JMIR Medical Education
Technology, innovation and openess in medical education in the information age
JMIR Medical Education (JME) is a Pubmed-indexed, 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 2016: 5.175), 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
Date Submitted: Oct 16, 2017
Open Peer Review Period: Oct 18, 2017 - Dec 13, 2017
Background: Wiki platform use has potential to improve student learning by improving engagement with course material. A student-created wiki was established to serve as a repository of study tools for...
Background: Wiki platform use has potential to improve student learning by improving engagement with course material. A student-created wiki was established to serve as a repository of study tools for students in a medical school curriculum. There is a scarcity of information describing student-led creation of wikis in medical education. Objective: To describe the creation of a student-centered wiki, characterize website traffic and evaluate student usage via a short anonymous online survey. Methods: Website analytics were used to track visitation statistics to the Wiki and a survey was distributed to assess ease of use, interest in contributing to the Wiki, and suggestions for improvement. Results: Site traffic data indicated high usage, averaging 316 pageviews per day from July 2011 to March 2013 and 74,317 total user sessions. The average session duration was 2 min 18s. Comparing Fall 2011 to Fall 2012 revealed a large increase in returning visitors (65.7%) and sessions via mobile devices (87.7%). The survey received 164 responses, 88% of whom were aware of the Wiki at the time of the survey. On average, respondents felt that the Wiki was more useful in the pre-clinical years (2.73 ± 1.25) than in the clinical years (1.88 ± 1.12; P < .001). Perceived usefulness correlated with the percent of studying for which the respondent used electronic resources (Spearman’s = 0.414, P < .001). Conclusions: Overall, the Wiki was a highly utilized, though informal part of the curriculum with much room for improvement and future exploration.
Date Submitted: Oct 3, 2017
Open Peer Review Period: Oct 4, 2017 - Nov 29, 2017
Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools – including online lectures – before attending i...
Background: The adoption of the flipped classroom in undergraduate medical education (UME) calls on students to learn from various self-paced tools – including online lectures – before attending in-class sessions. Hence, the design of online lectures merits special attention, given that applying multimedia design principles has been shown to enhance learning outcomes. Objective: To understand how online lectures have been integrated into medical school curricula, and whether published literature employs well-accepted principles of multimedia design. Methods: This scoping review followed the methodology outlined by Arksey and O'Malley (2005). MEDLINE, PsycINFO, Education Source, Francis, and ProQuest were searched to find articles from 2006 to 2016 related to online lecture use in UME. Results: 45 articles met inclusion criteria. Online lectures are used in preclinical and clinical years, covering basic sciences, clinical medicine, and clinical skills. The use of multimedia design principles is seldom reported. Almost all studies describe high student satisfaction and improvement on knowledge tests following online lecture use. Conclusions: Integration of online lectures into UME is well-received by students and appears to improve learning outcomes. Future studies should apply established multimedia design principles to the development of online lectures to maximize their educational potential.
Date Submitted: Sep 28, 2017
Open Peer Review Period: Sep 29, 2017 - Nov 24, 2017
Background: The widespread application of technologies such as Electronic Health Records, mobile health, and telemedicine platforms has made it easy for healthcare providers to collect relevant data a...
Background: The widespread application of technologies such as Electronic Health Records, mobile health, and telemedicine platforms has made it easy for healthcare providers to collect relevant data and deliver healthcare regimens. While efficacious, these new technologies also pose serious security and privacy challenges. Objective: The training program described herein aims at preparing well-informed health information security and privacy professionals. Methods: A new educational track has been built within a health informatics graduate program. Several existing graduate courses have been enhanced with new security and privacy modules. New labs and seminars have been created and students are being encouraged to participate in research projects and obtain real world experience from industry partners. Students in this track receive both theoretical education and hands-on practice. Evaluations have been performed on this new track by conducting multiple surveys on a sample of students. Results: We have succeeded in creating a new security track and developing pertinent curriculum. The newly created security materials have been implemented in multiple courses. The evaluation indicated that students (N=30) believed that receiving security and privacy training was important for health professionals, the provided security contents were interesting, and having the enhanced security and privacy training in this program was beneficial for their future career. Conclusions: The security and privacy education for health information professionals in this new security track has been significantly enhanced.
Date Submitted: Sep 10, 2017
Open Peer Review Period: Sep 13, 2017 - Nov 8, 2017
Background: The Brazilian academic leagues are small groups of medical students that are growing on medical education. Objective: Present the concept of Brazilian academic leagues and synthesize the e...
Background: The Brazilian academic leagues are small groups of medical students that are growing on medical education. Objective: Present the concept of Brazilian academic leagues and synthesize the experiences published in scientific journals. Methods: Was performed a survey bibliographic databases, with subsequent exclusion of items not related to the theme, repeated or without free access. It was included studies that contained reports of an individual experience of an academic league. Results: Was found 29 articles on total, and analyzed 15 experience reports. They have been described 7 reports of Medicine, 4 reports from other areas and 4 multidisciplinary reports. So, there is a gradual increase in the debate on the subject, although most of it is still in the form of experience reports. Conclusions: There is great variability in the reported academic leagues, although most of them have regular meetings with theoretical discussions, participate in scientific events, as listeners, speakers and leading academic papers. Many leagues have extension activities, with activities in the community in various segments.