Andrzej A Kononowicz

Dados Biográficos

ID7720101
NOMEAndrzej A Kononowicz
PRENOMESAndrzej A
SOBRENOMEKononowicz
ASSINATURAKONONOWICZ A A
AFILIAÇÕESDepartment of Bioinformatics and Telemedicine, Jagiellonian University Medical College
ORCID0000-0003-2956-2093
VERIFICADOSim
TOTAL DE OBRAS7
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR7
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2019
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • ChatGPT versus human authors

    Open AccessRenata Szydlak, Yavuz Selim Kıyak et al.ARTICLEMedical Teacher2026

    Purpose This study investigates whether ChatGPT can generate clinically accurate and pedagogically valuable maps for clinical reasoning (CR) training. The aim is to assess its potential as a tool for supporting the creation of high-quality educational resources for CR training.Materials and methods We selected 10 diverse virtual patients (VPs) from the European iCoViP project. For each case, CR concept maps were generated by a custom ChatGPT mode…

  • Large language models for generating key-feature questions in medical education

    Open AccessYavuz Selim Kıyak, Stanisław Górski et al.ARTICLEMedical Education Online2025

    In this study, we conducted a descriptive study to evaluate the quality of KFQs generated by OpenAI's o3 model. We developed a reusable generic prompt for KFQ generation, designed in alignment with the Medical Council of Canada's KFQ development guidelines. We also created an evaluation metric to systematically assess the quality of the KFQs based on the KFQ development guideline. Twenty unique cardiology-focused KFQs were created using recent Eu…

  • Case-based MCQ generator

    Yavuz Selim Kıyak, Andrzej A KononowiczARTICLEMedical Teacher2024

    WHAT IS THE EDUCATIONAL CHALLENGE?: A fundamental challenge in medical education is creating high-quality, clinically relevant multiple-choice questions (MCQs). ChatGPT-based automatic item generation (AIG) methods need well-designed prompts. However, the use of these prompts is hindered by the time-consuming process of copying and pasting, a lack of know-how among medical teachers, and the generalist nature of standard ChatGPT, which often lacks…

  • Planning a Collection of Virtual Patients to Train Clinical Reasoning

    Open AccessAnja Mayer, Vital Da Silva Domingues et al.ARTICLEInternational Journal of…2022

    The development of the blueprint required a stepwise approach, which can be replicated for the creation of other VP or case collections. We consider the blueprint an appropriate starting point for the actual creation of the VPs, but constant updating and refining is needed

  • Clinical Reasoning Needs to Be Explicitly Addressed in Health Professions Curricula

    Open AccessIoannis Parodis, Lina Andersson et al.ARTICLEInternational Journal of…2021

    Clinical reasoning entails the application of knowledge and skills to collect and integrate information, typically with the goal of arriving at a diagnosis and management plan based on the patient's unique circumstances and preferences. Evidence-informed, structured, and explicit teaching and assessment of clinical reasoning in educational programs of medical and other health professions remain unmet needs. We herein summarize recommendations for…

  • The need for longitudinal clinical reasoning teaching and assessment

    Andrzej A Kononowicz, Inga Hege et al.ARTICLEMedical Teacher2020

    Background: Clinical reasoning is a key ability essential for practising health professionals. However, little is known about the current global adoption of clinical reasoning teaching and assessment.Purpose: We aimed to provide insights into how clinical reasoning is deliberately taught and assessed in curricula worldwide and to identify needs and perceived barriers for teaching clinical reasoning to students and educators.Methods: A questionnai…

  • Virtual Reality for Health Professions Education

    Open AccessBhone Myint Kyaw, Nakul Saxena et al.ARTICLEJournal of Medical Internet…2019