JMIR Medical Education

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.

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.

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.

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.

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.

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.

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).

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.

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.

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.

Programmatic assessment supports flexible learning and individual progression, but challenges educators to develop frequent assessments reflecting different competencies. The continuous creation of large volumes of assessment items, in a consistent format, in a comparatively restricted time, is laborious. To address this challenge, the application of technological innovations, including artificial intelligence (AI), has been tried. A major concern raised is the validity of the information produced by AI tools, and if not properly verified, can produce inaccurate and therefore inappropriate assessments.

Understanding the roles and patient management approaches of the entire oncology team is imperative for effective communication and optimal cancer treatment. Currently, there is no standard residency or fellowship curriculum to ensure delivery of fundamental knowledge and skills associated with oncology specialties with which trainees often collaborate.