Introduction Engaging medical students in curriculum design provides numerous advantages, fostering a more effective, student-centered learning experience. As the primary “consumers” of the curriculum, students have a unique perspective on its strengths and areas for improvement. The integration of elective courses into medical curricula yields many advantages for medical students. This study aimed at evaluating learners’ involvement in the curriculum design process of an elective course by exploring their perceptions. Methods A total of 277 final-year medical students, in a single institution, were enrolled in the elective course. They learned how to apply the six-step approach to curriculum design. Students identified their own learning needs and selected educational materials aligned with their learning goals. By the end of the course, they were required to write a reflective essay evaluating their experience. A deductive content analysis approach was employed while being guided by the 3 core psychological needs of self-determination theory. Results Analyzing the reflective writing, we identified 33 codes that were grouped under 11 subthemes and 6 themes. The emerging themes included learning control, decision-making, skill development, confidence building, social connection, and community integration. Conclusion Learners’ participation in curriculum design could positively influence their perception of learning autonomy, academic and professional competence, and connection to the learning community. We recommend that medical education programs incorporate structured learner participation in curriculum design to enhance autonomy, competence, and relatedness.
A. Eltayar, M. Mady· Advances in Medical Educatio...· 0 citations
Artificial intelligence (AI) is rapidly transforming healthcare, medical education, and scientific research. As AI integration into medical education becomes inevitable, faculty development programs are needed to equip medical educators with the necessary knowledge, skills, and attitudes. This study aimed to analyze the AI training needs of faculty members and teaching assistants at the Alexandria Faculty of Medicine (AFM) as a crucial step in planning an AI faculty development program. A web-based cross-sectional survey was conducted to assess respondents’ current knowledge, attitudes and practices regarding the use of AI in their professional practice, along with their learning preferences. A total of 336 faculty members and teaching assistants completed the survey. Quantitative data were analyzed using descriptive statistics, while qualitative responses were summarized via content analysis. While 52.1% of respondents expressed a high interest in integrating AI into their professional practice and 55.6% considered learning about AI highly important, about 56.0% were unaware of AI uses in medicine, and 67.0% had never used AI applications in their work. Key barriers included limited access to AI tools (72.9%), insufficient knowledge (64%), and a lack of training opportunities (60.7%). Most respondents (84.2%) preferred workshop-based training. This study highlights the need for a faculty development program to develop AI competencies of faculty members to fully leverage AI tools and mitigate their limitations at AFM. The findings provide initial guidance for the planning of context‑appropriate AI faculty development initiatives for medical educators.
N. Elnemr, S. R. Aref, Aly Abdelmohsen et al.· Discover Education· 0 citations
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