Artificial Intelligence in Health Professions Education assessment: AMEE Guide No. 178.

Health Professions Education (HPE) assessment is being increasingly impacted by Artificial Intelligence (AI), and institutions, educators, and learners are grappling with AI's ever-evolving complexities, dangers, and potential. This AMEE Guide aims to assist all HPE stakeholders by helping them navigate the assessment uncertainty before them. Although the impetus is AI, the Guide grounds its path in pedagogical theory, considers the range of human responses, and then deals with assessment types, challenges, AI roles as tutor and learner, and required competencies.

The AMEE Guides and their contribution to health professions education.

AMEE Guides are clear and contemporary accounts of concepts in health professions education, which are written by experts, to be read and understood by someone new to the field. Over the years, they have responded to the needs of educators and researchers as the knowledge and practice of health professions education has grown. The Guides cover all domains of medical and health professions education.

The impact of the educational environment on student engagement and academic performance in health professions education.

Background: This research explores the relationships between the educational environment, student engagement, and academic achievement in Health Professions Education (HPE) , specifically examining the mediating role of engagement.

Methods: The study used cross-sectional design, and data were collected from 554 HPE students via self-report questionnaires. The Dundee Ready Education Environment Measure (DREEM) assessed the educational environment while the University Student Engagement Inventory measured learning engagement across the behavioral, emotional, and cognitive dimensions.

Medical education in Georgia.

Since 1991, there have been significant changes in medical education in Georgia. Key changes include adapting national legislation toward international standards, establishing the National Center for Education Quality Enhancement (NCEQE), which was recognized in 2018 by the World Federation for Medical Education (WFME) as an accrediting agency and opening the Association for Medical Education in Europe (AMEE) International Networking Center in 2019. Undergraduate medical education, regulated by the Ministry of Education, Science and Youth of Georgia, spans six years.

Effects of a competence-based approach for clerkship teaching under alternating clinical placements: An explanatory sequential mixed-methods research.

Background: It is unclear whether alternating placements during clinical clerkship, without an explicit emphasis on clinical competencies, would bring about optimal educational outcomes.

Methods: This is an explanatory sequential mixed-methods research. We enrolled a convenience sample of 41 eight-year programme medical students in Sun Yat-sen University who received alternating placements during clerkship.

Mentorship in health professions education - an AMEE guide for mentors and mentees: AMEE Guide No. 167.

This AMEE guide discusses theoretical principles and practical strategies for health professions educators to promote impactful mentoring relationships. Traditional definitions are challenged, distinctions are made between roles such as mentor, advisor, coach and sponsor. As educational environments change and options for professional development expand, we argue that the traditional dyadic format of mentoring alone will not help mentees to maximise their professional growth.

Educational roles as a continuum of mentoring's role in medicine - a systematic review and thematic analysis of educational studies from 2000 to 2018.

Background: Recent studies have gone to great lengths to differentiate mentoring from teaching, tutoring, role modelling, coaching and supervision in efforts to better understand mentoring processes. This review seeks to evaluate the notion that teaching, tutoring, role modelling, coaching and supervision may in fact all be part of the mentoring process. To evaluate this theory, this review scrutinizes current literature on teaching, tutoring, role modelling, coaching and supervision to evaluate their commonalities with prevailing concepts of novice mentoring.

The National Student Survey: is it just a bad DREEM?

Background: In this article, we consider the need for medical schools to improve the overall experience given to students by gaining appropriate feedback and ask whether the UK National Student Survey (NSS) is an appropriate tool.

Aims: We compare the currently used NSS data against data collected via an alternative, well validated, questionnaire - the Dundee Ready Education Environment Measure (DREEM).

Methods: The DREEM data was collected in January to April 2011, from the same cohort of students who were completing the UK online NSS.

Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

There are many theories that explain how adults learn and each has its own merits. This Guide explains and explores the more commonly used ones and how they can be used to enhance student and faculty learning. The Guide presents a model that combines many of the theories into a flow diagram which can be followed by anyone planning learning.

Graduates from a reformed undergraduate medical curriculum based on Tomorrow's Doctors evaluate the effectiveness of their curriculum 6 years after graduation through interviews.

Background: In 1996 Liverpool reformed its medical curriculum from a traditional lecture based course to a curriculum based on the recommendations in Tomorrow's Doctors. A project has been underway since 2000 to evaluate this change. This paper focuses on the views of graduates from that reformed curriculum 6 years after they had graduated.

Junior medical students' notions of a 'good doctor' and related expectations: a mixed methods study.

Objective: To explore junior medical students' notions of a 'good doctor', given their ideas about: success in Year 1, house jobs, and their attraction to medicine.

Methods: Study participants were junior medical students (1999 and 2001 entry cohorts studied thrice and twice, respectively) and prospective students of the University of Liverpool's 5-year, problem-based, community-orientated curriculum. Data collection and analysis used a 'mixed methods' approach, cross-sectional design, and brief questionnaire surveys.

Problem-based learning at the receiving end: a 'mixed methods' study of junior medical students' perspectives.

Unlabelled: Qualitative insights about students' personal experience of inconsistencies in implementation of problem-based learning (PBL) might help refocus expert discourse about good practice.

Aim: This study explored how junior medical students conceptualize: PBL; good tutoring; and less effective sessions.

Methods: Participants comprised junior medical students in Liverpool 5-year problem-based, community-orientated curriculum.

Preregistration house officer skill and competency assessment through questionnaires.

In 1996 the University of Liverpool reformed its medical course from a very traditional lecture-based curriculum to an integrated problem-based learning curriculum. This article summarizes the results of questionnaires sent to both traditional and reformed curricula Liverpool graduates asking them to assess their competencies.