This letter comments on a recently published study examining the relationship between physicians’ appearance and professionalism from the perspective of medical students. The study addresses a timely and relevant topic in contemporary medical education, where visual cues and first impressions continue to shape professional interactions. By focusing on future physicians rather than patient perceptions, the work offers valuable insights into early professional socialization and identity formation. The findings may be interpreted within established theoretical perspectives related to impression formation, symbolism, and professional identity development.
Objective: Mastalgia is a common complaint in primary care and can lead individuals to seek health information online before consulting a physician. This study aimed to evaluate Turkish-language websites providing information on mastalgia according to the Journal of the American Medical Association (JAMA) benchmark criteria.Methods: This descriptive cross-sectional study was conducted on March 28, 2025, using the Google Türkiye search engine. The Turkish keywords “mastalji” (mastalgia), “mastodini” (mastodynia), and “meme ağrısı” (breast pain) were searched separately, and the first 60 results for each keyword were screened. After applying the predefined inclusion and exclusion criteria, 54 websites providing written information for the public were included. Websites were independently evaluated according to the four JAMA benchmark criteria: authorship, currency, attribution, and disclosure. Each criterion was scored as present (1) or absent (0), resulting in a total score ranging from 0 to 4. Descriptive statistics are presented as frequencies and percentages, and Fisher's exact test was used for categorical comparisons.Results: Among the 54 websites analyzed, none fulfilled all four JAMA benchmark criteria. Most websites received a total score of 2 points (62.96%). Authorship and currency were present in 74.07% of the websites, whereas disclosure was present in 38.89% and attribution was present in only 12.96%. Attribution was the only criterion that differed significantly according to institution/organization type (P = .007).Conclusion: Turkish-language websites providing information on mastalgia frequently include authorship and update details; however, substantial deficiencies exist in terms of source citations and transparency. These findings suggest that patients may encounter online information that lacks adequate references when they are searching for mastalgia-related content. Improving the transparency and evidence base of web-based health information may support digital health literacy and help healthcare professionals guide patients toward reliable online resources.
Objective: This study aimed to compare the effects of a scenario-based educational escape room game on students’ motivation, academic self-efficacy, and achievement levels with those of the traditional question-and-answer method. Educational escape games have recently emerged as an innovative and engaging teaching strategy across disciplines, including health education. However, empirical evidence on their effectiveness remains limited.Methods: A quasiexperimental design with pretest and posttest control groups was used. The study was conducted in December 2024 with first-year students of the Elderly Care Program at the Vocational School of Health Services at Muş Alparslan University. Participants (N = 60) were allocated at the class level to either the educational escape room group or the question-and-answer group. Because the intervention was implemented in intact classes, the study followed a quasiexperimental, cluster-allocated design. Data were collected using the Descriptive Information Form, Academic Self-Efficacy Scale, Achievement Test, and Motivation Scale Related to the Teaching Material.Results: The escape room group showed significant improvements in the motivation subdimensions of attention (78.1%), relevance (71.9%), confidence (75%), and satisfaction (88.4%), as well as overall motivation (81.3%). Posttest achievement scores were significantly higher in the escape room group. Regression analysis confirmed that the escape room intervention had a positive and significant effect on attention, relevance, satisfaction, and overall motivation scores. No significant changes were observed in the question-and-answer group.Conclusions: Integrating scenario-based educational escape room games into the curriculum can increase student engagement, motivation, and academic achievement. These results support the use of interactive and student-centered strategies in health education.
Objective: This study aimed to evaluate COVID-19-related knowledge and health literacy levels among village heads and their relatives in the Çarşamba district of Samsun, Türkiye, and to assess the effectiveness of a structured educational intervention.Methods: This descriptive study included 206 participants between December 18, 2020, and June 30, 2021. Data were collected using a sociodemographic questionnaire, the Turkish Health Literacy Scale-32 (THLS-32), and a COVID-19 Knowledge Questionnaire. Pre- and postintervention knowledge levels were compared using appropriate statistical analyses.Results: The mean age of the participants was 48.46 ± 10.06 years, and 55.3% were village heads. Most participants had inadequate or problematic-limited health literacy levels. The mean number of correct responses increased significantly from 10.22 ± 2.33 before training to 14.99 ± 1.20 after training (P < .001). Significant improvements were observed in correct response rates for most questionnaire items.Conclusion: Village heads and their relatives had limited COVID-19-related knowledge and health literacy; however, structured educational interventions significantly improved knowledge levels. Community-based health literacy interventions may support preventive health practices and strengthen health communication in family medicine and primary care settings.
Objective: This study aimed to examine how amblyopia is represented in Turkish-language YouTube videos, focusing on early detection, routine pediatric eye care, family involvement, long-term consequences, and treatment-related narratives.Methods: This qualitative content analysis included publicly available Turkish-language YouTube videos on amblyopia. Searches were conducted on April 15, 2026, using six predefined Turkish keywords. Videos were eligible if they focused primarily on amblyopia and contained spoken explanatory content. Videos shorter than 1 minute, duplicate uploads, advertisement-oriented or product-promotional videos, eye exercise–only videos, nonnarrated videos, and videos in which amblyopia was mentioned only incidentally were excluded. After screening, 64 unique videos were analyzed. Transcripts were independently reviewed and inductively coded by two researchers, with disagreements resolved by consensus. Descriptive frequencies were used to summarize key content elements.Results: Early diagnosis, age-dependent treatment timing, and the consequences of delayed presentation were addressed in 56 of 64 videos. Routine pediatric eye examinations or age-specific follow-up recommendations appeared in 31 videos, while 19 emphasized parental awareness, care seeking, or treatment adherence. Twenty videos discussed long-term visual, functional, social, or occupational consequences. Treatment-related content was common: 59 videos mentioned at least one treatment approach, and 39 explicitly addressed occlusion therapy. Five themes were identified: amblyopia as an invisible risk, a narrow window for early diagnosis, family responsibility in care and adherence, preventable lifelong consequences, and a dual treatment narrative contrasting early-childhood certainty with limited hope at older ages.Conclusion: Turkish-language YouTube videos largely portray amblyopia as a silent but preventable childhood visual disorder requiring early recognition, regular pediatric eye assessment, and sustained family engagement. More precise public communication is needed regarding organized screening pathways and treatment expectations at older ages.
AbstractObjective: The integration of artificial intelligence (AI) into medical education is rapidly increasing; however, gaps remain in terms of learners’ knowledge and ethical awareness. This study aimed to evaluate baseline perceptions of AI among medical students and faculty members and to assess the impact of a structured educational intervention on students’ knowledge, attitudes, and ethical awareness.Method: This study employed a single-group pretest–posttest design. Initially, a 24-item questionnaire was developed on the basis of a comprehensive literature review and administered to medical students (n = 123) and faculty members (n = 17) to assess baseline perceptions. Following an expert review involving medical education specialists from three universities, the instrument was refined to a 12-item artificial intelligence awareness questionnaire. The finalized questionnaire was administered as both a pretest and posttest to 143 medical students. After the educational intervention, 123 students completed both assessments and were included in the paired analyses. Data were analyzed using paired samples t tests, and effect sizes were calculated using Cohen’s d.Results: At baseline, both students (mean = 3.55 ± 0.58) and faculty members (mean = 3.66 ± 0.53) demonstrated moderate levels of AI awareness. Knowledge of fundamental AI concepts was relatively limited, while attitudes toward the future importance and educational utility of AI were highly positive. Following the intervention, statistically significant improvements were observed across all knowledge and awareness domains (P < .001). The greatest gains were observed in understanding AI concepts, applications in medical education, and ethical considerations. The overall questionnaire score significantly increased (mean difference = -1.01, t(122) = -11.745, P < .001), indicating a strong positive effect of the intervention. However, the participants’ perceived need for further AI training remained high and did not significantly change (P = .060).Conclusion: Although baseline knowledge of AI among medical students and faculty members was limited, both groups demonstrated strong positive attitudes and a clear demand for further training. The educational intervention significantly improved AI-related knowledge and ethical awareness. These findings highlight the importance of integrating structured AI education into medical curricula to support the responsible and effective use of emerging technologies.
Artificial intelligence (AI) is being increasingly utilized in medical education, with growing interest in its potential to enhance learning, assessment, and faculty support across undergraduate, postgraduate, and continuing medical education. While much of the literature focuses on specialty training or technology-driven innovation in isolation, family medicine represents a distinct educational domain characterized by its breadth, clinical uncertainty, multimorbidity, longitudinal care, prevention, and shared decision-making. These features present specific educational challenges and opportunities for integrating AI-supported tools. This narrative review synthesizes peer-reviewed literature on the application of AI in medical education, specifically within the context of family medicine. This review utilized PubMed and a consensus search engine to identify relevant reviews, empirical studies, and articles that address AI-supported learning, simulation training, competency-based education, workplace assessment, faculty support, and educational governance. The evidence was integrated through a narrative synthesis, guided by the Scale for Assessment of Narrative Review Articles. The literature indicates that AI can facilitate personalized learning pathways, augment simulation-based training, and aid in the integration of longitudinal assessment data, particularly in educational contexts characterized by distributed supervision and diverse learner requirements. There is a paucity of evidence concerning the application of AI in high-stakes assessments, autonomous decision-making, and its long-term impact on professional identity formation. In all areas, the successful incorporation of AI necessitates robust educational governance, faculty oversight and alignment with fundamental educational principles. AI should be considered an augmentative educational technology that can enhance but not supplant human-centered teaching, supervision, and professional judgment. Future research should prioritize the validation of educational outcomes, the clarification of ethical safeguards, and the establishment of best practices for the responsible integration of AI into family medicine education.
ABSTRACTObjective: To explore nursing students' usage patterns of ChatGPT and their preparedness for engaging with artificial intelligence technologies.Methods: This was a descriptive cross-sectional study. Data were collected between March and June 2023 from nursing students aged ≥18 years on social media (Instagram and Facebook) and WhatsApp student groups in Türkiye. A total of 346 nursing students who voluntarily agreed to participate in the research and filled out the online form constituted the study sample. Study data were collected online via a questionnaire that was created on Google Forms and consisted of a descriptive information form and the medical artificial intelligence readiness scale. While the form was designed, the confidentiality of the students’ data was considered. Independent samples t tests and one-way ANOVA were employed for data analysis. The statistical significance level was set at .05.Results: A total of 65% (n=225) of the nursing students had never heard about ChatGPT, 79.2% (n= 274) had not tried ChatGPT, and 90.2% (n=312) had not prepared homework, articles, papers, or translations using software containing artificial intelligence such as ChatGPT. The average scores obtained by the nursing students on the Medical Artificial Intelligence Readiness Scale were as follows: 73.09 ± 12.98 for the overall scale, 23.95 ± 5.27 for the cognition subscale, 28.4 ± 5.47 for ability, 10.07 ± 2.37 for vision, and 10.65 ± 2.11 for the ethics component.Conclusion: As the use of artificial intelligence software among nursing students was low, male students were more prone to use artificial intelligence than were female students, and most of the students thought that these software packages were ethical and usable. Future studies should determine the status of artificial intelligence use among nursing students and their readiness by employing different active teaching methods according to their school year.
Objective: Patients’ ability to report physician misconduct is essential for accountability, patient safety, and ethical healthcare delivery. However, entrenched power imbalances between providers and patients (reinforced by medical hierarchies, hidden curricula, and inconsistent institutional support) often hinder open dialog and ethical responsiveness. Medical trainees are frequently ill equipped to navigate these complex dynamics, particularly when confronted with patient complaints or observed misconduct. This review synthesizes the literature on how undergraduate and postgraduate medical education addresses provider–patient power dynamics, with a specific focus on preparing students to respond ethically and effectively to patient reports of physician misconduct.Methods: A structured literature search was conducted across PubMed, MEDLINE, and ERIC via terms related to medical education, power dynamics, physician‒patient relationships, misconduct, hidden curricula, and patient‒centered care. The inclusion criteria focused on peer-reviewed studies from 2000–2024 that addressed educational content related to professionalism, ethical training, communication, and error disclosure in UME or PGME settings. Among the 1,269 records identified, 29 met the inclusion criteria and were synthesized thematically.Results: Three overarching themes emerged: (1) structural and cultural barriers to addressing power—including the hidden curriculum, hierarchical silencing, and systemic inequities; (2) emotional and ethical learning—highlighting the need for curricula in emotional intelligence, moral courage, and reflective practice; and (3) curricular gaps and interventions—identifying promising but fragmented efforts such as boundary education, empathy training, and error disclosure programs. However, these initiatives are often inconsistently applied and insufficiently integrated into core curricula.Conclusion: Medical education insufficiently prepares learners to manage provider–patient power imbalances and respond to patient complaints of physician misconduct. Addressing this gap requires coordinated reforms that embed emotional and ethical competencies, structural competency, and patient-centered communication throughout training. Without such reform, future physicians risk perpetuating a culture of silence, undermining trust, and failing to meet the ethical demands of contemporary medical practice.
Objective: This study was conducted to determine the attitudes of home health workers serving in home health services units of a province in the Central Anatolia Region toward ageism against elderly people.Methods: The population of the study included 64 home health workers serving in Home Health Services units affiliated with the Provincial Health Directorate, in line with the records of the Home Health Service Coordination Center in the province in August 2019. Totally 64 home health workers who agreed to participate in the study were included. Descriptive characteristics were collected and the Ageism Attitude Scale (AAS) was used to evaluate toward ageism against elderly people. Analyses were performed with the IBM SPSS Statistics 23 program.Results: The mean age of the home health workers were 32.64+7.75 years; 59.4% of them were female, and 40.6% had a master's degree. In the present study, 40.6% (n=26) of the healthcare professionals were nurses, 35.9% (n=23) were doctors, 14.1% (n=9) were health technicians, and 9.4% (n=6) were midwives. A significant difference was found between the total score for ageism attitudes and marital status, educational status, occupation, years of work in home health care, and willingness to take courses related to the elderly people (P<0.05). Significant positive correlations were found among the subscales of the AAS.Conclusions: The total score for home health workers' attitudes toward ageism in home healthcare services was found to be at a medium--high level. In this context, the importance of training healthcare workers involved in home healthcare services for elderly care and ageism has become apparent, and it is recommended that courses and seminars related to the elderly be planned for healthcare workers.
ABSTRACTObjective: Collaboration among professional disciplines is essential for providing thorough patient-focused care in family medicine. This study sought to assess the interprofessional identities and perspectives of family medicine residents at Süleyman Demirel University in Turkey.Methods: A descriptive cross-sectional study was conducted involving 61 participants from two residency programs: the Family Medicine Residency Program (FMRP) and the Contract Family Medicine Residency Program (CFMRP). The Extended Professional Identity Scale (EPIS-Tr), Dual Identity Scale (DIS-Tr), and Interprofessional Attitude Scale (IPAS-Tr) were used.Results: The average age of the 61 participants was 31.62±6.56 years, with a sex distribution of 48% male and 52% female. FMRP residents were younger and had less work experience than CFMRP residents did. There were no statistically significant differences between the two groups regarding the EPIS-Tr, DIS-Tr, or IPAS-Tr subscales. Correlation analysis revealed weak to moderate positive correlations between EPIS-Tr and DIS-Tr (r=.32, P=.037), EPIS-Tr and IPAS-Tr (r=.35, P=.021), and DIS-Tr and IPAS-Tr (r=.27, p=.026). All three scales exhibited excellent internal consistency, with Cronbach's α values exceeding .90.Conclusion: The findings indicate that residents of family medicine possess favorable interprofessional identities and attitudes, underscoring the potential to enhance the quality of primary healthcare through collaborative efforts among professionals. To effectively implement interprofessional collaboration in family medicine, it is crucial to develop strategies that address both obstacles and enablers at the system, organizational, interpersonal, and individual levels.
Objective: “First impression is last impression”- so does the saying. Impression is the basis of non–verbal communication. The appearance, attire, and wearing of apparel, along with the professionalism of a doctor, play indispensable roles in developing trusting doctor–patient relationships. This study aims to determine the relationship between the appearance and professionalism of a doctor among undergraduate medical students to strengthen attitudes, ethics and communication.Methods: A cross-sectional observational study was conducted among Phase I and Phase II MBBS students by introducing a predesigned questionnaire in Google Form for data collection. After providing informed consent, demographic details were obtained. Among the photographs of male and female doctors with four different attitudes (formal (F), white coat (W), scrub (S), and casual (C)), the respondents chose preferable options in different medical settings and with different attributes of professionalism. They also chose their preferences for appearance. The data were tabulated first in MS Excel 2010 and analyzed via SPSS version 19.0 (IBM SPSS Corp., Armonk, NY, USA)Results: Most respondents followed doctors’ advice thoroughly with white coats in the case of both male and female doctors. The chi-square test revealed that preferences for routine physical examination, consultation with family doctors and consultation for psychological issues were statistically significant (P<.05). Preference for different attributes of professionalism was not statistically significant (P<.05).Conclusion: A good doctor‒patient relationship leads every problem to reach a solution. The combination of variable preferences for the attire and appearance of a doctor can influence confidence and the trust of an individual and increase the competency, approachability, caring attitude, responsibility, and communication skills of a doctor during professional work.
Objective: This study aimed to investigate and compare the reasons for absenteeism in both in-person and online classes among first-, second-, and third-year students at the Kafkas University Faculty of Medicine during the 2021--2022 academic year.Methods: This study was conducted during the second half of the 2021--2022 academic year, when both in-person and online classes were held. A survey consisting of 21 questions, including open-ended ones, was administered to students via Google Forms. Content analysis was performed on the open-ended responses, categorizing recurring themes to identify the reasons behind absenteeism.Results: The reasons for absenteeism were categorized into three groups: common reasons, reasons specific to online education, and reasons specific to in-person education. Common reasons included inefficiency of the lessons, health-related issues, and extracurricular activities. The factors specific to online education involved technical difficulties and a preference for recorded lectures. The reasons specific to in-person education included weather and transportation problems, visits to hometowns, and educator-related bullying.Conclusion: The findings highlight the critical need to address absenteeism through the enhancement of teaching methods, fostering stronger student-teacher interactions, and implementing protocols aimed at reducing absenteeism related to health issues. Additionally, the study underscores the importance of prioritizing educator training to improve class effectiveness and mitigate absenteeism in both online and in-person learning environments.
Objective: The aim of this study was to investigate the relationships between medical students’ predispositions toward ethical values and moral identity and the sociodemographic factors affecting these predispositions.Methods: The population of this descriptive study consisted of first-year medical faculty students. The participants were administered the sociodemographic information form prepared by the researchers, the Disposition to Ethical Values Scale (EVPS) and the Moral Identity Scale (MIS).Results: The mean age of the 151 medical students who participated in the study was 18.9±0.9 years. There was no statistically significant relationship between the sociodemographic characteristics of the participants and the mean scores of the internalization and symbolization subscales of the MIS (P > .05). The mean score of the justice-honesty subscale (21.4±3.2) of students whose income was less than their expenses was higher than that of those whose income was equal to their expenses (18.1±4.2) and greater than their expenses (20.0±3.6). The mean score of the cooperation subscale (10.9±2.5) of the students whose mother's education level was high school and below was higher than that of the students whose mother was a university graduate (10.1±2.4). A significant positive correlation between the MIS and EVPS was found (r=0.226, P = .005).Conclusions: The levels of ethical sensitivity and moral identity of the medical students in this study were above average. Ethical sensitivity and moral identity were not influenced by sociodemographic variables. Ones who have greater moral identity are also more sensitive to ethics.
Objective: In recent years, especially with the increase in vaccine hesitancy due to the coronavirus disease 2019 (COVID-19) pandemic, the aim has been to study this hesitancy and some sociodemographic characteristics that may influence it among parents with children aged 0–48 months registered at the Educational Family Health Center (EFHC).Methods: This cross-sectional study included parents of children aged 0--48 months who applied to the Çukurova University Çarkıpare EFHC between 12.02.2024 and 08.03.2024. The sociodemographic data and the VVS were administered by interns to the parents who agreed to participate in the study.Results: In this study, which analyzed data from parents (n=52), 61.5% (n=32) of the participants were female. The percentage of those who had received all their vaccinations was 90.4% (n=47), whereas the percentage of those who had vaccinated their children was 92.3% (n=48). The mean total score calculated from the scale was 17.52±8.71. While there was no statistically significant difference in the mean vaccine hesitancy scores across the categories of gender, number of children, education level, income level, place of residence, whether they had been vaccinated and whether their children had been vaccinated (P > .05), a statistically significant difference in the mean vaccine hesitancy scores was found across the categories of the age variable (P < .05).Conclusion: The vaccine hesitancy score calculated in this study was not high, and among the sociodemographic characteristics examined, only age had an effect on vaccine hesitancy, with vaccine hesitancy increasing as the average age increased. It is recommended that the study be further explored through focus group discussions by increasing the number of observations.
Objective: The COVID-19 pandemic, which started on December 31, 2019, with the first case in Türkiye on March 11, 2020, has significantly impacted the education system. The transition from face-to-face to remote learning has particularly disrupted medical faculties and their practical training. This study evaluated the anxiety levels experienced by final-year medical students during the pandemic and their potential effects on their future careers.Methods: This study included 6th-year students from the Faculty of Medicine at Kafkas University during the 2020–2021 academic year. Of the 44 eligible students, 40 participated. The participants completed a sociodemographic form, an internship program questionnaire, the Beck Anxiety Scale, and the Beck Hopelessness Scale. T tests and ANOVA were used to evaluate the differences in scale scores according to demographic characteristics.Results: Of the 40 intern physicians, 45% were aged 23-24 years, 65% were male, 95% were single, and 92.5% had no chronic illnesses. Before the pandemic, educational participation averaged 24–40 hours per week, decreasing to 16–24 hours during the pandemic. The average number of hospital hours per week before the pandemic was 56-72 and increased to over 72 hours after the pandemic. The average Beck Hopelessness Scale score was 7.00 (mild hopelessness), and the average Beck Anxiety Scale score was 33.75 (severe anxiety). Interns aged 25-26 years reported greater anxiety than those aged 27-28 years did.Conclusion: The pandemic has negatively impacted medical education and heightened concerns about the future, underscoring the need to reassess medical training systems and enhance remote education practices.
Objective: This study was conducted to determine media literacy and internet usage related to health and baby care issues.Methods: This was a cross-sectional descriptive study. It was conducted on 175 Generation Y mothers (born between 1981 and 1995). The data were collected via the Media Literacy Level Determination Scale in five Facebook groups via online questionnaires. Mann‒Whitney U and Kruskal‒Wallis tests were used for data analysis.Results: The mean age of the mothers was 30 years. Mothers used social media sites (30.3%) on the internet the most. More than half of the mothers preferred health institutions (33.8%) or scientific websites (32.5%) for obtaining information. Mothers frequently investigated issues related to disease (12.6%) and infant‒child nutrition (10.9%). The mean score of the scale was 65.7 ± 11.6. Media literacy, education level and internet usage year were not statistically significant (P > .05).Conclusion: The media literacy level of the mothers was medium. Media literacy levels are higher among mothers who have graduated from university and have used the internet for more than five years. Nurses should consider that generation Y mothers can easily access information via social media.
Objective: The global impact of the coronavirus disease 2019 (COVID-19) pandemic has been shown to adversely affect the cardiovascular system. Investigating the clinical course of patients with ST-segment elevation myocardial infarction (STEMI) associated with COVID-19 infection is crucial to elucidate the mechanisms linking COVID-19 and STEMI. Assessing these patients from both cardiovascular and infection control perspectives is essential for improving clinical outcomes and reducing the burden on healthcare systems. This study aims to provide a comprehensive evaluation of the clinical course of COVID-19-positive STEMI patients.Methods: This single-center, cross-sectional study analyzed 80 STEMI patients who underwent coronary angiography, comprising 38 COVID-19-positive individuals and 42 COVID-19-negative individuals. We assessed admission times, biochemical parameters, door-to-balloon times, angiographic data, length of hospital stay, and in-hospital mortality.Results: The mean age in the COVID-19-positive group was 56.6±10.8 years, whereas that in the COVID-19-negative group was 53.6±10.8 years (P = .238). No significant differences in demographic characteristics were observed between the groups. However, C-reactive protein (CRP), white blood cell (WBC), and baseline troponin levels were significantly greater in the COVID-19-positive group (P < .001, P = .005, and P = .037, respectively). Echocardiographic evaluation revealed a lower ejection fraction (EF) in COVID-19-positive patients than in COVID-19-negative patients (P = .023). Angiographic evaluation revealed a greater thrombus burden and longer pain-to-balloon time in the COVID-19-positive group (P = .001 and P < .001, respectively). The length of hospital stay was also longer in the COVID-19-positive group (P < .001).Conclusion: The findings of increased thrombus burden, prolonged pain-to-balloon time, and extended hospital stays among COVID-19-positive patients underscore the adverse cardiovascular effects of COVID-19. Delayed hospital presentation of patients with cardiovascular symptoms during the pandemic poses a challenge for timely diagnosis and management of critical cardiovascular conditions.
Artificial intelligence (AI) enabled scriptwriting for interprofessional education is a novel approach that develop realistic and complex educational scenarios for healthcare professionals. This method enhances the quality of interprofessional education and addresses pedagogical challenges that educators face.One notable advantage of AI in scriptwriting is the ability to create scenarios that reflect diverse and dynamic patient interactions, enabling students to engage in realistic problem solving. AI algorithms can analyze vast amounts of data regarding patient cases, treatment protocols, and clinician workflows. This leads to the creation of highly contextualized scenarios that capture the nuances of interprofessional collaboration in healthcare settings.Moreover, AI-enabled tools can facilitate personalized learning experiences by adjusting the complexity and content individual learner data. This adaptability ensures that each student can engage with material tailored to their specific knowledge level and learning objectives, thereby maximizing the learning experience. However, despite these advantages, relying solely on AI for script development is limited. One significant concern involves the potential loss of human insight in crafting scenarios that are sensitive to the emotional and ethical dimensions of healthcare. While AI can manage data-driven aspects of scenario creation, the subtleties of human interaction, empathy, and ethical conflict resolution may not be fully captured in automated narratives. Consequently, educators must ensure that AI-generated content is supplemented with human oversight, incorporating real-world experiences and ethical considerations that enrich the learning process. Educators from various health professions must work together to ensure that scripts generated by AI reflect the complexities and interdependencies of real clinical scenarios. AI-assisted scenarios offer adaptive and personalized learning experiences by tailoring content to learners' needs and professional roles. These systems can increase efficiency in scenario creation, enhance student engagement, and provide real-time, data-driven feedback. However, AI-generated content may lack the emotional depth and ethical nuance essential to interprofessional collaboration. Overreliance on AI also risks reducing critical thinking and creativity, while concerns such as algorithmic bias and data privacy must be carefully addressed to ensure equitable educational practices.
Objective: To evaluate the effects of an innovative assessment framework for clinical clerkships aligned with the national core curriculum, aiming to enhance student-centered learning, interdisciplinary collaboration, and structured assessment practices.Methods: This study employs a qualitative document analysis educational research design, focusing on the evaluation of an innovative assessment framework for clinical clerkships. A structured assessment framework was designed and implemented in all clinical clerkships at the Karadeniz Technical University, Faculty of Medicine. The framework integrated multiple assessment methods—structured oral exams, workplace-based assessments, and learner-centered activities—ensuring their alignment with curriculum objectives derived from the national core curriculum.Results: The implementation of the framework resulted in a significant increase in the diversity of assessment methods between the 2020–2021 and 2023–2024 academic years. Previously, assessment relied heavily on multiple-choice exams. However, after implementation, structured oral exams, OSCEs, reflective writing, and workplace-based evaluations were widely incorporated. The integration of these methods improved the alignment of assessments with learning objectives and enhanced interdisciplinary collaboration in clinical education.Conclusion: This study highlights the successful adoption of an assessment framework that aligns with the national core curriculum while promoting structured and competency-based evaluation. The findings support the literature on the benefits of structured assessment tools in medical education. The framework serves as a model for medical schools aiming to improve their accreditation readiness and enhance student-centered learning. Future research should explore the long-term impact of this model on student competency and adaptability in various institutional settings.
