You may wish to consider the following that describes how to measure the effects of any intervention for any medical problem….for both western and traditional medical practices.
AI Paradigm Shifts in Professional Education: Benefits without Disruption
Consider the following new and novel medical education resources:
Benefits without Disruption: AI-Driven Learning in Medicine - Revolutionizing Objective Skills Clinical Examination Preparation
To the end of education, here is a more recent book released June 30th that provides a means for learners to devise and develop their own complex morbidity cases for practice, in addition to learning about an evidence-based means of tracking their own patients’ progression through each encounter across treatment. The model is based on over 20 years of data that has proven valid, reliable, and, perhaps, elegant in its simplicity:
AI-Driven Learning in Medicine - Revolutionizing Objective Skills Clinical Examination (OSCE) Preparation through the Lens of the International Classification of Diseases (ICD) Paperback
https://www.amazon.ca/dp/B0C9S3JGY4
Two other books summarized in the book above also stand alone as to their novel paradigmatic relevance to medical education. As a kernel of change, these two books provide one evidence-based model for measuring the treatment effects of various standards of care in the presence of simple or complex multi-morbidity:
Self-Monitoring Treatment In Western And Traditional Chinese Medicine
https://www.amazon.de/dp/B09QNZWRRY
Monitoring Clinical Outcomes In Western And Traditional Chinese Medicine
https://www.amazon.de/dp/B09QMFRWRK
Can you translate and adopt paradigm shifting strategies and learning models across disciplines within stagnant institutions?
Taken together the clinical assessment and preparation approaches presented below can fundamentally change Medical Education assessment. The first OSCE book (https://www.amazon.com/dp/1980880417) published some time ago was reviewed in Family Medicine:
https://journals.stfm.org/familymedicine/2019/may/br-may19-clark
Best regards,
Dr. David Cawthorpe
https://research4kids.ucalgary.ca/profiles/david-cawthorpe
The central role of temporal biomedical hyper-morbidity associated with any psychiatric diagnosis is now established as a permanent learning section within the World Psychiatric Association (https://www.wpanet.org/comorbidity), wherein psychiatric diagnosis-associated biomedical and biophysical morbidity are identified as
“A main challenge to medicine in the 21st century”
(https://pubmed.ncbi.nlm.nih.gov/23806962/)
Finally, given the novel centrality of temporal hyper-morbidity and its association with psychiatry, an acquaintance sent me a newsworthy article last May that outlines some of psychiatry’s other current challenges which is interesting and calls for a fundamental paradigm shift in the field:
https://www.counterpunch.org/2023/05/05/once-radical-critiques-of-psychi...
HIFA profile: David Cawthorpe is Adjunct Assistant Professor at the University of Calgary, Canada. His professional interests include: Human Development, Developmental Psychopathology, and Delivery of low bandwidth medical education curriculum. cawthord AT ucalgary.ca
