Literature Reviews
Recent Literature Reviews
The goal of the medical education literature review is to highlight important and relevant articles which we hope educate and enrich our members. The articles are curated quarterly by members of the AUPO Directors of Medical Student Education Council Literature Review Committee.
Page 1 - Showing 1 to 20 from 38 results
Integrating AI Scribes into Medical Education: Guardrails for Preserving Clinical Reasoning
This pilot study evaluated the implementation of AI scribes in a residency program to establish "guardrails" for preserving clinical reasoning in an increasingly automated documentation environment. While AI scribes effectively reduce clerical burden and burnout, researchers warn that delegating note writing to AI can short circuit the critical thinking and synthesis essential to diagnostic training. To safeguard education, the authors propose seven best practices mapped to ACGME competencies, including requiring foundational documentation mastery before AI use, mandating human editing of all drafts, and leveraging tran s for more authentic clinical feedback. For ophthalmology educators, these guidelines offer a vital framework.
Using a Large Language Model to Extract Information from Student Submitted Free-Text Feedback
This study used a Large Language Model AI (ChatGPT 40) to analyze medical student comments when asked to identify basic science topics they found challenging. The study found that it could easily summarize what students found difficult in medical school curriculum, but did not always understand the nuances that a human reviewer would.
Leveraging Large Language Models to Generate Multiple-Choice Questions for Ophthalmology Education
This study evaluated whether OpenAI's GPT 4 could reliably generate high quality, novel multiple choice questions (MCQs) for ophthalmology education comparable to those produced by experienced human experts. The findings demonstrated that LLM generated MCQs matched human experts with identical median scores in appropriateness, clarity, and relevance. Notably, 95% of the AI generated questions were novel, showing minimal similarity to existing databases while maintaining professional readability standards. These results suggest that LLMs offer an efficient way to expand examination resources and support ophthalmology residency training.
Ophthalmology Educators’ Perspectives on Supporting Medical Students to Become Competitive Residency Applicants
Ong and colleagues conducted a retrospective study of U.S. allopathic seniors who matched into ophthalmology from 2019 2023, comparing outcomes before virtual interviews (2019 2020) and during the virtual era (2021 2023). They found that attending a medical school with a home ophthalmology residency program significantly improved an applicant s odds of matching in both eras, and this advantage increased once interviews became virtual (odds ratio rising from 1.3 to 1.6). Students from schools with home programs were also more likely to match within their own state, with particularly strong effects seen in states such as California and Florida. The authors note that the virtual format may unintentionally widen existing disparities.
Addressing Educational Overload With Generative AI Through Dual Coding and Cognitive Load Theories
This article demonstrates how generative AI tools can address educational overload in health professions, including ophthalmology, where medical knowledge often exceeds learners' cognitive limits. By leveraging dual coding and cognitive load theories, platforms like ChatGPT, Gemini, and NotebookLM enable the creation of multimodal content such as audio summaries and mind maps. This approach enhances comprehension, retention, and learning efficiency** by engaging both verbal and visual channels, reducing cognitive load, and transforming text heavy instruction into more engaging learning experiences for medical students.
What Really Matters: A Qualitative Study of Student Perspectives on Exceptional Teaching
This qualitative study, based on 3,409 medical student narratives, identifies what students perceive as exceptional teaching and provides practical recommendations for educators. It highlights that students value challenging yet psychologically safe learning opportunities, frequent and specific feedback, guided autonomy, and inclusion as valued team members. The study offers a learner informed framework to cultivate these qualities and foster strong trainee teacher relationships, ultimately enhancing medical education
"Edutainment" Videos for Teaching Pediatric Ophthalmology and Strabismus to Medical Students and Residents: A Pilot Study
To determine whether videos designed to be educational and entertaining ("edutainment") may enhance trainees' clinical knowledge and interest in the field of pediatric ophthalmology and strabismus (PO& S).
Should Medical School Grading Be Tiered or Pass/Fail? A Scoping Review of Conceptual Arguments and Empirical Data
Medical school grading has implications for student well being, motivation, equity, and residency selection. However, despite more than 50 years of debate, there remains no consensus on whether grading should be tiered or pass/fail, particularly in core clerkships. This scoping review examines conceptual arguments, empirical data, and knowledge gaps regarding tiered versus pass/fail grading in medical school.
Assessing the Competitiveness of Applicants in the Ophthalmology Match Based on Interest in Pediatric Ophthalmology
The number of pediatric ophthalmology and strabismus (PO& S) fellowship positions filled each year remains consistently lower compared with other subspecialities. It is unclear where along the recruitment pathway trainees interested in pediatrics decide to select other subspecialities. This study assesses for differences in the competitiveness of ophthalmology residency applicants based on interest in PO& S, which may impact their ability to matriculate into residency.
How Do We Teach Generative Artificial Intelligence to Medical Educators? Pilot of a Faculty Development Workshop using ChatGPT
Artificial intelligence (AI) is already impacting the practice of medicine and it is therefore important for future healthcare professionals and medical educators to gain experience with the benefits, limitations, and applications of this technology. The purpose of this project was to develop, implement, and evaluate a faculty development workshop on generative AI using ChatGPT, to familiarise participants with AI.
Disparities in Medical School Clerkship Grades Associated With Sex, Race, and Ethnicity: A Person-Centered Approach
To determine whether students' self reported race/ethnicity and sex were associated with grades earned in 7 core clerkships. A person centered approach was used to group students based on observed clerkship grade patterns. Predictors of group membership and predictive bias by race/ethnicity and sex were investigated.
Racial and Ethnic Bias in Letters of Recommendation in Academic Medicine: A Systematic Review
Letters of recommendations (LORs) are key components of academic medicine applications. Given that bias against students and trainees underrepresented in medicine (UIM) has been demonstrated across assessment, achievement, and advancement domains, the authors reviewed studies on LORs to assess racial, ethnic, and UIM differences in LORs. Standardized LORs (SLORs), an increasingly common form of LORs, were also assessed for racial and ethnic differences.
The Relationship Between Program and Applicant Characteristics with Applicant Program Signals in the 2022 Residency Recruitment Cycle: Findings from 3 Specialties
Continuing increases in application volume have driven a national dialogue to reform the residency recruitment process. Program signaling allows applicants to express interest in a program at the preinterview stage with the goal of helping programs identify applicants with more genuine interest in their programs. This study explored the relationship between program signals and program and applicant characteristics.
Impact of Applicants' Characteristics and Geographic Connections to Residency Programs on Preference Signaling Outcomes in the Match
To assess the impact of applicant and residency program characteristics on preference signaling outcomes in the Match during the first 2 years of implementation across 6 specialties.
Leveraging ChatGPT for Ophthalmic Education: A Critical Appraisal
In recent years, the advent of artificial intelligence (AI) has transformed many sectors, including medical education. This editorial critically appraises the integration of ChatGPT, a state of the art AI language model, into ophthalmic education, focusing on its potential, limitations, and ethical considerations. The application of ChatGPT in teaching and training ophthalmologists presents an innovative method to offer real time, customized learning experiences. Through a systematic analysis of both experimental and clinical data, this editorial examines how ChatGPT enhances engagement, understanding, and retention of complex ophthalmological concepts.
A Systematic Review of Ophthalmology Education in Medical Schools: The Global Decline
This systematic review examined geographical and temporal trends in medical school ophthalmology education in relationship to course and student outcomes. Clinical relevance: Evidence suggesting a decline in ophthalmology teaching in medical schools is increasing, raising concern for the adequacy of eye knowledge across the rest of the medical profession.
Self-Reported Perceptions of Preparedness Among Incoming Ophthalmology Residents
The purpose of this study was to assess the self perceived preparedness of incoming postgraduate year 1 (PGY1) and postgraduate year 2 (PGY2) ophthalmology interns/residents to carry out core competencies in ophthalmology.
Predictors of Ophthalmology Resident Performance From Medical Student Application Materials
To determine whether elements in ophthalmology residency applications are predictors of future resident performance. This multi institutional, cross sectional, observational study retrospectively reviewed the residency application materials of ophthalmology residents who graduated from residency from 2006 through 2018.
Eyes for Ears: Usage and Efficacy of a Podcast for Ophthalmic Education
To characterize listenership and perceived educational impact of the ophthalmic podcast Eyes for Ears .
Flipped Classroom Case Learning vs Traditional Lecture-Based Learning in Medical School Ophthalmology Education: A Randomized Trial
To address the problem of teaching noncore specialties, for which there is often limited teaching time and low student engagement, a flipped classroom case learning (FCCL) module was designed and implemented in a compulsory 5 day ophthalmology rotation for undergraduate medical students. The module consisted of a flipped classroom, online gamified clinical cases, and case based learning.