Signatures of medical student applicants and academic success

Baron, Tal; Grossman, Robert I.; Abramson, Steven B.; Pusic, Martin; Rivera, Rafael; Triola, Marc M.; Yanai, Itai

doi:10.1371/journal.pone.0227108

Cited by 13 publications

(11 citation statements)

References 25 publications

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“…Medical educationalists frequently prefer imitations, replications, and tests‐based games captivated on knowledge preservation and capability to acquire skill through repetition (Sinclair et al, 2016). Each learner has a level (e.g., beginning at level 1), and they level up each time they get a specific score on a quiz (Baron et al, 2020; Sladek et al, 2016). As medical student improves their levels to solve more difficult questions, thereby earns perks, such as badges, character improvements, and progress bars (Gibbs et al, 2016; Sardi et al, 2017).…”

Section: How To Make Gamification Work?mentioning

confidence: 99%

Benefits of gamification in medical education

et al. 2022

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Medical education is changing at a fast pace. Students attend medical school with a high degree of technological literacy and a desire for a diverse educational experience. As a result, a growing number of medical schools are incorporating technologyenhanced active learning and multimedia education tools into their curriculum.Gamified training platforms include educational games, mobile medical apps, and virtual patient scenarios. We provide a systematic review of what is meant by gamification in this era. Specific educational games, mobile apps, and virtual simulations that may be used for preclinical and clinical training have been discovered and classified. The available data were presented in terms of the recognized platforms for medical education's possible benefits. Virtual patient simulations have been shown to enhance learning results in general. Gamification could improve learning, engagement, and cooperation by allowing for real-world application. They may also help with promoting risk-free healthcare decision-making, remote learning, learning analytics, and quick feedback. We account for Preclinical training which included 5 electronic games and 4 mobile apps, while clinical training included 5 electronic games, 10 mobile applications, and 12 virtual patient simulation tools. There were additionally nine more gamified virtual environment training products that were not commercially accessible. Many of these studies have shown that utilizing gamified media in medical education may confer advantages.

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Section: How To Make Gamification Work?mentioning

confidence: 99%

Benefits of gamification in medical education

et al. 2022

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“… 11 Artificial intelligence strategies hold promise for streamlining admissions processes by enabling the identification of different types of learners, using a wider dataset than grade point averages and scores from high-stakes exams. 38 Design and adoption of criterion-based (rather than normative) standardized letters of evaluation could highlight the types of critical issues that often are discussed in surreptitious sidebar conversations between programs and school faculty. Transparent and accessible information about the type of individual who will thrive in each residency program could decrease the number of programs that learners apply to and minimize the flood of applications that prompt programs to use arbitrary screening metrics to cut down on the number of applications they review in depth.…”

Section: A 10-year 10-point Platform For Transformationmentioning

confidence: 99%

We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic

2022

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Medical education exists to prepare the physician workforce that our nation needs, but the COVID-19 pandemic threatened to disrupt that mission. Likewise, the national increase in awareness of social justice gaps in our country pointed out significant gaps in health care, medicine, and our medical education ecosystem. Crises in all industries often present leaders with no choice but to transform—or to fail. In this perspective, the authors suggest that medical education is at such an inflection point and propose a transformational vision of the medical education ecosystem, followed by a 10-year, 10-point plan that focuses on building the workforce that will achieve that vision. Broad themes include adopting a national vision; enhancing medicine’s role in social justice through broadened curricula and a focus on communities; establishing equity in learning and processes related to learning, including wellness in learners, as a baseline; and realizing the promise of competency-based, time-variable training. Ultimately, 2020 can be viewed as a strategic inflection point in medical education if those who lead and regulate it analyze and apply lessons learned from the pandemic and its associated syndemics.

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“…Performance and Counteract/Prevent Drop-Out Baron et al [35] exploited big data to capture signatures of successful academic performance among medical undergraduate students. "Paths to success" were modeled using a set of 53 parameters extracted from admissions application records of 1088 students at the New York University School of Medicine in the period 2006-2014.…”

Section: Exploiting Big Data To Capture the Determinants And Signatures Of Successful Academicmentioning

confidence: 99%

Big Data for Biomedical Education with a Focus on the COVID-19 Era: An Integrative Review of the Literature

Khamisy‐Farah

Gilbey

Furstenau

et al. 2021

IJERPH

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Medical education refers to education and training delivered to medical students in order to become a practitioner. In recent decades, medicine has been radically transformed by scientific and computational/digital advances—including the introduction of new information and communication technologies, the discovery of DNA, and the birth of genomics and post-genomics super-specialties (transcriptomics, proteomics, interactomics, and metabolomics/metabonomics, among others)—which contribute to the generation of an unprecedented amount of data, so-called ‘big data’. While these are well-studied in fields such as medical research and methodology, translational medicine, and clinical practice, they remain overlooked and understudied in the field of medical education. For this purpose, we carried out an integrative review of the literature. Twenty-nine studies were retrieved and synthesized in the present review. Included studies were published between 2012 and 2021. Eleven studies were performed in North America: specifically, nine were conducted in the USA and two studies in Canada. Six studies were carried out in Europe: two in France, two in Germany, one in Italy, and one in several European countries. One additional study was conducted in China. Eight papers were commentaries/theoretical or perspective articles, while five were designed as a case study. Five investigations exploited large databases and datasets, while five additional studies were surveys. Two papers employed visual data analytical/data mining techniques. Finally, other two papers were technical papers, describing the development of software, computational tools and/or learning environments/platforms, while two additional studies were literature reviews (one of which being systematic and bibliometric).The following nine sub-topics could be identified: (I) knowledge and awareness of big data among medical students; (II) difficulties and challenges in integrating and implementing big data teaching into the medical syllabus; (III) exploiting big data to review, improve and enhance medical school curriculum; (IV) exploiting big data to monitor the effectiveness of web-based learning environments among medical students; (V) exploiting big data to capture the determinants and signatures of successful academic performance and counteract/prevent drop-out; (VI) exploiting big data to promote equity, inclusion, and diversity; (VII) exploiting big data to enhance integrity and ethics, avoiding plagiarism and duplication rate; (VIII) empowering medical students, improving and enhancing medical practice; and, (IX) exploiting big data in continuous medical education and learning. These sub-themes were subsequently grouped in the following four major themes/topics: namely, (I) big data and medical curricula; (II) big data and medical academic performance; (III) big data and societal/bioethical issues in biomedical education; and (IV) big data and medical career. Despite the increasing importance of big data in biomedicine, current medical curricula and syllabuses appear inadequate to prepare future medical professionals and practitioners that can leverage on big data in their daily clinical practice. Challenges in integrating, incorporating, and implementing big data teaching into medical school need to be overcome to facilitate the training of the next generation of medical professionals. Finally, in the present integrative review, state-of-art and future potential uses of big data in the field of biomedical discussion are envisaged, with a focus on the still ongoing “Coronavirus Disease 2019” (COVID-19) pandemic, which has been acting as a catalyst for innovation and digitalization.

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Signatures of medical student applicants and academic success

Cited by 13 publications

References 25 publications

Benefits of gamification in medical education

Benefits of gamification in medical education

We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic

Big Data for Biomedical Education with a Focus on the COVID-19 Era: An Integrative Review of the Literature

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