Implications of artificial intelligence for medical education

Rampton, Vanessa; Mittelman, Michael; Goldhahn, Jörg

doi:10.1016/s2589-7500(20)30023-6

Cited by 75 publications

(72 citation statements)

References 7 publications

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“…However, medical students do not necessarily need to become experts in programming and data science as the medical profession will probably continue to be a social one. In line with these considerations and recent publications [ 14 , 34 , 35 ], the findings of this study indicate that medical education should incorporate basic courses on digital medicine, artificial intelligence in health care, genomics, and data science.…”

Section: Discussionsupporting

confidence: 87%

“…The renowned CanMEDs framework, outlining core competencies for future physicians and serving as orientation for medical educators globally, mentions the term digital only in the context of communication and documentation of health data [ 43 ]. Our findings support suggestions to revise the CanMEDs and other national frameworks according to the requirements that arise in relation to digital health technologies [ 13 , 35 , 42 , 44 ].…”

Section: Discussionsupporting

confidence: 82%

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Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey

Machleid¹,

Kaczmarczyk²,

Johann³

et al. 2020

J Med Internet Res

124

102

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Background Digital health technologies hold promise to enhance patient-related outcomes, to support health care staff by reducing their workload, and to improve the coordination of care. As key users of digital health technologies, health care workers are crucial to enable a meaningful digital transformation of health care. Digital health literacy and digital skills should become prerequisite competencies for health professionals to facilitate the implementation and leverage the potential of digital technologies to improve health. Objective We aimed to assess European medical students’ perceived knowledge and opinions toward digital health, the status of digital health implementation in medical education, and the students’ most pressing needs. Methods The explanatory design of our mixed methods study was based on an online, anonymous, self-administered survey targeted toward European medical students. A linear regression analysis was used to identify the influence of the year of medical studies on the responses. Additional analysis was performed by grouping the responses by the self-evaluated frequency of eHealth technology use. Written responses to four qualitative questions in the survey were analyzed using an inductive approach. Results The survey received a total of 451 responses from 39 European countries, and there were respondents for every year of medical studies. The majority of respondents saw advantages in the use of digital health. While 40.6% (183/451) felt prepared to work in a digitized health care system, more than half (240/451, 53.2%) evaluated their eHealth skills as poor or very poor. Medical students considered lack of education to be the reason for this, with 84.9% (383/451) agreeing or strongly agreeing that more digital health education should be implemented in the medical curriculum. Students demanded introductory and specific eHealth courses covering data management, ethical aspects, legal frameworks, research and entrepreneurial opportunities, role in public health and health systems, communication skills, and practical training. The emphasis lay on tailoring learning to future job requirements and interprofessional education. Conclusions This study shows a lack of digital health-related formats in medical education and a perceived lack of digital health literacy among European medical students. Our findings indicate a gap between the willingness of medical students to take an active role by becoming key players in the digital transformation of health care and the education that they receive through their faculties.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionsupporting

confidence: 82%

Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey

Machleid¹,

Kaczmarczyk²,

Johann³

et al. 2020

J Med Internet Res

124

102

View full text Add to dashboard Cite

show abstract

“…Moreover, there is a lack of time for health professionals for continuous education and selfimprovement. Medical education mostly relies on patient care, medical knowledge, communication skills, practicebased learning, professionalism, and systems-based practice [48,49]. The significant piece of any medical education is predominantly based on the memorization and is timeconsuming [49].…”

Section: Cancer Diagnosismentioning

confidence: 99%

The Recent Progress and Applications of Digital Technologies in Healthcare: A Review

Senbekov

Saliev

Bukeyeva

et al. 2020

International Journal of Telemedicine and Applications

174

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Background. The implementation of medical digital technologies can provide better accessibility and flexibility of healthcare for the public. It encompasses the availability of open information on the health, treatment, complications, and recent progress on biomedical research. At present, even in low-income countries, diagnostic and medical services are becoming more accessible and available. However, many issues related to digital health technologies remain unmet, including the reliability, safety, testing, and ethical aspects. Purpose. The aim of the review is to discuss and analyze the recent progress on the application of big data, artificial intelligence, telemedicine, block-chain platforms, smart devices in healthcare, and medical education. Basic Design. The publication search was carried out using Google Scholar, PubMed, Web of Sciences, Medline, Wiley Online Library, and CrossRef databases. The review highlights the applications of artificial intelligence, “big data,” telemedicine and block-chain technologies, and smart devices (internet of things) for solving the real problems in healthcare and medical education. Major Findings. We identified 252 papers related to the digital health area. However, the number of papers discussed in the review was limited to 152 due to the exclusion criteria. The literature search demonstrated that digital health technologies became highly sought due to recent pandemics, including COVID-19. The disastrous dissemination of COVID-19 through all continents triggered the need for fast and effective solutions to localize, manage, and treat the viral infection. In this regard, the use of telemedicine and other e-health technologies might help to lessen the pressure on healthcare systems. Summary. Digital platforms can help optimize diagnosis, consulting, and treatment of patients. However, due to the lack of official regulations and recommendations, the stakeholders, including private and governmental organizations, are facing the problem with adequate validation and approbation of novel digital health technologies. In this regard, proper scientific research is required before a digital product is deployed for the healthcare sector.

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“…These resources should help physicians understand both established and emerging AI tools. 64 The current fragmented state of existing AI resources, trainees' interest in learning about AI, and the need to better prepare physicians for AI indicate a need for a formal AI curriculum.…”

Section: Medical Education and Aimentioning

confidence: 99%

Impact of Artificial Intelligence on Medical Education in Ophthalmology

Valikodath

Cole

Ting

et al. 2021

Trans. Vis. Sci. Tech.

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Clinical care in ophthalmology is rapidly evolving as artificial intelligence (AI) algorithms are being developed. The medical community and national and federal regulatory bodies are recognizing the importance of adapting to AI. However, there is a gap in physicians' understanding of AI and its implications regarding its potential use in clinical care, and there are limited resources and established programs focused on AI and medical education in ophthalmology. Physicians are essential in the application of AI in a clinical context. An AI curriculum in ophthalmology can help provide physicians with a fund of knowledge and skills to integrate AI into their practice. In this paper, we provide general recommendations for an AI curriculum for medical students, residents, and fellows in ophthalmology.

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Implications of artificial intelligence for medical education

Cited by 75 publications

References 7 publications

Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey

Perceptions of Digital Health Education Among European Medical Students: Mixed Methods Survey

The Recent Progress and Applications of Digital Technologies in Healthcare: A Review

Impact of Artificial Intelligence on Medical Education in Ophthalmology

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