Difference between revisions of "Template:Article of the week"

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<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Fig1 Clay CancerInformatics2017 16.png|240px]]</div>
<div style="float: left; margin: 0.5em 0.9em 0.4em 0em;">[[File:Fig1 Čartolovni DigitalHealth2023 9.jpeg|240px]]</div>
'''"[[Journal:Bioinformatics education in pathology training: Current scope and future direction|Bioinformatics education in pathology training: Current scope and future direction]]"'''
'''"[[Journal:Critical analysis of the impact of AI on the patient–physician relationship: A multi-stakeholder qualitative study|Critical analysis of the impact of AI on the patient–physician relationship: A multi-stakeholder qualitative study]]"'''


Training [[Anatomical pathology|anatomic]] and [[clinical pathology]] residents in the principles of [[bioinformatics]] is a challenging endeavor. Most residents receive little to no formal exposure to bioinformatics during medical education, and most of the pathology training is spent interpreting [[histopathology]] slides using light microscopy or focused on laboratory regulation, management, and interpretation of discrete [[laboratory]] data. At a minimum, residents should be familiar with data structure, data pipelines, data manipulation, and data regulations within [[Clinical laboratory|clinical laboratories]]. Fellowship-level training should incorporate advanced principles unique to each subspecialty. Barriers to bioinformatics education include the clinical apprenticeship training model, ill-defined educational milestones, inadequate faculty expertise, and limited exposure during medical training. Online educational resources, case-based learning, and incorporation into molecular genomics education could serve as effective educational strategies. Overall, pathology bioinformatics training can be incorporated into pathology resident curricula, provided there is motivation to incorporate institutional support, educational resources, and adequate faculty expertise. ('''[[Journal:Bioinformatics education in pathology training: Current scope and future direction|Full article...]]''')<br />
This qualitative study aims to present the aspirations, expectations, and critical analysis of the potential for [[artificial intelligence]] (AI) to transform the patient–physician relationship, according to multi-stakeholder insight. This study was conducted from June to December 2021, using an anticipatory ethics approach and sociology of expectations as the theoretical frameworks. It focused mainly on three groups of stakeholders, namely physicians (''n'' = 12), patients (''n'' = 15), and healthcare managers (''n'' = 11), all of whom are directly related to the adoption of AI in medicine (''n'' = 38). In this study, interviews were conducted with 40% of the patients in the sample (15/38), as well as 31% of the physicians (12/38) and 29% of health managers in the sample (11/38) ... ('''[[Journal:Critical analysis of the impact of AI on the patient–physician relationship: A multi-stakeholder qualitative study|Full article...]]''')<br />
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Latest revision as of 15:48, 26 May 2024

Fig1 Čartolovni DigitalHealth2023 9.jpeg

"Critical analysis of the impact of AI on the patient–physician relationship: A multi-stakeholder qualitative study"

This qualitative study aims to present the aspirations, expectations, and critical analysis of the potential for artificial intelligence (AI) to transform the patient–physician relationship, according to multi-stakeholder insight. This study was conducted from June to December 2021, using an anticipatory ethics approach and sociology of expectations as the theoretical frameworks. It focused mainly on three groups of stakeholders, namely physicians (n = 12), patients (n = 15), and healthcare managers (n = 11), all of whom are directly related to the adoption of AI in medicine (n = 38). In this study, interviews were conducted with 40% of the patients in the sample (15/38), as well as 31% of the physicians (12/38) and 29% of health managers in the sample (11/38) ... (Full article...)
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