The Karma system is currently undergoing maintenance (Monday, January 29, 2018).
The maintenance period has been extended to 8PM EST.
Karma Credits will not be available for redeeming during maintenance.
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.
Right click to copy or hit: ctrl+c (cmd+c on mac)
Background: Endotracheal intubation (ETI) is a crucial life-saving procedure, where greater than two failed attempts can lead to further complications or even death. Like all technical skills, ETI req...
Background: Endotracheal intubation (ETI) is a crucial life-saving procedure, where greater than two failed attempts can lead to further complications or even death. Like all technical skills, ETI requires sufficient practice to perform adequately. Currently, the models used to practice ETI are expensive, and therefore, difficult to access, particularly in the developing world and in settings that lack a dedicated simulation centre. Objective: The objective is to improve access to ETI training by creating a comparable, yet cost-effective simulation model producible by 3D printers. Methods: Open source mesh files of relevant anatomy from BodyParts3D were modified through 3D modelling programs, Meshlab and Blender. Several prototypes with varying filaments were tried to optimize the ETI simulation. Results: We have created the novel 3D-printed Endotracheal Intubation Model for learners at all levels to practice this airway management skill at negligible costs compared to current simulation models. It is an open source design available for all medical trainees. Conclusions: Revolutions in cost and ease of use has allowed home and even desktop 3D printers to become widespread. Therefore, open-source access to the Endotracheal Intubation Model will improve accessibility to medical training in the hopes of optimizing patient care.
Background: Despite the enormous burden of disease attributable to drug and alcohol addiction, there remain major challenges in implementing evidence-based addiction care and treatment modalities. Thi...
Background: Despite the enormous burden of disease attributable to drug and alcohol addiction, there remain major challenges in implementing evidence-based addiction care and treatment modalities. This is partly due to a persistent lack of accessible, specialized training in addiction medicine. In response, a new online certificate in addiction medicine has been established in Vancouver, Canada, free of charge to participants globally. Objective: To evaluate and examine changes in knowledge acquisition among health care professionals before and after completion of an online certificate in addiction medicine. Methods: Learners enrolled in a 17-module certificate program and completed pre- and post- knowledge tests using online multiple-choice questionnaires. Knowledge acquisition was then evaluated using a repeated measures t-test of mean test scores before and after the online course. Following certificate completion, a subset of learners completed online course evaluation form. Results: Of the total 6985 participants who registered for the online course between May 15, 2017 and February 22, 2018, 3466 (49.6%) completed the online pre-test questionnaire. A total of 1010 participants completed the full course, achieving the required 70% scores. Participants self-reported working in a broad range of health-related fields, including nursing (371), medicine (92), counselling or social work (69), community health (44), and pharmacy (34). The median graduation year was 2010 (n = 363, interquartile range 2002-2015). Knowledge of addiction medicine increased significantly post-certificate (mean difference 28.21; 95% Confidence Interval 27.32-29.10; p<0.001). Physicians scored significantly higher on the pre-test than any other health discipline (p<0.01), while the greatest improvement in scores was seen in the counselling professions (p<0.05) and community outreach (p<0.01). Conclusions: This free, online, open-access certificate in addiction medicine was found to improve knowledge of learners from a variety of disciplines and backgrounds. Scaling up “low threshold” learning opportunities may further advance addiction medicine training, thereby helping to narrow the evidence-to-practice gap.
Background: Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the healthcare environment are serving to fuel this growth into the future....
Background: Telemedicine has grown exponentially in the United States over the past few decades, and contemporary trends in the healthcare environment are serving to fuel this growth into the future. Therefore, medical schools are learning to incorporate telemedicine competencies into the undergraduate medical education of future physicians so that they can more effectively leverage telemedicine technologies for improving the quality of care, increasing patient access, and reducing healthcare expense. This review articulates the efforts of allopathic-degree-granting medical schools in the United States in order to characterize and systematize the learnings that have been generated thus far in the domain of telemedicine training in undergraduate medical education. Objective: To collect and outline the current experiences and learnings that have been generated as medical schools have sought to implement telemedicine capacity-building into undergraduate medical education. Methods: A mixed-methods review was performed, starting with a literature review via SCOPUS and an outreach effort utilizing telemedicine curriculum data gathered by the LCME. This outreach included seventy institutions and yielded seven interviews, four peer-reviewed research papers, six online documents, and three completed survey responses. Results: There is an emerging, rich international body of learning being generated in the field of telemedicine training in undergraduate medical education. The integration of telemedicine-based lessons, ethics case-studies, clinical rotations, and even tele-assessments, are being found to offer great value for medical schools and their students. Most medical students find such training to be a valuable component of their preclinical and clinical education for a variety of reasons, which include fostering greater familiarity with telemedicine and increased comfort with applying telemedical approaches in their future careers. Conclusions: These competencies are increasingly important in tackling the challenges facing healthcare in the 21st century, and further implementation of telemedicine curricula into undergraduate medical education is highly merited.
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.