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Physical and biophysical markers of assessment in medical training: A scoping review of the literature.

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Title: Physical and biophysical markers of assessment in medical training: A scoping review of the literature.
Authors: Miller, Danielle T.1 danielle.t.miller@cuanschutz.edu, Michael, Sarah1, Bell, Colin2, Brevik, Cody H.1, Kaplan, Bonnie1, Svoboda, Ellie3, Kendall, John4
Source: Medical Teacher. Mar2025, Vol. 47 Issue 3, p436-444. 9p.
Subject Terms: *Medical education, *Health occupations students, *Educational tests & measurements, *Attention, *Outcome-based education, Hand physiology, Saliva analysis, Motion, Skin physiology, Hydrocortisone, Magnetic resonance imaging, Functional status, Near infrared spectroscopy, Descriptive statistics, Heart beat, Systematic reviews, MEDLINE, Medical databases, Professional competence, Biomarkers
Abstract: Purpose: Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees' knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training. Materials and methods: The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom's taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023. Results: Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (n = 160, 36%) followed by visual attention (n = 143, 32%), hand motion analysis (n = 67, 15%), salivary cortisol (n = 67, 15%), fMRI (n = 29, 7%), skin conductivity (n = 26, 6%), fNIRs (n = 19, 4%), and pupillometry (n = 16, 4%). The majority of studies (n = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (n = 155, 35%), knowledge (n = 114, 26%), and attitudinal skills (n = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert. Conclusion: This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Physical and biophysical markers of assessment in medical training: A scoping review of the literature.
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  Data: <searchLink fieldCode="AR" term="%22Miller%2C+Danielle+T%2E%22">Miller, Danielle T.</searchLink><relatesTo>1</relatesTo><i> danielle.t.miller@cuanschutz.edu</i><br /><searchLink fieldCode="AR" term="%22Michael%2C+Sarah%22">Michael, Sarah</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bell%2C+Colin%22">Bell, Colin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Brevik%2C+Cody+H%2E%22">Brevik, Cody H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kaplan%2C+Bonnie%22">Kaplan, Bonnie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Svoboda%2C+Ellie%22">Svoboda, Ellie</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Kendall%2C+John%22">Kendall, John</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Mar2025, Vol. 47 Issue 3, p436-444. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Hand+physiology%22">Hand physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Saliva+analysis%22">Saliva analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Motion%22">Motion</searchLink><br /><searchLink fieldCode="DE" term="%22Skin+physiology%22">Skin physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Hydrocortisone%22">Hydrocortisone</searchLink><br /><searchLink fieldCode="DE" term="%22Magnetic+resonance+imaging%22">Magnetic resonance imaging</searchLink><br /><searchLink fieldCode="DE" term="%22Functional+status%22">Functional status</searchLink><br /><searchLink fieldCode="DE" term="%22Near+infrared+spectroscopy%22">Near infrared spectroscopy</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Heart+beat%22">Heart beat</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22MEDLINE%22">MEDLINE</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+databases%22">Medical databases</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Biomarkers%22">Biomarkers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Assessment in medical education has changed over time to measure the evolving skills required of current medical practice. Physical and biophysical markers of assessment attempt to use technology to gain insight into medical trainees' knowledge, skills, and attitudes. The authors conducted a scoping review to map the literature on the use of physical and biophysical markers of assessment in medical training. Materials and methods: The authors searched seven databases on 1 August 2022, for publications that utilized physical or biophysical markers in the assessment of medical trainees (medical students, residents, fellows, and synonymous terms used in other countries). Physical or biophysical markers included: heart rate and heart rate variability, visual tracking and attention, pupillometry, hand motion analysis, skin conductivity, salivary cortisol, functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The authors mapped the relevant literature using Bloom's taxonomy of knowledge, skills, and attitudes and extracted additional data including study design, study environment, and novice vs. expert differentiation from February to June 2023. Results: Of 6,069 unique articles, 443 met inclusion criteria. The majority of studies assessed trainees using heart rate variability (n = 160, 36%) followed by visual attention (n = 143, 32%), hand motion analysis (n = 67, 15%), salivary cortisol (n = 67, 15%), fMRI (n = 29, 7%), skin conductivity (n = 26, 6%), fNIRs (n = 19, 4%), and pupillometry (n = 16, 4%). The majority of studies (n = 167, 38%) analyzed non-technical skills, followed by studies that analyzed technical skills (n = 155, 35%), knowledge (n = 114, 26%), and attitudinal skills (n = 61, 14%). 169 studies (38%) attempted to use physical or biophysical markers to differentiate between novice and expert. Conclusion: This review provides a comprehensive description of the current use of physical and biophysical markers in medical education training, including the current technology and skills assessed. Additionally, while physical and biophysical markers have the potential to augment current assessment in medical education, there remains significant gaps in research surrounding reliability, validity, cost, practicality, and educational impact of implementing these markers of assessment. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2024.2345269
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
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        PageCount: 9
        StartPage: 436
    Subjects:
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: Educational tests & measurements
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Outcome-based education
        Type: general
      – SubjectFull: Hand physiology
        Type: general
      – SubjectFull: Saliva analysis
        Type: general
      – SubjectFull: Motion
        Type: general
      – SubjectFull: Skin physiology
        Type: general
      – SubjectFull: Hydrocortisone
        Type: general
      – SubjectFull: Magnetic resonance imaging
        Type: general
      – SubjectFull: Functional status
        Type: general
      – SubjectFull: Near infrared spectroscopy
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Heart beat
        Type: general
      – SubjectFull: Systematic reviews
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      – SubjectFull: MEDLINE
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      – SubjectFull: Medical databases
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      – SubjectFull: Professional competence
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      – SubjectFull: Biomarkers
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      – TitleFull: Physical and biophysical markers of assessment in medical training: A scoping review of the literature.
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              Text: Mar2025
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