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3. A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Author

Gordon, Morris, Daniel, Michelle, Ajiboye, Aderonke, Uraiby, Hussein, Xu, Nicole Y, Bartlett, Rangana, Hanson, Janice, Haas, Mary, Spadafore, Maxwell, Grafton-Clarke, Ciaran, Gasiea, Rayhan Yousef, Michie, Colin, Corral, Janet, Kwan, Brian, Dolmans, Diana, and Thammasitboon, Satid

Subjects
Curriculum and Pedagogy, Education Systems, Specialist Studies In Education, Education, Machine Learning and Artificial Intelligence, Quality Education, Humans, Artificial Intelligence, Education, Medical, Learning, Teaching, Specialist Studies in Education, Medical Informatics, Curriculum and pedagogy, Education systems, Specialist studies in education
Abstract

BackgroundArtificial 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.MethodsThis 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.ResultsThe 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.ConclusionThe 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.

Published
2024

29. What Do Pediatric Sub-Interns Say about Their Learning and Assessment? A Qualitative Analysis of Individual Learning Plans

Author

Hanson, Janice L., primary, Christy, Cynthia, additional, Clarke, Daxa, additional, Green, Cori M., additional, Jirasevijinda, T.J., additional, Khidir, Amal, additional, Kind, Terry, additional, Levine, Leonard, additional, Paul, Caroline R., additional, Powers, Makia, additional, Rocha, Mary Esther M., additional, Sanguino, Sandra M., additional, Schiller, Jocelyn, additional, Tenney-Soeiro, Rebecca, additional, Trainor, Jennifer L., additional, and Tewksbury, Linda R., additional

Published
2023
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30. A Journey with Parents and Infants: Rethinking Parent Professional Interactions. An Early Intervention Training Manual.

Author

George Washington Univ., Washington, DC. Dept. of Teacher Preparation and Special Education., Hanson, Janice, and Freund, Maxine B.

Abstract

This manual describes the results of a 3-year research project at George Washington University (District of Columbia) called the Assessment as Intervention Project, which explored approaches to parent-sensitive developmental follow-up for prematurely born infants who received neonatal intensive care and their families (N=25). After an introduction, individual chapters address the project's purpose, the shape and focus of the inquiry, insights resulting from parent interviews, implications for practice, and suggestions for professional development. Noted is the project's emphasis on the needs and perceptions of parents in assessment/intervention contacts at 3-month intervals. Appendixes include: a description of the parent-sensitive model used for developmental evaluations; the pre-assessment interview guide; the planning form for assessment/intervention; a checklist for assessment/intervention; a checklist for pre-assessment planning; the assessment report format for the Brazelton Neonatal Behavioral Assessment Scale; the information provided to parents in obtaining their consent for investigational study; post-assessment interview guidelines; procedures for parent interviews at the 9- and 12-month assessments; and final interview questions. Includes 50 references. (DB)

Published
1990

33. What you think you know shapes what you see: How epistemology shapes curriculum, teaching, and learning.

Author

Teal, Cayla R., Tucker, Constance R., and Hanson, Janice L.

Subjects
THEORY of knowledge, MEDICAL personnel, CURRICULUM, LEARNING, EDUCATORS
Abstract

This article describes the need for health professions educators to consider their and others' epistemologies in their work. It introduces four categories of epistemic beliefs and discusses common topics and their relationships to epistemological traditions, including how they can conflict with one another. It also suggests a mechanism for surfacing and managing epistemological tensions. [ABSTRACT FROM AUTHOR]

Published
2024
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35. Systematic Review of the Applications of Artificial Intelligence, including Natural Language Processing, Machine Learning, and chatGPT in Medical Education: A rapid scoping review PROTOCOL

Author

Gordon, Morris, Ajiboye, Aderonke, Uraiby, Hussein, Xu, Nicole, Grafton-Clarke, Ciaran, Michie, Colin, Corral, Janet, Haas, Mary, Spadafore, Max, Thammasitboon, Satid, Hanson, Janice, Dolman, Diana, ChatGPT, Daniel, MIchelle, Gordon, Morris, Ajiboye, Aderonke, Uraiby, Hussein, Xu, Nicole, Grafton-Clarke, Ciaran, Michie, Colin, Corral, Janet, Haas, Mary, Spadafore, Max, Thammasitboon, Satid, Hanson, Janice, Dolman, Diana, ChatGPT, and Daniel, MIchelle

Abstract

This review seeks to provide valuable insights into the current state of AI in the full landscape of medical education, identify current practices and areas for research improvement, and guide the future development and implementation of AI-based educational initiatives. Ultimately, this research aims to contribute to the ongoing efforts to optimize medical education and ensure that healthcare professionals are equipped with the necessary skills to meet the challenges of an increasingly complex healthcare landscape. Specifically, this review seeks to clarify within medical education the extent of evidence, methodologies used, content themes of focus, particular areas that may indicate the need of a systematic review and gaps in the evidence by rapidly employing a scoping review methodology.

Published
2023

36. Shared Decision‐Making During Virtual Care Regarding Rheumatologic and Chronic Conditions: Qualitative Study of Benefits, Pitfalls, and Optimization.

Author

Zickuhr, Lisa, McCarthy, Catherine, Nolan‐Thomas, Emma, Westrich‐Robertson, Tiffany, Baker, Elizabeth A., and Hanson, Janice L.

Subjects
FOCUS groups, HEALTH services accessibility, CHRONIC diseases, MEDICAL care, INTERVIEWING, QUALITATIVE research, CONCEPTUAL structures, EXPERIENCE, COMPARATIVE studies, SURVEYS, DECISION making, COMMUNICATION, DESCRIPTIVE statistics, RHEUMATISM, CONTENT analysis, PATIENT-professional relations, POLICY sciences, NEEDS assessment, THEMATIC analysis, TECHNOLOGY, TELEMEDICINE
Abstract

Objective: Virtual care (VC) is an accepted modality of care delivery, and shared decision‐making (SDM) benefits patients with rheumatologic and chronic conditions (RCCs). Unfortunately, research suggests reduced quality of SDM during VC. This study explores the benefits and shortcomings of SDM regarding RCCs during VC with suggestions for optimally using VC during SDM. Methods: Following Stiggelbout's framework for SDM, we conducted focus groups of patients with RCCs and providers to understand their experiences with SDM during VC, probing for facilitating and challenging factors. We conducted content analysis of the transcripts, defining themes, and inductively reasoned to identify relationships among themes. We summarized the facilitators, barriers, and opportunities for improving SDM during VC that participants proposed. Results: Virtual SDM shares several similarities with in‐person practice, as both draw upon trusting patient‐provider relationships, following the same general steps, and relying on effective communication. VC presents solutions for known barriers to in‐person SDM, expanding time for making decisions and access to care. Technology and virtual health systems introduce new barriers to SDM, and participants list opportunities for overcoming these concerns. Conclusion: VC is a tool that can enhance and even support superior SDM compared with in‐person visits when implemented successfully, a condition requiring the development of nuanced skills to correctly identify when and how to best use VC for SDM as well as technology and health care structures that integrate SDM into VC. Therefore, patients, providers, insurance carriers, and policy makers all contribute to the success of SDM among RCCs during VC. [ABSTRACT FROM AUTHOR]

Published
2024
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47. Impact of the Diagnostic Process on Parents of Infants and Preschool Children. Final Report.

Author

Michigan Univ., Ann Arbor., Tice, Terrence N., and Hanson, Janice L.

Abstract

In an investigation of the impact of the psychological/educational diagnostic process on the parents of young children at risk for developmental delay, 18 families completed questionnaires and were interviewed concerning their child's evaluation. Transcribed interviews conducted 1-2 weeks after the evaluation and 4 months after the evaluations were analyzed to determine validity of predicted ratings. Data analysis addressed four areas: (1) identification of themes (including outside factors affecting parental reactions, parental relationships with the evaluator, parental involvement in the evaluation, and parents' perceptions of the validity of the child's performance); (2) comparisons across time; (3) parents' ratings of evaluation features, and (4) relationships between evaluation features and parent reactions (including the finding that parents with more involvement during the evaluation appeared to remember more information from the evaluation). Results were used to devise a model for developmental evaluations that seeks to meet parents' needs at the time of their child's evaluation. The model is designed to establish a comfortable relationship between the parent and the evaluator, convey clear and specific information to parents, and use information from parental observations in the evaluation findings. (CL)

Published
1984

48. Developmental Calendars: Early Intervention Parents Join in Charting Child Progress.

Author

Hanson, Janice L.

Abstract

The paper describes a data collection system to record children's progress and to encourage parents of young handicapped children. The system consists of a calendar with blank spaces in which parents place stickers listing developmental behaviors and record comments about their child. The approach has four main objectives: to supplement developmental information gathered with available tools, to increase parent participation in documenting child progress, to provide an unobtrusive method of documenting development, and to provide attainable goals and useful observations for children with severe handicaps. Data from testing the assessment system with 11 sets of parents and their preschool children show that the calendar with stickers provided a motivating system for the parents and encouraged them to record other information as well. Comments for parents are appended. (SW)

Published
1984

49. Impact of the Diagnostic Process on Parents.

Author

Hanson, Janice L.

Abstract

Parents' views concerning the developmental assessment of their special children were evaluated, and a diagnostic model was developed based on the findings. Nineteen families whose 3- to 36-month-old children were undergoing first-time developmental evaluations were studied through questionnaire and interview responses. Twelve recurring themes mentioned by the parents fell in five areas: parents' desire for information, the relationship with the evaluator, parents' views of test validity, parents' need for hope or reassurance, and the desire to have both parents present. All families mentioned that they desired information from developmental evaluators. The second most frequently-mentioned theme concerned parents' desire for their children to do for the evaluator the things they did at home. If the evaluator did not get a good picture of the child, parents tended to doubt the test's validity. The third area of themes involved the relationship with the evaluator. The fourth frequently mentioned area covered the theme of parents' need for hope or reassurance about their children. The model for developmental assessments covered setting up a continuing relationship with parents, offering information to parents, and seeking information from parents. An appendix lists the following information: the kinds of information parents either received and found helpful or wanted to know, factors related to the child's performance, parents' views of test validity, and areas about which parents seek hope or reassurance concerning their children. (SEW)

Published
1983

50. Parent Advisors: Enhancing Services for Young Children with Special Needs.

Author

Hanson, Janice L., Randall, Virginia F., and Colston, Sarah S.

Abstract

Discusses how a parent advisory process was used to write professional-education competencies and develop teaching strategies for a military medical school. Includes recommendations for involving parents of young children with special needs in successful advisory activities. (Author/CR)

Published
1999

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