Artificial intelligence (AI) is rapidly being introduced into the clinical workflow of many specialties. Despite the need to train physicians who understand the utility and implications of AI and mitigate a growing skills gap, no established consensus exists on how to best introduce AI concepts to medical students during preclinical training. This study examined the effectiveness of a pilot Digital Health Scholars (DHS) non-credit enrichment elective that paralleled the Dartmouth Geisel School of Medicine's first-year preclinical curriculum with a focus on introducing AI algorithms and their applications in the concurrently occurring systems-blocks. From September 2022 to March 2023, ten self-selected first-year students enrolled in the elective curriculum run in parallel with four existing curricular blocks (Immunology, Hematology, Cardiology, and Pulmonology). Each DHS block consisted of a journal club, a live-coding demonstration, and an integration session led by a researcher in that field. Students' confidence in explaining the content objectives (high-level knowledge, implications, and limitations of AI) was measured before and after each block and compared using Mann-Whitney U tests. Students reported significant increases in confidence in describing the content objectives after all four blocks (Immunology: U = 4.5, p = 0.030; Hematology: U = 1.0, p = 0.009; Cardiology: U = 4.0, p = 0.019; Pulmonology: U = 4.0, p = 0.030) as well as an average overall satisfaction level of 4.29/5 in rating the curriculum content. Our study demonstrates that a digital health enrichment elective that runs in parallel to an institution's preclinical curriculum and embeds AI concepts into relevant clinical topics can enhance students' confidence in describing the content objectives that pertain to high-level algorithmic understanding, implications, and limitations of the studied models. Building on this elective curricular design, further studies with a larger enrollment can help determine the most effective approach in preparing future physicians for the AI-enhanced clinical workflow.

In February of 2024, the Society of Gynecologic Oncology (SGO) hosted a journal club focused on new treatment options for the management of advanced and metastatic endometrial cancer. This clinical commentary is intended to provide a summary report of that presentation. The session described the importance of molecular characterization shown in the work of The Cancer Genome Atlas (TCGA). The updated 2023 FIGO staging of endometrial cancer was reviewed. The panel then described the role of upfront immunotherapy for the treatment of advanced or recurrent endometrial cancer as demonstrated in four recent trials (RUBY, NRG-GY018, AtTEnd, and DUO-E studies). The DUO-E study uniquely examined the combination immunotherapy with a PARP inhibitor. The trials had unique differences in inclusion criteria, primary outcomes, and length of maintenance therapy, but all boasted similarly promising results particularly in mismatch repair deficient (dMMR) endometrial cancer. This era of rapid innovation in advanced and recurrent endometrial cancer will hopefully enhance individualized treatment approaches and improved outcomes for patients with endometrial cancer.

Postpartum maternal sepsis is a leading cause of maternal mortality and morbidity. A single dose of prophylactic antibiotics following assisted vaginal births has been shown to significantly reduce postpartum maternal infection in a landmark multicentre randomised controlled trial, which led to its national recommendation. This project aimed to improve the local implementation of prophylactic antibiotics following assisted vaginal births to reduce postnatal maternal infections.Using a prospectively collated birth register, data were collected retrospectively on prophylactic antibiotics administration and postnatal maternal infection rates after assisted vaginal births at the Sandwell and West Birmingham Hospitals National Health Service Trust in North-West Birmingham of the UK. The data were collected from routinely used electronic health records over three audit cycles (n=287) between 2020 and 2023.A mixed-method approach was used to improve the use of prophylactic antibiotics: (1) evidence-based journal clubs targeting doctors in training, (2) presentations of results after all three audit cycles at our and (3) expedited a formal change of local guidelines to support prophylactic antibiotics use.Prophylactic antibiotic administration increased from 13.2% (December 2021) to 90.7% (July 2023), associated with a reduction in maternal infection rates (18.2% when prophylaxis was given vs 22.2% when no prophylaxis was given). However, we observed a gradual increase in the overall postnatal maternal infection rates during the project period.Our repeat audit identified prophylactic antibiotics were regularly omitted after deliveries in labour ward rooms (59.3%), compared with 100% of those achieved in theatre. After further interventions, prophylactic antibiotics administration rates were comparable between these clinical areas (>90%) in 2023.Together, we have demonstrated a simple set of interventions that induced sustainable changes in practice. Further evaluation of other modifiable risk factors and infection rates following all deliveries is warranted in view of the gradual increase in the overall postnatal maternal infection rates.

Introduction: The quality and volume of information on orthopaedic surgery residency program websites are helpful for informed decision making of prospective applicants. The purpose of this study was to evaluate the content on orthopaedic surgery residency program websites and identify areas for improvement.

Methods: In November 2023, 203 orthopaedic surgery residency programs were reviewed using the Association of American Medical Colleges Residency Explorer tool. Fourteen nonfunctional websites were excluded, leaving n = 189. Websites were assessed for 11 variables: resources for assisting resident research (eg, biomechanics laboratory, research assistant, and advisors), residents' past institutional affiliations, current resident profiles (including hometown and interests), alumni data, fellowship matches, American Board of Orthopedic Surgery I/II pass rates, Alpha Omega Alpha Society affiliation, target United States Medical Licensing Examination/ Comprehensive Osteopathic Medical Learning Exam Step 2 scores, educational activities (journal club, grand rounds, didactics), evaluation methods, and mentorship.

Results: Website variables differed markedly among identified program types, which included community programs, university programs (UPs), and affiliated programs (APs). Disparities were noted in the disclosure of residents' previous institutions ( P = 0.001), the availability of alumni names ( P = 0.001), research resources ( P = 0.001), academic activities ( P = 0.007), assigned mentorship programs ( P = 0.006), and fellowship match information ( P = 0.027). Notably, community programs shared statistically significantly less information in these areas compared with UPs and APs ( P = 0.001). While there was a proportionate sharing of information between UPs and APs, UPs exhibited a slightly higher overall percentage of websites sharing more detailed information.

Conclusion: The quality and comprehensiveness of information on orthopaedic surgery residency program websites vary markedly. Most of the orthopaedic surgery residency programs provided information on residents' past institutions and academic activities. However, very few provided information on designated mentorship programs or objective measures such as target Step 2 examination scores and ABOS pass rates. Improving the quality of information available on program websites will enhance transparency and consistency, enabling prospective applicants to make more informed decisions about where to apply and interview.

Background and objectives: Evidence-based medicine (EBM) is an important concept for family medicine and is part of several Accreditation Council for Graduate Medical Education milestones. Social media (SM) has become a cornerstone in most of our lives. Previous studies show the use of SM in medical education is expanding. The objective of this study is to use SM for medical education focusing on teaching EBM through an innovative, engaging video series.

Methods: This quasi-experimental study used pre- and postintervention surveys between May 2022 and June 2022 using the American Board of Family Medicine National Journal Club initiative as a foundation. A total of 196 residents and fellows from various family medicine residency programs were eligible to participate. Surveys consisted of SM usage, EBM engagement, EBM comfort and confidence adapted from a validated tool, and questions about the articles reviewed in the videos.

Results: A total of 44 of 196 residents and fellows from various family medicine residency programs participated in the preintervention survey. Most participants identified learning about EBM through residency didactics. The most popular SM platforms were Instagram and YouTube for medical content. Participants were least comfortable on the 10-point scale for critically appraising study methods. Postintervention cumulative scores for knowledge about the journal articles increased from 64% to 85%.

Conclusions: The video series taught EBM concepts and were well received, albeit with a low postintervention response rate. These findings contribute to the evolving landscape of medical education with implications for improving the effectiveness of EBM teaching through SM platforms.

Objectives: This quality improvement study aimed to explore the viability of a learning pedagogy for medical students, the interactive journal club (IJC), in stimulating active learning and engagement among learners. The study intends to explore the benefits provided by the IJC when compared to traditional learning methods (e.g., traditional journal clubs). It attempts to highlight the importance of didactics which focus on active learning and interactive engagement between learners.

Methods: The IJC was implemented as a course requirement in HI 201: Health Informatics, a midyear elective course at the College of Medicine, University of the Philippines Manila. A class of MD-PhD (Molecular Medicine) students was divided into two separate groups: the designated leaders who presented the article and moderated the discussion, and the audience who did not read the article beforehand yet were involved in its critical analysis. The IJC was conducted twice in two different sections of MD-PhD (Molecular Medicine) students, across two different midyear terms, Midyear Term 2021, and Midyear Term 2022. Reflection papers were collected and the responses through this requirement were collated before the primary takeaways were extrapolated. A survey was also sent out to the students of each class to itemize the consolidated feedback of students on the proposed didactic.

Results: The overall process of IJC was deemed both exciting and stimulating. The learning pedagogy provided an alternative platform for active learning, fostering a student-centered approach that placed a heavy emphasis on critical thinking. One major challenge identified in the implementation of the educational design was the heavy reliance on student participation which was identified to, at times, be a difficult factor to overcome. In order to improve its implementation, expectations may be set at the beginning and assessed at the end of the session. In addition, a pre- and post-questionnaire may be given to assess the perceived usefulness of this new method for qualitative comparison.

Conclusion: Interactive and student-centered modes of learning are empirical for the improvement of literature appraisal, journal presentation, and evidence-based critical thinking among medical students. IJCs may be utilized as an alternative and effective learning strategy in teaching pertinent skills expected of a proper physician. When compared to traditional pedagogies, IJCs provide a platform for deeper learning and enable the achievement of learning outcomes, with learner engagement as the focal point. Future attempts at executing IJCs may consider the implementation of learning outcomes setting, and the use of pre- and post- IJC surveys to assess the effectiveness of the modality.