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 2015: 4.532), 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
How do clinicians learn about knowledge translation? An investigation of current online learning opportunities
Date Submitted: Apr 5, 2017
Open Peer Review Period: Apr 9, 2017 - Jun 4, 2017
Background: Clinicians are stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, knowledge translation theories and processes may...
Background: Clinicians are stakeholders in the translation of well-designed research evidence into clinical practice for optimal patient care. However, knowledge translation theories and processes may present conceptual and practical challenges for clinicians. Online learning platforms are an effective means of delivering knowledge translation education, providing an interactive, time-efficient and affordable alternative to face-to-face education programmes. Objective: This study investigates the availability and accessibility of online knowledge translation learning opportunities for health professionals. Methods: We searched a range of databases and Google using nine knowledge translation terms to identify online knowledge translation learning resources. To be eligible, resources had to be free, aimed at clinicians, educational in intent, and interactive in design. The details of the first 100 websites retrieved by each term were entered into EndNote records. Websites captured were subsequently visited to determine their status as a learning resource. Eligible websites were also appraised for quality using the AACODs tool. Results: We identified 971 unique websites via our multiple search strategies. Of these, 43 were health-related and educational in intent. Once these sites were evaluated for interactivity, a single website matched our inclusion criteria (Dementia Knowledge Translation Learning Centre). Conclusions: Knowledge translation is an important but complex system of processes. These processes overlap with knowledge, practice, and improvement processes that go by a range of different names. For clinicians to be informed and competent in knowledge translation, they require better access to free learning opportunities. These resources should be designed from the viewpoint of the clinician, presenting knowledge translation’s multifaceted theories and processes in an engaging, interactive way. This learning should empower clinicians to contextualise and apply knowledge translation strategies within their own care settings.
PubMed vs Google Scholar in Medicine: Future of Public Database
Date Submitted: Feb 26, 2017
Open Peer Review Period: Mar 18, 2017 - May 13, 2017
In the digital age, search strategy plays a vital role for academic purposes such thesis, scholarly article, scientific writing and presentation. To date, physicians and scientists have experienced wi...
In the digital age, search strategy plays a vital role for academic purposes such thesis, scholarly article, scientific writing and presentation. To date, physicians and scientists have experienced with many search engines such PubMed, Google Scholar, Embase, Quertle, SciGlobe, Microsoft Academic or etc... Indeed, 2 search engines (PubMed and Google Scholar) are commonly being used for physicians. However, very few physicians can outline the advantage and disadvantage among those search engines. Therefore, the author reviewed the difference between PubMed and Google Scholar.