JMIR Medical Education

The COVID-19 pandemic underscored the necessity for innovative educational methods in nursing. Our study takes a unique approach using a multidisciplinary simulation design, which offers a systematic and comprehensive strategy for developing virtual reality (VR) simulations in nursing education.

Teaching medical students the skills required to acquire, interpret, apply, and communicate clinical information is an integral part of medical education. A crucial aspect of this process involves providing students with feedback regarding the quality of their free-text clinical notes.

The Global Specialist Digital Health Workforce Census is the largest workforce survey of the specialist roles that support the development, use, management, and governance of health data, health information, health knowledge, and health technology.

The rapid evolution of ChatGPT has generated substantial interest and led to extensive discussions in both public and academic domains, particularly in the context of medical education.

The COVID-19 pandemic has had a significant impact on the mental health of college students worldwide. As colleges shifted to online instruction, students faced disruptions and increased stressors, leading to a decline in mental health that appears to continue post-pandemic. To alleviate the problem, academic institutions have implemented various interventions to address mental health issues, but many focus on a single approach and lack diverse delivery methods. In this viewpoint paper, we introduce the concept of a multi-modal self-care online course, Life101: Mental and Physical Self-Care, and discuss the potential effectiveness of such an intervention in improving students' well-being. The course combines evidence-based interventions and incorporates interactive lectures, workshops, and guest speakers. Pre- and post-course surveys were conducted over a span of four academic terms to evaluate the impact of this course on the wellbeing and self-care practices of students. The survey data suggest positive outcomes in students taking Life101, including the adoption of healthier habits, reduced stress levels, and increased knowledge and practice of self-care techniques. Life101 represents a novel muti-modality intervention to addressing the epidemic of mental health issues faced by students today. By implementing similar evidence-based multi-modal didactic curricula across campuses, academic institutions may be able to better equip students to navigate challenges and promote their overall well-being.

Higher education institutions, including medical schools, increasingly rely on fundraising to bridge funding gaps and support their missions. This manuscript presents a viewpoint on data-driven strategies in fundraising, outlining a four-step approach for effective planning while considering ethical implications. It outlines a four-step approach to creating an effective, end-to-end, data-driven fundraising plan, emphasizing the crucial stages of data collection, data analysis, goal establishment, and targeted strategy formulation. By leveraging internal and external data, schools can create tailored outreach initiatives that resonate with potential donors. However, the fundraising process must be grounded in ethical considerations. Ethical challenges, particularly when fundraising from grateful medical patients , necessitate transparent and honest practices prioritizing donors’ and beneficiaries’ rights and safeguarding public trust. This manuscript presents a viewpoint on the critical role of data-driven strategies in fundraising for medical education. It emphasizes integrating comprehensive data analysis with ethical considerations to enhance fundraising efforts in medical schools. By integrating data analytics with fundraising best practices and ensuring ethical practice, medical institutions can ensure financial support and foster enduring, trust-based relationships with their donor communities.

The Primary Trauma Care (PTC) course was originally developed to instruct healthcare workers in the management of the severely injured patients in Low- and Middle-Income Countries (LMICs) with limited medical resources. PTC has now been taught for more than 25 years. Many studies have demonstrated that the two-day Primary Trauma Care (PTC) workshop is useful and informative to front-line health staff and has helped improve knowledge and confidence in trauma management but there is little evidence showing that it leads to changes in clinical practice. The Kirkpatrick (KM) and Knowledge Attitude Practice (KAP) models are effective methods to evaluate this question. Our study aimed to combine the 2 models to evaluate the impact of the PTC program for healthcare staff in two Vietnamese hospitals.

Wearable video cameras can replicate physicians' perspectives, and increasing research has shown their utility in medical education. To assess the utility of wearable cameras in medical examinations, we developed an examination question on abdominal physical examination and a corresponding answer explanation using physician-view videos recorded with a head-mounted camera (Insta360 ONE R®). Forty-two resident physicians from multiple Japanese institutions participated in this pilot examination. To assess the utility of wearable cameras based on the examinees’ perception, we conducted a questionnaire survey after the examination. The survey results indicated that the inclusion of physician-view videos in medical examinations enabled participants to envision more real patients, was suitable for evaluating clinical competency, and provided effective education. Wearable video cameras can be a potent tool to improve the evaluation and educational capabilities of medical examinations.

Patient safety is a fundamental aspect of health care practice across global health systems. Safe practices, which include incident reporting systems, have proven valuable in preventing the recurrence of safety incidents. However, the accessibility of this tool for health care discipline students is not consistent, limiting their acquisition of competencies. In addition, there is no tools to familiarize students with analyzing safety incidents. Gamification has emerged as an effective strategy in health care education.

The successful integration of artificial intelligence (AI) into clinical practice is contingent upon physicians’ comprehension of AI principles and its applications. Therefore, it is essential for medical education curricula to incorporate AI topics and concepts, providing future physicians with the foundational knowledge and skills needed. However, there is a knowledge gap in the current understanding and availability of structured AI curriculum frameworks tailored for medical education, which serve as vital guides for instructing and facilitating the learning process.

Accurate medical advice is paramount in ensuring optimal patient care, and misinformation can lead to misguided decisions with potentially detrimental health outcomes. The emergence of Large Language Models (LLMs) such as OpenAI's GPT-4 has spurred interest in their potential healthcare applications, particularly in automated medical consultation. Yet, rigorous investigations comparing their performance to human experts remain sparse.

The introduction of Chat-GPT by OpenAI has garnered significant attention. Among its capabilities, paraphrasing stands out; however, our study aimed to investigate the satisfactory levels of plagiarism in the paraphrased text produced by this chatbot.