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.
Sep 11, 2017
Sep 5, 2017
Aug 4, 2017
Jul 13, 2017
Jun 12, 2017
May 10, 2017
May 3, 2017
Apr 21, 2017
Apr 19, 2017
Apr 18, 2017
Mar 30, 2017
Mar 14, 2017
Citing this Article
Right click to copy or hit: ctrl+c (cmd+c on mac)
Latest Submissions Open for Peer-Review:View All Open Peer Review Articles
Academic leagues: a concept created on Brazilian medicals schools
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.
Patient Access to Provider Notes: A Comparison of Resident and Attending Perceptions Prior to Pilot Implementation
Date Submitted: Sep 5, 2017
Open Peer Review Period: Sep 7, 2017 - Nov 2, 2017
Background: As the Electronic Health Record (EHR) becomes a more integral part of a physician’s daily life, new EHR tools will continue to be rolled out to trainees. Patient access to provider notes...
Background: As the Electronic Health Record (EHR) becomes a more integral part of a physician’s daily life, new EHR tools will continue to be rolled out to trainees. Patient access to provider notes is becoming a more widespread practice since several studies have shown that it is a tool to increase patient empowerment. Objective: In this analysis, we compared differences between resident and attending physicians’ perceptions prior to implementation of patient access to provider notes to facilitate optimal use of EHR features and potential for patient empowerment. Methods: Prior to implementation of patient access to provider notes we surveyed residents and attendings to assess differences in perceptions of this new EHR tool using an open access survey provided by OpenNotes. Results: Survey response rates were 37% (n=20/54 total) for resident physicians and 72% (n=31/44 total) for attending physicians. Similarities between the groups included concerns around litigation and documenting sensitive topics. Residents were more concerned about litigation, discussing weight, offending patients, and overall communicated with patients less through the EHR compared to attendings. Conclusions: Patient access to provider notes has potential to empower patients but resident concerns need to be validated and addressed prior to being comfortable utilizing this tool.