AI for Doctors-A Course to Educate Medical Professionals in Artificial Intelligence for Medical Imaging

Integrating AI into medical imaging curricula: Insights from UK HEIs

INTRODUCTION

With artificial intelligence (AI) becoming increasingly integrated into medical imaging, the Health and Care Professions Council (HCPC) updated its Standards of Proficiency for Radiographers in Autumn 2023. These changes require clinicians to be both competent and confident in operating AI and related technologies within their role. Responsibility for meeting these standards extends beyond individual clinicians to higher education institutions (HEIs), which play a crucial role in preparing future professionals. This study examines the current and planned provision of AI education for medical imaging students and staff, identifying potential challenges in its implementation.

METHODS

An electronic survey was developed and hosted on the Joint Information Systems Committee (JISC) platform. It was disseminated in April 2023 by the Society of Radiographers to UK HEIs offering medical imaging programmes.

RESULTS

24 HEIs responded, with representation from all four UK nations. Of these, 71 % (n = 17) had already integrated AI into their curriculum. Reported challenges included timetabling constraints and the need to upskill staff. 21 % (n = 5) indicated that AI would be incorporated following course revalidation in the 2024/25 academic year, while the remaining two HEIs were unaware of planned changes.

CONCLUSION

Most UK HEIs have begun integrating AI education into medical imaging programmes. However, significant disparities exist in the depth and scope of AI content across institutions. Further efforts are needed to develop a comprehensive and standardised AI curriculum for medical imaging in the UK.

IMPLICATIONS FOR PRACTICE

This study highlights key areas for improvement in AI education within medical imaging programmes. Further research into content and delivery methods is essential to ensure radiography professionals adequately equipped to navigate the evolving clinical environment.

Applications of Artificial Intelligence in Medical Education: A Systematic Review

Artificial intelligence (AI) models, like Chat Generative Pre-Trained Transformer (OpenAI, San Francisco, CA), have recently gained significant popularity due to their ability to make autonomous decisions and engage in complex interactions. To fully harness the potential of these learning machines, users must understand their strengths and limitations. As AI tools become increasingly prevalent in our daily lives, it is essential to explore how this technology has been used so far in healthcare and medical education, as well as the areas of medicine where it can be applied. This paper systematically reviews the published literature on the PubMed database from its inception up to June 6, 2024, focusing on studies that used AI at some level in medical education, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Several papers identified where AI was used to generate medical exam questions, produce clinical scripts for diseases, improve the diagnostic and clinical skills of students and clinicians, serve as a learning aid, and automate analysis tasks such as screening residency applications. AI shows promise at various levels and in different areas of medical education, and our paper highlights some of these areas. This review also emphasizes the importance of educators and students understanding AI's principles, capabilities, and limitations before integration. In conclusion, AI has potential in medical education, but more research needs to be done to fully explore additional areas of applications, address the current gaps in knowledge, and its future potential in training healthcare professionals.

Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review

BACKGROUND

The successful integration of artificial intelligence (AI) into clinical practice is contingent upon physicians' comprehension of AI principles and its applications. Therefore, it is essential for medical education curricula to incorporate AI topics and concepts, providing future physicians with the foundational knowledge and skills needed. However, there is a knowledge gap in the current understanding and availability of structured AI curriculum frameworks tailored for medical education, which serve as vital guides for instructing and facilitating the learning process.

OBJECTIVE

The overall aim of this study is to synthesize knowledge from the literature on curriculum frameworks and current educational programs that focus on the teaching and learning of AI for medical students, residents, and practicing physicians.

METHODS

We followed a validated framework and the Joanna Briggs Institute methodological guidance for scoping reviews. An information specialist performed a comprehensive search from 2000 to May 2023 in the following bibliographic databases: MEDLINE (Ovid), Embase (Ovid), CENTRAL (Cochrane Library), CINAHL (EBSCOhost), and Scopus as well as the gray literature. Papers were limited to English and French languages. This review included papers that describe curriculum frameworks for teaching and learning AI in medicine, irrespective of country. All types of papers and study designs were included, except conference abstracts and protocols. Two reviewers independently screened the titles and abstracts, read the full texts, and extracted data using a validated data extraction form. Disagreements were resolved by consensus, and if this was not possible, the opinion of a third reviewer was sought. We adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist for reporting the results.

RESULTS

Of the 5104 papers screened, 21 papers relevant to our eligibility criteria were identified. In total, 90% (19/21) of the papers altogether described 30 current or previously offered educational programs, and 10% (2/21) of the papers described elements of a curriculum framework. One framework describes a general approach to integrating AI curricula throughout the medical learning continuum and another describes a core curriculum for AI in ophthalmology. No papers described a theory, pedagogy, or framework that guided the educational programs.

CONCLUSIONS

This review synthesizes recent advancements in AI curriculum frameworks and educational programs within the domain of medical education. To build on this foundation, future researchers are encouraged to engage in a multidisciplinary approach to curriculum redesign. In addition, it is encouraged to initiate dialogues on the integration of AI into medical curriculum planning and to investigate the development, deployment, and appraisal of these innovative educational programs.

INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID)

RR2-10.11124/JBIES-22-00374.

A scoping review of artificial intelligence in medical education: BEME Guide No. 84

BACKGROUND

Artificial Intelligence (AI) is rapidly transforming healthcare, and there is a critical need for a nuanced understanding of how AI is reshaping teaching, learning, and educational practice in medical education. This review aimed to map the literature regarding AI applications in medical education, core areas of findings, potential candidates for formal systematic review and gaps for future research.

METHODS

This rapid scoping review, conducted over 16 weeks, employed Arksey and O'Malley's framework and adhered to STORIES and BEME guidelines. A systematic and comprehensive search across PubMed/MEDLINE, EMBASE, and MedEdPublish was conducted without date or language restrictions. Publications included in the review spanned undergraduate, graduate, and continuing medical education, encompassing both original studies and perspective pieces. Data were charted by multiple author pairs and synthesized into various thematic maps and charts, ensuring a broad and detailed representation of the current landscape.

RESULTS

The review synthesized 278 publications, with a majority (68%) from North American and European regions. The studies covered diverse AI applications in medical education, such as AI for admissions, teaching, assessment, and clinical reasoning. The review highlighted AI's varied roles, from augmenting traditional educational methods to introducing innovative practices, and underscores the urgent need for ethical guidelines in AI's application in medical education.

CONCLUSION

The current literature has been charted. The findings underscore the need for ongoing research to explore uncharted areas and address potential risks associated with AI use in medical education. This work serves as a foundational resource for educators, policymakers, and researchers in navigating AI's evolving role in medical education. A framework to support future high utility reporting is proposed, the FACETS framework.

A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff

INTRODUCTION

Medical imaging is arguably the most technologically advanced field in healthcare, encompassing a range of technologies which continually evolve as computing power and human knowledge expand. Artificial Intelligence (AI) is the next frontier which medical imaging is pioneering. The rapid development and implementation of AI has the potential to revolutionise healthcare, however, to do so, staff must be competent and confident in its application, hence AI readiness is an important precursor to AI adoption. Research to ascertain the best way to deliver this AI-enabled healthcare training is in its infancy. The aim of this scoping review is to compare existing studies which investigate and evaluate the efficacy of AI educational interventions for medical imaging staff.

METHODS

Following the creation of a search strategy and keyword searches, screening was conducted to determine study eligibility. This consisted of a title and abstract scan, then subsequently a full-text review. Articles were included if they were empirical studies wherein an educational intervention on AI for medical imaging staff was created, delivered, and evaluated.

RESULTS

Of the initial 1309 records returned, n = 5 (∼0.4 %) of studies met the eligibility criteria of the review. The curricula and delivery in each of the five studies shared similar aims and a 'flipped classroom' delivery was the most utilised method. However, the depth of content covered in the curricula of each varied and measured outcomes differed greatly.

CONCLUSION

The findings of this review will provide insights into the evaluation of existing AI educational interventions, which will be valuable when planning AI education for healthcare staff.

IMPLICATIONS FOR PRACTICE

This review highlights the need for standardised and comprehensive AI training programs for imaging staff.

A case study in applying artificial intelligence-based named entity recognition to develop an automated ophthalmic disease registry

PURPOSE

Advances in artificial intelligence (AI)-based named entity extraction (NER) have improved the ability to extract diagnostic entities from unstructured, narrative, free-text data in electronic health records. However, there is a lack of ready-to-use tools and workflows to encourage the use among clinicians who often lack experience and training in AI. We sought to demonstrate a case study for developing an automated registry of ophthalmic diseases accompanied by a ready-to-use low-code tool for clinicians.

METHODS

We extracted deidentified electronic clinical records from a single centre's adult outpatient ophthalmology clinic from November 2019 to May 2022. We used a low-code annotation software tool (Prodigy) to annotate diagnoses and train a bespoke spaCy NER model to extract diagnoses and create an ophthalmic disease registry.

RESULTS

A total of 123,194 diagnostic entities were extracted from 33,455 clinical records. After decapitalisation and removal of non-alphanumeric characters, there were 5070 distinct extracted diagnostic entities. The NER model achieved a precision of 0.8157, recall of 0.8099, and F score of 0.8128.

CONCLUSION

We presented a case study using low-code artificial intelligence-based NLP tools to produce an automated ophthalmic disease registry. The workflow created a NER model with a moderate overall ability to extract diagnoses from free-text electronic clinical records. We have produced a ready-to-use tool for clinicians to implement this low-code workflow in their institutions and encourage the uptake of artificial intelligence methods for case finding in electronic health records.

Artificial intelligence in medicine: A comprehensive survey of medical doctor's perspectives in Portugal

Artificial Intelligence (AI) is increasingly influential across various sectors, including healthcare, with the potential to revolutionize clinical practice. However, risks associated with AI adoption in medicine have also been identified. Despite the general understanding that AI will impact healthcare, studies that assess the perceptions of medical doctors about AI use in medicine are still scarce. We set out to survey the medical doctors licensed to practice medicine in Portugal about the impact, advantages, and disadvantages of AI adoption in clinical practice. We designed an observational, descriptive, cross-sectional study with a quantitative approach and developed an online survey which addressed the following aspects: impact on healthcare quality of the extraction and processing of health data via AI; delegation of clinical procedures on AI tools; perception of the impact of AI in clinical practice; perceived advantages of using AI in clinical practice; perceived disadvantages of using AI in clinical practice and predisposition to adopt AI in professional activity. Our sample was also subject to demographic, professional and digital use and proficiency characterization. We obtained 1013 valid, fully answered questionnaires (sample representativeness of 99%, confidence level (p< 0.01), for the total universe of medical doctors licensed to practice in Portugal). Our results reveal that, in general terms, the medical community surveyed is optimistic about AI use in medicine and are predisposed to adopt it while still aware of some disadvantages and challenges to AI use in healthcare. Most medical doctors surveyed are also convinced that AI should be part of medical formation. These findings contribute to facilitating the professional integration of AI in medical practice in Portugal, aiding the seamless integration of AI into clinical workflows by leveraging its perceived strengths according to healthcare professionals. This study identifies challenges such as gaps in medical curricula, which hinder the adoption of AI applications due to inadequate digital health training. Due to high professional integration in the healthcare sector, particularly within the European Union, our results are also relevant for other jurisdictions and across diverse healthcare systems.

Clinicians' Views on Using Artificial Intelligence in Healthcare: Opportunities, Challenges, and Beyond

INTRODUCTION

The healthcare industry has made significant progress in information technology, which has improved healthcare procedures and brought about advancements in clinical care services. This includes gathering crucial clinical data and implementing intelligent health information management. Artificial Intelligence (AI) has the potential to bolster further existing health information systems, notably electronic health records (EHRs). With AI, EHRs can offer more customized and adaptable roles for patients. This study aims to delve into the current and potential uses of AI and examine the obstacles that come with it.

METHOD

In this study, we employed a qualitative methodology and purposive sampling to select participants. We sought out clinicians who were eager to share their professional insights. Our research involved conducting three focus group interviews, each lasting an hour. The moderator began each session by introducing the study's goals and assuring participants of confidentiality to foster a collaborative environment. The facilitator asked open-ended questions about EHR, including its applications, challenges, and AI-assisted features.

RESULTS

The research conducted by 26 participants has identified five crucial areas of using AI in healthcare delivery. These areas include predictive analysis, clinical decision support systems, data visualization, natural language processing (NLP), patient monitoring, mobile technology, and future and emerging trends. However, the hype surrounding AI and the fact that the technology is still in its early stages pose significant challenges. Technical limitations related to language processing and context-specific reasoning must be addressed. Furthermore, medico-legal challenges arise when AI supports or autonomously delivers healthcare services. Governments must develop strategies to ensure AI's responsible and transparent application in healthcare delivery.

CONCLUSION

AI technology has the potential to revolutionize healthcare through its integration with EHRs and other existing technologies. However, several challenges must be addressed before this potential can be fully realized. The development and testing of complex EHR systems that utilize AI must be approached with care to ensure their accuracy and trustworthiness in decision-making about patient treatment. Additionally, there is a need to navigate medico-legal obligations and ensure that benefits are equitably distributed.

Artificial Intelligence Literacy: Developing a Multi-institutional Infrastructure for AI Education

RATIONALE AND OBJECTIVES

To evaluate the effectiveness of an artificial intelligence (AI) in radiology literacy course on participants from nine radiology residency programs in the Southeast and Mid-Atlantic United States.

MATERIALS AND METHODS

A week-long AI in radiology course was developed and included participants from nine radiology residency programs in the Southeast and Mid-Atlantic United States. Ten 30 minutes lectures utilizing a remote learning format covered basic AI terms and methods, clinical applications of AI in radiology by four different subspecialties, and special topics lectures on the economics of AI, ethics of AI, algorithm bias, and medicolegal implications of AI in medicine. A proctored hands-on clinical AI session allowed participants to directly use an FDA cleared AI-assisted viewer and reporting system for advanced cancer. Pre- and post-course electronic surveys were distributed to assess participants' knowledge of AI terminology and applications and interest in AI education.

RESULTS

There were an average of 75 participants each day of the course (range: 50-120). Nearly all participants reported a lack of sufficient exposure to AI in their radiology training (96.7%, 90/93). Mean participant score on the pre-course AI knowledge evaluation was 8.3/15, with a statistically significant increase to 10.1/15 on the post-course evaluation (p= 0.04). A majority of participants reported an interest in continued AI in radiology education in the future (78.6%, 22/28).

CONCLUSION

A multi-institutional AI in radiology literacy course successfully improved AI education of participants, with the majority of participants reporting a continued interest in AI in radiology education in the future.

European Society of Paediatric Radiology Artificial Intelligence taskforce: a new taskforce for the digital age

A new task force dedicated to artificial intelligence (AI) with respect to paediatric radiology was created in 2021 at the International Paediatric Radiology (IPR) meeting in Rome, Italy (a joint society meeting by the European Society of Pediatric Radiology [ESPR] and the Society for Pediatric Radiology [SPR]). The concept of a separate task force dedicated to AI was borne from an ESPR-led international survey of health care professionals' opinions, expectations and concerns regarding AI integration within children's imaging departments. In this survey, the majority (> 80%) of ESPR respondents supported the creation of a task force and helped define our key objectives. These include providing educational content about AI relevant for paediatric radiologists, brainstorming ideas for future projects and collaborating on AI-related studies with respect to collating data sets, de-identifying images and engaging in multi-case, multi-reader studies. This manuscript outlines the starting point of the ESPR AI task force and where we wish to go.

AI-RADS: Successes and challenges of a novel artificial intelligence curriculum for radiologists across different delivery formats

Introduction

Artificial intelligence and data-driven predictive modeling have become increasingly common tools integrated in clinical practice, heralding a new chapter of medicine in the digital era. While these techniques are poised to affect nearly all aspects of medicine, medical education as an institution has languished behind; this has raised concerns that the current training infrastructure is not adequately preparing future physicians for this changing clinical landscape. Our institution attempted to ameliorate this by implementing a novel artificial intelligence in radiology curriculum, "AI-RADS," in two different educational formats: a 7-month lecture series and a one-day workshop intensive.

Methods

The curriculum was structured around foundational algorithms within artificial intelligence. As most residents have little computer science training, algorithms were initially presented as a series of simple observations around a relatable problem (e.g., fraud detection, movie recommendations, etc.). These observations were later re-framed to illustrate how a machine could apply the underlying concepts to perform clinically relevant tasks in the practice of radiology. Secondary lessons in basic computing, such as data representation/abstraction, were integrated as well. The lessons were ordered such that these algorithms were logical extensions of each other. The 7-month curriculum consisted of seven lectures paired with seven journal clubs, resulting in an AI-focused session every two weeks. The workshop consisted of six hours of content modified for the condensed format, with a final integrative activity.

Results

Both formats of the AI-RADS curriculum were well received by learners, with the 7-month version and workshop garnering 9.8/10 and 4.3/5 ratings, respectively, for overall satisfaction. In both, there were increases in perceived understanding of artificial intelligence. In the 7-lecture course, 6/7 lectures achieved statistically significant (P < 0.02) differences, with the final lecture approaching significance (P = 0.07). In the one-day workshop, there was a significant increase in perceived understanding (P = 0.03).

Conclusion

As artificial intelligence becomes further enmeshed in clinical practice, it will become critical for physicians to have a basic understanding of how these tools work. Our AI-RADS curriculum demonstrates that it is successful in increasing learner perceived understanding in both an extended and condensed format.

Classification of clinically relevant intravascular volume status using point of care ultrasound and machine learning

Purpose

This is a foundational study in which multiorgan system point of care ultrasound (POCUS) and machine learning (ML) are used to mimic physician management decisions regarding the functional intravascular volume status (IVS) and need for diuretic therapy. We present this as an impactful use case of an application of ML in aided decision making for clinical practice. IVS represents complex physiologic interactions of the cardiac, renal, pulmonary, and other organ systems. In particular, we focus on vascular congestion and overload as an evolving concept in POCUS diagnosis and clinical relevance. It is critical for physicians to be able to evaluate IVS without disrupting workflow or exposing patients to unnecessary testing, radiation, or cost. This work utilized a small retrospective dataset as a feasibility test for ML binary classification of diuretic administration validated with clinical decision data. Future work will be directed toward artificial intelligence (AI) delivery at the bedside and assessment of the impact on patient-centered outcomes and physician workflow improvement.

Approach

We retrospectively reviewed and processed 1039 POCUS video clips, including cardiac, thoracic, and inferior vena cava (IVC) views. Multiorgan POCUS clips were correlated with clinical data extracted from the electronic health record and deidentified for algorithm training and validation. We implemented a two-stream three-dimensional (3D) deep learning approach that fuses heart and IVC data to perform binary classification of the need for diuretic use.

Results

Our proposed approach achieves high classification accuracy (84%) for the determination of diuretic use with 0.84 area under the receiver operating characteristic curve.

Conclusions

Our two-stream 3D deep neural network is able to classify POCUS video clips that match physicians' classification for or against diuretic use with high accuracy. This serves as a foundational step in the progress toward AI-aided diagnosis and AI implementation in the field of IVS evaluation by POCUS.

New Method to Implement and Analysis of Medical System in Real Time

The use of information technology and technological medical devices has contributed significantly to the transformation of healthcare. Despite that, many problems have arisen in diagnosing or predicting diseases, either as a result of human errors or lack of accuracy of measurements. Therefore, this paper aims to provide an integrated health monitoring system to measure vital parameters and diagnose or predict disease. Through this work, the percentage of various gases in the blood through breathing is determined, vital parameters are measured and their effect on feelings is analyzed. A supervised learning model is configured to predict and diagnose based on biometric measurements. All results were compared with the results of the Omron device as a reference device. The results proved that the proposed design overcame many problems as it contributed to expanding the database of vital parameters and providing analysis on the effect of emotions on vital indicators. The accuracy of the measurements also reached 98.8% and the accuracy of diagnosing COVID-19 was 64%. The work also presents a user interface model for clinicians as well as for smartphones using the Internet of things.