ArticleBMC medical education2025
Evaluating a global classroom initiative to teach machine learning applications in healthcare.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundGlobal classrooms transcend geographical boundaries, fostering collaboration and knowledge exchange among learners worldwide. Artificial intelligence (AI) has the potential to enhance patient care, streamline processes, and revolutionise healthcare capabilities. However, there is a shortage of a skilled workforce capable of utilising insights to design innovative solutions. Therefore, tailored education that leverages collaborative learning, knowledge and experience sharing amongst international colleagues, may be effective in progressing digital transformation efforts.
objectivesThis study explores learners' experiences and perspectives from a 4-week online global classroom education programme between University of Melbourne, Australia and Manchester University, UK, designed to develop the AI skills of healthcare professionals. The evaluation aimed to assess the benefits, barriers, and opportunities for improving international interprofessional collaborative learning, as well as providing insights for educators.
methodsWe developed a fully online short course for interprofessional healthcare professionals. In a flipped classroom model, learners (N = 21) completed 2 h of pre-class online learning followed by 2 h of live interactive weekly Zoom workshops for 4 weeks. Throughout the course, learners engaged in small group work, contributed their unique expertise, listened to experts in the field, and received feedback on their project pitches from an expert panel. To evaluate the programme's utility, a mixed methods approach was used, including pre- and post-surveys with rating scales. Learners also completed self-efficacy measures (N = 18), with scales mapped to specific capability statements. Weekly surveys with free-text responses provided additional feedback on course continuity and suggested improvements.
resultsThe self-efficacy component revealed a significant increase (P <.0001) in perceived confidence across all capability statements from pre- to post-course. The programme effectively provided learners with access to global perspectives from instructors, expert panels, and diverse participant experiences, offering a solid foundation to develop and refine project ideas. The final pitchathon was useful in applying the learnings. Learners reported intentions to apply knowledge to improve service delivery, develop predictive models, and collaborate with data scientists. Key recommendations include tailoring more specific, personalised learning pathways, including additional case studies, providing opportunities or deeper peer and expert interactions and fostering post-course community building.
conclusionsThe global classroom facilitates learning and problem-sharing among healthcare professionals, promoting broader thinking, encouraging collaboration across diverse perspectives, and enabling a better understanding of the initiatives colleagues worldwide are undertaking. To enhance this experience, further efforts should focus on enabling more meaningful collaboration among learners during and after the course, to develop global communities of practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.