DIGITAL ACCESS TO

The rapid integration of artificial intelligence (AI) in healthcare has outpaced formal training in nursing and medical education. This study explores the perceptions of Master of Nursing students toward AI in clinical learning, and evaluates the use of an AI-enabled Virtual Integrated Patient (VIP) platform in developing clinical reasoning and knowledge.

Part 1 of this mixed-methods study involved surveys and interviews to examine students' views. Quantitative findings showed strong support for AI in education: most students believed AI could enhance learning and should be included in the curriculum. However, concerns were also prominent, with students citing risks such as over-reliance, data security, and the potential loss of humanistic care. Qualitative data echoed these findings—students valued AI for improving efficiency, supporting knowledge acquisition, and enhancing simulation training. Still, they expressed greater trust in human clinicians and stressed the need to build institutional trust in both AI systems and healthcare professionals.

Part 2 focuses on the VIP platform. Students appreciated its adaptability, ability to organise information, and support for structured, case-based learning. The platform was seen as a helpful educational tool, with some students using it to guide clinical reasoning. However, critiques included the repetitive nature of responses, lack of intuitive interaction, and insufficient narrative nuance, leading some to prefer more traditional learning approaches. Analysis of VIP usage showed a weak correlation with final exam scores, but this relationship strengthened among students who engaged with the platform for more than 10 minutes. Multi-regression analysis highlighted variability in learning outcomes, indicating that while the VIP platform may support clinical learning, its effectiveness differs across learners.

This study reveals both enthusiasm and caution among postgraduate nursing students about AI in education. While AI-powered tools like VIP offer innovative ways to promote self-directed, clinically relevant learning, they should be integrated thoughtfully alongside traditional pedagogies. As AI becomes increasingly embedded in healthcare, cultivating both technological fluency and critical thinking is vital to prepare learners for responsible, autonomous clinical practice in a digitally augmented future.

Continuing professional development (CPD) is an intricate form of medical education intended to foster ongoing growth in medical practice. It emphasizes lifelong learning and a holistic approach to professional development, aligning with the evolving needs of patients, healthcare systems, and society. In Chile’s public health sector, the Chilean General Practitioner Training Program (EDF Program), established in 1955, provides the national health workforce with 2,500 general practitioners (GPs) working in rural and vulnerable areas at the primary healthcare level. All are mandated by law to receive CPD, yet planning, implementation, and evaluation deficits have been identified. This research aimed to assess the CPD needs of the EDF Program in the Valparaiso Health Care District, incorporating perspectives from intersectoral stakeholders, EDF GPs, and healthcare network users. A qualitative descriptive approach was selected as the study design. An indicative and purposefully stratified sample was constructed, based on three participant groups from Valparaiso’s local healthcare district. Semi-structured, in-depth interviews were conducted. A data-driven codebook was piloted, refined, and then applied to all transcriptions. Axial coding and constant comparative analysis were systematically conducted using MAXQDA 2024 software. Interviews continued until saturation was achieved, requiring a total of 22 interviews. The study identified CPD benefits, enablers, barriers, and areas for improvement amid ongoing challenges and gaps. Key findings revealed a structural and functional mismatch between the CPD program for EDF physicians and the actual needs of the primary healthcare system they serve. This mismatch, both a technical shortcoming and policy opportunity, has led to calls for a shift in the program’s framework. As a result, several pathways to realign the EDF CPD training with the realities of Chilean primary healthcare have emerged from this research.
This research highlights the inherent complexity of a formal CPD system, as it comprises vast and diverse interrelated components influencing training provision and health workforce development outcomes. Intersectoral collaboration appears vital for advancing the development of practitioners' capacities for primary health care. Future directions include developing a tailored needs assessment tool, which could improve readiness for health workforce CPD innovations.

While the Liaison Committee on Medical Education emphasizes the teaching of cultural competence in medical education, the concept of cultural humility, focusing on self-reflection and lifelong learning, has been proposed as a more effective approach. Although there have been numerous discussions on both cultural competence and cultural humility, understanding how faculty in clinical settings help students develop cultural humility skills remains limited. This multimethod study aims to identify current strategies in order to inform future curriculum development.

We administered a 10-question survey to assess faculty demographics, teaching characteristics, and familiarity with cultural humility. Participants who were at least somewhat familiar with cultural humility were invited for semi-structured interviews. Survey data were analyzed using descriptive statistics and logistic regression, and interview data were thematically analyzed to identify key teaching strategies.

In our study of 49 medical faculty members, the majority of participants were female (61%) and predominantly White (67%), covering a wide range of specialties and years of teaching. Of the participants, 74% expressed being at least somewhat familiar with cultural humility, and 10 consented to the interview. Strategies for cultural humility education included one-on-one instruction, feedback, and reflections. Multivariate logistic regression showed no significant predictive relationship between demographic or professional variables and familiarity with cultural humility, except for the number of years teaching medical students (OR: 1.21, 95% CI: 0.06-2.36, p=0.03). Thematic analysis underscored fostering learner curiosity about cultures, early patient exposure, and incorporating diverse learning perspectives as essential in developing students’ cultural humility skills.

Cultural humility is an important attribute for healthcare professionals that can enhance patient-centered care. Through focused interviews with faculty in our study and subsequent thematic analysis, our results suggest the need for longitudinal and multimodal educational strategies to cultivate cultural humility among medical students. By understanding current teaching methods, educators can design and assess more effective curricula to prepare future doctors for a culturally diverse patient population.

The acquisition of procedural skills in medical training remains an ongoing challenge. Within radiology, where procedural mastery is a key milestone, virtual reality (VR) presents a potential solution. This study evaluated the effectiveness of a novel, VR CT-guided liver biopsy module in improving residents’ knowledge and confidence. A quasi-experimental pre-post study was conducted at Massachusetts General Brigham, Brigham and Women’s Hospital, and Duke University Hospital. Residents were divided into a control group (PGY-1) and an intervention group (PGY-2 and PGY-3). Both groups completed pre- and post-surveys and a final-survey one month later. The intervention group completed the VR module between the pre- and post-surveys and then before the final-survey. Surveys assessed: (1) knowledge and cognitive skills, (2) confidence, and (3) learning experience. Exam scores from the knowledge section were analyzed with a Wilcoxon signed-rank test as was confidence measured using Likert-scale questions. VR headset data recorded performance metrics. The intervention group demonstrated a significant increase in knowledge from pre- to post-survey (p = 0.03) with no significant change at follow-up (p = 0.09). Confidence in ordering procedural steps and performing the procedure increased significantly from pre- to post-survey (p = 0.03 and p = 0.02 respectfully) and from pre- to final-survey (p = 0.01 and p = 0.01). Confidence for identifying instruments did not significantly improve from pre- to post- (p = 0.09) or from pre- to final- (p = 0.01). VR headset data showed a significant increase in time to complete the module one month later (p = 0.03), suggesting a decline in VR-specific technical skills, though the number of scans to place the coaxial needle and needle placement accuracy remained stable, indicating retention of procedural knowledge. The VR module effectively improved residents’ knowledge and confidence with CT-guided liver biopsies, demonstrating its value as a teaching tool. Despite usability challenges with the headset and controllers, participants found the VR module valuable, and the majority reported they learned something new. This work highlights the clear value of integrating VR into the training of interventional radiology residents. Future studies can correlate VR module usage with clinical performance and patient outcomes.

Background: Resuscitation skills are fundamental to the practice of Emergency Medicine, yet there is a lack of structured, formalized hands-on learning sessions for emergency medicine trainees. To address this need, we developed and implemented a novel, multimodal advanced resuscitation curriculum for PGY-2 Emergency Medicine residents. This study aims to assess the impact of this dedicated advanced resuscitation curriculum on residents’ medical knowledge, clinical skills, and attitudes. Methods: This mixed-methods study used explanatory sequential design. Quantitative data were first collected through resident pre- and post- curriculum self-assessment surveys, knowledge assessments, and faculty evaluations of residents’ clinical performance. Following quantitative data analysis, qualitative semi-structured interviews were conducted with participants to explore their experiences with the curriculum and its role in shaping their learning, clinical skills, and attitudes. Interview transcripts were analyzed thematically using a deductive-inductive hybrid coding approach. Results: Resident surveys indicated highly positive reactions to the curriculum (Kirkpatrick 1) and statistically significant improvements in confidence across key domains, including resuscitation leadership, airway management, and procedural skills (Kirkpatrick 2). Additionally, residents’ post-course assessment scores improved significantly compared to pre-course assessment scores, and follow-up assessment scores outperformed the national average (Kirkpatrick 2). Faculty surveys reflected observable on-shift behavior change, with residents demonstrating improved resuscitation leadership, procedural skills, and application of evidence-based medicine (Kirkpatrick 3). Qualitative analysis provided deeper insights as to how the curriculum was impactful. Residents emphasized the effectiveness of the curriculum’s individualized structure and alignment with adult learning principles. They also noted that the curriculum improved their confidence in resuscitation leadership, clinical decision-making, and ability to apply evidence-based medicine to practice. Participants also expressed a stronger appreciation for reflective practice and reported more receptiveness to feedback after taking this course. Conclusion: Implementation of a structured resuscitation curriculum significantly improved EM residents’ confidence, knowledge, and clinical decision-making skills. The mixed-methods approach provided a comprehensive evaluation of curriculum impact, suggesting that structured resuscitation training grounded in adult learning principles is effective strategy to prepare EM residents for high-stakes clinical care.