Browsing by Subject "Medical Education"

Now showing 1 - 10 of 55
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    Adoption and Attitudes of AI Large Language Models in Academic Settings and Beyond
    (2024-04-26) Gomez, Victoria; Balle, Megan; McNulty, Margaret
    Introduction and Objective: Large Language Models (LLMs) such as ChatGPT are artificial intelligence tools that have received significant attention regarding use in educational settings. The purpose of this study was to begin to obtain a clearer picture regarding how students and instructors are currently using LLMs so educational policies and practices can be modified appropriately to incorporate the quickly advancing technology. Materials and Methods: In an IRB-approved study, current students and instructors in health professional programs were asked to complete a survey that collected demographics, perceptions, and use of LLMs through Likert and free response questions. Descriptive statistics were performed on Likert items and free responses were analyzed using a thematic analysis framework. Results: The survey received 38 viable student responses and 21 from instructors. Overall, there was limited adoption of LLMs among students. ChatGPT was the most commonly used LLM. Of student respondents, 39.5% reported never using LLMs in their academic career. Of those not currently using an LLM, 35% did not plan to start, citing a lack of understanding. Students were more likely to perceive using LLMs as “lazy” and “cutting corners,” and primarily used it to create practice questions and/or as a search engine. Similarly, 22% of instructors never used LLMs in their academic career, though compared to students they felt there was more opportunity for LLMs in an academic setting. Indeed, 29% of students reported instructors spending time discussing the use of LLMs, while 21% of students reported instructors implementing the use of LLMs on assignments. The most common way instructors used LLMs themselves was for writing assistance such as cover letters and emails. Conclusion: These preliminary results indicate students and instructors are not yet extensively using LLMs in an academic setting, but instructors indicate there is potential for AI in higher education. With increased use and frequent updates, the possibilities of LLMs are likely not yet fully realized. Should current trajectories hold, LLMs could lead to substantial reform in medicine and medical education. Differences between how students and instructors perceive LLMs indicate a need for more discussion regarding how the technology can be practically integrated in educational settings, including clearer ethical guidelines. Significance/Implication: With AI and LLMs’ rising popularity and frequent improvements, it is vital to consider its use within and implications on the ever-changing medical school curriculum, including ongoing monitoring of use and application of LLMs by both students and educators.
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    Answering the Call to Action: COVID-19 Curriculum Design by Students for Students
    (Wolters Kluwer, 2020-07-08) Roll, Rebekah; Chiu, Megan; Huang, Christina; Medicine, School of Medicine
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    Asian American Experience in the Largest Allopathic Medical School
    (2023-04-28) Chen, Steven X.; Wang, Manda Y.; Padgett, Craig M.; Kochhar, Komal; Ko, Paul
    Asians generally comprise around 20% of medical professionals but make up about 7% of the United States population. They are considered an overrepresented minority within the field of medicine. We studied the Pan- Asian diaspora at the only allopathic medical school in Indiana by identifying relationships and trends of medical students. The percentage of the Asian population in the state of Indiana is approximately 2.7%. The Indiana University School of Medicine possesses two unique qualities that make it stand out among its counterparts and suitable for a study regarding representation across Indiana and comparable midwestern schools: 1) It has nine statewide campuses covering the entire state, and 2) it is largest medical school in the nation. In this cross-sectional study, we obtained matriculation and graduation data from classes entering IUSM between 2013-2022. Data were de-identified per protocols within IUSM’s Business Intelligence office. IRB review not required due to a determination of not human research. The racial category of Asian was determined by self- identification on one or more application and/or onboarding forms. It includes, but is not limited to, Chinese, Filipino, Indian, Korea, Indian, Japanese, Vietnamese. The category may also include those who identify as two or more races. Excluded are American Indian, Alaska Native, Native Hawaiian, Pacific Islander. Asian representation at IUSM were comparable to the overall representation of Asians in medicine. While regional variation differed among each of the nine statewide campuses, the population of Asian students were overrepresented compared to their respective campus’s county population. There was also no significant difference between Asians and non-Asians matching outside of Indiana for residency nor was there any selection for a specific specialty (e.g. primary care, surgery). Our work stands to highlight the importance of quantifying the Asian experience and to benefit future work in diversity, equity, and inclusion. The Asian experience is unique when considering the group’s underrepresentation in society but overrepresentation in the medical field. Given the “model minority” myth surrounding Asians at large, more data and studies are needed to examine and understand the experience of medical students as they interface with the hidden curriculum and patient care.
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    Atypical use of audience response system provides opportunity to formatively assess faculty teaching and improve learning outcomes
    (2018-03-02) Hopper, Mari; Carroll, Megan; Wright, Serena; Bauer, Erich; Carlos, W. Graham
    In response to curricular reform, a particularly effective new approach was developed for a course offered at all nine IUSM centers. Participants will learn about interdisciplinary planning, implementation of a "Grand Rounds" approach, novel use of audience response system for retrieval practice and formative assessment of teaching methods, and how Bloom scale ratings relate to student engagement and focus.
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    Beshert: Destined to Happen
    (2024) Feigenbaum, Harvey
    An autobiography filled with unexpected events which led to the development of echocardiography, medicine’s leading way to visualize the heart. Based on a 2012 interview with the author, Harvey Feigenbaum, MD; revised by the author in 2024.
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    Building Bridges in Medical Education: 3rd Annual Indiana University School of Medicine Education Day Program
    (2022-04-28) Indiana University School of Medicine
    Program for the 3rd annual Indiana University School of Medicine Education Day held at Hine Hall Conference Center on the IUPUI campus on April 28, 2022. The IUSM Education Day is an event for faculty, staff, students, residents, and fellows from all departments and campuses to showcase their medical education research through oral presentations, workshops, poster sessions, and small group discussions.
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    Celebrating Dr. Amelia R. Keller: Pioneering Physician, Educator, Suffragist, and Public Health Advocate
    (2022-04-19) Pieczko, Brandon T.
    Exhibit developed by the Ruth Lilly Medical Library for the dedication of an Indiana State Historical Marker honoring Dr. Amelia R. Keller on April 19, 2022.
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    The Conscientious Use of Images Illustrating Diversity in Medical Education Marketing
    (Wolters Kluwer, 2020) Hernandez, Rachael; Hoffmann-Longtin, Krista; Patrick, Shawn; Tucker-Edmonds, Brownsyne; Livingston, Nikki; Communication Studies, School of Liberal Arts
    An institution's marketing materials are an important part of presenting its culture. In 2018, communication professionals in the Office of Faculty Affairs, Professional Development, and Diversity at the Indiana University School of Medicine recognized after reviewing the literature that using images illustrating diversity in marketing materials may have unintended negative consequences and could potentially reflect poorly on the institution. Representations of diversity that are discordant with the actual demographics of an institution can create distrust among faculty, students, and staff who discover an institution is not as diverse or supportive of diversity as their marketing materials suggest. If institutions adopt an aspirational approach to images and depict more diversity than actual demographics reflect, the authors of this Perspective recommend that they both develop marketing materials that present a widely diverse selection of images and demonstrate transparency in their communication strategies.To improve their promotional materials, the authors conducted an analysis of their institution's strategy for selecting images for these materials, identified institutional goals related to the strategic use of images, created training materials for staff, and drafted a public-facing statement about diversity in images. These measures are a significant step forward in cultivating the ethical use of images illustrating diversity. In the future, institutions should highlight their approaches to using images to portray diversity, as well as photograph and document a wide range of events that represent diverse topics and individuals. When these images are used for marketing purposes, it is also important to ensure that they are used in an appropriate context and not selected with the single goal of presenting diversity. Future research should focus on how underrepresented students and faculty interpret the use of diverse images in marketing, as well as their preferences for the use of their own images in marketing materials portraying diversity.
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    COVID-19 and Medical Education: A Four-Part Model to Assess Risks, Benefits, and Institutional Obligations During a Global Pandemic
    (Elsevier, 2020-10-23) Barach, Paul; Ahmed, Rami A.; Nadel, Eric S.; Hafferty, Frederic; Philibert, Ingrid; Emergency Medicine, School of Medicine
    The practice of medicine carries inherent risks, especially during outbreaks of highly contagious diseases like Ebola, H1N1, tuberculosis, and COVID-19. Exposure risks remain and extend to medical students and resident/fellows functioning in clinical settings and create ethical dilemmas around service vs. potential risks of illness. At the time of an unprecedented crisis in the US healthcare system, institutional leaders and medical educators are tasked with meeting patient care demands and ensuring the health and well-being of learners across the medical education continuum, while preventing stagnation in their education and promoting their professional growth. In this commentary, we offer a framework to guide medical schools and teaching hospitals leaders’ decisions around the deployment of these learners during the pandemic. To create the framework, we drew on information about minimizing the risks in inherently dangerous industries, practice during earlier outbreaks of dangerous infectious disease and guidance from ethics experts. We provide examples of how this risk framework can be applied to specific situations where medical students and residents/fellows function in a clinical context.
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    Culturally Appropriate & Socially Responsive Care [CASRC] Thread
    (2018) Price, Mary; Sotto-Santiago, Sylk; Lazarus, Ken; Christy, Lisa
    Medical Education Objectives for the Social Science Thread (Now:Culturally Appropriate & Socially Responsive Care [CASRC] Thread): 1) The primary goal of the CASRC Thread is not to develop specific sessions for presentation of thread material but to work on identifying gaps and working with course and clerkship management teams to integrate thread content to cover those gaps. 2) There is a need to add emotional behavioral health to the medical student curriculum to help students develop communication skills, rapport with patients, develop ways to interact with patients and how to understand, treat, and build a relationship with patients and those with chronic diseases. 3) Incorporate thread objectives into courses and clerkships from first year through fourth year.