Interventional radiology and artificial intelligence in radiology: Is it time to enhance the vision of our medical students?

Abstract Objectives To assess awareness and knowledge of Interventional Radiology (IR) in a large population of medical students in 2019. Methods An anonymous survey was distributed electronically to 9546 medical students from first to sixth year at three European medical schools. The survey contained 14 questions, including two general questions on diagnostic radiology (DR) and artificial intelligence (AI), and 11 on IR. Responses were analyzed for all students and compared between preclinical (PCs) (first to third year) and clinical phase (Cs) (fourth to sixth year) of medical school. Of 9546 students, 1459 students (15.3%) answered the survey. Results On DR questions, 34.8% answered that AI is a threat for radiologists (PCs: 246/725 (33.9%); Cs: 248/734 (36%)) and 91.1% thought that radiology has a future (PCs: 668/725 (92.1%); Cs: 657/734 (89.5%)). On IR questions, 80.8% (1179/1459) students had already heard of IR; 75.7% (1104/1459) stated that their knowledge of IR wasn’t as good as the other specialties and 80% would like more lectures on IR. Finally, 24.2% (353/1459) indicated an interest in a career in IR with a majority of women in preclinical phase, but this trend reverses in clinical phase. Conclusions Development of new technology supporting advances in artificial intelligence will likely continue to change the landscape of radiology; however, medical students remain confident in the need for specialty-trained human physicians in the future of radiology as a clinical practice. A large majority of medical students would like more information about IR in their medical curriculum; almost a quarter of students would be interested in a career in IR.

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Challenges of Implementing Artificial Intelligence in Interventional Radiology

Seminars in Interventional Radiology ◽

10.1055/s-0041-1736659 ◽

2021 ◽

Vol 38 (05) ◽

pp. 554-559

Author(s):

Sina Mazaheri ◽

Mohammed F. Loya ◽

Janice Newsome ◽

Mathew Lungren ◽

Judy Wawira Gichoya

Keyword(s):

Artificial Intelligence ◽

Machine Learning ◽

Interventional Radiology ◽

Deep Learning ◽

Clinical Practice ◽

Intellectual Property ◽

Use Cases ◽

The Other ◽

Limited Resources ◽

Learning Patterns

AbstractArtificial intelligence (AI) and deep learning (DL) remains a hot topic in medicine. DL is a subcategory of machine learning that takes advantage of multiple layers of interconnected neurons capable of analyzing immense amounts of data and “learning” patterns and offering predictions. It appears to be poised to fundamentally transform and help advance the field of diagnostic radiology, as heralded by numerous published use cases and number of FDA-cleared products. On the other hand, while multiple publications have touched upon many great hypothetical use cases of AI in interventional radiology (IR), the actual implementation of AI in IR clinical practice has been slow compared with the diagnostic world. In this article, we set out to examine a few challenges contributing to this scarcity of AI applications in IR, including inherent specialty challenges, regulatory hurdles, intellectual property, raising capital, and ethics. Owing to the complexities involved in implementing AI in IR, it is likely that IR will be one of the late beneficiaries of AI. In the meantime, it would be worthwhile to continuously engage in defining clinically relevant use cases and focus our limited resources on those that would benefit our patients the most.

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Artificial Intelligence in medicine: today and tomorrow

10.31219/osf.io/gf24u ◽

2020 ◽

Author(s):

Giovanni Briganti ◽

Olivier Le Moine

Keyword(s):

Artificial Intelligence ◽

Atrial Fibrillation ◽

Medical Education ◽

Clinical Practice ◽

Scientific Literature ◽

Medical Curriculum ◽

Histopathological Examination ◽

Medical Technologies ◽

Digital Medicine ◽

Medicine Today

Artificial intelligence-powered medical technologies are rapidly evolving into applicable solutions for clinical practice. Deep learning algorithms can deal with increasing amounts of data provided by wearables, smartphones and other mobile monitoring sensors in different areas of medicine.Currently, only very specific settings in clinical practice benefit from the application of artificial intelligence, such as the detection of atrial fibrillation, epilepsy seizures, and hypoglycemia, or the diagnosis of disease based on histopathological examination or medical imaging. The implementation of augmented medicine is long-awaited by patients because it allows for a greater autonomy and a more personalized treatment, however, it is met with resistance from physicians which were not prepared for such an evolution of clinical practice.This phenomenon also creates the need to validate these modern tools with traditional clinical trials, debate the educational upgrade of the medical curriculum in light of digital medicine as well as ethical consideration of the ongoing connected monitoring. The aim of this paper is to discuss recent scientific literature and provide a perspective on the benefits, future opportunities and risks of established artificial intelligence applications in clinical practice on physicians, healthcare institutions, medical education and bioethics.

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The Anomalous Position of Parasitology in the Medical Curriculum in England

Parasitology ◽

10.1017/s0031182000020047 ◽

1924 ◽

Vol 16 (2) ◽

pp. 248-250

Author(s):

George H. F. Nuttall

Keyword(s):

Public Health ◽

Medical Education ◽

Medical Students ◽

Personal Experience ◽

Medical Curriculum ◽

Tropical Medicine ◽

The Other ◽

Limited Extent ◽

Other Hand ◽

Short Courses

Although Parasitology, broadly interpreted, includes the study of parasitic bacteria within its sphere, bacteriology is excluded from consideration here because it is assumed that a knowledge thereof is sufficiently recognised as essential by those who deal with medical education. At any rate bacteriology is more or less adequately taught to medical students and candidates for the Diploma in Public Health, although it receives insufficient consideration in courses leading to the Diploma in Tropical Medicine and Hygiene. On the other hand, parasitology is taught to candidates for the latter diploma to the limited extent that is allowed in the too short courses of instruction that are at present given for the diploma. Medical students in general learn next to nothing of parasitology beyond what they pick up in the course of their preliminary zoological training. I base these statements on personal experience, extending over many years, as teacher and examiner. Similar conclusions to these have been reached by others who are able to form an objective opinion.

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Augmenting Flexnerism Via Twitterism: Need for Integrating Social Media Application in Blueprinting Pedagogical Strategies for Undergraduate Medical Education (Preprint)

10.2196/preprints.12403 ◽

2018 ◽

Author(s):

Yajnavalka Banerjee ◽

Richa Tambi ◽

Mandana Gholami ◽

Alawi Alsheikh-Ali ◽

Riad Bayoumi ◽

...

Keyword(s):

Social Media ◽

Medical Education ◽

Medical Students ◽

Undergraduate Medical Education ◽

Generation Y ◽

Medical Curriculum ◽

Pedagogical Strategies ◽

Preclinical Phase ◽

Competency Based ◽

Use Of Social Media

BACKGROUND Flexnerism, or “competency-based medical education,” advocates that formal analytic reasoning, the kind of rational thinking fundamental to the basic sciences, especially the natural sciences, should be the foundation of physicians’ intellectual training. The complexity of 21st century health care requires rethinking of current (medical) educational paradigms. In this “Millennial Era,” promulgation of the tenets of Flexnerism in undergraduate medical education requires a design and blueprint of innovative pedagogical strategies, as the targeted learners are millennials (designated as generation-Y medical students). OBJECTIVE The aim of this proof-of-concept study was to identify the specific social media app platforms that are selectively preferred by generation-Y medical students in undergraduate medical education. In addition, we aimed to explore if these preferred social media apps can be used to design an effective pedagogical strategy in order to disseminate course learning objectives in the preclinical phase of a spiral curriculum. METHODS A cross-sectional survey was conducted by distributing a 17-item questionnaire among the first- and second-year medical students in the preclinical phase at the Mohammed Bin Rashid University of Medicine and Health Science. RESULTS The study identified YouTube and WhatsApp as the social media app platforms preferred by generation-Y medical students in undergraduate medical education. This study also identified the differences between female and male generation-Y medical students in terms of the use of social media apps in medical education, which we believe will assist instructors in designing pedagogical strategies to integrate social media apps. In addition, we determined the perceptions of generation-Y medical students on the implementation of social media apps in medical education. The pedagogical strategy designed using social media apps and implemented in the Biochemistry course was well accepted by generation-Y medical students and can be translated to any course in the preclinical phase of the medical curriculum. Moreover, the identified limitations of this study provide an understanding of the gaps in research in the integration of social media apps in a medical curriculum catering to generation-Y medical students. CONCLUSIONS 21st century medical education requires effective use of social media app platforms to augment competency-based medical education: Augmentation of Flexnerism in the current scenario is possible only by the adaptation of Twitterism.

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The Status of Interventional Radiology as a Specialty among Medical Students in India—Knowledge, Interest, and Exposure

Indian Journal of Radiology and Imaging ◽

10.1055/s-0041-1733813 ◽

2021 ◽

Author(s):

Bibin Sebastian ◽

Shyamkumar N. Keshava ◽

Raghuram Lakshminarayan

Keyword(s):

Interventional Radiology ◽

Medical Students ◽

Image Guidance ◽

Medical Curriculum ◽

Medical Specialty ◽

Current Medical ◽

Online Questionnaire ◽

Important Place ◽

Exponential Increase ◽

The Status

Abstract Purpose Interventional radiology (IR) is a young medical specialty where image guidance is utilized in minimally invasive procedures as a treatment option and/or as a diagnostic tool. There is an exponential increase in awareness and interest in IR amongst medical students. This trend is continuing despite lack of proportionate representation of IR in the current medical curriculum. This study aims to understand the exposure to IR as a specialty amongst medical students in India. Materials and Methods Anonymous, voluntary, online questionnaire was sent to medical students from different parts of the country. The survey comprised 15 questions regarding exposure and awareness on IR. Results The responses were obtained from 1,024 medical students from 98 medical colleges across the country, majority (57.0%) in the clinical years of their training. Thirty-six percent of them were interested in an IR career. Lack of awareness was the most (61.6%) cited reason for not choosing an IR career. Majority (57.9%) would consider IR as a clinical management option and believe that IR holds an important place in medical practice (68.4%). Conclusion There is an evident under-representation of IR in the medical curriculum. However, an increasing awareness and interest among medical students toward IR as a specialty is demonstrated. Incorporation of IR into current medical curriculum in a systematic way is the need of the hour. This would ultimately benefit a wide cohort of patients across multiple specialties.

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Is community-based electrocardiography education feasible in the early phase of an undergraduate medical curriculum?

Health SA Gesondheid ◽

10.4102/hsag.v22i0.968 ◽

2017 ◽

Vol 22 ◽

Author(s):

Carol O. Larson ◽

Johan Bezuidenhout ◽

Lynette J. Van der Merwe

Keyword(s):

Medical Curriculum ◽

Limited Resources ◽

Ethical Aspects ◽

Structured Interviews ◽

Community Based ◽

Clinical Phase ◽

Teaching Standards ◽

Preclinical Phase ◽

Community Based Learning ◽

The University

Accreditation authorities expect medical schools to increase their teaching standards and civic engagement, despite limited resources. The aim of this study was to investigate the feasibility of community-based (CB) electrocardiography (ECG) instruction in semesters 4and/or 5 of the undergraduate MBChB programme at the University of the Free State in Bloemfontein, South Africa. A literature review and 34 structured interviews were employed, using a mixed-methods QUAN (þqual) research design. Regarding the preclinical phase, 18 interviewees strongly supported community-based learning (CBL) and 21strongly supported task-based (TB) CBL. Responses were more conservative regarding the practicability of TB CBL. Twenty-two interviewees supported preclinical phase ECG-specific CBL. There was more support for implementing CB ECG in the clinical phase than in the preclinical phase. Challenges identified included finances, transport, personnel availability, clinic space, curriculum time constraints, student and driver absenteeism, and ethical aspects. Solutions for the preclinical phase included combining electrocardiography with other CBL tasks. Many interviewees supported preclinical phase TB CBL, although several factors determine its feasibility. Availability of human and other resources and curriculum time significantly impact CB ECG learning. Solutions necessitate additional location-specific research.

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Educating Future Physicians in Artificial Intelligence (AI): An Integrative Review and Proposed Changes

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211036836 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110368

Author(s):

Joel Grunhut ◽

Adam TM Wyatt ◽

Oge Marques

Keyword(s):

Artificial Intelligence ◽

Medical Students ◽

Technology Acceptance ◽

Medical Curriculum ◽

Integrative Review ◽

Human Machine Interaction ◽

Students Attitudes ◽

Acceptance Model ◽

Meta Analyses ◽

Machine Interaction

BACKGROUND As medicine and the delivery of healthcare enters the age of Artificial Intelligence (AI), the need for competent human–machine interaction to aid clinical decisions will rise. Medical students need to be sufficiently proficient in AI, its advantages to improve healthcare's expenses, quality, and access. Similarly, students must be educated about the shortfalls of AI such as bias, transparency, and liability. Overlooking a technology that will be transformative for the foreseeable future would place medical students at a disadvantage. However, there has been little interest in researching a proper method to implement AI in the medical education curriculum. This study aims to review the current literature that covers the attitudes of medical students towards AI, implementation of AI in the medical curriculum, and describe the need for more research in this area. METHODS An integrative review was performed to combine data from various research designs and literature. Pubmed, Medline (Ovid), GoogleScholar, and Web of Science articles between 2010 and 2020 were all searched with particular inclusion and exclusion criteria. Full text of the selected articles was analyzed using the Extension of Technology Acceptance Model and the Diffusions of Innovations theory. Data were successively pooled together, recorded, and analyzed quantitatively using a modified Hawkings evaluation form. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was utilized to help improve reporting. RESULTS A total of 39 articles meeting inclusion criteria were identified. Primary assessments of medical students attitudes were identified (n = 5). Plans to implement AI in the curriculum for the purpose of teaching students about AI (n = 6) and articles reporting actual implemented changes (n = 2) were assessed. Finally, 26 articles described the need for more research on this topic or calling for the need of change in medical curriculum to anticipate AI in healthcare. CONCLUSIONS There are few plans or implementations reported on how to incorporate AI in the medical curriculum. Medical schools must work together to create a longitudinal study and initiative on how to successfully equip medical students with knowledge in AI.

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Accuracy of in-patients ankle-brachial index measurement by medical students

VASA ◽

10.1024/0301-1526/a000494 ◽

2016 ◽

Vol 45 (1) ◽

pp. 43-48 ◽

Cited By ~ 6

Author(s):

Matteo Monti ◽

Luca Calanca ◽

Adriano Alatri ◽

Lucia Mazzolai

Keyword(s):

At Risk ◽

Medical Students ◽

Medical Curriculum ◽

Large Population ◽

Ankle Brachial Index ◽

University Hospital ◽

K Value ◽

Predictive Values ◽

Hospitalised Patients ◽

At Risk Populations

Abstract. Background: Ankle brachial index (ABI) is a first line non-invasive screening tool for peripheral arterial disease (PAD) in at risk populations. The need to extend ABI use in large population screening has urged its use by professionals other than vascular physicians. As advocated by the American Heart Association, ABI teaching is part of medical curriculum in several countries. We determine accuracy in ABI measurement by trained medical students compared with an experienced angiologist. Methods: Twelve 6th year medical students underwent 9 days of training at Lausanne University Hospital. Students and an experienced angiologist, blinded to students’ results, screened consecutive hospitalised patients aged ≥ 65 or ≥ 50 with at least one cardiovascular risk factor during a 6-week period. Results: A total of 249 patients were screened of whom 59 (23.7 %) met the inclusion criteria. Median age was 80, 45.8 % were women, and 6.8 % were symptomatic. In total, 116 ABIs were available for analysis. Agreement between students and angiologist was moderate with a k-value of 0.498 (95 % confidence interval: 0.389 - 0.606). Overall accuracy and precision of PAD screening performed by students showed sensitivity of 73.2 % and specificity of 88.0 %. Positive and negative predictive values were 76.9 % and 85.7 %, respectively; positive and negative likelihood ratios were 6.3 and 3, respectively. Conclusions: A nine day training program on ABI measurement is not sufficient for inexperienced medical students to achieve an acceptable diagnostic accuracy in detecting PAD in at risk populations.

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Medical students positions regarding resource allocation in times of crisis

Clinical Ethics ◽

10.1177/14777509211057248 ◽

2021 ◽

pp. 147775092110572

Author(s):

Daniel Minkin Levy ◽

Iftach Sagy ◽

Margaret Johansson Lipinski Lubianiker ◽

Alan Jotkowitz

Keyword(s):

Medical Students ◽

Medical Training ◽

Multivariable Analysis ◽

Cross Sectional Study ◽

Cross Sectional ◽

Clinical Exposure ◽

Clinical Phase ◽

Ethical Decisions ◽

Preclinical Phase ◽

Phase Group

Objective To compare the perspectives of medical students in the preclinical and clinical phases of medical training on the issue of rationing scarce medical resources in times of crisis. Methods Questionnaire-based cross-sectional study. Results A total of 201 participants took part in the study, with 100 participants in the preclinical phase group, and 101 in the clinical phase group. A multivariable analysis found that just 14.9% (n = 34) of the clinical phase students were willing to give a short-supplied blood unit to the first-arrived patient to the emergency department when more patients are expected compared to 63.9% in the preclinical group (n = 62) ( p < 0.001, OR = 0.75 95% CI: 0.029−0.192). Seventy-four percent (n = 74) of the clinical phase students were found to be willing to remove a patient from a respirator to allocate it to an ill child compared to 35.7% (n = 35) in the preclinical phase group ( p < 0.001, OR = 4.168 95% CI: 1.931−8.998). Of the clinical phase group, 46.6% (n = 41) were willing to allocate a short supplied flu medicine to a patient with poor prognosis compared to 57.7% (n = 56) in the preclinical phase group ( p = 0.04, OR = 0.457 95% CI: 0.216−0.966). Conclusion Clinical exposure during training may affect the way medical students make ethical decisions, independent of age, sex, as well as marital and parental status.

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Assessing Knowledge of Pharmacokinetics in an Integrated Medical Curriculum

Medical Science Educator ◽

10.1007/s40670-021-01442-4 ◽

2021 ◽

Author(s):

Rahul Pandit ◽

Mirjam A. F. M. Gerrits ◽

Eugène J. F. M. Custers

Keyword(s):

Medical Students ◽

Medical Curriculum ◽

Bachelor's Degree ◽

The Body ◽

The Other ◽

Curricular Integration ◽

Poor Knowledge ◽

Difficult Subject ◽

Insufficient Knowledge ◽

Insight Into

AbstractPharmacokinetics is the branch of pharmacology that describes how the body processes drugs. As most physicians will prescribe drugs during their career, knowledge of pharmacokinetics is indispensable for medical students. Students, however, experience pharmacokinetics as difficult, probably due to its abstract and mathematical nature. In many medical curricula, pharmacokinetic topics are taught and examined as a part of integrated medical courses. As pharmacokinetics is a relatively small subject, unit examinations contain only few questions on the topic. The combination of a difficult subject and a few questions has raised concerns that students could perform poorly in pharmacokinetics and still pass the examinations and, hence, end up with insufficient knowledge of pharmacokinetics. In this study, we investigate this issue by contrasting students’ performance on pharmacokinetics questions with their performance on the rest of the examinations (all non-pharmacokinetics questions lumped together). The results expressed as pass-fail scores showed that students failed more often on the pharmacokinetics part of the test than on the other questions, in two consecutive academic years. Despite the suboptimal knowledge in pharmacokinetics, students can still acquire their bachelor’s degree. These results show that poor knowledge in pharmacokinetics could be a side effect of curricular integration. Attention should therefore be paid to provide insight into one’s own performance in individual disciplines. This would avoid knowledge deficiency and incompetence in the future.

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