Cargando…
Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review
BACKGROUND: As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adeq...
Autores principales: | , , , , , , , , , , , , , , , , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
JMIR Publications
2021
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8713099/ https://www.ncbi.nlm.nih.gov/pubmed/34898458 http://dx.doi.org/10.2196/31043 |
_version_ | 1784623701971435520 |
---|---|
author | Charow, Rebecca Jeyakumar, Tharshini Younus, Sarah Dolatabadi, Elham Salhia, Mohammad Al-Mouaswas, Dalia Anderson, Melanie Balakumar, Sarmini Clare, Megan Dhalla, Azra Gillan, Caitlin Haghzare, Shabnam Jackson, Ethan Lalani, Nadim Mattson, Jane Peteanu, Wanda Tripp, Tim Waldorf, Jacqueline Williams, Spencer Tavares, Walter Wiljer, David |
author_facet | Charow, Rebecca Jeyakumar, Tharshini Younus, Sarah Dolatabadi, Elham Salhia, Mohammad Al-Mouaswas, Dalia Anderson, Melanie Balakumar, Sarmini Clare, Megan Dhalla, Azra Gillan, Caitlin Haghzare, Shabnam Jackson, Ethan Lalani, Nadim Mattson, Jane Peteanu, Wanda Tripp, Tim Waldorf, Jacqueline Williams, Spencer Tavares, Walter Wiljer, David |
author_sort | Charow, Rebecca |
collection | PubMed |
description | BACKGROUND: As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. OBJECTIVE: With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. METHODS: After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). RESULTS: Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. CONCLUSIONS: This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction. |
format | Online Article Text |
id | pubmed-8713099 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | JMIR Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-87130992022-01-14 Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review Charow, Rebecca Jeyakumar, Tharshini Younus, Sarah Dolatabadi, Elham Salhia, Mohammad Al-Mouaswas, Dalia Anderson, Melanie Balakumar, Sarmini Clare, Megan Dhalla, Azra Gillan, Caitlin Haghzare, Shabnam Jackson, Ethan Lalani, Nadim Mattson, Jane Peteanu, Wanda Tripp, Tim Waldorf, Jacqueline Williams, Spencer Tavares, Walter Wiljer, David JMIR Med Educ Review BACKGROUND: As the adoption of artificial intelligence (AI) in health care increases, it will become increasingly crucial to involve health care professionals (HCPs) in developing, validating, and implementing AI-enabled technologies. However, because of a lack of AI literacy, most HCPs are not adequately prepared for this revolution. This is a significant barrier to adopting and implementing AI that will affect patients. In addition, the limited existing AI education programs face barriers to development and implementation at various levels of medical education. OBJECTIVE: With a view to informing future AI education programs for HCPs, this scoping review aims to provide an overview of the types of current or past AI education programs that pertains to the programs’ curricular content, modes of delivery, critical implementation factors for education delivery, and outcomes used to assess the programs’ effectiveness. METHODS: After the creation of a search strategy and keyword searches, a 2-stage screening process was conducted by 2 independent reviewers to determine study eligibility. When consensus was not reached, the conflict was resolved by consulting a third reviewer. This process consisted of a title and abstract scan and a full-text review. The articles were included if they discussed an actual training program or educational intervention, or a potential training program or educational intervention and the desired content to be covered, focused on AI, and were designed or intended for HCPs (at any stage of their career). RESULTS: Of the 10,094 unique citations scanned, 41 (0.41%) studies relevant to our eligibility criteria were identified. Among the 41 included studies, 10 (24%) described 13 unique programs and 31 (76%) discussed recommended curricular content. The curricular content of the unique programs ranged from AI use, AI interpretation, and cultivating skills to explain results derived from AI algorithms. The curricular topics were categorized into three main domains: cognitive, psychomotor, and affective. CONCLUSIONS: This review provides an overview of the current landscape of AI in medical education and highlights the skills and competencies required by HCPs to effectively use AI in enhancing the quality of care and optimizing patient outcomes. Future education efforts should focus on the development of regulatory strategies, a multidisciplinary approach to curriculum redesign, a competency-based curriculum, and patient-clinician interaction. JMIR Publications 2021-12-13 /pmc/articles/PMC8713099/ /pubmed/34898458 http://dx.doi.org/10.2196/31043 Text en ©Rebecca Charow, Tharshini Jeyakumar, Sarah Younus, Elham Dolatabadi, Mohammad Salhia, Dalia Al-Mouaswas, Melanie Anderson, Sarmini Balakumar, Megan Clare, Azra Dhalla, Caitlin Gillan, Shabnam Haghzare, Ethan Jackson, Nadim Lalani, Jane Mattson, Wanda Peteanu, Tim Tripp, Jacqueline Waldorf, Spencer Williams, Walter Tavares, David Wiljer. Originally published in JMIR Medical Education (https://mededu.jmir.org), 13.12.2021. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on https://mededu.jmir.org/, as well as this copyright and license information must be included. |
spellingShingle | Review Charow, Rebecca Jeyakumar, Tharshini Younus, Sarah Dolatabadi, Elham Salhia, Mohammad Al-Mouaswas, Dalia Anderson, Melanie Balakumar, Sarmini Clare, Megan Dhalla, Azra Gillan, Caitlin Haghzare, Shabnam Jackson, Ethan Lalani, Nadim Mattson, Jane Peteanu, Wanda Tripp, Tim Waldorf, Jacqueline Williams, Spencer Tavares, Walter Wiljer, David Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title | Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title_full | Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title_fullStr | Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title_full_unstemmed | Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title_short | Artificial Intelligence Education Programs for Health Care Professionals: Scoping Review |
title_sort | artificial intelligence education programs for health care professionals: scoping review |
topic | Review |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8713099/ https://www.ncbi.nlm.nih.gov/pubmed/34898458 http://dx.doi.org/10.2196/31043 |
work_keys_str_mv | AT charowrebecca artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT jeyakumartharshini artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT younussarah artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT dolatabadielham artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT salhiamohammad artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT almouaswasdalia artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT andersonmelanie artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT balakumarsarmini artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT claremegan artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT dhallaazra artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT gillancaitlin artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT haghzareshabnam artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT jacksonethan artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT lalaninadim artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT mattsonjane artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT peteanuwanda artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT tripptim artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT waldorfjacqueline artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT williamsspencer artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT tavareswalter artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview AT wiljerdavid artificialintelligenceeducationprogramsforhealthcareprofessionalsscopingreview |