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
‘A Survey Of Medical Oncology Training In Australian Medical Schools: A pilot Study’
Date Submitted: Apr 26, 2017
Open Peer Review Period: Apr 26, 2017 - Jun 21, 2017
Background: Oncology is a rapidly evolving field with continuous advancements in the diagnosis and treatment of cancer. Therefore, it is important that medical students are provided with the knowledge...
Background: Oncology is a rapidly evolving field with continuous advancements in the diagnosis and treatment of cancer. Therefore, it is important that medical students are provided with the knowledge and experience required to care for oncology patients and to enable them to diagnose and manage toxicities of novel therapeutic agents. Objective: This study was performed to understand the medical students’ perspective of the oncology education provided from universities across Australia, to identify areas of education that could potentially be modified or improved to ultimately attract more students to a career in oncology. Methods: This pilot cross-sectional study consisted of an 18-question survey that was submitted online to medical students in their final year and interns rotating to the Tamworth Hospital. Results: The survey was completed by 94 fifth-year medical students and interns. Oncology was taught both theoretically and clinically for 67.7% of participants and 47.8% had an exclusive oncology rotation. Both theoretical and clinical oncology assessments were conducted for only 20.6% of participants. Overall, 41.8% of participants were satisfied with their oncology education and 78.4% were unsatisfied with the number of oncology teaching hours. The importance of a career in oncology was rated as low by 45.6% of participants. Conclusions: This pilot study indicates that there are potential areas to further improve oncology teaching in Australian universities. The majority of surveyed students were unsatisfied with the number of teaching hours they receive in oncology. More global assessment of students and/or interns from other Australian institutes may yield further useful information.