scholarly journals Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review

10.2196/31043 ◽  
2021 ◽  
Vol 7 (4) ◽  
pp. e31043
Author(s):  
Rebecca Charow ◽  
Tharshini Jeyakumar ◽  
Sarah Younus ◽  
Elham Dolatabadi ◽  
Mohammad Salhia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Health Care ◽  
Medical Education ◽  
Training Program ◽  
Educational Intervention ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Education Programs ◽  
Screening Process ◽  
Curricular Content

Background As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. Objective With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. Methods After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). Results Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. Conclusions This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction.

scholarly journals Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review (Preprint)

2021 ◽  
Author(s):  
Rebecca Charow ◽  
Tharshini Jeyakumar ◽  
Sarah Younus ◽  
Elham Dolatabadi ◽  
Mohammad Salhia ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Health Care ◽  
Medical Education ◽  
Training Program ◽  
Educational Intervention ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Education Programs ◽  
Screening Process ◽  
Curricular Content

BACKGROUND As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. OBJECTIVE With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. METHODS After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). RESULTS Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. CONCLUSIONS This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction. CLINICALTRIAL

scholarly journals Introducing Artificial Intelligence Training in Medical Education

10.2196/16048 ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. e16048 ◽  
Author(s):  
Ketan Paranjape ◽  
Michiel Schinkel ◽  
Rishi Nannan Panday ◽  
Josip Car ◽  
Prabath Nanayakkara
Keyword(s):  
Artificial Intelligence ◽  
Health Care ◽  
Medical Education ◽  
Health Care Professionals ◽  
Access To Health Care ◽  
Clinical Decision Making ◽  
New Technology ◽  
Medical Knowledge ◽  
Clinical Decision ◽  
Use Of Data

Health care is evolving and with it the need to reform medical education. As the practice of medicine enters the age of artificial intelligence (AI), the use of data to improve clinical decision making will grow, pushing the need for skillful medicine-machine interaction. As the rate of medical knowledge grows, technologies such as AI are needed to enable health care professionals to effectively use this knowledge to practice medicine. Medical professionals need to be adequately trained in this new technology, its advantages to improve cost, quality, and access to health care, and its shortfalls such as transparency and liability. AI needs to be seamlessly integrated across different aspects of the curriculum. In this paper, we have addressed the state of medical education at present and have recommended a framework on how to evolve the medical education curriculum to include AI.

scholarly journals Introducing Artificial Intelligence Training in Medical Education (Preprint)

2019 ◽  
Author(s):  
Ketan Paranjape ◽  
Michiel Schinkel ◽  
Rishi Nannan Panday ◽  
Josip Car ◽  
Prabath Nanayakkara
Keyword(s):  
Artificial Intelligence ◽  
Health Care ◽  
Medical Education ◽  
Health Care Professionals ◽  
Access To Health Care ◽  
Clinical Decision Making ◽  
New Technology ◽  
Medical Knowledge ◽  
Clinical Decision ◽  
Use Of Data

UNSTRUCTURED Health care is evolving and with it the need to reform medical education. As the practice of medicine enters the age of artificial intelligence (AI), the use of data to improve clinical decision making will grow, pushing the need for skillful medicine-machine interaction. As the rate of medical knowledge grows, technologies such as AI are needed to enable health care professionals to effectively use this knowledge to practice medicine. Medical professionals need to be adequately trained in this new technology, its advantages to improve cost, quality, and access to health care, and its shortfalls such as transparency and liability. AI needs to be seamlessly integrated across different aspects of the curriculum. In this paper, we have addressed the state of medical education at present and have recommended a framework on how to evolve the medical education curriculum to include AI.

scholarly journals Current State of Transgender Medical Education in the United States and Canada: Update to a Scoping Review

2020 ◽  
Vol 7 ◽  
pp. 238212052093481 ◽  
Author(s):  
Ian T Nolan ◽  
Gaines Blasdel ◽  
Samuel N Dubin ◽  
Teddy G Goetz ◽  
Richard E Greene ◽  
...  
Keyword(s):  
United States ◽  
Health Care ◽  
Medical Education ◽  
Health Professional ◽  
Educational Intervention ◽  
Scoping Review ◽  
Literature Search ◽  
The United States ◽  
Learning Objectives ◽  
Transgender Health

Background: The published literature on education about transgender health within health professions curricula was previously found to be sporadic and fragmented. Recently, more inclusive and holistic approaches have been adopted. We summarize advances in transgender health education. Methods: A 5-stage scoping review framework was followed, including a literature search for articles relevant to transgender health care interventions in 5 databases (Education Source, LGBT Source, MedEd Portal, PsycInfo, PubMed) from January 2017 to September 2019. Search results were screened to include original articles reporting outcomes of educational interventions with a transgender health component that included MD/DO students in the United States and Canada. A gray literature search identified continuing medical education (CME) courses from 12 health professional associations with significant transgender-related content. Results: Our literature search identified 966 unique publications published in the 2 years since our prior review, of which 10 met inclusion criteria. Novel educational formats included interdisciplinary interventions, post-residency training including CME courses, and online web modules, all of which were effective in improving competencies related to transgender health care. Gray literature search resulted 15 CME courses with learning objectives appropriate to the 7 professional organizations who published them. Conclusions: Current transgender health curricula include an expanding variety of educational intervention formats driven by their respective educational context, learning objectives, and placement in the health professional curriculum. Notable limitations include paucity of objective educational intervention outcomes measurements, absence of long-term follow-up data, and varied nature of intervention types. A clear best practice for transgender curricular development has not yet been identified in the literature.

Interprofessional Curriculum for Regulated Health Care Professions in Ontario: Continuing Education Scoping Review

2017 ◽  
Author(s):  
Jennifer Day
Keyword(s):  
Health Care ◽  
Continuing Education ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Interprofessional Education ◽  
Grey Literature ◽  
Healthcare Providers ◽  
Health Care Team ◽  
Provider Education ◽  
Education Programs

The Queen’s University Interprofessional Working Team, as part of the Interprofessional Education (IPE) Curricula Models for Healthcare Providers in Ontario (IPECM) working group, has been tasked to present a scoping review of existing national and international interprofessional education programs and to develop a guiding curriculum framework for pre‐registration, continuing education and post‐ registration health provider education. Achieving this project’s aims will ultimately provide a foundation that promotes collaborative, patient‐centred practice by utilizing the skills, knowledge and scope of practice of all members of the health care team. The current scoping review of interprofessional continuing education programs for the 21 regulated health professions and social work in Ontario will be presented here.  A comprehensive scoping review of voluntary and suggested IPE continuing‐education programs available for registered health care professionals was investigated. Both peer, and non‐peer reviewed literature, as well as grey literature, from sources such as university/ college websites and professional organizations, were examined. Identified gaps in research include a widespread lack of IPE curriculum documentation in research as well as few available IPE continuing education programs. Some barriers enabling these shortfalls may include lack of funding, lack of human resources, and lack of support, experience and knowledge in developing interdisciplinary programs.  Next steps include synthesizing and summarizing the current available training courses and modules for each regulated health profession. These summaries will be integrated with the pre‐ and post‐registration scoping review and guiding curricula framework.

Disaster Management in Rural and Remote Primary Health Care: A Scoping Review

2021 ◽  
Vol 36 (3) ◽  
pp. 362-369
Author(s):  
Katie A. Willson ◽  
Gerard J. FitzGerald ◽  
David Lim
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Primary Health Care ◽  
Mental Health Care ◽  
Disaster Management ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Disaster Preparedness ◽  
Rural And Remote ◽  
Primary Health

AbstractObjective:This scoping review aims to map the roles of rural and remote primary health care professionals (PHCPs) during disasters.Introduction:Disasters can have catastrophic impacts on society and are broadly classified into natural events, man-made incidents, or a mixture of both. The PHCPs working in rural and remote communities face additional challenges when dealing with disasters and have significant roles during the Prevention, Preparedness, Response, and Recovery (PPRR) stages of disaster management.Methods:A Johanna Briggs Institute (JBI) scoping review methodology was utilized, and the search was conducted over seven electronic databases according to a priori protocol.Results:Forty-one papers were included and sixty-one roles were identified across the four stages of disaster management. The majority of disasters described within the literature were natural events and pandemics. Before a disaster occurs, PHCPs can build individual resilience through education. As recognized and respected leaders within their community, PHCPs are invaluable in assisting with disaster preparedness through being involved in organizations’ planning policies and contributing to natural disaster and pandemic surveillance. Key roles during the response stage include accommodating patient surge, triage, maintaining the health of the remaining population, instituting infection control, and ensuring a team-based approach to mental health care during the disaster. In the aftermath and recovery stage, rural and remote PHCPs provide long-term follow up, assisting patients in accessing post-disaster support including delivery of mental health care.Conclusion:Rural and remote PHCPs play significant roles within their community throughout the continuum of disaster management. As a consequence of their flexible scope of practice, PHCPs are well-placed to be involved during all stages of disaster, from building of community resilience and contributing to early alert of pandemics, to participating in the direct response when a disaster occurs and leading the way to recovery.

Videoconferencing for Continuing Medical Education: From Pilot Project to Sustained Programme

2002 ◽  
Vol 8 (3) ◽  
pp. 131-137 ◽  
Author(s):  
Michael Allen ◽  
Joan Sargeant ◽  
Eileen MacDougall ◽  
Michelle Proctor-Simms
Keyword(s):  
Health Care ◽  
Distance Education ◽  
Medical Education ◽  
Medical Students ◽  
Continuing Medical Education ◽  
Health Care Professionals ◽  
Pilot Project ◽  
Technical Support ◽  
Faculty Support

Videoconferencing has been used to provide distance education for medical students, physicians and other health-care professionals, such as nurses, physiotherapists and pharmacists. The Dalhousie University Office of Continuing Medical Education (CME) has used videoconferencing for CME since a pilot project with four sites in 1995–6. Since that pilot project, videoconferencing activity has steadily increased; in the year 1999–2000, a total of 64 videoconferences were provided for 1059 learners in 37 sites. Videoconferencing has been well accepted by faculty staff and by learners, as it enables them to provide and receive CME without travelling long distances. The key components of the development of the videoconferencing programme include planning, scheduling, faculty support, technical support and evaluation. Evaluation enables the effect of videoconferencing on other CME activities, and costs, to be measured.

scholarly journals Smart Glasses for Caring Situations in Complex Care Environments: Scoping Review

10.2196/16055 ◽  
2020 ◽  
Vol 8 (4) ◽  
pp. e16055
Author(s):  
Charlotte Romare ◽  
Lisa Skär
Keyword(s):  
Health Care ◽  
Intensive Care ◽  
Scoping Review ◽  
Health Care Professionals ◽  
Qualitative Content Analysis ◽  
High Tech ◽  
Anesthesia Care ◽  
Complex Care ◽  
Smart Glasses

Background Anesthesia departments and intensive care units represent two advanced, high-tech, and complex care environments. Health care in those environments involves different types of technology to provide safe, high-quality care. Smart glasses have previously been used in different health care settings and have been suggested to assist health care professionals in numerous areas. However, smart glasses in the complex contexts of anesthesia care and intensive care are new and innovative. An overview of existing research related to these contexts is needed before implementing smart glasses into complex care environments. Objective The aim of this study was to highlight potential benefits and limitations with health care professionals' use of smart glasses in situations occurring in complex care environments. Methods A scoping review with six steps was conducted to fulfill the objective. Database searches were conducted in PubMed and Scopus; original articles about health care professionals’ use of smart glasses in complex care environments and/or situations occurring in those environments were included. The searches yielded a total of 20 articles that were included in the review. Results Three categories were created during the qualitative content analysis: (1) smart glasses as a versatile tool that offers opportunities and challenges, (2) smart glasses entail positive and negative impacts on health care professionals, and (3) smart glasses' quality of use provides facilities and leaves room for improvement. Smart glasses were found to be both a helpful tool and a hindrance in caring situations that might occur in complex care environments. This review provides an increased understanding about different situations where smart glasses might be used by health care professionals in clinical practice in anesthesia care and intensive care; however, research about smart glasses in clinical complex care environments is limited. Conclusions Thoughtful implementation and improved hardware are needed to meet health care professionals’ needs. New technology brings challenges; more research is required to elucidate how smart glasses affect patient safety, health care professionals, and quality of care in complex care environments.

The “Every Child Deserves a Medical Home” Training Program: More Than a Traditional Continuing Medical Education Course

PEDIATRICS ◽  
2004 ◽  
Vol 113 (Supplement_4) ◽  
pp. 1479-1484
Author(s):  
Bob Moore ◽  
Thomas F. Tonniges
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Training Program ◽  
Medical Home ◽  
Special Health Care Needs ◽  
Health Care Needs ◽  
Care Needs ◽  
Special Health Care ◽  
Home Training ◽  
Special Health

Objectives. 1) To develop and implement an innovative, interactive, and nontraditional continuing medical education (CME) curriculum to educate primary care physicians, pediatric office staff, child health advocates, allied health care professionals, and parents of children with special health care needs (CSHCN) about the medical home concept of care and 2) to identify key partners in communities to plan the CME program and ultimately plan for fostering medical homes at the community and state levels. Methods. Participant outcomes for the CME program and planning process include 1) explaining the elements of the medical home concept as applied to their practice environment or child’s care; 2) understanding the concepts, skills, and information necessary to care successfully for CSHCN who are enrolled in managed care organizations; 3) accurately describing trends and developments in caring for CSHCN; 4) identifying programs in the community that serve CSHCN; and 5) assessing and, if necessary, improving pediatric office practices to ensure that they are sensitive to families of children and youths with special health care needs. Conclusion. A diverse national committee that included physicians, nonphysicians, and family members developed the Medical Home Training Program curriculum. The medical home curriculum was written to meet the needs of the local community. The training program can offer CME credit and use a direct, outcome-based adult learning technique (eg, determine short- and long-term goals). Furthermore, the program parallels and complements the Healthy People 2010 goals and objectives.

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