As much as AIMed would
About a year ago, the platform tried to contact medical students and trainee doctors within the UK, for their opinions on whether technology has already steeped into their education and what they think could have done more. Of all that we have approached, only two students from the University of Sheffield and the University of Birmingham replied. The formal said mobile applications are inseparable parts of their curriculum. “TurningPoint” and “Brainscape” are two most often used mobile applications that medical students from the institution used to quiz themselves of respective knowledge.
The latter said a Technology, Industry, and Medical Entrepreneurship Society (TIMESoc) was started to encourage the institution to take up some of these technologies and test them out in a classroom setting. However, there is still a long way to go at the moment, there is not enough quantitative evidence to show the usefulness and cost-effectiveness of these technologies.
Lack of unified training
Fast forward a year later, in the recent AIMed Europe 2019, six students from Imperial College London who undertook a 10-week computational medicine course; presented their abstract ideas on how AI, machine learning algorithms and neural network models can each overcome a unique medical challenge. At the same time, Dr. Antanas Montvila, Board Member of European Junior Doctors gave a separate talk which questioned the readiness of European junior doctors in face of a digital revolution.
Dr. Montvila said there is a general feeling of hesitancy. Junior doctors are aware of the possible challenges facing them and they yearn for opportunities to work even more closely together. Nevertheless, there is a lack of unified training at both national and international levels and digital maturity across
Besides, collaborations between academia and industry happen for innovation purposes and not for validation. Thus far, according to Dr. Montvila, only about 6% of the AI-driven solutions are validated. This contradicts
Learn from the leading examples
Despite so, European junior doctors are not shying themselves away. As Dr. Montvila mentioned, during a meeting took place this April, board members and junior doctor representatives had briefly agreed the advancement of digital knowledge, skills and competency are the new core components of training for future and current doctors. There is also a need to promote innovative structures and networks to create diversity in digital skill training for medical professionals.
Dr. Montvila cited the Topol Review from the UK, which prepares medical workforce to deliver a digital future; CanMed, The Netherland’s initiative to denote one’s digital competency based on different levels, and Finland’s effort to provide free online courses and begin to use clinical decision support tools are all leading examples that other European countries can learn from. Overall, Dr. Montvila said junior doctors regard working together and more active exchanges of ideas as the possible future, but whether standardization can be rolled out and achieved across Europe, it remains a question and a huge challenge.
A science writer with data background and an interest in the current affair, culture,