The Role of Machine Learning and Artificial Intelligence for making a Digital Classroom and its sustainable Impact on Education during Covid-19

Are medical oncologists ready for the artificial intelligence revolution? Evaluation of the opinions, knowledge, and experiences of medical oncologists about artificial intelligence technologies

The use of artificial intelligence technologies (AIT) in medicine is increasing worldwide. In this study, it was aimed to evaluate the experiences, opinions, and future expectations of medical oncologists on artificial intelligence (AI). After the reliability and validity analyses were carried out by a pilot study, the main online questionnaire was sent to the members of the "Turkish Society of Medical Oncology" mail group by an invitation e-mail. The anonymized responses of the participants were analyzed. The median age of the 156 participants was 36 (34-43) years and half (51%) were male. Most (45%) were fellows. Forty-six percent were working in university hospitals, 56% were visiting 20-40 patients a day. Medical oncologists' view of AIT was mostly positive (78%). However, some (especially women) had doubts about the reliability of AI (44%) and the establishment of its ethical/legal basis (49%). Sixty-five percent of the participants had no/superficial knowledge about AI. More than half (55%) had never used AI-based applications in their academic or clinical work. However, unlike now, 80% of the participants believed that they would use AIT frequently in their practice in the future and it would be beneficial. The most anticipated (81%) benefit was real-time information processing and real-time access to big data. Sixty-two percent believed that information about AI should be in the education curriculum. The vast majority of respondents (79%) thought that AI would not completely replace medical oncologists in the future. Some differences were found in the perception and experience of oncologists according to age, gender, title, and the number of patients examined per day. About AI, the general opinion of medical oncologists was positive, but their level of knowledge and use was low. However, they thought they would use it frequently in future and needed training.

Technical Report: Machine-Learning Pipeline for Medical Research and Quality-Improvement Initiatives

Machine-learning techniques have been increasing in popularity within medicine during the past decade. However, these computational techniques are not presented in statistical lectures throughout medical school and are perceived to have a high barrier to entry. The objective is to develop a concise pipeline with publicly available data to decrease the learning time towards using machine learning for medical research and quality-improvement initiatives. This report utilized a publicly available machine-learning data package in R (MLDataR) and computational packages (XGBoost) to highlight techniques for machine-learning model development and visualization with SHaply Additive exPlanations (SHAP). A simple six-step process along with example code was constructed to build and visualize machine-learning models. A concrete set of three steps was developed to help with interpretation. Further teaching of these methods could benefit researchers by providing alternative methods for data analysis in medical studies. These could help researchers without computational experience to get a feel for machine learning to better understand the literature and technique.

Teaching, Learning and Assessing Anatomy with Artificial Intelligence: The Road to a Better Future

Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in a spiraling dwindling academic performance. Hence, there have been continued efforts directed at developing new curricula and incorporating new methods of teaching, learning and assessment that are aimed at logical learning and long-term retention of anatomical knowledge, which is a mainstay of all medical practice. In recent years, artificial intelligence (AI) has gained in popularity. AI uses machine learning models to store, compute, analyze and even augment huge amounts of data to be retrieved when needed, while simultaneously the machine itself can be programmed for deep learning, improving its own efficiency through complex neural networks. There are numerous specific benefits to incorporating AI in education, which include in-depth learning, storage of large electronic data, teaching from remote locations, engagement of fewer personnel in teaching, quick feedback from responders, innovative assessment methods and user-friendly alternatives. AI has long been a part of medical diagnostics and treatment planning. Extensive literature is available on uses of AI in clinical settings, e.g., in Radiology, but to the best of our knowledge there is a paucity of published data on AI used for teaching, learning and assessment in anatomy. In the present review, we highlight recent novel and advanced AI techniques such as Artificial Neural Networks (ANN), or more complex Convoluted Neural Networks (CNN) and Bayesian U-Net, which are used for teaching anatomy. We also address the main advantages and limitations of the use of AI in medical education and lessons learnt from AI application during the COVID-19 pandemic. In the future, studies with AI in anatomy education could be advantageous for both students to develop professional expertise and for instructors to develop improved teaching methods for this vast and complex subject, especially with the increasing paucity of cadavers in many medical schools. We also suggest some novel examples of how AI could be incorporated to deliver augmented reality experiences, especially with reference to complex regions in the human body, such as neural pathways in the brain, complex developmental processes in the embryo or in complicated miniature regions such as the middle and inner ear. AI can change the face of assessment techniques and broaden their dimensions to suit individual learners.