Skin cancer is one the most dangerous types of cancer and is one of the primary causes of death worldwide. The number of deaths can be reduced if skin cancer is diagnosed early. Skin cancer is mostly diagnosed using visual inspection, which is less accurate. Deep-learning-based methods have been proposed to assist dermatologists in the early and accurate diagnosis of skin cancers. This survey reviewed the most recent research articles on skin cancer classification using deep learning methods. We also provided an overview of the most common deep-learning models and datasets used for skin cancer classification.

Artificial intelligence (AI) is on course to become a mainstay in the patient’s room, physician’s office, and the surgical suite. Current advancements in health care technology might put future physicians in an insufficiently equipped position to deal with the advancements and challenges brought about by AI and machine learning solutions. Physicians will be tasked regularly with clinical decision-making with the assistance of AI-driven predictions. Present-day physicians are not trained to incorporate the suggestions of such predictions on a regular basis nor are they knowledgeable in an ethical approach to incorporating AI in their practice and evolving standards of care. Medical schools do not currently incorporate AI in their curriculum due to several factors, including the lack of faculty expertise, the lack of evidence to support the growing desire by students to learn about AI, or the lack of Liaison Committee on Medical Education’s guidance on AI in medical education. Medical schools should incorporate AI in the curriculum as a longitudinal thread in current subjects. Current students should understand the breadth of AI tools, the framework of engineering and designing AI solutions to clinical issues, and the role of data in the development of AI innovations. Study cases in the curriculum should include an AI recommendation that may present critical decision-making challenges. Finally, the ethical implications of AI in medicine must be at the forefront of any comprehensive medical education.

BACKGROUND: As medicine and the delivery of healthcare enters the age of Artificial Intelligence (AI), the need for competent human–machine interaction to aid clinical decisions will rise. Medical students need to be sufficiently proficient in AI, its advantages to improve healthcare's expenses, quality, and access. Similarly, students must be educated about the shortfalls of AI such as bias, transparency, and liability. Overlooking a technology that will be transformative for the foreseeable future would place medical students at a disadvantage. However, there has been little interest in researching a proper method to implement AI in the medical education curriculum. This study aims to review the current literature that covers the attitudes of medical students towards AI, implementation of AI in the medical curriculum, and describe the need for more research in this area. METHODS: An integrative review was performed to combine data from various research designs and literature. Pubmed, Medline (Ovid), GoogleScholar, and Web of Science articles between 2010 and 2020 were all searched with particular inclusion and exclusion criteria. Full text of the selected articles was analyzed using the Extension of Technology Acceptance Model and the Diffusions of Innovations theory. Data were successively pooled together, recorded, and analyzed quantitatively using a modified Hawkings evaluation form. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses was utilized to help improve reporting. RESULTS: A total of 39 articles meeting inclusion criteria were identified. Primary assessments of medical students attitudes were identified (n = 5). Plans to implement AI in the curriculum for the purpose of teaching students about AI (n = 6) and articles reporting actual implemented changes (n = 2) were assessed. Finally, 26 articles described the need for more research on this topic or calling for the need of change in medical curriculum to anticipate AI in healthcare. CONCLUSIONS: There are few plans or implementations reported on how to incorporate AI in the medical curriculum. Medical schools must work together to create a longitudinal study and initiative on how to successfully equip medical students with knowledge in AI.

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This paper presents a novel background modeling and subtraction approach for video object segmentation. A neural network (NN) architecture is proposed to form an unsupervised Bayesian classifier for this application domain. The constructed classifier efficiently handles the segmentation in natural-scene sequences with complex background motion and changes in illumination. The weights of the proposed NN serve as a model of the background and are temporally updated to reflect the observed statistics of background. The segmentation performance of the proposed NN is qualitatively and quantitatively examined and compared to two extant probabilistic object segmentation algorithms, based on a previously published test pool containing diverse surveillance-related sequences. The proposed algorithm is parallelized on a subpixel level and designed to enable efficient hardware implementation.