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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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With the rapid integration of genetics into medicine it has become evident that practicing physicians as well as medical students and clinical researchers, need to be updated on the basic nuts-and-bol...
With the rapid integration of genetics into medicine it has become evident that practicing physicians as well as medical students and clinical researchers, need to be updated on the basic nuts-and-bolts of bioinformatics. Any medical practitioner, who tries to keep abreast on new developments in his field or specialty, will be confronted with important findings based on genetics related biomedical research. Overly optimistic expectations of Next Generation Sequencing (NGS) need to be weighed down by understanding not only the potential strengths but also immense challenges of bioinformatics, to analyze the data generated by NGS. There are three limitations that need to be addressed with the regards to the above need. 1. Lack of defined learning objectives for “Bioinformatics for Medical Practitioner” 2. Absence of a structured lesson plan to disseminate the learning objectives. 3. Paucity of a defined step by step strategy to teach the essentials of bioinformatics in a medical curriculum. In this manuscript, we have addressed these limitations. First, we define the specifics of bioinformatics that a medical student or health care professional should be introduced to, in order to use this knowledge in a clinical context. Secondly, we design a structured lesson plan using a blended approach employing both Gagne’s and Peyton’s instructional models. Lastly, we delineate a step-by-step strategy employing free web-based bioinformatics module, combining it with a clinical scenario of familial hypercholesterolemia to disseminate the defined specifics of bioinformatics.
Background: Healthcare providers are often called to respond to in-flight medical emergencies (IFMEs), but lack familiarity with expected supplies, interventions, and ground medical control support. O...
Background: Healthcare providers are often called to respond to in-flight medical emergencies (IFMEs), but lack familiarity with expected supplies, interventions, and ground medical control support. Objective: The objective of this study was to determine whether a smartphone application (airRx) improves responses to simulated IFMEs. Methods: This was a randomized study of volunteer, non-emergency resident physician subjects who managed simulated IFMEs with or without the app. Simulations took place in a mock-up cabin in the simulation center. Standardized participants (SPs) played the patient, family member, and flight attendant roles. Live, non-blinded rating was used with occasional video review for data clarification. Subjects participated in two simulated IFMEs (shortness of breath-SOB, syncope-SYN) and were evaluated with checklists (CL) and global ratings scales (GRS). CL item success rates, key critical action times, GRS, and pre-post simulation confidence in managing IFMEs were compared. Results: There were 29 subjects in each arm (app versus control) of the study. Mean percentages of completed CL items for the app versus control groups were 56.1 ± 10.3 vs. 49.4 ± 7.4 for SOB (p < 0.05) and 58 ± 8.1 vs. 49.8 ± 7.0 for SYN (p < 0.05). The GRS improved with the app for SYN case (3.14 ± 0.89 vs control 2.6 ± 0.97, p < 0.05), but not the SOB case (2.90 ± 0.97 vs control 2.81 ± 0.80, p = 0.43). For timed checklist items, the app group contacted ground support faster for both cases, but the control group was faster to complete vitals and basic exam. Both groups indicated higher confidence in their post-simulation surveys, but the app group demonstrated a greater increase in this measure. Conclusions: Use of the airRx app prompted some actions, but delayed others. Simulated performance and feedback suggest the app is a useful adjunct for managing IFMEs. Clinical Trial: Not applicable