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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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Background: Journal clubs are an established feature in medical education programs but only few are embedded in undergraduate, graduate or postdoctoral education courses. Objective: We implemented and...
Background: Journal clubs are an established feature in medical education programs but only few are embedded in undergraduate, graduate or postdoctoral education courses. Objective: We implemented and revisited the format of a journal club to establish the connection between preclinical and clinical data in the MSc Course Radiation Biology to train Medical Scientists for radiation medicine. Methods: A choice of manuscripts is given to the students to prepare for presentation and discussion. Every student holds a presentation and is expert in the following discussion. We developed an assessment scheme to evaluate all the relevant aspects to be learned as a presenter in a journal club. Results: With the journal club embedded in the curriculum of the MSc course, students learn to present aspects of translational radiation oncology research and discuss conclusions and controversies. Conclusions: The ongoing diversification in radiation medicine requires unique preclinical expertise in clinic the clinical routine, including biology, physics as well as information management. The MSc course Radiation Biology trains Medical Scientists in this field. Journal Clubs are excellent teaching formats to link clinical data with preclinical knowledge. They teach the students the relevant tools they need to work in any radiation-related clinical discipline, including radiology, nuclear medicine or radiation oncology. Thus, the format of Journal Clubs was revisited and modified to meet the teaching needs within an MSc Course
Background: Although the Clerkship Directors in Internal Medicine (CDIM) has created a core subinternship curriculum, the traditional experiential subinternship may not expose students to all topics....
Background: Although the Clerkship Directors in Internal Medicine (CDIM) has created a core subinternship curriculum, the traditional experiential subinternship may not expose students to all topics. Furthermore, academic institutions often use multiple clinical training sites for the student clerkship experience. Objective: We aimed to sustain an online learning community across geographically disparate sites via enterprise microblogging to increase subintern exposure to CDIM’s curriculum. Methods: Internal medicine sub-interns utilized Yammer®, a HIPAA-secure enterprise microblogging platform, to post questions, images, and index conversations for searching. Sub-interns were required to submit 4 posts and participate in 4 discussions during their rotation. Faculty reinforced key points, answered questions, and monitored HIPAA compliance. Results: Fifty-six medical students rotated on an internal medicine subinternship from July 2014-June 2016. Eighty-four percent of the students returned the post-rotation survey. Over the first 3 months, 100% of CDIM curriculum topics were covered. Compared to the pilot year, the scale-up year demonstrated a significant increase in number of students with >10 posts (scale-up 49% versus pilot year 19%; p=.03) and perceived educational experience (58% scale-up versus 14% pilot year; p=.006). Very few students (6%) noted privacy concerns, but fewer students in the scale-up year found Yammer® a safe learning environment. Conclusions: Supplementing the sub-internship clinical experience with an enterprise microblogging platform increased sub-internship exposure to required curricular topics and was well-received. Future work should address concerns of safe learning environment.