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': Preceptor experiences of co-teaching ultrasound in a clinical skills course.
Med Teach
September 2024
Department of Medicine, University of Rochester Medical Center, Rochester, NY, USA.
Purpose: Medical schools increasingly incorporate ultrasound into preclinical curricula but face barriers including financial constraints, shortages of qualified instructors, and limited curricular space. This study explored how integrating ultrasound co-teaching into an existing first-year clinical skills course influenced preceptors' teaching experiences and characterized areas for curricular improvement.
Methods: Ultrasound instructors rotated through classrooms during small-group physical examination skills sessions with 110 medical students, joining physical examination preceptors who taught remaining session content.
How do we teach generative artificial intelligence to medical educators? Pilot of a faculty development workshop using ChatGPT.
Med Teach
January 2025
Department of Ophthalmology and Medical Education, Icahn School of Medicine at Mount Sinai/New York Eye and Ear Infirmary, Eye and Vision Research Institute, New York, NY, USA.
Purpose: Artificial intelligence (AI) is already impacting the practice of medicine and it is therefore important for future healthcare professionals and medical educators to gain experience with the benefits, limitations, and applications of this technology. The purpose of this project was to develop, implement, and evaluate a faculty development workshop on generative AI using ChatGPT, to familiarise participants with AI.
Materials And Methods: A brief workshop introducing faculty to generative AI and its applications in medical education was developed for preclinical clinical skills preceptors at our institution.
Purpose: Many medical schools incorporate longitudinal clerkships, which promote continuity and may offer early clinical exposure during the preclinical curriculum. However, the mechanisms of near-peer learning and how it contributes to the development of clinical skills in longitudinal clinical experiences are less clear. The authors explored how peer-to-peer interactions among medical students influenced their developmental trajectories from nascent clinicians to more seasoned practitioners capable of juggling dual roles of clinical care and clinical supervision within longitudinal clerkships.
View Article and Find Full Text PDF"It's important to foster open discussion about the topic": development, implementation, and evaluation of an ethics of abortion independent learning module for second year medical students.
Reprod Health
September 2023
Department of Biomedical Sciences, University of Minnesota Medical School, Duluth Campus, Duluth, MN, USA.
Purpose: Despite the frequency of abortions, one-third of medical schools in the US and Canada did not include coverage of that topic, according to a survey conducted in 2002-2005. The purpose of this project was to develop, implement, and evaluate a module for second year medical students related to the ethics of abortion.
Methods: The module was designed as Independent Learning Time (ILT).
'A human face and voice': transgender patient-educator and medical student perspectives on gender-diversity teaching.
BMC Med Educ
September 2023
School of Medicine and Psychology, Australian National University, Canberra, ACT 2600, Australia.
Background: Transgender and gender diverse (TGD) people face many obstacles in accessing health care, including discrimination, institutional bias, and clinician knowledge deficits. We developed a clinical skills and education module on gender-affirming care for pre-clinical medical students, in collaboration with a TGD-led civil society organisation. The module consisted of an educational session followed by preceptor-facilitated small group tutorials, led by TGD patient-educators (n = 22) who used their lived experience to explore medical history-taking and broader issues related to TGD healthcare with students (n = 199).
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