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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 (eg, 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 2017: 4.671), 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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Introduction: Cardiovascular disease is a major cause of morbidity and is now the leading cause of death in patients with renal transplants. We report a case of acute myocardial infarction three weeks...
Introduction: Cardiovascular disease is a major cause of morbidity and is now the leading cause of death in patients with renal transplants. We report a case of acute myocardial infarction three weeks post renal transplant. Case Report: A 45 year old male renal transplant renal transplant recipient presented three weeks post-transplant with acute chest pain, hypotension and atrial fibrillation. He was found to have Infero-posterior wall myocardial infarction. He was thrombolysed with Tenectaplase, and developed a perinephric hematoma six hours later. He underwent transfusions and pigtail drainage of the hematoma. The hematoma resolved, and he was started on dual anti-platelets with stable renal function. Conclusion: Thrombolysis in the early post-transplant period is considered a very high risk procedure. Our case illustrates the use of the thrombolytic therapy in the early post transplant period and successful management of the attendant complications.
Background: The involvedness of 21st century healthcare requires re-thinking of current (medical) educational paradigms. In this “Millennial Era” to promulgate the tenets of Flexnerism in undergra...
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Background: The ability to construct simple computer programs ("coding") is being progressively recognised as a life skill. Coding is now being taught to primary-school children world-wide, but curre...
Background: The ability to construct simple computer programs ("coding") is being progressively recognised as a life skill. Coding is now being taught to primary-school children world-wide, but current medical students usually lack coding skills, and current measures of computer literacy for medical students focus on the use of software and internet safety. There is a need to train a cohort of doctors who can both practice medicine and also engage in the development of useful, innovative technologies to increase efficiency and adapt to the modern medical world. Objective: The aim of the study was to address the following questions: 1) Is it possible to teach undergraduate medical students the basics of computer coding in a weekend? 2) How do students perceive the value of learning computer coding at medical school? 3) Do students see computer coding as an important skill for future doctors? Methods: We developed a 2-day coding course to teach self-selected cohorts of medical students basic coding. The course included a practical introduction to writing software, discussion of computational thinking, and how to discuss projects with mainstream computer scientists. We explored in focus groups whether students thought that coding has a place in the undergraduate medical curriculum. Results: Our results demonstrate that medical students who were complete novices at coding could be taught enough to be able to create simple usable clinical programs with 2 days of intensive teaching. In addition, 6 major themes emerged from the focus group 1) Making sense of coding 2) Developing the students’ skillset 3) The value of coding in medicine, research and business 4) Role of teaching coding in medical school 5) The concept of an enjoyable challenge 6) Comments on the course design Conclusions: Medical students can acquire usable coding skills in a weekend course. They valued the teaching and identified that, as well as gaining coding skills, they had acquired an understanding of its potential both for their own projects and in healthcare delivery and research. They identified that learning to code was different from digital literacy and considered that coding skills teaching should be offered as an optional part of the medical curriculum.
Background: Cyberincivility is a pervasive issue that demands upfront thinking. It can negatively impact one’s personal, professional, social, and educational well-being. Although massive open onlin...
Background: Cyberincivility is a pervasive issue that demands upfront thinking. It can negatively impact one’s personal, professional, social, and educational well-being. Although massive open online courses (MOOCs) environments could be vulnerable to undesirable acts of incivility among students, no study has explored the phenomena of cyberincivility in this learning environment, particularly in a health-related course in which mostly current or eventual health professions students enroll. Objective: This study analyzed the characteristics of text entries posted by students enrolled in a medicine and healthcare MOOC. The objectives were to examine the prevalence of posts deemed disrespectful, insensitive or disruptive, and incondusive to learning and to describe the patterns and types of uncivil posts. Our aims are to point to aspects that could be useful for MOOC designers and educators to build a culture of cybercivility in the MOOC environment. Methods: The data used in this research came from postings in the discussion forums from the MOOC Medical Neuroscience created by a large private university in the southeast region of the United States. The data were collected on May 9, 2017. Out of 21,101 posts in the dataset, 8,705 were analyzed after excluding 12,396 posts (58.7%) that contained truncated or contained gibberish data. An iterative process of coding, discussion, and revision was carried out to develop a series of a priori codes. Data management and analysis were performed with NVivo 12. Results: A total of 19 a priori codes were retained from the 25 initially developed, and three themes emerged from the data: Annoyance, Disruption, and Aggression. Of the 8,705 posts included in the analysis, 7,333 (84.2%) were considered as absence of uncivil posts, 1,043 (12.0%) as presence of uncivil posts, and 329 (3.8%) were treated as uncodable. Of the 1,043 uncivil posts analyzed, 466 were coded to more than one a priori code, which resulted in 1,509 instances. Of those 1,509 instances, 826 fell into “annoyance” (54.7%), 648 into “disruption” (42.9%), and 35 posts into “aggression” (2.3%). Of the 466 posts that related to more than one a priori code, 380 were attributed to two or three themes. Of those 380 posts, 352 (92.6%) overlapped both “annoyance” and “disruption,” 13 (3.4%) overlapped both “disruption” and “aggression,” 9 (2.4%) overlapped “annoyance” and “aggression,” while 6 (1.6%) intersected all three themes. Conclusions: This study reported on the phenomena of cyberincivility in the health-related MOOC toward the education of future healthcare professionals. Despite the general view that discussion forums are a staple of the MOOC delivery system, students cite discussion forums as a source of frustration for their potential to contain uncivil posts. Therefore, MOOC developers and instructors should consider ways to maintain a civil discourse within discussion forums.