Utilizing natural language processing to analyze student narrative reflections for medical curriculum improvement.

Journal: Medical teacher
Published Date: Aug 20, 2024

Abstract

MOTIVATION: Medical curricula improvement is an ongoing process to keep material relevant and improve the student's learning experience to better prepare them for patient care. Many programs utilize end-of-year evaluations, but these frequently have low response rates and lack actionable feedback. We hypothesized that student reflections written during a fourth year Sub-Internship could be used retrospectively to mine additional information as feedback for future curriculum adjustments. However, reflections contain a large amount of narrative content that would require a cumbersome and essentially infeasible manual review process for busy medical education faculty.

Authors

  • Amy L Olex
    Virginia Commonwealth University, 401 S. Main St., Richmond, VA 23284, USA. Electronic address: alolex@vcu.edu.
  • Adam M Garber
    Department of Internal Medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA.
  • Sally A Santen
    Department of Medical Education, College of Medicine, University of Cincinnati, Cincinnati, OH, United States.
  • Courtney Blondino
    Department of Health Sciences, University of Richmond, Richmond, Virginia, USA.
  • Stephanie Goldberg
    Department of Surgery, Virginia Commonwealth University School of Medicine, Richmond, Virginia, USA.
  • Deborah DiazGranados
    School of Medicine, Virginia Commonwealth University, Richmond, USA.

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