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| http://dx.doi.org/10.5152/tjg.2024.24024 | DOI Listing |
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Effect of feedback-integrated reflection, on deep learning of undergraduate medical students in a clinical setting.
BMC Med Educ
January 2025
Riphah international university, Rawalpindi, Pakistan.
Background: Reflection fosters self-regulated learning by enabling learners to critically evaluate their performance, identify gaps, and make plans to improve. Feedback, in turn, provides external insights that complement reflection, helping learners recognize their strengths and weaknesses, adjust their learning strategies, and enhance clinical reasoning and decision-making skills. However, reflection alone may not produce the desirable effects unless coupled with feedback.
View Article and Find Full Text PDFLarge Language Models lack essential metacognition for reliable medical reasoning.
Nat Commun
January 2025
Institute of NeuroScience, Université catholique de Louvain, Brussels, Belgium.
Large Language Models have demonstrated expert-level accuracy on medical board examinations, suggesting potential for clinical decision support systems. However, their metacognitive abilities, crucial for medical decision-making, remain largely unexplored. To address this gap, we developed MetaMedQA, a benchmark incorporating confidence scores and metacognitive tasks into multiple-choice medical questions.
View Article and Find Full Text PDFGastric Ultrasound in the Management of Emergency Department Patients with Upper Gastrointestinal Bleeding: A Case Series and Sonographic Technique.
J Emerg Med
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Department of Emergency Medicine, Rutgers New Jersey Medical School, Newark, New Jersey.
Background: Gastrointestinal bleeding (GIB) is a common condition in the emergency department (ED) with high incidence and mortality.
Objectives: Very early risk stratification of GIB patients can sometimes be a challenge. The decision to intubate these patients is multifactorial and requires careful consideration.
Liver disease-linked metabolic and behavioral factors associated with cognitive performance in an observational study of community dwelling adults.
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Beatty Liver and Obesity Research Program, Inova Fairfax Medical Campus, Falls Church, VA.
Modifiable risk factors associated with cognitive functioning are important for identifying potential targets for intervention development. Although there are a few recognized modifiable risk factors (e.g.
View Article and Find Full Text PDFAnalysis of the social-epistemological dimensions of a Clinical Teaching Unit and Small Private Online Course compared to a traditional clerkship Internal Medicine.
PLoS One
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Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands.
Clinical workplace learning is often suboptimal due to the dynamics of the clinical learning environment and several challenges encountered in clinical practice. At LUMC, clinical teachers introduced a novel blended learning program that included both the introduction of a Clinical Teaching Unit (CTU) and Small Private Online Course (SPOC). This study aimed to analyze the educational content and design of our educational interventions, by categorizing and comparing the dimensions of the learning program before and after the interventions.
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