As the rapid development of large language model, artificial intelligence generated content (AIGC) presents novel opportunities for constructing medical examination questions. However, it is unclear about the way of effectively utilizing AIGC for designing medical questions. AIGC is characterized by its rapid response capabilities and high efficiency, as well as good performance in mimicking clinical realities. In this study, we revealed the limitations inherent in paper-based examinations, and provided a streamlined instruction for generating questions using AIGC, with a particular focus on multiple-choice questions, case study questions, and video questions. Manual review remains necessary to ensure the accuracy and quality of the generated content. Future development will be benefited from technologies like retrieval augmented generation, multi-agent system, and video generation technology. As AIGC continues to evolve, it is anticipated to bring transformative changes to medical examinations, enhancing the quality of examination preparation, and contributing to the effective cultivation of medical students.

The adoption of laparoscopic surgery has significantly transformed surgical practice. However, mastering these techniques requires specialized training. In Saudi Arabia, the level of proficiency in laparoscopic skills among General Surgery (GS) trainees is not well-documented. This study aims to assess GS residents' satisfaction with their laparoscopic training, self-appraise their proficiency, and objectively evaluate their skills using the Fundamentals of Laparoscopic Surgery (FLS) test. This cross-sectional study, approved by the Institutional Review Board and funded by Alfaisal University, took place between October 2021 and May 2023. It involved a two-part approach: an online survey and objective FLS testing. The survey, distributed to GS residents in seven government hospitals in Riyadh, captured self-reported satisfaction and subjective proficiency data. Subsequently, residents who volunteered for FLS testing were objectively assessed using standardized criteria. Of 195 residents, 70 (36%) responded to the survey. Satisfaction with academic teaching and hands-on training in laparoscopic surgery was low (24% and 44%, respectively), while 62% were satisfied with case volume. Self-assessed proficiency was higher for basic skills than for advanced skills like extra-corporeal and intracorporeal knotting. Only a third had been exposed to laparoscopic trainers, and 14.3% had FLS certification prior. Fourteen residents participated in FLS testing, revealing a 36% failure rate in task completion. Prior simulation practice or laparoscopic training certification significantly improved performance (p<0.001), reflected by achieving higher scores and passing FLS proficiency scores. Despite satisfaction with exposure to laparoscopic surgeries, the study highlights a considerable gap in satisfaction and proficiency among GS residents in Saudi Arabia, particularly in advanced laparoscopic skills. The positive impact of simulation-based practice and laparoscopic training certification underscores the need for structured training programs. Addressing these gaps, through integrating comprehensive simulation-based programs and promoting laparoscopic skill certification, is crucial for enhancing surgical education and training outcomes.

Physicians and nurses have a responsibility to provide evidence-based care to patients, which requires continuing education. The journal club model is an educational and collaborative tool widely used in healthcare for this purpose. However, further studies investigating the effectiveness and perception of participants are needed. The aim of this study is to explore the experience of medical and nursing students with the journal club approach applied to the subject of pharmacology. Journal club sessions were developed within the pharmacology class of the medical and nursing degrees during the academic year 2023-2024. A total of 208 students participated in the study. 90 students (43.3%) were enrolled in the nursing degree course, while 118 (56.7%) were enrolled in the medical degree course. Students' perceptions were assessed through a qualitative questionnaire of 30 questions with 3 options. This study validated that this format is effective as a learning model, enhancing educational competences and non-educational competences required in health professionals. Our results showed the good acceptance of this format. It is concluded that the journal club strategy enhances the educational and non-educational skills necessary for doctors and nurses to develop the competencies required in today's world.

The assumption of a prioi trust between students and institutions of medical education is anachronistic and promotes both unnecessary student anxiety and the adoption of hidden curriculums to offset perceived risk due to a lack of transparency. Compared to the past, students now have access to a wealth of outside data to evaluate their curricular progress and career prospects against, and yet institutions are lagging behind in openly disclosing information related to metrics of student success (course passing rates, number of repeat students per class, Step 1 pass rate, etc.) that would engender trust and afford students greater agency in their academic decisions. In developing a new academic counseling office, the author deployed a method of using brutalist honesty as a means of student support, both in terms of answering all curriculum questions truthfully no matter the topic and with individualized data analytics to provide objective evidence as to student performance progress. The overarching goal was to foster student trust and have a positive relationship, both of which are necessary to give meaningful recommendations. As a result, the 2023 graduating medical school class, the first class to go through a full 4 years of this approach, rated the academic counseling office with a 96.2% satisfaction rate. This is above the national average of 88.1%, and the class performed 9 points higher than the institution's three-year historical average on Step 1. Our goal is to maintain this approach to see if student satisfaction continues to remain high, or if given time, brutalist honesty becomes an assumed trait of the program. Additionally, we aim to push for high-quality research into student perceptions of trust and the impact that has on their academic outcomes.

PurposeTo determine the level of uptake of telemedicine among postgraduate obstetrics and gynaecology (O&G) trainees in London, and how they perceive its impact on their training.MethodsA mixed-methods survey aimed at exploring trainee perspectives of telemedicine use in clinical practice and its implications for training. Study participants were O&G specialist doctors on the London (UK) training programme. The survey was distributed to the 2022 cohort via Email communication facilitated by Health Education England.ResultsThe response rate was 46.3% (118/255). Of respondents, 96% (113/118) had experience of telemedicine, in a range of clinical environments; 91% (106/117) felt telemedicine should become embedded in O&G practice (the most frequent reported advantage was time-saving and a barrier was language translation); 43% of trainees (50/116) stated that they were unable to attain effective clinical training during telemedicine appointments; and 70% (81/116) indicated a preference for remote online teaching. The majority of trainees (75%) had some level of experience in the use of technology in clinical training, encompassing various modalities including surgical and ultrasound simulation, remote real-time training and virtual reality patient consultations. Trainee responses, on the whole, reflected a lack of confidence in their ultrasound skills; 79.5% (74/93) of trainees responsible for acute gynaecology admissions reported that at least 25% of admissions were for deferred ultrasound scanning investigation. Most trainees anticipated that real-time remote supervision for both USS and laparoscopy would enhance training opportunities and expedite time to patient diagnosis and management. Anticipated barriers included concerns regarding the uptake of technology and connectivity issues.ConclusionTelemedicine for clinical care has been demonstrated to be well-received by most O&G trainees. However, it is necessary to consider effective O&G training when delivering telemedicine. Technology gives rise to a number of training opportunities, with the development of online teaching, telementoring and simulation. Trainees report both advantages and disadvantages which should be carefully considered to optimise postgraduate O&G training.

Medical school graduates are faced with the difficult decision of choosing a specialty training program. Understanding the decision criteria as well as the intracurricular factors-which have been studied less frequently and thus lack clarity-may help to prevent an impending shortage of certain specialists and to ensure the recruitment of young doctors into supposedly less popular specialties. Evidence-based changes to the medical curriculum are needed to support the balanced development of health care systems with demand-driven staffing of all specialties, especially in the outpatient sector and in rural areas. The aim of this systematic review was to identify the intracurricular factors that influence medical students' choice of specialty that have been described in the international literature. A systematic review was conducted by searching Medline. After applying the inclusion and exclusion criteria to the 2537 primary results and 19hits from an additional manual search, data were extracted from 334 studies. In addition, a quality assessment of all included studies was performed. A total of 14 influencing factors were identified from the reviewed literature, of which "clinical-practical experience", "clinical role models", and "voluntary offerings" were mentioned most frequently. We sorted the factors into four main categories: "Teaching"; "Teaching environment, influence and interaction"; "Curriculum"; and "Voluntary work". The studies were highly heterogeneous regarding research methods and the quality of reporting. Involving students in the planning and structuring of clinical phases, active feedback, voluntary offerings, seminars/simulations, and involvement in the clinical team can increase a specialty preference. Conversely, discrimination, prejudice and poor quality of teaching and clinical exposure may act as a deterrent. It is necessary to sensitize medical staff regarding their role and influence in the decision-making process. Further prospective and qualitative research is needed to address this issue adequately.

For more than a century, Hand hygiene (HH) has been known to be the most cost-effective hygienic method to minimize infection transmission and risk in healthcare settings. Even though 50% of healthcare-associated infections (HAIs) can be prevented with proper HH, globally 7 per 100 patients from acute-care hospitals in high-income countries (HIC) and 15 per 100 patients in low and middle-income countries (LMIC) acquire at least one HAI during their hospital stay. Even though medical healthcare students do not have the primary responsibility of providing patient care, it is necessary to train, assess, and monitor HH as their interaction with patients could lead to an increased number of HAIs. By conducting this global scoping review, we aim to summarize the global trends surrounding the knowledge, attitude, and practice (KAP) of medical healthcare students regarding HH, and how it affects patient safety. We followed the five stages of Arksey and O'Malley's Scoping Review Methodology. The literature search was done in three databases, specifically, EMBASE, Web of Science, and PubMed. Original published research in credible journals in English conducted between 2012 and 2023 discussing HH amongst medical healthcare students all over the world were included. Twenty-three studies were included in the final analysis. The overall knowledge of medical students regarding HH was low, with some studies reporting scores as low as 10.1%. However, the attitude towards HH was generally positive, with mean scores ranging from 55% to 93%. Notably, nursing students and females exhibited better attitudes and self-reported HH practices. Furthermore, studies indicated that providing training on HH resulted in an increase in positive attitudes towards and improved practices of HH. By focusing on training and facilitating improved HH practices, future generations of doctors and nurses can contribute to minimizing HAIs and enhancing patient safety. Standardized approaches and comprehensive data collection are crucial for implementing effective HH interventions.

PurposeThe ability of healthcare nurses to monitor and interpret electrocardiograms (ECGs) is essential for the identification of heart-related abnormalities and rapid treatment initiation. Lack of expertise of nurses in this competency may cause confusion and complications. The aims of this study were to assess the competency levels of nurses in monitoring and interpreting ECGs and to associate the knowledge with the demographic variables.Patients and MethodsA descriptive cross-sectional study design was used. A total of 156 nurses were selected from five hospitals located in Al-Ahsa, Saudi Arabia by computer generated simple randomization. A structured self-administered tool for knowledge and observational checklist for skills regarding ECG monitoring and interpretation was used. Tool validity and reliability were tested. Descriptive and inferential statistics, including the mean, standard deviation, and chi-square test, were applied. Statistical significance was set at p < 0.05.ResultsMean participant age was 32.59 ± 5.35 years, 30% of nurses had adequate knowledge, and the overall mean score was 17 ± 3.97. Seventy-two (46.2%) nurses correctly interpreted the ECG axis, and 76 (48.7%) could identify the Q-T interval on ECG strips. Significant associations of nurse knowledge level were detected with age (p < 0.0208), education (p < 0.0001), experience (p < 0.0001), nationality (p < 0.0002), and hospital type (p < 0.0018).ConclusionMost nurses had a low level of expertise in interpreting ECGs, and it will be crucial for them to improve their competence. Adequate training on ECG interpretation will enhance the proficiency of nurses and help provide appropriate care and life-saving measures to patients in emergency situations.

IntroductionLeaders in healthcare no longer need to hold formal management positions; instead, leadership is perceived to be the responsibility of all healthcare professionals. Despite changes in curricula and teaching design, however, this review of the content taught in medical colleges in Saudi Arabia reveals a lack of leadership and a failure to equip young graduates to compete on the global stage. Medical students need leadership skills for patient care, cooperation, and navigating the complex healthcare system. Clinical management skills in hospitals require these talents also. The complexity of healthcare and the impact healthcare executives have on people’s lives highlight the importance of these skills. Thus, healthcare practitioners must develop non-technical skills like proactivity, motivation, and change management to lead across professional boundaries and negotiate the increasingly complex healthcare landscape.MethodsThis cross-sectional study combines a quantitative approach with a self-administered questionnaire-based survey. The sampling procedure is a non-probability convenience technique, adapted for 700 male and female undergraduate medical students from four medical colleges.ResultsOf the students, 75.46% had minimal leadership experience and 22.69% had some leadership experience; 3.02% of 464 students considered themselves highly experienced in leadership.ConclusionAs the needs assessment and other relevant factors show, leadership should be introduced as a skilled subject. There will always be a growing demand for competent medical graduates, who are capable of becoming future leaders. Although elementary leadership concepts remain fundamentally the same, curricular development must focus on the needs of society and stakeholders.

To determine the quality of systematic reviews submitted as a thesis in the Medical School of Ricardo Palma University. We conducted a systematic review. We included systematic reviews submitted as theses from Ricardo Palma University, and we excluded narrative reviews, editorials, clinical experiments, and those with incomplete data. We performed a structured search on EMBASE, PubMed, Scopus, and Institutional Repository from the Ricardo Palma University and RENATI. The risk of bias assessment was performed through the AMSTAR-2 and the modified AMSTAR-2 tools. The primary outcome was review quality. A qualitative synthesis of the information was performed. One thousand four hundred eighty-seven theses were identified, and exclusion criteria were applied, whereby 11 theses were selected for review and thorough consultation. Of the 11 selected theses, and through the AMSTAR-2 and modified AMSTAR-2 tools, the findings reached were that 90.9% of the included theses presented critically low quality that was not modified even when the quality was reevaluated after its publication as a scientific article. The systematic reviews presented as undergraduate thesis in the Medical School of Ricardo Palma University showed low and critically low quality. Improvement in systematic review training is required for both students and institutional advisors.