, such as the corporatization of medicine, which are entrenched in the culture of medicine. [ABSTRACT FROM AUTHOR]

Assessing competence for teamwork is a challenging task. Neverthesless, health professions training programs are asked to assure collaborative competency in their learners. Interprofessional education (IPE) programs seek tools to assess team member effectiveness and demonstrate collaborative competency. The Comprehensive Assessment of Team Member Effectiveness (CATME), originally developed for use in engineering, has been applied in various learning settings, with limited use in IPE. This paper presents validity evidence in 4 domains (content, response processes, internal structure, and relations to other variables) for the use of the CATME in a classroom-based IPE course taught with Team-Based Learning. [ABSTRACT FROM AUTHOR]

Background: Residency work hour restrictions in 2003 changed medical student participation in overnight call.Purposes: The goal is to compare experiences, attitudes, and skills between medical students who did and did not participate in overnight call.Methods: Using a retrospective cohort design, all students at one medical school received a survey at the end of their 3rd-year internal medicine clerkship. Students at 3 clerkship sites were required to take overnight call, and students at 2 sites were not.Results: One hundred four of 167 (62%) students participated. Sixty-one of 104 (59%) took overnight call. Overnight call students reported improved team relationships and were able to evaluate more unstable “cross-cover” patients. Students who took overnight call were more likely to state it was worthwhile (58% vs. 34%;p= .034). Overnight call led to fatigue and the perception of interference with didactics.Conclusions: Overnight call within the internal medicine clerkship has positive and negative effects. With new residency work hour restrictions, schools may consider innovative ways to preserve the positive experiences while working to minimize fatigue and interference with learning. [ABSTRACT FROM PUBLISHER]

Background: Effective written communication is a core competency for medical students, but it is unclear whether or how this skill is evaluated in clinical clerkships.Purpose: This study identifies current requirements and practices regarding required written work during internal medicine clerkships.Methods: In 2010, Clerkship Directors of Internal Medicine (CDIM) surveyed its institutional members; one section asked questions about students’ written work. Results were compared to similar, unpublished CDIM 2001 survey questions.Results: Requirements for student-written work were nearly universal (96% in 2001 and 100% in 2010). Only 23% used structured evaluation forms and 16% reported written work was weighted as a percentage of the final grade, although 72% of respondents reported that written work was “factored” into global ratings.Conclusions: Despite near universal requirements for student written work, structured evaluation was not commonly performed, raising concern about the validity of factoring these assessments into grades. [ABSTRACT FROM PUBLISHER]

Background: A specialties’ lifestyle is known to be important for specialty selection, but how medical students define this concept is unknown. Purpose: The aim of this article is to determine how 4th-year medical students perceive lifestyle of specialties. Methods: All 4th-year U.S. medical students graduating in 2009 with a military service obligation were invited to participate in an electronic survey. Responses to an open-ended question, “When someone says ‘That specialty has a good lifestyle,’ what does that mean to you?” were classified into themes by a consensus of the authors and then compared to the students’ selected specialty. Results: Response rate for the questionnaire was 46% (369 of 797). Four themes describing lifestyle emerged: “schedule control” (67% of students), “off time” (53%), “financial aspects” (48%), and “work life” (26%). Conclusions: Medical students’ definition of a “good lifestyle” includes four themes, which should be used in future research of the lifestyle factor of specialty selection. [ABSTRACT FROM PUBLISHER]

Background: Medical educators must impart not only an immense quantity of knowledge and technical skills but also an essential collection of values, attitudes, and ways of relating that fall under the rubric of professionalism. Along with technical skills and knowledge, becoming a physician requires caring about patients and interacting in ways that meet practical needs. Summary: One way to meet the challenges of teaching about professionalism and communication is to involve experienced patients and families as partners in education. Patients and family members have participated in health care quality assessment, health care advisory groups, and efforts to implement family-centered care. Medical educators have written competencies for communication and professionalism and have begun to involve patients and families in medical education activities. Conclusions: Increased involvement of patients and families in full partnership with medical educators is a logical outgrowth of changes in relationships between patients and health care providers as described in medical literature. [ABSTRACT FROM AUTHOR]

Background: Most formal instruction in professionalism and communication occurs in the preclinical years of medical school, with an acknowledged need to fortify and apply these competencies during the clinical years. Role modeling provides a powerful way to teach professionalism, particularly when mentors identify specific learning goals and focus the learners' observations. Description: The authors discuss an innovative process, called Students' Clinical Observations of Preceptors (SCOOP), which reverses the traditional direction of structured observations. With written cues to focus their observations, students observe their preceptors, who intentionally model professionalism and communication during clinical encounters. Students and preceptors discuss the observed patient-physician interaction during postencounter sessions. Evaluation: Most medical students rated the SCOOP process highly and reported professional behaviors they gained. Conclusion: As educators seek methods for learners to attain greater competence in communication and interpersonal skills, the SCOOP provides an explicit framework to optimize modeling for the learning of professionalism. [ABSTRACT FROM AUTHOR]