@Article{info:doi/10.2196/62726,
author="Omiyi, David
and Arubuola, Ebenezer
and Chilaka, Marcus
and Rahman Jabin, Shafiqur Md",
title="Migration of Health Workers and Its Impacts on the Nigerian Health Care Sector: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2025",
month="Jan",
day="30",
volume="14",
pages="e62726",
keywords="training and education",
keywords="health policy",
keywords="healthcare workforce",
keywords="policy interventions",
keywords="socio-political factors",
keywords="political instability",
keywords="workforce capacity",
abstract="Background: Health worker migration from Nigeria poses significant challenges to the Nigerian health care sector and has far-reaching implications for health care systems globally. Understanding the factors driving migration, its effects on health care delivery, and potential policy interventions is critical for addressing this complex issue. Objective: This study aims to comprehensively examine the factors encouraging the emigration of Nigerian health workers, map out the effects of health worker migration on the Nigerian health system, document the loss of investment in health training and education resulting from migration, identify relevant policy initiatives addressing migration, determine the effects of Nigerian health worker migration on destination countries, and identify the benefits and demerits to Nigeria of health worker migration. Methods: This study will follow the Joanna Briggs Institute methodology. A search strategy will retrieve published studies from MEDLINE, CINAHL, Embase, Global Health, Academic Search Premiere, and Web of Science. Unpublished studies will be sourced from dissertations and theses. A comprehensive search will involve keyword scans and citation searches. Exclusion criteria will filter out irrelevant studies, such as studies unrelated to the international migration of health workers and non-English language studies. A total of 2 independent reviewers will screen the titles and abstracts and then review the full text. Data will be extracted from the included studies using a data extraction tool developed for this study. The study selection process will be shown using a PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) flowchart. While the traditional risk of bias assessments is not applied to scoping reviews, the quality of included studies will be evaluated based on methodological transparency. Results: The process of selecting studies will be shown using a PRISMA ScR flowchart, and information gathering will be done through a charting table that has been prepared in advance. We plan to collect data from January 2025 to March 2025 and present the results to examine publication patterns and study details. The final summary is expected to be released by the summer of 2025. It will provide an in-depth look at how health worker migration impacts the health care sector in Nigeria. Conclusions: This study holds immense potential to contribute to understanding health worker migration from Nigeria and inform policy and practice interventions to address its challenges. By synthesizing existing evidence, the scoping review will guide future research and policy efforts to mitigate the adverse effects of migration on health care systems and workforce sustainability. Furthermore, the results will aid in recognizing deficiencies in the existing literature; this will offer a defined path for specific policy measures and methods to retain health care workers effectively and thus support the sustainability of health care systems. International Registered Report Identifier (IRRID): PRR1-10.2196/62726 ",
doi="10.2196/62726",
url="https://www.researchprotocols.org/2025/1/e62726"
}


@Article{info:doi/10.2196/60223,
author="Tobiaszewska, Ma?gorzata
and Koweszko, Tytus
and Jurek, Jonasz
and Miko?ap, Karolina
and Gierus, Jacek
and Mikulski, Jantoni
and Waszkiewicz, Napoleon",
title="Personality Types of Medical Students in Terms of Their Choice of Medical Specialty: Cross-Sectional Study",
journal="Interact J Med Res",
year="2024",
month="Dec",
day="31",
volume="13",
pages="e60223",
keywords="personality type",
keywords="characteristics",
keywords="traits",
keywords="psychology",
keywords="psychometric",
keywords="medical students",
keywords="university",
keywords="burnout",
keywords="gender",
keywords="preferences",
keywords="professional",
keywords="job",
keywords="career",
keywords="specialty",
keywords="survey",
keywords="questionnaire",
abstract="Background: Research on personality types among doctors reveals its impact on medical specialty choices, suggesting that considering personality in career planning may enhance work satisfaction and reduce burnout risks. Objective: This study, encompassing 2104 medical students, explores how personality types, traits, and gender relate to specialty preferences. Methods: Participants of this study were medical students from various universities in Poland. The study surveyed 2104 participants. Each participant completed a general questionnaire and a NERIS Type Explorer personality test, based on the Myers-Briggs Type Indicator inventory and the ``Big Five'' personality traits concept. The questionnaire was distributed on social media groups for medical students from all Polish universities. An exploratory statistical analysis was performed to find relationships. For each tested relationship a Fisher exact test was conducted and the significance level was P<.05. Each test resulted in a P value and odds ratio (OR) with a CI. To ensure we included undecided students and obtained meaningful data, we allowed participants to select up to three medical specialties from the 77 available in Poland at the time of the study. Results: The findings unveil significant relationships between gender, personality types, traits, and specialty preferences. Women tended to favor Neonatology (OR 9.15, 95\% CI 3.02-45.46), while men leaned toward Orthopedics and traumatology of the locomotor system (OR 7.53, 95\% CI 4.87-11.94). Extroverted, Intuitive, Feeling, Prospecting, and Turbulent students showed a heightened interest in Psychiatry (OR 2.23, 95\% CI 1.64-3.01), whereas Introverted, Observant, Feeling, Judging, and Turbulent types favored Family Medicine (OR 2.98, 95\% CI 2.08-4.24) and Pediatrics (OR 2.13, 95\% CI 1.51-2.99). Conclusions: In conclusion, this research establishes a link between personality and medical specialty selection. Taking into account the significant role of personality traits, it should be considered to integrate them into the process of selecting a medical career or designing a medical curriculum. This approach may allow for the customization of programs to match students' traits, thereby cultivating improved clinical communication skills, fostering interprofessional collaboration and ultimately enhancing treatment outcomes and professional fulfillment among physicians. The main limitation of this study is that it was conducted on medical students, who lack the full knowledge of the work as a specific specialist. A study surveying medical doctors with longer internships across different wards could be conducted to check for any variabilities. Moreover, there are other significant factors that influence one's medical specialty choice. Certainly, this area could be further explored. ",
doi="10.2196/60223",
url="https://www.i-jmr.org/2024/1/e60223"
}


@Article{info:doi/10.2196/59927,
author="Xie, Yao
and Fadahunsi, Philip Kayode
and Flynn, Paul
and Taylor-Robinson, Simon
and Gallagher, Joseph
and Cullen, Walter
and O'Donoghue, John",
title="Barriers and Facilitators of International Health Care Students' Well-Being in Higher Education: Protocol for a Systematic Integrative Review",
journal="JMIR Res Protoc",
year="2024",
month="Dec",
day="11",
volume="13",
pages="e59927",
keywords="integrative review",
keywords="higher education",
keywords="international students",
keywords="educational migrants",
keywords="barriers",
keywords="facilitators",
keywords="well-being",
keywords="mixed methods synthesis",
keywords="health care students",
keywords="health care education",
abstract="Background: International health care students encounter unique hurdles as they pursue education in foreign countries. These challenges, stemming from adjustment to new cultural environments and stressful academic programs, significantly impact their well-being. Understanding the barriers and facilitators experienced by international health care students is crucial for ensuring their successful integration into academic and professional spheres. Most existing reviews focus on specific populations or disciplines, thus limiting their generalizability. Objective: This systematic integrative review aims to provide a comprehensive understanding of barriers and facilitators of international health care students' well-being in higher education. Methods: The protocol follows the Joanna Briggs Institute's guidance for a mixed methods systematic review. The main information sources will include PubMed, Scopus, Web of Science, and EBSCOhost, supplemented with manual reference search and citation tracking using Google Scholar. The study selection will be done independently by 2 reviewers based on predetermined eligibility criteria. The study population will consist of international higher education students enrolled in human health--related disciplines including medicine, pharmacy, nursing, and allied health care fields. Qualitative and quantitative data relating to barriers and facilitators of international health care students' well-being will be extracted using a customized data extraction template in Covidence review management software. Quantitative data will be ``qualitized'' and integrated with qualitative data using a convergent integrated approach, as described in the Joanna Briggs Institute's guidance. The integrated data will then be synthesized using a thematic analysis approach to provide a comprehensive understanding of barriers and facilitators of international health care students' well-being. Results: The initial literature search yielded 2408 papers from the selected databases. The findings of this review will be presented in a narrative format, supported by visualizations such as tables and diagrams. The review is expected to be completed by December 2024. Conclusions: This systematic integrative review will identify barriers and facilitators of international health care students' well-being in higher education. The findings could inform the development of targeted interventions and support initiatives in higher education institutions globally, with the ultimate goal of enhancing the well-being as well as the academic and professional success of international health care students. Trial Registration: PROSPERO CRD42024372785; https://www.crd.york.ac.uk/prospero/display\_record.php?ID=CRD42024372785 International Registered Report Identifier (IRRID): PRR1-10.2196/59927 ",
doi="10.2196/59927",
url="https://www.researchprotocols.org/2024/1/e59927"
}


@Article{info:doi/10.2196/50664,
author="Wang, Difan
and Lin, Bingyan
and Zhang, Shuangxi
and Xu, Wei
and Liu, Xinying",
title="Effectiveness of an Internet-Based Self-Help Acceptance and Commitment Therapy Program on Medical Students' Mental Well-Being: Follow-Up Randomized Controlled Trial",
journal="J Med Internet Res",
year="2024",
month="Dec",
day="4",
volume="26",
pages="e50664",
keywords="internet-delivered self-help acceptance and commitment therapy",
keywords="depression",
keywords="anxiety",
keywords="stress",
keywords="psychological inflexibility",
keywords="obsessive-compulsive symptoms",
keywords="medical students",
keywords="iACT 2.0 program",
abstract="Background: Psychological distress is a growing problem among medical students worldwide. This highlights the need for psychological interventions to focus on mental health and improve well-being in this population. Objective: This study developed an internet-based, self-help, acceptance and commitment therapy program (iACT 2.0), aiming to examine its effectiveness in reducing depression, anxiety, stress, psychological inflexibility (PI), and obsessive-compulsive symptoms (OCSs) among medical students. Methods: A total of 520 Chinese postgraduate medical students were randomly assigned to either an iACT 2.0 intervention group (n=260; six online lessons, once every 5 days) or a control condition (n=260; without intervention). Participants completed questionnaires including the 21-item Depression Anxiety Stress Scale, the revised Obsessive-Compulsive Inventory, and the Multidimensional Psychological Flexibility Inventory at the preintervention (T1), postintervention (T2), and 1-month follow-up time points (T3). No therapist support was provided during the 1-month iACT 2.0 intervention period. Data were collected via an online platform and analyzed using repeated-measures ANOVA. Results: Participants in the intervention group demonstrated a significant decrease in depression, anxiety, stress, PI, and OCSs compared to the control group after the intervention (F=22.9-672.04, all P<.001). Specifically, the intervention group showed significant reductions in all measured outcomes from the preintervention to postintervention time point and at the 1-month follow-up (all P<.001). In contrast, no significant changes were observed in the control group over the same period (all P>.05). The groups did not differ significantly at baseline (all P>.05). Significant differences were noted at both the postintervention and follow-up time points (all P<.001). Conclusions: This study demonstrated that the newly developed iACT 2.0 was effective in reducing depression, anxiety, stress, PI, and OCSs. Notably, the positive effects of the intervention persisted at the 1-month follow-up. This program can offer a useful addition to existing mental illness treatment and lead to improvements in clinical and psychotherapy planning while simultaneously reducing the burden on traditional counseling and services. Trial Registration: Chinese Clinical Trial Registry ChiCTR2300070725; https://tinyurl.com/2h75wx8n ",
doi="10.2196/50664",
url="https://www.jmir.org/2024/1/e50664"
}


@Article{info:doi/10.2196/60830,
author="Dixon, Eric
and Pannu, Jayden
and Dhaliwal, Kabir
and Cheng, Rachel
and Deol, Gurpal
and Frangos, Sophie
and Tawil, Emma
and Oliveira, Ana
and Wojkowski, Sarah
and Quach, Shirley",
title="Effects of Interprofessional Education on Readiness for Interprofessional Learning in Rehabilitation Science Students From Professional Health Care Programs: Protocol for a Systematic Review",
journal="JMIR Res Protoc",
year="2024",
month="Nov",
day="20",
volume="13",
pages="e60830",
keywords="interprofessional education",
keywords="rehabilitation science",
keywords="health care students",
keywords="interprofessional collaboration",
keywords="prelicensure health care professionals",
keywords="patient care",
keywords="interdisciplinary education",
keywords="rehabilitation education",
keywords="curriculum development",
keywords="team-based learning",
abstract="Background: The World Health Organization defines interprofessional education (IPE) as a process in which students from different health care programs work together to provide effective care while deepening their knowledge of each other's roles. Previous literature shows a strong argument for early exposure to IPE as a facilitator for high quality patient care. The goal of IPE is to improve interprofessional collaboration (IPC), the ``gold standard'' of care to enhance patients' quality of life, functional ability, and health status, especially for patients who require expertise from a variety of health care professionals. IPC has shown improvements in quality of life, functional ability, and health status. IPE can occur in the form of structured interventions or spontaneously in student placements. Literature has demonstrated that IPE facilitates skill, knowledge development, teamwork, communication skills, and mutual respect among health care professional students. Objective: This systematic review aims to examine IPE outcomes, including readiness for IPC, IPE perceptions, attitudes toward collaborative learning, student confidence, practice efficiency, and team dynamics after IPE interventions in rehabilitation science students. Methods: The study will be conducted as outlined by the Cochrane Handbook for Systematic Reviews and will be reported per the PRISMA (Preferred Reporting of Items for Systematic Reviews and Meta-Analyses) 2015 guidelines. Students have performed literature searches across the databases MEDLINE, Embase, CINAHL, ERIC, Web of Science, and AMED. Studies will be included if their IPE intervention included multiple prelicensure health care professional students in a health care or health care education setting. Based on timelines presented in the Institute of Medicine's report on the impacts of IPE, relevant studies from 2016 to the present will be included. The Risk of Bias 2 tool will be used to study sources of bias. The GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) working group's methods will be used to evaluate the quality of the evidence presented. The final 3 authors are assisting as supervisors, providing oversight and feedback as needed. Any deviations from this protocol will be reported in the final paper. Results: The search strategy was finalized and searched across the databases by March 8, 2024. The systematic review was registered with PROSPERO on March 31, 2024. A total of 10,692 citations were retrieved for abstract and title screening, beginning in March 2024, and 756 were eligible for full-text screening in April 2024. Six articles were considered for inclusion and data extraction, which began in July 2024. Finalization of the extracted data and paper will occur in September 2024. Conclusions: This systematic review will provide a summary of the effects of IPE interventions in prelicensure rehabilitation science students. It will provide educators, health care providers, and students with valuable information for understanding the relevance of IPE. It will also shed light on research gaps and highlight areas for further study. Trial Registration: PROSPERO CRD42024506081; https://tinyurl.com/3tf2h9er International Registered Report Identifier (IRRID): PRR1-10.2196/60830 ",
doi="10.2196/60830",
url="https://www.researchprotocols.org/2024/1/e60830"
}


@Article{info:doi/10.2196/62810,
author="Chubaci, Fazuoli Eliana
and Costa, Silva Carlos Dario da
and Santos Neto, dos Martins Fideles
and dos Santos, Roberto Emerson
and Engel, Carvalho Ana Maria Rita Pedroso Vilela Torres de
and Costa, Santos Ana Caroline dos
and Silva, da Taisa Morete
and Crist{\'o}v{\~a}o, Gon{\c{c}}alves Helena Landin
and Quit{\'e}rio, Bertolazzo Alex
and Lima, Abreu Alba Regina de
and Brienze, Sabadoto V{\^a}nia Maria
and F{\'a}cio Jr, Nestor Fernando
and Andr{\'e}, C{\'e}sar J{\'u}lio",
title="Development of Leadership Skills in Medical Education: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2024",
month="Oct",
day="22",
volume="13",
pages="e62810",
keywords="leadership skills",
keywords="medical education",
keywords="undergraduate curriculum",
keywords="health care management",
keywords="professional development",
keywords="scoping review protocol",
abstract="Background: Leadership is recognized as an essential competency in health care and science, being central for professionals to face health challenges. Few physicians feel prepared to serve as leaders in the health care environment, and few receive training in the leadership skills needed to be successful. Teaching leadership skills together with extensive, longitudinal, clinical education in an authentic and nurturing environment can effectively develop students for leadership in medicine. Studies on the subject still do not show the best way to implement it in medical education, and an updated review is necessary. Objective: The aim of this study is to identify the types of available evidence on the teaching of leadership skills in undergraduate courses in the health area, analyze them, determine knowledge gaps, and disseminate the research results. Methods: This is a scoping review that will consider studies on leadership skills in medical and health undergraduate courses. Primary studies published in English, Spanish, and Portuguese since 2019 will be considered. The search will be performed in 8 databases, and reference lists will be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will examine the titles, abstracts, and full texts of the selected studies. Data extraction will be performed using a tool developed by the researchers. Results: The scoping review is currently in progress. The preliminary database search has been completed, yielding a total of 1213 articles across multiple databases. The next stages, including deduplication, title and abstract screening, and full-text review, are scheduled to be completed by December 2024. Data extraction and analysis are expected to be finalized by March 2025, with the final report anticipated to be ready for submission by June 2025. Conclusions: This scoping review on leadership in the medical curriculum can significantly contribute to the literature by organizing and synthesizing the available evidence on teaching leadership skills in undergraduate courses in the health area. Furthermore, by analyzing evidence and identifying knowledge gaps, the study can provide valuable insights to develop more efficient and comprehensive medical education programs, thus preparing students to take on leadership roles in the complex environment of health care. Trial Registration: Open Science Framework YEXKB; https://osf.io/yexkb International Registered Report Identifier (IRRID): PRR1-10.2196/62810 ",
doi="10.2196/62810",
url="https://www.researchprotocols.org/2024/1/e62810",
url="http://www.ncbi.nlm.nih.gov/pubmed/39436686"
}


@Article{info:doi/10.2196/50057,
author="Wu, Manli
and Yan, Jun
and Qiao, Chongming
and Yan, Chu",
title="Impact of Concurrent Media Exposure on Professional Identity: Cross-Sectional Study of 1087 Medical Students During Long COVID",
journal="J Med Internet Res",
year="2024",
month="Oct",
day="17",
volume="26",
pages="e50057",
keywords="COVID-19",
keywords="media exposure",
keywords="social support",
keywords="professional identity",
keywords="medical students",
keywords="Stimulus-Organism-Response framework",
abstract="Background: Long COVID has widened the health gap across society and highlighted the vulnerabilities and risks faced by health care systems. For instance, the global trend of medical workers resigning has become a prominent topic on social media. In response to this severe social problem in global public health within the digital society, it is urgent to investigate how the professional identity of medical students, who are digital natives and the future workforce of medical practitioners, is affected by the media environment. Objective: This study aims to examine how media exposure relates to medical students' perceptions of informational and emotional support, and how these perceptions further influence the development of their professional identity. Methods: Building on the Stimulus-Organism-Response (SOR) framework, this study develops a theoretical model to illustrate how media exposure affects medical students' professional identity through the mediation of social support. Specifically, media exposure was assessed through online news media and social media exposure; social support was evaluated in terms of informational and emotional support; and professional identity was measured through medical students' sense of belonging and professional commitment. A survey was conducted at a medical school in China, yielding 1087 valid responses that were analyzed using SmartPLS 4.0. Results: Consistent with our expectations, online news media exposure was positively associated with both informational support ($\beta$=.163; P<.001) and emotional support ($\beta$=.084; P=.007). Similarly, social media exposure showed positive associations with informational support ($\beta$=.122; P<.001) and emotional support ($\beta$=.235; P<.001). Thereafter, informational support ($\beta$=.228; P<.001) and emotional support ($\beta$=.344; P<.001) were positively associated with students' sense of belonging. Meanwhile, both informational support ($\beta$=.245; P<.001) and emotional support ($\beta$=.412; P<.001) positively impacted medical students' professional commitment. In addition, a mediation test was conducted. The results confirmed that informational support and emotional support partially mediated the effect of online news media, while fully mediating the effect of social media on medical students' sense of belonging and professional commitment. Conclusions: This study finds that exposure to online news media and social media can enhance medical students' sense of belonging and professional commitment through the formation of informational and emotional support. It expands the discussion on the role of media in providing social support and facilitating the development of medical students' professional identity. This is a valuable contribution to addressing complex public health crises through effective media governance in the network era. ",
doi="10.2196/50057",
url="https://www.jmir.org/2024/1/e50057",
url="http://www.ncbi.nlm.nih.gov/pubmed/39418080"
}


@Article{info:doi/10.2196/51837,
author="Kaplan, M. Deanna
and Palitsky, Roman
and Arconada Alvarez, J. Santiago
and Pozzo, S. Nicole
and Greenleaf, N. Morgan
and Atkinson, A. Ciara
and Lam, A. Wilbur",
title="What's in a Name? Experimental Evidence of Gender Bias in Recommendation Letters Generated by ChatGPT",
journal="J Med Internet Res",
year="2024",
month="Mar",
day="5",
volume="26",
pages="e51837",
keywords="chatbot",
keywords="generative artificial intelligence",
keywords="generative AI",
keywords="gender bias",
keywords="large language models",
keywords="letters of recommendation",
keywords="recommendation letter",
keywords="language model",
keywords="chatbots",
keywords="artificial intelligence",
keywords="AI",
keywords="gender-based language",
keywords="human written",
keywords="real-world",
keywords="scenario",
abstract="Background: Artificial intelligence chatbots such as ChatGPT (OpenAI) have garnered excitement about their potential for delegating writing tasks ordinarily performed by humans. Many of these tasks (eg, writing recommendation letters) have social and professional ramifications, making the potential social biases in ChatGPT's underlying language model a serious concern. Objective: Three preregistered studies used the text analysis program Linguistic Inquiry and Word Count to investigate gender bias in recommendation letters written by ChatGPT in human-use sessions (N=1400 total letters). Methods: We conducted analyses using 22 existing Linguistic Inquiry and Word Count dictionaries, as well as 6 newly created dictionaries based on systematic reviews of gender bias in recommendation letters, to compare recommendation letters generated for the 200 most historically popular ``male'' and ``female'' names in the United States. Study 1 used 3 different letter-writing prompts intended to accentuate professional accomplishments associated with male stereotypes, female stereotypes, or neither. Study 2 examined whether lengthening each of the 3 prompts while holding the between-prompt word count constant modified the extent of bias. Study 3 examined the variability within letters generated for the same name and prompts. We hypothesized that when prompted with gender-stereotyped professional accomplishments, ChatGPT would evidence gender-based language differences replicating those found in systematic reviews of human-written recommendation letters (eg, more affiliative, social, and communal language for female names; more agentic and skill-based language for male names). Results: Significant differences in language between letters generated for female versus male names were observed across all prompts, including the prompt hypothesized to be neutral, and across nearly all language categories tested. Historically female names received significantly more social referents (5/6, 83\% of prompts), communal or doubt-raising language (4/6, 67\% of prompts), personal pronouns (4/6, 67\% of prompts), and clout language (5/6, 83\% of prompts). Contradicting the study hypotheses, some gender differences (eg, achievement language and agentic language) were significant in both the hypothesized and nonhypothesized directions, depending on the prompt. Heteroscedasticity between male and female names was observed in multiple linguistic categories, with greater variance for historically female names than for historically male names. Conclusions: ChatGPT reproduces many gender-based language biases that have been reliably identified in investigations of human-written reference letters, although these differences vary across prompts and language categories. Caution should be taken when using ChatGPT for tasks that have social consequences, such as reference letter writing. The methods developed in this study may be useful for ongoing bias testing among progressive generations of chatbots across a range of real-world scenarios. Trial Registration: OSF Registries osf.io/ztv96; https://osf.io/ztv96 ",
doi="10.2196/51837",
url="https://www.jmir.org/2024/1/e51837",
url="http://www.ncbi.nlm.nih.gov/pubmed/38441945"
}


@Article{info:doi/10.2196/50156,
author="Mareli{\'c}, Marko
and Klasni{\'c}, Ksenija
and Vuku{\vs}i{\'c} Rukavina, Tea",
title="Measuring e-Professional Behavior of Doctors of Medicine and Dental Medicine on Social Networking Sites: Indexes Construction With Formative Indicators",
journal="JMIR Med Educ",
year="2024",
month="Feb",
day="27",
volume="10",
pages="e50156",
keywords="e-professionalism",
keywords="social media",
keywords="formative index",
keywords="social networking",
keywords="doctors",
keywords="medical",
keywords="dental medicine",
abstract="Background: Previous studies have predominantly measured e-professionalism through perceptions or attitudes, yet there exists no validated measure specifically targeting the actual behaviors of health care professionals (HCPs) in this realm. This study addresses this gap by constructing a normative framework, drawing from 3 primary sources to define e-professional behavior across 6 domains. Four domains pertain to the dangers of social networking sites (SNSs), encompassing confidentiality, privacy, patient interaction, and equitable resource allocation. Meanwhile, 2 domains focus on the opportunities of SNSs, namely, the proactive dissemination of public health information and maintaining scientific integrity. Objective: This study aims to develop and validate 2 new measures assessing the e-professional behavior of doctors of medicine (MDs) and doctors of dental medicine (DMDs), focusing on both the dangers and opportunities associated with SNSs. Methods: The study used a purposive sample of MDs and DMDs in Croatia who were users of at least one SNS. Data collection took place in 2021 through an online survey. Validation of both indexes used a formative approach, which involved a 5-step methodology: content specification, indicators definition with instructions for item coding and index construction, indicators collinearity check using the variance inflation factor (VIF), external validity test using multiple indicators multiple causes (MIMIC) model, and external validity test by checking the relationships of the indexes with the scale of attitude toward SNSs using Pearson correlation coefficients. Results: A total of 753 responses were included in the analysis. The first e-professionalism index, assessing the dangers associated with SNSs, comprises 14 items. During the indicators collinearity check, all indicators displayed acceptable VIF values below 2.5. The MIMIC model showed good fit ($\chi$213=9.4, P=.742; $\chi$2/df=0.723; root-mean-square error of approximation<.001; goodness-of-fit index=0.998; comparative fit index=1.000). The external validity of the index is supported by a statistically significant negative correlation with the scale measuring attitudes toward SNSs (r=--0.225, P<.001). Following the removal of 1 item, the second e-professionalism index, focusing on the opportunities associated with SNSs, comprises 5 items. During the indicators collinearity check, all indicators exhibited acceptable VIF values below 2.5. Additionally, the MIMIC model demonstrated a good fit ($\chi$24=2.5, P=.718; $\chi$2/df=0.637; root-mean-square error of approximation<0.001; goodness-of-fit index=0.999; comparative fit index=1.000). The external validity of the index is supported by a statistically significant positive correlation with the scale of attitude toward SNSs (r=0.338; P<.001). Conclusions: Following the validation process, the instrument designed for gauging the e-professional behavior of MDs and DMDs consists of 19 items, which contribute to the formation of 2 distinct indexes: the e-professionalism index, focusing on the dangers associated with SNSs, comprising 14 items, and the e-professionalism index, highlighting the opportunities offered by SNSs, consisting of 5 items. These indexes serve as valid measures of the e-professional behavior of MDs and DMDs, with the potential for further refinement to encompass emerging forms of unprofessional behavior that may arise over time. ",
doi="10.2196/50156",
url="https://mededu.jmir.org/2024/1/e50156",
url="http://www.ncbi.nlm.nih.gov/pubmed/38412021"
}


@Article{info:doi/10.2196/52509,
author="Jain, Shikha
and Allan, M. Jessica
and Bhayani, K. Rakhee",
title="System-Wide Change Is Essential to Value the Contributions of Women in Medicine and Science",
journal="J Med Internet Res",
year="2023",
month="Sep",
day="22",
volume="25",
pages="e52509",
keywords="women",
keywords="women physicians",
keywords="women scientists",
keywords="gender equity",
keywords="health care",
keywords="diversity",
keywords="leadership",
keywords="intersectionality",
keywords="minority tax",
keywords="gratitude tax",
keywords="glass ceiling",
keywords="glass cliff",
keywords="academia",
keywords="academic medicine",
keywords="hierarchy",
keywords="change",
doi="10.2196/52509",
url="https://www.jmir.org/2023/1/e52509",
url="http://www.ncbi.nlm.nih.gov/pubmed/37738082"
}


@Article{info:doi/10.2196/51494,
author="Leung, I. Tiffany
and Sagar, Ankita
and Shroff, Swati
and Henry, L. Tracey",
title="Can AI Mitigate Bias in Writing Letters of Recommendation?",
journal="JMIR Med Educ",
year="2023",
month="Aug",
day="23",
volume="9",
pages="e51494",
keywords="sponsorship",
keywords="implicit bias",
keywords="gender bias",
keywords="bias",
keywords="letters of recommendation",
keywords="artificial intelligence",
keywords="large language models",
keywords="medical education",
keywords="career advancement",
keywords="tenure and promotion",
keywords="promotion",
keywords="leadership",
doi="10.2196/51494",
url="https://mededu.jmir.org/2023/1/e51494",
url="http://www.ncbi.nlm.nih.gov/pubmed/37610808"
}


@Article{info:doi/10.2196/47784,
author="Majmudar, Shivani
and Graff, L. Stephanie
and Kays, Marah
and Braz, X. Beatriz
and Matt-Amaral, Laurie
and Markham, J. Merry
and Subbiah, M. Ishwaria
and Bergsland, Emily
and Jain, Shikha",
title="The Careers and Professional Well-Being of Women Oncologists During the COVID-19 Pandemic: Responding for Tomorrow",
journal="J Med Internet Res",
year="2023",
month="Aug",
day="21",
volume="25",
pages="e47784",
keywords="oncology",
keywords="women",
keywords="gender equity",
keywords="COVID-19",
keywords="gender inequity",
keywords="oncologist",
keywords="health care",
keywords="women physician",
keywords="burnout",
keywords="mental health",
keywords="well-being",
doi="10.2196/47784",
url="https://www.jmir.org/2023/1/e47784",
url="http://www.ncbi.nlm.nih.gov/pubmed/37603399"
}


@Article{info:doi/10.2196/35585,
author="Vuku{\vs}i{\'c} Rukavina, Tea
and Machala Popla{\vs}en, Lovela
and Majer, Marjeta
and Reli{\'c}, Danko
and Viski{\'c}, Jo{\vs}ko
and Mareli{\'c}, Marko",
title="Defining Potentially Unprofessional Behavior on Social Media for Health Care Professionals: Mixed Methods Study",
journal="JMIR Med Educ",
year="2022",
month="Aug",
day="9",
volume="8",
number="3",
pages="e35585",
keywords="professionalism",
keywords="e-professionalism",
keywords="internet",
keywords="social media",
keywords="social networking",
keywords="medicine",
keywords="dental medicine",
keywords="health care professionals",
keywords="students",
keywords="faculty",
abstract="Background: Social media presence among health care professionals is ubiquitous and largely beneficial for their personal and professional lives. New standards are forming in the context of e-professionalism, which are loosening the predefined older and offline terms. With these benefits also come dangers, with exposure to evaluation on all levels from peers, superiors, and the public, as witnessed in the \#medbikini movement. Objective: The objectives of this study were to develop an improved coding scheme (SMePROF coding scheme) for the assessment of unprofessional behavior on Facebook of medical or dental students and faculty, compare reliability between coding schemes used in previous research and SMePROF coding scheme, compare gender-based differences for the assessment of the professional content on Facebook, validate the SMePROF coding scheme, and assess the level of and to characterize web-based professionalism on publicly available Facebook profiles of medical or dental students and faculty. Methods: A search was performed via a new Facebook account using a systematic probabilistic sample of students and faculty in the University of Zagreb School of Medicine and School of Dental Medicine. Each profile was subsequently assessed with regard to professionalism based on previously published criteria and compared using the SMePROF coding scheme developed for this study. Results: Intercoder reliability increased when the SMePROF coding scheme was used for the comparison of gender-based coding results. Results showed an increase in the gender-based agreement of the final codes for the category professionalism, from 85\% in the first phase to 96.2\% in the second phase. Final results of the second phase showed that there was almost no difference between female and male coders for coding potentially unprofessional content for students (7/240, 2.9\% vs 5/203, 2.5\%) or for coding unprofessional content for students (11/240, 4.6\% vs 11/203, 5.4\%). Comparison of definitive results between the first and second phases indicated an understanding of web-based professionalism, with unprofessional content being very low, both for students (9/222, 4.1\% vs 12/206, 5.8\%) and faculty (1/25, 4\% vs 0/23, 0\%). For assessment of the potentially unprofessional content, we observed a 4-fold decrease, using the SMePROF rubric, for students (26/222, 11.7\% to 6/206, 2.9\%) and a 5-fold decrease for faculty (6/25, 24\% to 1/23, 4\%). Conclusions: SMePROF coding scheme for assessing professionalism of health-care professionals on Facebook is a validated and more objective instrument. This research emphasizes the role that context plays in the perception of unprofessional and potentially unprofessional content and provides insight into the existence of different sets of rules for web-based and offline interaction that marks behavior as unprofessional. The level of e-professionalism on Facebook profiles of medical or dental students and faculty available for public viewing has shown a high level of understanding of e-professionalism. ",
doi="10.2196/35585",
url="https://mededu.jmir.org/2022/3/e35585",
url="http://www.ncbi.nlm.nih.gov/pubmed/35758"
}


@Article{info:doi/10.2196/32185,
author="Safari, Yahya
and Yousefpoor, Nasrin",
title="The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study",
journal="JMIR Med Educ",
year="2022",
month="Jul",
day="28",
volume="8",
number="3",
pages="e32185",
keywords="procrastination",
keywords="metacognitive awareness",
keywords="medical students",
keywords="academic training",
abstract="Background: Academic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress. Objective: This study aimed to determine whether and to what extent academic procrastination could be predicted based on students' metacognitive beliefs. Methods: This descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs. Results: A significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=--0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10\% of academic procrastination. The component of positive metacognitive beliefs with the $\beta$ value of 0.45 negatively and significantly predicted the students' academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the $\beta$ value of .39 positively and significantly predicted the students' academic procrastination (P<.001). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. ",
doi="10.2196/32185",
url="https://mededu.jmir.org/2022/3/e32185",
url="http://www.ncbi.nlm.nih.gov/pubmed/35900821"
}


@Article{info:doi/10.2196/37081,
author="Balapal, Neha
and Ankem, Amala
and Shyamsundar, Saishravan
and He, Shuhan",
title="Opioid Use Disorder Education for Students and the Future of Opioid Overdose Treatment",
journal="JMIR Med Educ",
year="2022",
month="Jul",
day="18",
volume="8",
number="3",
pages="e37081",
keywords="opioid use disorder",
keywords="students",
keywords="buprenorphine",
keywords="education",
keywords="public health",
keywords="opioid",
keywords="health care providers",
keywords="healthcare providers",
keywords="medication-assisted treatment",
keywords="youth",
keywords="substance use",
keywords="opioid agonist",
keywords="overdose",
doi="10.2196/37081",
url="https://mededu.jmir.org/2022/3/e37081",
url="http://www.ncbi.nlm.nih.gov/pubmed/35849432"
}


@Article{info:doi/10.2196/38126,
author="Leung, I. Tiffany
and Wang, H. Karen
and Lin, L. Tammy
and Gin, T. Geneen
and Pendharkar, S. Sima
and Chen, Angie Chwen-Yuen",
title="Women Physicians in Transition Learning to Navigate the Pipeline from Early to Mid-Career: Protocol for a Qualitative Study",
journal="JMIR Res Protoc",
year="2022",
month="Jun",
day="2",
volume="11",
number="6",
pages="e38126",
keywords="gender equity",
keywords="women physician",
keywords="female physicians",
keywords="career development",
keywords="professional development",
keywords="career pipeline",
keywords="leaky pipeline",
keywords="mid-career physicians",
keywords="early-career physicians",
keywords="physician",
keywords="healthcare profession",
keywords="peer support",
keywords="physician perspective",
keywords="physician experience",
keywords="professional learning",
keywords="healthcare",
keywords="health care",
keywords="healthcare education",
keywords="career support",
keywords="gender equality",
keywords="gender bias",
keywords="healthcare learning",
abstract="Background: Women physicians face unique obstacles while progressing through their careers, navigating career advancement and seeking balance between professional and personal responsibilities. Systemic changes, along with individual and institutional changes, are needed to overcome obstacles perpetuating physician gender inequities. Developing a deeper understanding of women physicians' experiences during important transition points could reveal both barriers and opportunities for recruitment, retention, and promotion, and inform best practices developed based on these experiences. Objective: The aim is to learn from the experiences and perspectives of women physicians as they transition from early to mid-career, then develop best practices that can serve to support women physicians as they advance through their careers. Methods: Semistructured interviews were conducted with women physicians in the United States in 2020 and 2021. Eligibility criteria included self-identification as a woman who is in the process of transitioning or who recently transitioned from early to mid-career stage. Purposeful sampling facilitated identification of participants who represented diversity in career pathway, practice setting, specialty, and race/ethnicity. Each participant was offered compensation for their participation. Interviews were audio-recorded and professionally transcribed. Interview questions were open-ended, exploring participants' perceptions of this transition. Qualitative thematic analysis will be performed. We will use an open coding and grounded theory approach on interview transcripts. Results: The Ethics Review Committee of the Faculty of Health, Medicine, and Life Sciences at Maastricht University approved the study; Stanford University expedited review approved the study; and the University of California, San Diego certified the study as exempt from review. Twelve in-depth interviews of 50-100 minutes in duration were completed. Preliminary analyses indicate one key theme is a tension resulting from finite time divided between demands from a physician career and demands from family needs. In turn, this results in constant boundary control between these life domains that are inextricable and seemingly competing against each other within a finite space; family needs impinge on planned career goals, if the boundary between them is not carefully managed. To remedy this, women sought resources to help them redistribute home responsibilities, freeing themselves to have more time, especially for children. Women similarly sought resources to help with career advancement, although not with regard to time directly, but to first address foundational knowledge gaps about career milestones and how to achieve them. Conclusions: Preliminary results provide initial insights about how women identify or activate a career shift and how they marshaled resources and support to navigate barriers they faced. Further analyses are continuing as of March 2022 and are expected to be completed by June 2022. The dissemination plan includes peer-reviewed open-access journal publication of the results and presentation at the annual meeting of the American Medical Association's Women Physicians Section. ",
doi="10.2196/38126",
url="https://www.researchprotocols.org/2022/6/e38126",
url="http://www.ncbi.nlm.nih.gov/pubmed/35653172"
}


@Article{info:doi/10.2196/28625,
author="Main, Penelope
and Anderson, Sarah",
title="Evidence for Continuing Professional Development and Recency of Practice Standards for Regulated Health Professionals in Australia: Protocol for a Systematic Review",
journal="JMIR Res Protoc",
year="2022",
month="Apr",
day="13",
volume="11",
number="4",
pages="e28625",
keywords="protocol",
keywords="systematic review",
keywords="continuing professional development",
keywords="continuing education",
keywords="recency of practice",
keywords="regulatory standards",
keywords="health practitioners",
abstract="Background: Continuing professional development (CPD) and recency of practice (ROP) standards are components of health practitioner regulation in Australia. The CPD and ROP standards are currently under review, and an evidence base to assist the development of consistent standards is required. Preliminary searching was unable to find a recent systematic review of the literature to provide an evidence base to underpin the standards review. Objective: This paper presents the protocol for a systematic review that aims to develop a current evidence base that will support the National Boards to develop more consistent, evidence-based, effective standards that are clear and easy to understand and operationalize. Methods: Research questions were developed to support the planned review of CPD and ROP registration standards. Major databases and relevant journals were searched for articles published in English between 2015 and 2021, using key search terms based on previous unpublished reviews of the CPD and ROP registration standards. The quality of the articles retrieved will be assessed using an instrument suitable for use in the development of public policy. The findings will be published in a peer-reviewed journal. Results: In September 2021, our search strategy identified 18,002 studies for the CPD-related research questions after removal of duplicates. Of these, 509 records were screened based on their title, and 66 full-text articles were assessed for eligibility based on their abstract, of which 31 met the inclusion criteria. A further 291 articles were identified as relevant to the ROP research questions. Of these, 87 records were screened based on their title, and 46 full-text articles were assessed for eligibility based on their abstract, of which 8 studies met our inclusion criteria. Conclusions: This protocol outlines the scope and methodology that will be used to conduct a systematic review of evidence for CPD and ROP and inform a review of the standards for regulated health professionals in Australia. Previous research has shown that while CPD improves practitioner knowledge, the link to public safety is unclear. While there has been a greater focus on maintenance of certification and other quality assurance activities over the past 10 years, there remains great variability in CPD requirements across both professions and jurisdictions. ROP was found to be a poorly researched area with most research concentrating on medical practitioners, nurses, and midwives and no clear consensus about the optimal time period after which retraining or an assessment of competence should be introduced. As the CPD and ROP standards are currently under review, it is timely that a review of current evidence be undertaken. International Registered Report Identifier (IRRID): DERR1-10.2196/28625 ",
doi="10.2196/28625",
url="https://www.researchprotocols.org/2022/4/e28625",
url="http://www.ncbi.nlm.nih.gov/pubmed/35416788"
}


@Article{info:doi/10.2196/28965,
author="Tilahun, Binyam
and Endehabtu, F. Berhanu
and Gashu, D. Kassahun
and Mekonnen, A. Zeleke
and Animut, Netsanet
and Belay, Hiwot
and Denboba, Wubshet
and Alemu, Hibret
and Mohammed, Mesoud
and Abate, Biruk",
title="Current and Future Needs for Human Resources for Ethiopia's National Health Information System: Survey and Forecasting Study",
journal="JMIR Med Educ",
year="2022",
month="Apr",
day="12",
volume="8",
number="2",
pages="e28965",
keywords="forecasting",
keywords="human resources",
keywords="health information system",
keywords="workforce",
keywords="Ethiopia",
keywords="health informatics",
keywords="healthcare professionals",
abstract="Background: Strengthening the national health information system is one of Ethiopia's priority transformation agendas. A well-trained and competent workforce is the essential ingredient to a strong health information system. However, this workforce has neither been quantified nor characterized well, and there is no roadmap of required human resources to enhance the national health information system. Objective: We aimed to determine the current state of the health information system workforce and to forecast the human resources needed for the health information system by 2030. Methods: We conducted a survey to estimate the current number of individuals employed in the health information system unit and the turnover rate. Document review and key-informant interviews were used to collect current human resources and available health information system position data from 110 institutions, including the Ministry of Health, federal agencies, regional health bureaus, zonal health departments, district health offices, and health facilities. The Delphi technique was used to forecast human resources required for the health information system in the next ten years: 3 rounds of workshops with experts from the Ministry of Health, universities, agencies, and regional health bureaus were held. In the first expert meeting, we set criteria, which was followed by expert suggestions and feedback. Results: As of April 2020, there were 10,344 health information system professionals working in the governmental health system. Nearly 95\% (20/21) of district health offices and 86.7\% (26/30) of health centers reported that the current number of health information system positions was inadequate. In the period from June 2015 to June 2019, health information technicians had high turnover (48/244, 19.7\%) at all levels of the health system. In the next ten years, we estimate that 50,656 health information system professionals will be needed to effectively implement the Ethiopia's national health information system. Conclusions: Current health information system--related staffing levels were found to be inadequate. To meet the estimated need of 50,656 multidisciplinary health information system professionals by 2030, the Ministry of Health and regional health bureaus, in collaboration with partners and academic institutions, need to work on retaining existing and training additional health information system professionals. ",
doi="10.2196/28965",
url="https://mededu.jmir.org/2022/2/e28965",
url="http://www.ncbi.nlm.nih.gov/pubmed/35412469"
}


@Article{info:doi/10.2196/30804,
author="Nigusie, Adane
and Endehabtu, F. Berhanu
and Angaw, Abebaw Dessie
and Teklu, Alemayehu
and Mekonnen, Abebaw Zeleke
and Feletto, Marta
and Assan, Abraham
and Samuel, Assegid
and Sheikh, Kabir
and Tilahun, Binyam",
title="Status of Compassionate, Respectful, and Caring Health Service Delivery: Scoping Review",
journal="JMIR Hum Factors",
year="2022",
month="Feb",
day="7",
volume="9",
number="1",
pages="e30804",
keywords="compassionate",
keywords="respectful",
keywords="caring",
keywords="CRC",
keywords="health care delivery",
abstract="Background: A compassionate, respectful, and caring (CRC) health professional is very important for human-centered care, serving clients ethically and with respect, adhering to the professional oath, and serving as a model for young professionals. As countries try to achieve universal health coverage (UHC), quality delivery of health services is crucial. CRC health care is an initiative around the need to provide quality care services to clients and patients. However, there is an evidence gap on the status of CRC health care service delivery. Objective: This scoping review aimed to map global evidence on the status of CRC health service delivery practice. Methods: An exhaustive literature review and Delphi technique were used to answer the 2 research questions: ``What is the current status of CRC health care practices among health workers?'' and ``Is it possible for health professionals, health managers, administrators, and policy makers to incorporate it into their activity while designing strategies that could improve the humanistic and holistic approach to health care provision?'' The studies were searched from the year 2014 to September 2020 using electronic databases such as MEDLINE (PubMed), Cochrane Library, Web of Science, Hinari, and the World Health Organization (WHO) library. Additionally, grey literature such as Google, Google Scholar, and WorldWideScience were scrutinized. Studies that applied any study design and data collection and analysis methods related to CRC care were included. Two authors extracted the data and compared the results. Discrepancies were resolved by discussion, or the third reviewer made the decision. Findings from the existing literature were presented using thematic analysis. Results: A total of 1193 potentially relevant studies were generated from the initial search, and 20 studies were included in the final review. From this review, we identified 5 thematic areas: the status of CRC implementation, facilitators for CRC health care service delivery, barriers to CRC health care delivery, disrespectful and abusive care encountered by patients, and perspectives on CRC. The findings of this review indicated that improving the mechanisms for monitoring health facilities, improving accountability, and becoming aware of the consequences of maltreatment within facilities are critical steps to improving health care delivery practices. Conclusions: This scoping review identified that there is limited CRC service provision. Lack of training, patient flow volume, and bed shortages were found to be the main contributors of CRC health care delivery. Therefore, the health care system should consider the components of CRC in health care delivery during in-service training, pre-service training, monitoring and evaluation, community engagement, workload division, and performance appraisal. ",
doi="10.2196/30804",
url="https://humanfactors.jmir.org/2022/1/e30804",
url="http://www.ncbi.nlm.nih.gov/pubmed/35129450"
}


@Article{info:doi/10.2196/25770,
author="Vuku{\vs}i{\'c} Rukavina, Tea
and Viski{\'c}, Jo{\vs}ko
and Machala Popla{\vs}en, Lovela
and Reli{\'c}, Danko
and Mareli{\'c}, Marko
and Jokic, Drazen
and Sedak, Kristijan",
title="Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review",
journal="J Med Internet Res",
year="2021",
month="Nov",
day="17",
volume="23",
number="11",
pages="e25770",
keywords="e-professionalism",
keywords="social media",
keywords="internet",
keywords="health care professionals",
keywords="physicians",
keywords="nurses",
keywords="students",
keywords="medicine",
keywords="dental medicine",
keywords="nursing",
abstract="Background: As we are witnessing the evolution of social media (SM) use worldwide among the general population, the popularity of SM has also been embraced by health care professionals (HCPs). In the context of SM evolution and exponential growth of users, this scoping review summarizes recent findings of the e-professionalism of HCPs. Objective: The purpose of this scoping review is to characterize the recent original peer-reviewed research studies published between November 1, 2014, to December 31, 2020, on e-professionalism of HCPs; to assess the quality of the methodologies and approaches used; to explore the impact of SM on e-professionalism of HCPs; to recognize the benefits and dangers of SM; and to provide insights to guide future research in this area. Methods: A search of the literature published from November 1, 2014, to December 31, 2020, was performed in January 2021 using 3 databases (PubMed, CINAHL, and Scopus). The searches were conducted using the following defined search terms: ``professionalism'' AND ``social media'' OR ``social networks'' OR ``Internet'' OR ``Facebook'' OR ``Twitter'' OR ``Instagram'' OR ``TikTok.'' The search strategy was limited to studies published in English. This scoping review follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. Results: Of the 1632 retrieved papers, a total of 88 studies were finally included in this review. Overall, the quality of the studies was satisfactory. Participants in the reviewed studies were from diverse health care professions. Medical health professionals were involved in about three-quarters of the studies. Three key benefits of SM on e-professionalism of HCPs were identified: (1) professional networking and collaboration, (2) professional education and training, and (3) patient education and health promotion. For the selected studies, there were five recognized dangers of SM on e-professionalism of HCPs: (1) loosening accountability, (2) compromising confidentiality, (3) blurred professional boundaries, (4) depiction of unprofessional behavior, and (5) legal issues and disciplinary consequences. This scoping review also recognizes recommendations for changes in educational curricula regarding e-professionalism as opportunities for improvement and barriers that influence HCPs use of SM in the context of e-professionalism. Conclusions: Findings in the reviewed studies indicate the existence of both benefits and dangers of SM on e-professionalism of HCPs. Even though there are some barriers recognized, this review has highlighted existing recommendations for including e-professionalism in the educational curricula of HCPs. Based on all evidence provided, this review provided new insights and guides for future research on this area. There is a clear need for robust research to investigate new emerging SM platforms, the efficiency of guidelines and educational interventions, and the specifics of each profession regarding their SM potential and use. ",
doi="10.2196/25770",
url="https://www.jmir.org/2021/11/e25770",
url="http://www.ncbi.nlm.nih.gov/pubmed/34662284"
}


@Article{info:doi/10.2196/28805,
author="De Gagne, C. Jennie
and Cho, Eunji
and Yamane, S. Sandra
and Jin, Haesu
and Nam, D. Jeehae
and Jung, Dukyoo",
title="Analysis of Cyberincivility in Posts by Health Professions Students: Descriptive Twitter Data Mining Study",
journal="JMIR Med Educ",
year="2021",
month="May",
day="13",
volume="7",
number="2",
pages="e28805",
keywords="cyberincivility",
keywords="digital professionalism",
keywords="health professions students",
keywords="social media",
keywords="social networking sites",
keywords="Twitter",
abstract="Background: Health professions students use social media to communicate with other students and health professionals, discuss career plans or coursework, and share the results of research projects or new information. These platforms allow students to share thoughts and perceptions that are not disclosed in formal education settings. Twitter provides an excellent window through which health professions educators can observe students' sociocultural and learning needs. However, despite its merits, cyberincivility on Twitter among health professions students has been reported. Cyber means using electronic technologies, and incivility is a general term for bad manners. As such, cyberincivility refers to any act of disrespectful, insensitive, or disruptive behavior in an electronic environment. Objective: This study aims to describe the characteristics and instances of cyberincivility posted on Twitter by self-identified health professions students. A further objective of the study is to analyze the prevalence of tweets perceived as inappropriate or potentially objectionable while describing patterns and differences in the instances of cyberincivility posted by those users. Methods: We used a cross-sectional descriptive Twitter data mining method to collect quantitative and qualitative data from August 2019 to February 2020. The sample was taken from users who self-identified as health professions students (eg, medicine, nursing, dental, pharmacy, physician assistant, and physical therapy) in their user description. Data management and analysis were performed with a combination of SAS 9.4 for descriptive and inferential statistics, including logistic regression, and NVivo 12 for descriptive patterns of textual data. Results: We analyzed 20 of the most recent tweets for each account (N=12,820). A total of 639 user accounts were analyzed for quantitative analysis, including 280 (43.8\%) medicine students and 329 (51.5\%) nursing students in 22 countries: the United States (287/639, 44.9\%), the United Kingdom (197/639, 30.8\%), unknown countries (104/639, 16.3\%), and 19 other countries (51/639, 8.0\%). Of the 639 accounts, 193 (30.2\%) were coded as having instances of cyberincivility. Of these, 61.7\% (119/193), 32.6\% (63/193), and 5.7\% (11/193) belonged to students in nursing, medicine, and other disciplines, respectively. Among 502 instances of cyberincivility identified from 641 qualitative analysis samples, the largest categories were profanity and product promotion. Several aggressive or biased comments toward other users, politicians, or certain groups of people were also found. Conclusions: Cyberincivility is a multifaceted phenomenon that must be considered in its complexity if health professions students are to embrace a culture of mutual respect and collaboration. Students' perceptions and reports of their Twitter experiences offer insights into behavior on the web and the evolving role of cyberspace, and potentially problematic posts provide opportunities for teaching digital professionalism. Our study indicates that there is a continued need to provide students with guidance and training regarding the importance of maintaining a professional persona on the web. ",
doi="10.2196/28805",
url="https://mededu.jmir.org/2021/2/e28805",
url="http://www.ncbi.nlm.nih.gov/pubmed/33983129"
}


@Article{info:doi/10.2196/21416,
author="Ruan, Brandon
and Yilmaz, Yusuf
and Lu, Daniel
and Lee, Mark
and Chan, M. Teresa",
title="Defining the Digital Self: A Qualitative Study to Explore the Digital Component of Professional Identity in the Health Professions",
journal="J Med Internet Res",
year="2020",
month="Sep",
day="29",
volume="22",
number="9",
pages="e21416",
keywords="professional identity",
keywords="social media",
keywords="digital identity",
keywords="health care professionals",
keywords="e-professionalism",
abstract="Background: Recent medical education literature pertaining to professional identity development fails to reflect the impact social media has on professional identity theory. Social media is transforming the field of medicine, as the web-based medium is now an avenue for professional development and socialization for medical students and residents. Research regarding identity development in social media has been primarily confined to electronic professionalism through best practice guidelines. However, this neglects other potential aspects pertinent to digital identity that have not yet been explored. Objective: This study aims to define the properties and development of the digital self and its interactions with the current professional identity development theory. Methods: A qualitative study was conducted using thematic analysis. A total of 17 participants who are social media education and knowledge translation experts were interviewed. The initial participants were from emergency medicine, and a snowball sampling method was used following their respective web-based semistructured interviews to enable global recruitment of other participants from interprofessional disciplines. The research team consisted of a diverse group of researchers including one current social media knowledge translation physician clinician educator, one postdoctoral researcher who is regularly engaged in social media knowledge translation, and 3 nonphysician research assistants who are not social media users. Half of the team conducted the initial coding and analysis, whereas the other 2 investigators audited the procedures followed. Results: A total of 4 themes were identified that pertain to digital identity. In the first theme, origins of initial digital identity formation were found to be derived from perceived needs in professional roles (eg, as a medical student or resident). The second theme consisted of the cultivation of digital identity, in which digital identity was developed parallel to professional identity. The third theme that emerged was the management between the professional and personal components of digital identity. Participants initially preferred keeping these components completely separate; however, attempts to do so were inadequate while the integration of both components provided benefits. The fourth theme was the management of real-life identity and digital identity. Participants preferred real-life identity to be wholly represented on the web. Instances of misalignment resulted in identity conflict, compromising one of the identities. Conclusions: Social media introduces new features to professional identity in the digital world. The formation of digital identity, its development, and reconciliation with other identities were features captured in our analysis. The virtual component of professional identity must not be neglected but instead further explored, as educational institutions continue to give more importance to navigating professional identity development. ",
doi="10.2196/21416",
url="http://www.jmir.org/2020/9/e21416/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32990636"
}