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Research Article

Preparing healthcare leaders of the digital age with an integrative artificial intelligence curriculum: a pilot study

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Article: 2315684 | Received 10 Oct 2023, Accepted 02 Feb 2024, Published online: 13 Feb 2024

Figures & data

Table 1. Research articles of focus and four content objectives for each 2022–2023 digital health scholars (DHS) block. 5-point likert scales were used to assess the confidence in each of these objectives before each journal club and after each integration session.

Figure 1. Overview of the 2022–2023 digital health scholars (DHS) program at the Dartmouth Geisel school of medicine that parallels the first-year preclinical curriculum. Each of the four DHS blocks consisted of three modules: a journal club and a coding demonstration that were together held in one session, followed by an integrative lecture-discussion.

Figure 1. Overview of the 2022–2023 digital health scholars (DHS) program at the Dartmouth Geisel school of medicine that parallels the first-year preclinical curriculum. Each of the four DHS blocks consisted of three modules: a journal club and a coding demonstration that were together held in one session, followed by an integrative lecture-discussion.

Figure 2. Sample lecture slide from digital health scholars journal club 2: hematology and random forest (section on review of different types of classification).

Figure 2. Sample lecture slide from digital health scholars journal club 2: hematology and random forest (section on review of different types of classification).

Figure 3. Box plot of survey results from first-year medical students enrolled in the elective describing the degree of confidence in explaining the content objectives of the block (1 = not confident, 5 = extremely confident) before and after each DHS block. Results of the associated Mann-Whitney U tests comparing pre- and post-data as well as attendance at each DHS session are shown.

Figure 3. Box plot of survey results from first-year medical students enrolled in the elective describing the degree of confidence in explaining the content objectives of the block (1 = not confident, 5 = extremely confident) before and after each DHS block. Results of the associated Mann-Whitney U tests comparing pre- and post-data as well as attendance at each DHS session are shown.

Table 2. Average measures of satisfaction for each digital health scholars block reported by first-year medical students enrolled in the elective.

Supplemental material

DHS_TitlePage.docx

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