JMIR Medical Education
Technology, innovation and openess in medical education in the information age
JMIR Medical Education (JME) is a new peer-reviewed journal with focus on technology, innovation and openess in medical education. Another focus is on how to train health professionals in the use of digital tools. We publish original research, reviews, viewpoint and policy papers on innovation and technology in medical education. As an open access journal we have a special interest in open and free tools and digitial learning objects for medical education, and urge authors to make their tools and learning objects freely available (we may also publish them as Multimedia Appendix). We also invite submissions of non-conventional articles (e.g. open medical education material and software resources that are not yet evaluated but free for others to use/implement).
In our "Students' Corner", we invite students and trainees in the health professions to submit short essays and viewpoints on all aspects of medical education, but in particular suggestions on how to improve medical education, and suggestions for new technologies, applications and approaches (no article processing fees).
A sister journal of the Journal of Medical Internet Research (JMIR), a leading eHealth journal (Impact Factor 2014: 3.4), the scope of JME is broader and includes non-Internet approaches to improve education, training and assessment for medical professionals and allied health professions.
Articles published in JME will be submitted to PubMed and Pubmed Central. JME is open access.
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Latest Submissions Open for Peer-Review:View All Open Peer Review Articles
Pediatric Residents’ Perceptions of the Appropriate Use of Social Media: A National Survey
Date Submitted: May 18, 2016
Open Peer Review Period: May 19, 2016 - Jul 14, 2016
Background: The ubiquitous use of social media by physicians poses professionalism challenges. Regulatory bodies have disseminated guidelines related to physician use of social media. Objective: This...
Background: The ubiquitous use of social media by physicians poses professionalism challenges. Regulatory bodies have disseminated guidelines related to physician use of social media. Objective: This study's objectives are to understand what residents view as appropriate social media use by physicians and to recognize the degree to which residents are exposed to postings which violate social media professionalism guidelines. Methods: An electronic survey was distributed to residents nationwide. The survey consisted of five Facebook postings from a "hypothetical" resident's personal Facebook page. Two questions were asked for each vignette: 1) opinion of the posting's appropriateness and 2) frequency they viewed similar posts. Results: The vignettes used highlighted common scenarios which challenge published social media professionalism guidelines. Residents are seeing postings that potentially violate professionalism standards frequently. For the two scenarios representing venting online about a patient interaction, residents overwhelmingly recognized the inappropriate use of social media. However, half of respondents said they see similar posts frequently or sometimes. In the vignette showing physicians drinking alcoholic beverages while in scrubs, most residents were neutral and frequently view similar posts. Of note, we found that over 50% of residents are using Facebook daily and another 30% at least once a week. Conclusions: Residents, like other of their generation, use social media sites to converse with peers without thinking about the implications on the profession. The frequent use of social media by learners needs to change the emphasis educators and regulatory bodies place on social media guidelines and teaching professionalism in the digital age.