JMIR Medical Education

Technology, innovation, and openness in medical education in the information age.

Editor-in-Chief:

Blake J. Lesselroth, MD MBI FACP FAMIA, University of Oklahoma | OU-Tulsa Schusterman Center; University of Victoria, British Columbia


Impact Factor 12.5 CiteScore 11

JMIR Medical Education (JME, ISSN 2369-3762) is an open access, PubMed-indexed, peer-reviewed journal focusing on technology, innovation, and openness in medical education.This includes e-learning and virtual training, which has gained critical relevance in the (post-)COVID world. Another focus is on how to train health professionals to use 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 digital learning objects for medical education and urge authors to make their tools and learning objects freely available (we may also publish them as a 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 from various health professions to submit short essays and viewpoints on all aspects of medical education, particularly suggestions on improving medical education and suggestions for new technologies, applications, and approaches. 

The journal is indexed in MEDLINEPubMed, PubMed Central, Scopus, DOAJ, and the Emerging Sources Citation Index (Clarivate)

JMIR Medical Education received a Journal Impact Factor of 12.5 according to the latest release of the Journal Citation Reports from Clarivate, 2025.

JMIR Medical Education received a Scopus CiteScore of 11.0 (2024), placing it in the 97th percentile (#46 of 1620) as a Q1 journal in the field of Medical Education.

Recent Articles

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Evaluation of Medical Education

Current e-Learning evaluation focuses on learners’ knowledge gain, satisfaction, perceptions and attitudes; few assess the implementation outcomes of e-Learning resources in teaching and learning.

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Mobile Approaches to Medical Education

Many national medical governing bodies encourage physicians to engage in continuing professional development (CPD) activities to cultivate their knowledge and skills to ensure their clinical practice reflects the current standards and evidence base. However, physicians often encounter various barriers that hinder their participation in CPD programs, such as time constraints, a lack of centralized coordination, and limited opportunities for self-assessment. The literature has highlighted the strength of using question-based learning interventions to augment physician learning and further enable change in practice. CPD By the Minute (CPD-Min) is a smartphone-enabled web-based app that was developed to address self-assessment gaps and barriers to engagement in CPD activities.

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Continuing Medical Education (CME) for Doctors

Recruitment to cancer clinical trials (CCTs) is low, particularly for underrepresented groups such as uninsured patients, those with low-income status, and racial and ethnic minoritized individuals. A significant barrier is that treating oncologists often fail to inform patients about the possibility of CCT participation as an option for quality cancer care. Therefore, patient inquiries about trials before starting treatment should be normalized and encouraged, particularly for underrepresented groups. Primary care providers (PCPs) are uniquely suited to do this because they interact with patients at the time of cancer diagnosis, provide ongoing care, and are trusted sources of information.

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Reviews in Medical Education

With the growing use of technology in medical education, a framework is needed to evaluate learners' and educators' acceptance of these technologies. In this context, the Technology Acceptance Model (TAM) offers a valuable theoretical framework, providing insights into the determinants influencing the users' acceptance and adoption of technology.

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New Methods and Approaches in Medical Education

Healthcare professionals seldom receive training on neurodevelopmental conditions such as ADHD. An online training was co-developed to address some of the gaps in knowledge and understanding in primary care. A randomised control trial demonstrated that the training increased knowledge and confidence and improved practice.

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Reviews in Medical Education

Despite recent improvements, gender inequality persists within the higher education sector, as evidenced by the proportionally greater number of student and academic leadership positions occupied by male students and staff. Gender equality education and training for students may help to develop awareness, knowledge, and skills among individual students, building capacity to address biases and accelerate culture change in higher education institutions.

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Graduate and Postgraduate Education for Health Professionals

Augmentative and alternative communication (AAC) is a therapeutic approach and modality of expression for patients with limited or no expressive language. Speech-language pathologists and phoniatricians need to be competent in AAC to treat patients with complex communication needs. For knowledge acquisition and enhancement in AAC, a significant number of interactive e-learning tools are available. To improve e-learning in AAC, it is essential to understand the e-learning attributes of these tools, such as formats, content areas, learning styles, or learning goals. However, these structures have yet to be investigated.

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Research Letter

Summary Sentence: Bing Chat (subsequently renamed Microsoft Copilot), a ChatGPT 4.0 based Large Language Model, demonstrated comparable performance to medical students in answering essay-style CAPPs, while assessors struggled to differentiate AI from human responses. These results highlight the need to prepare students and educators for a future world of AI by fostering reflective learning practices and critical thinking.

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Graduate and Postgraduate Education for Health Professionals

Although the training course of electrocardiogram (ECG) interpretation was started early in medical school, the accuracy in interpretation of 12-lead ECG is always a challenge issue. We conducted a pilot educational program to compare the effectiveness of a conventional didactic lecture, self-drawing (SD), and self-drawing following a flipped classroom approach (SDFC).

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Student/Learners Perceptions and Experiences with Educational Technology

Doctor-to-Doctor (D2D) is a mobile learning app that aims to support continuous learning in health care, commonly known as continuing medical education. One of the metrics of success in mobile learning is the average amount of time spent each month on the app, which is a component of stickiness, the tendency of users to use apps repeatedly. Stickiness metrics are important because stickiness has a direct effect on user retention.

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Reviews in Medical Education

A virtual simulated placement (VSP) is a computer-based version of a practice placement. COVID-19 drove increased adoption of virtual technology in clinical education. Accordingly, the number of VSP publications increased from 2020. This review determines the scope of this literature to inform future research questions.

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New Methods and Approaches in Medical Education

The traditional history and physical (H&P) provides the basis for physicians’ data gathering, problem formulation, and care planning, yet it can miss relevant behavioral or social risk factors. The American Medical Association’s “H&P 360,” a modified H&P, has been shown to foster information gathering and patient rapport in inpatient settings and objective structured clinical examinations. It prompts students to explore 7 domains, as appropriate to the clinical context: biomedical problems, psychosocial problems, patients’ priorities and goals, behavioral history, relationships, living environment and resources, and functional status.

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Preprints Open for Peer-Review

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