We are scheduled to perform a server upgrade on Thursday, November 30, 2017 between 4 and 6 PM Eastern Time.
Please refrain from submitting support requests related to server downtime during this window.
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.
Right click to copy or hit: ctrl+c (cmd+c on mac)
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.
Background: Video has been a powerful teaching and learning tool in medical education, enabling knowledge, skill and attitude formation in a variety of areas and reaching learners with various learnin...
Background: Video has been a powerful teaching and learning tool in medical education, enabling knowledge, skill and attitude formation in a variety of areas and reaching learners with various learning and communication styles. The millennial generation has grown up with video at their fingertips at any time and any place, and social networking sites such as YouTube enable the sharing of video amongst a vast online community. YouTube has emerged as a growing educational resource for both learners and medical educators. However, the usefulness of YouTube in supporting teaching and learning across the continuum of medical education has not been explored in detail. Given the increasing usage of YouTube in medical education, a review of the literature on YouTube and its utilization in medical education could inform more effective adoption and usage by institutions, educators, practitioners and learners. Objective: To explore the use of YouTube across the medical education continuum. Methods: A scoping review of the literature was performed. PubMed, ERIC and CINAHL were searched for literature on YouTube usage for medical education purposes published between 2005 and 2017 using a combination of search terms. Articles were screened using a defined set of inclusion criteria. Key items of information from each paper were collated using a data extraction tool and common themes from the literature were identified via thematic analysis. Results: Of the 113 articles initially identified in the literature search, 31 met inclusion criteria. Results show that a large number of YouTube videos exist across a variety of medical topic areas. However, only a small number of studies have evaluated the effectiveness of YouTube as an educational intervention and these are largely limited to learner satisfaction only. YouTube does offer the opportunity for educators to share videos and for learners to access a wide array of video materials. However, a majority of studies involving the assessment of content quality suggest that YouTube videos may be an inadequate source of information for learning due to the high variability of content. A key limitation in many of these studies was that searches were mainly restricted to publicly available video content. Conclusions: There is a paucity of research and evaluative work surrounding the use of YouTube as an educational resource across the medical education continuum. The quality of the content on YouTube is highly variable due to a lack of peer-review. Further evaluation of the effective integration of YouTube in medical education would inform further understanding and future practice.
Background: Colo-Rectal cancer is the third most common type of cancer and the second leading cause of cancer death in the United States. About one in three adults in US is not getting the CRC screeni...
Background: Colo-Rectal cancer is the third most common type of cancer and the second leading cause of cancer death in the United States. About one in three adults in US is not getting the CRC screening as recommended. Internal medicine residents are deficient in CRC screening knowledge. Objective: To improve internal medicine residents' CRC screening knowledge via novel approach of developing and publishing a smart phone application. Methods: A questionnaire was designed based on CRC screening guidelines of ACS, ACG and USPSTF. The questionnaire was emailed via SurveyMonkey link to all the residents of internal medicine department. The responses were analyzed after 4 weeks. Then a smart phone application was designed and was published on Play Store and App Store for android users and i phone users respectively. The survey was repeated, and the responses were compared with the previous one. Pearson Chi square test and the fisher exact test was applied to look for statistical significance. Results: 50 residents completed the first survey and 41 completed the second survey after publication of the application. Some of the areas of CRC screening which showed statistically significant improvement (P value < 0.05) included age to start CRC screening in African Americans, ordering preventive tests first, identification of CRC screening tests, identification of preventive and detection methods, positive tests to be followed by colonoscopy, follow up after colonoscopy findings and CRC surveillance in diseases. Conclusions: In this modern era of smart phones and gadgets, developing a smartphone based application or educational tool is a novel idea and can help in improving the knowledge of residents about colorectal cancer screening.