@Article{info:doi/10.2196/54143,
author="Gray, Kathleen
and Butler-Henderson, Kerryn
and Day, Karen",
title="A Digitally Capable Aged Care Workforce: Demands and Directions for Workforce Education and Development",
journal="JMIR Aging",
year="2025",
month="Apr",
day="2",
volume="8",
pages="e54143",
keywords="aged care",
keywords="digital health",
keywords="digital literacy",
keywords="education",
keywords="older adults",
keywords="professional development",
keywords="digital transformation",
keywords="digital resources",
keywords="users",
keywords="community",
keywords="learning",
keywords="support",
keywords="safe",
keywords="ethical",
keywords="satisfaction",
doi="10.2196/54143",
url="https://aging.jmir.org/2025/1/e54143"
}


@Article{info:doi/10.2196/55709,
author="Montagna, Marco
and Chiabrando, Filippo
and De Lorenzo, Rebecca
and Rovere Querini, Patrizia
and ",
title="Impact of Clinical Decision Support Systems on Medical Students' Case-Solving Performance: Comparison Study with a Focus Group",
journal="JMIR Med Educ",
year="2025",
month="Mar",
day="18",
volume="11",
pages="e55709",
keywords="chatGPT",
keywords="chatbot",
keywords="machine learning",
keywords="ML",
keywords="artificial intelligence",
keywords="AI",
keywords="algorithm",
keywords="predictive model",
keywords="predictive analytics",
keywords="predictive system",
keywords="practical model",
keywords="deep learning",
keywords="large language models",
keywords="LLMs",
keywords="medical education",
keywords="medical teaching",
keywords="teaching environment",
keywords="clinical decision support systems",
keywords="CDSS",
keywords="decision support",
keywords="decision support tool",
keywords="clinical decision-making",
keywords="innovative teaching",
abstract="Background: Health care practitioners use clinical decision support systems (CDSS) as an aid in the crucial task of clinical reasoning and decision-making. Traditional CDSS are online repositories (ORs) and clinical practice guidelines (CPG). Recently, large language models (LLMs) such as ChatGPT have emerged as potential alternatives. They have proven to be powerful, innovative tools, yet they are not devoid of worrisome risks. Objective: This study aims to explore how medical students perform in an evaluated clinical case through the use of different CDSS tools. Methods: The authors randomly divided medical students into 3 groups, CPG, n=6 (38\%); OR, n=5 (31\%); and ChatGPT, n=5 (31\%); and assigned each group a different type of CDSS for guidance in answering prespecified questions, assessing how students' speed and ability at resolving the same clinical case varied accordingly. External reviewers evaluated all answers based on accuracy and completeness metrics (score: 1?5). The authors analyzed and categorized group scores according to the skill investigated: differential diagnosis, diagnostic workup, and clinical decision-making. Results: Answering time showed a trend for the ChatGPT group to be the fastest. The mean scores for completeness were as follows: CPG 4.0, OR 3.7, and ChatGPT 3.8 (P=.49). The mean scores for accuracy were as follows: CPG 4.0, OR 3.3, and ChatGPT 3.7 (P=.02). Aggregating scores according to the 3 students' skill domains, trends in differences among the groups emerge more clearly, with the CPG group that performed best in nearly all domains and maintained almost perfect alignment between its completeness and accuracy. Conclusions: This hands-on session provided valuable insights into the potential perks and associated pitfalls of LLMs in medical education and practice. It suggested the critical need to include teachings in medical degree courses on how to properly take advantage of LLMs, as the potential for misuse is evident and real. ",
doi="10.2196/55709",
url="https://mededu.jmir.org/2025/1/e55709"
}


@Article{info:doi/10.2196/53462,
author="Saig{\'i}-Rubi{\'o}, Francesc
and Romeu, Teresa
and Hern{\'a}ndez Encuentra, Eul{\`a}lia
and Guitert, Montse
and Andr{\'e}s, Erik
and Reixach, Elisenda",
title="Design, Implementation, and Analysis of an Assessment and Accreditation Model to Evaluate a Digital Competence Framework for Health Professionals: Mixed Methods Study",
journal="JMIR Med Educ",
year="2024",
month="Oct",
day="17",
volume="10",
pages="e53462",
keywords="eHealth literacy",
keywords="eHealth competencies",
keywords="digital health",
keywords="competencies",
keywords="eHealth",
keywords="health literacy",
keywords="digital technology",
keywords="health care professionals",
keywords="health care workers",
abstract="Background: Although digital health is essential for improving health care, its adoption remains slow due to the lack of literacy in this area. Therefore, it is crucial for health professionals to acquire digital skills and for a digital competence assessment and accreditation model to be implemented to make advances in this field. Objective: This study had two objectives: (1) to create a specific map of digital competences for health professionals and (2) to define and test a digital competence assessment and accreditation model for health professionals. Methods: We took an iterative mixed methods approach, which included a review of the gray literature and consultation with local experts. We used the arithmetic mean and SD in descriptive statistics, P values in hypothesis testing and subgroup comparisons, the greatest lower bound in test diagnosis, and the discrimination index in study instrument analysis. Results: The assessment model designed in accordance with the competence content defined in the map of digital competences and based on scenarios had excellent internal consistency overall (greatest lower bound=0.91). Although most study participants (110/122, 90.2\%) reported an intermediate self-perceived digital competence level, we found that the vast majority would not attain a level-2 Accreditation of Competence in Information and Communication Technologies. Conclusions: Knowing the digital competence level of health professionals based on a defined competence framework should enable such professionals to be trained and updated to meet real needs in their specific professional contexts and, consequently, take full advantage of the potential of digital technologies. These results have informed the Health Plan for Catalonia 2021-2025, thus laying the foundations for creating and offering specific training to assess and certify the digital competence of such professionals. ",
doi="10.2196/53462",
url="https://mededu.jmir.org/2024/1/e53462",
url="http://www.ncbi.nlm.nih.gov/pubmed/39418092"
}


@Article{info:doi/10.2196/51411,
author="Wang, Shuang
and Yang, Liuying
and Li, Min
and Zhang, Xinghe
and Tai, Xiantao",
title="Medical Education and Artificial Intelligence: Web of Science--Based Bibliometric Analysis (2013-2022)",
journal="JMIR Med Educ",
year="2024",
month="Oct",
day="10",
volume="10",
pages="e51411",
keywords="artificial intelligence",
keywords="medical education",
keywords="bibliometric analysis",
keywords="CiteSpace",
keywords="VOSviewer",
abstract="Background: Incremental advancements in artificial intelligence (AI) technology have facilitated its integration into various disciplines. In particular, the infusion of AI into medical education has emerged as a significant trend, with noteworthy research findings. Consequently, a comprehensive review and analysis of the current research landscape of AI in medical education is warranted. Objective: This study aims to conduct a bibliometric analysis of pertinent papers, spanning the years 2013?2022, using CiteSpace and VOSviewer. The study visually represents the existing research status and trends of AI in medical education. Methods: Articles related to AI and medical education, published between 2013 and 2022, were systematically searched in the Web of Science core database. Two reviewers scrutinized the initially retrieved papers, based on their titles and abstracts, to eliminate papers unrelated to the topic. The selected papers were then analyzed and visualized for country, institution, author, reference, and keywords using CiteSpace and VOSviewer. Results: A total of 195 papers pertaining to AI in medical education were identified from 2013 to 2022. The annual publications demonstrated an increasing trend over time. The United States emerged as the most active country in this research arena, and Harvard Medical School and the University of Toronto were the most active institutions. Prolific authors in this field included Vincent Bissonnette, Charlotte Blacketer, Rolando F Del Maestro, Nicole Ledows, Nykan Mirchi, Alexander Winkler-Schwartz, and Recai Yilamaz. The paper with the highest citation was ``Medical Students' Attitude Towards Artificial Intelligence: A Multicentre Survey.'' Keyword analysis revealed that ``radiology,'' ``medical physics,'' ``ehealth,'' ``surgery,'' and ``specialty'' were the primary focus, whereas ``big data'' and ``management'' emerged as research frontiers. Conclusions: The study underscores the promising potential of AI in medical education research. Current research directions encompass radiology, medical information management, and other aspects. Technological progress is expected to broaden these directions further. There is an urgent need to bolster interregional collaboration and enhance research quality. These findings offer valuable insights for researchers to identify perspectives and guide future research directions. ",
doi="10.2196/51411",
url="https://mededu.jmir.org/2024/1/e51411"
}


@Article{info:doi/10.2196/54105,
author="Livesay, Karen
and Walter, Ruby
and Petersen, Sacha
and Abdolkhani, Robab
and Zhao, Lin
and Butler-Henderson, Kerryn",
title="Challenges and Needs in Digital Health Practice and Nursing Education Curricula: Gap Analysis Study",
journal="JMIR Med Educ",
year="2024",
month="Sep",
day="13",
volume="10",
pages="e54105",
keywords="nursing",
keywords="digital health",
keywords="capability",
keywords="workforce",
keywords="framework",
keywords="nursing education",
keywords="education",
keywords="digital health practice",
keywords="clinicians",
keywords="nurse",
keywords="nurse graduates",
keywords="clinical nurses",
keywords="nurses",
keywords="nurse educators",
keywords="teach",
keywords="teaching",
keywords="learning",
keywords="nursing students",
keywords="student",
keywords="students",
abstract="Background: Australian nursing programs aim to introduce students to digital health requirements for practice. However, innovation in digital health is more dynamic than education providers' ability to respond. It is uncertain whether what is taught and demonstrated in nursing programs meets the needs and expectations of clinicians with regard to the capability of the nurse graduates. Objective: This study aims to identify gaps in the National Nursing and Midwifery Digital Health Capability Framework , based on the perspectives of clinical nurses, and in nurse educators' confidence and knowledge to teach. The findings will direct a future co-design process. Methods: This study triangulated the findings from 2 studies of the Digital Awareness in Simulated Health project and the National Nursing and Midwifery Digital Capability Framework. The first was a qualitative study that considered the experiences of nurses with digital health technologies during the COVID-19 pandemic, and the second was a survey of nurse educators who identified their confidence and knowledge to teach and demonstrate digital health concepts. Results: The results were categorized by and presented from the perspectives of nurse clinicians, nurse graduates, and nurse educators. Findings were listed against each of the framework capabilities, and omissions from the framework were identified. A series of statements and questions were formulated from the gap analysis to direct a future co-design process with nursing stakeholders to develop a digital health capability curriculum for nurse educators. Conclusions: Further work to evaluate nursing digital health opportunities for nurse educators is indicated by the gaps identified in this study. ",
doi="10.2196/54105",
url="https://mededu.jmir.org/2024/1/e54105"
}


@Article{info:doi/10.2196/53258,
author="Kleib, Manal
and Arnaert, Antonia
and Nagle, M. Lynn
and Sugars, Rebecca
and da Costa, Daniel",
title="Newly Qualified Canadian Nurses' Experiences With Digital Health in the Workplace: Comparative Qualitative Analysis",
journal="JMIR Med Educ",
year="2024",
month="Aug",
day="19",
volume="10",
pages="e53258",
keywords="digital health",
keywords="new graduate nurses",
keywords="nursing practice",
keywords="workplace",
keywords="informatics",
abstract="Background: Clinical practice settings have increasingly become dependent on the use of digital or eHealth technologies such as electronic health records. It is vitally important to support nurses in adapting to digitalized health care systems; however, little is known about nursing graduates' experiences as they transition to the workplace. Objective: This study aims to (1) describe newly qualified nurses' experiences with digital health in the workplace, and (2) identify strategies that could help support new graduates' transition and practice with digital health. Methods: An exploratory descriptive qualitative design was used. A total of 14 nurses from Eastern and Western Canada participated in semistructured interviews and data were analyzed using inductive content analysis. Results: Three themes were identified: (1) experiences before becoming a registered nurse, (2) experiences upon joining the workplace, and (3) suggestions for bridging the gap in transition to digital health practice. Findings revealed more similarities than differences between participants with respect to gaps in digital health education, technology-related challenges, and their influence on nursing practice. Conclusions: Digital health is the foundation of contemporary health care; therefore, comprehensive education during nursing school and throughout professional nursing practice, as well as organizational support and policy, are critical pillars. Health systems investing in digital health technologies must create supportive work environments for nurses to thrive in technologically rich environments and increase their capacity to deliver the digital health future. ",
doi="10.2196/53258",
url="https://mededu.jmir.org/2024/1/e53258"
}


@Article{info:doi/10.2196/53254,
author="Kleib, Manal
and Arnaert, Antonia
and Nagle, M. Lynn
and Darko, Mirekuwaa Elizabeth
and Idrees, Sobia
and da Costa, Daniel
and Ali, Shamsa",
title="Resources to Support Canadian Nurses to Deliver Virtual Care: Environmental Scan",
journal="JMIR Med Educ",
year="2024",
month="Aug",
day="13",
volume="10",
pages="e53254",
keywords="virtual care",
keywords="digital health",
keywords="nursing practice",
keywords="environmental scan",
keywords="telehealth",
keywords="nurses",
keywords="Canada",
keywords="health care",
abstract="Background: Regulatory and professional nursing associations have an important role in ensuring that nurses provide safe, competent, and ethical care and are capable of adapting to emerging phenomena that influence society and population health needs. Telehealth and more recently virtual care are 2 digital health modalities that have gained momentum during the COVID-19 pandemic. Telehealth refers to telecommunications and digital communication technologies used to deliver health care, support health care provider and patient education, and facilitate self-care. Virtual care facilitates the delivery of health care services via any remote communication between patients and health care providers and among health care providers, either synchronously or asynchronously, through information and communication technologies. Despite nurses' adaptability to delivering virtual care, many have also reported challenges. Objective: This study aims to describe resources about virtual care, digital health, and nursing informatics (ie, practice guidelines and fact sheets) available to Canadian nurses through their regulatory and professional associations. Methods: An environmental scan was conducted between March and July 2023. The websites of nursing regulatory bodies across 13 Canadian provinces and territories and relevant nursing and a few nonnursing professional associations were searched. Data were extracted from the websites of these organizations to map out educational materials, training opportunities, and guidelines made available for nurses to learn and adapt to the ongoing digitalization of the health care system. Information from each source was summarized and analyzed using an inductive content analysis approach to identify categories and themes. The Virtual Health Competency Framework was applied to support the analysis process. Results: Seven themes were identified: (1) types of resources available about virtual care, (2) terminologies used in virtual care resources, (3) currency of virtual care resources identified, (4) requirements for providing virtual care between provinces, (5) resources through professional nursing associations and other relevant organizations, (6) regulatory guidance versus competency in virtual care, and (7) resources about digital health and nursing informatics. Results also revealed that practice guidance for delivering telehealth existed before the COVID-19 pandemic, but it was further expanded during the pandemic. Differences were noted across available resources with respect to terms used (eg, telenursing, telehealth, or virtual care), types of documents (eg, guideline vs fact sheet), and the depth of information shared. Only 2 associations provided comprehensive telenursing practice guidelines. Resources relative to digital health and nursing informatics exist, but variations between provinces were also noted. Conclusions: The use of telehealth and virtual care services is becoming mainstream in Canadian health care. Despite variations across jurisdictions, the existing nursing practice guidance resources for delivering telehealth and virtual care are substantial and can serve as a beginning step for developing a standardized set of practice requirements or competencies to inform nursing practice and the education of future nurses. ",
doi="10.2196/53254",
url="https://mededu.jmir.org/2024/1/e53254",
url="http://www.ncbi.nlm.nih.gov/pubmed/39137026"
}


@Article{info:doi/10.2196/52906,
author="Curran, Vernon
and Glynn, Robert
and Whitton, Cindy
and Hollett, Ann",
title="An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care",
journal="JMIR Med Educ",
year="2024",
month="Aug",
day="8",
volume="10",
pages="e52906",
keywords="virtual care",
keywords="continuing professional development",
keywords="needs assessment",
keywords="remote care",
keywords="medical education",
keywords="continuing medical education",
keywords="CME",
keywords="CPD",
keywords="PD",
keywords="professional development",
keywords="integration",
keywords="implementation",
keywords="training",
keywords="eHealth",
keywords="e-health",
keywords="telehealth",
keywords="telemedicine",
keywords="ICT",
keywords="information and communication technology",
keywords="provider",
keywords="providers",
keywords="healthcare professional",
keywords="healthcare professionals",
keywords="accreditation",
keywords="instructional",
keywords="teaching",
keywords="module",
keywords="modules",
keywords="e-learning",
keywords="eLearning",
keywords="online learning",
keywords="distance learning",
doi="10.2196/52906",
url="https://mededu.jmir.org/2024/1/e52906"
}


@Article{info:doi/10.2196/53106,
author="Yeo, Ji-Young
and Nam, Hyeongil
and Park, Jong-Il
and Han, Soo-Yeon",
title="Multidisciplinary Design--Based Multimodal Virtual Reality Simulation in Nursing Education: Mixed Methods Study",
journal="JMIR Med Educ",
year="2024",
month="Jul",
day="26",
volume="10",
pages="e53106",
keywords="multidisciplinary",
keywords="multimodal",
keywords="nursing",
keywords="simulation",
keywords="virtual reality",
keywords="VR",
keywords="education",
keywords="allied health",
keywords="educational",
keywords="simulations",
keywords="pediatric",
keywords="pediatrics",
keywords="paediatric",
keywords="paediatrics",
keywords="feasibility",
keywords="nurse",
keywords="nurses",
keywords="qualitative",
keywords="interview",
keywords="interviews",
keywords="development",
keywords="develop",
keywords="teaching",
keywords="educator",
keywords="educators",
keywords="user test",
keywords="user testing",
keywords="module",
keywords="modules",
keywords="usability",
keywords="satisfaction",
abstract="Background: 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. Objective: The aim of this study is to develop VR simulation content for a pediatric nursing module based on a multidisciplinary simulation design and to evaluate its feasibility for nursing education. Methods: This study used a 1-group, posttest-only design. VR content for pediatric nursing practice was developed by integrating the technological characteristics of a multimodal VR system with the learning elements of traditional nursing simulation, combining various disciplines, including education, engineering, and nursing. A user test was conducted with 12 nursing graduates (preservice nurses) followed by post hoc surveys (assessing presence, VR systems, VR sickness, and simulation satisfaction) and in-depth, one-on-one interviews. Results: User tests showed mean scores of 4.01 (SD 1.43) for presence, 4.91 (SD 0.81) for the VR system, 0.64 (SD 0.35) for VR sickness, and 5.00 (SD 1.00) for simulation satisfaction. In-depth interviews revealed that the main strengths of the immersive VR simulation for pediatric pneumonia nursing were effective visualization and direct experience through hands-on manipulation; the drawback was keyword-based voice interaction. To improve VR simulation quality, participants suggested increasing the number of nursing techniques and refining them in more detail. Conclusions: This VR simulation content for a pediatric nursing practice using a multidisciplinary educational design model was confirmed to have positive educational potential. Further research is needed to confirm the specific learning effects of immersive nursing content based on multidisciplinary design models. ",
doi="10.2196/53106",
url="https://mededu.jmir.org/2024/1/e53106"
}


@Article{info:doi/10.2196/54137,
author="Butler-Henderson, Kerryn
and Gray, Kathleen
and Arabi, Salma",
title="Roles and Responsibilities of the Global Specialist Digital Health Workforce: Analysis of Global Census Data",
journal="JMIR Med Educ",
year="2024",
month="Jul",
day="25",
volume="10",
pages="e54137",
keywords="workforce",
keywords="functions",
keywords="digital health",
keywords="census",
keywords="census data",
keywords="workforce survey",
keywords="survey",
keywords="support",
keywords="development",
keywords="use",
keywords="management",
keywords="health data",
keywords="health information",
keywords="health knowledge",
keywords="health technology",
keywords="Australia",
keywords="New Zealand",
keywords="online content",
keywords="digital data",
abstract="Background: 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. Objective: This paper aims to present an analysis of the roles and functions reported by respondents in the 2023 census. Methods: The 2023 census was deployed using Qualtrics and was open from July 1 to August 13, 2023. A broad definition was provided to guide respondents about who is in the specialist digital health workforce. Anyone who self-identifies as being part of this workforce could undertake the survey. The data was analyzed using descriptive statistical analysis and thematic analysis of the functions respondents reported in their roles. Results: A total of 1103 respondents completed the census, with data reported about their demographic information and their roles. The majority of respondents lived in Australia (n=870, 78.9\%) or New Zealand (n=130, 11.8\%), with most (n=620, 56.3\%) aged 35?54 years and identifying as female (n=720, 65.3\%). The top four occupational specialties were health informatics (n=179, 20.2\%), health information management (n=175, 19.8\%), health information technology (n=128, 14.4\%), and health librarianship (n=104, 11.7\%). Nearly all (n=797, 90\%) participants identified as a manager or professional. Less than half (430/1019, 42.2\%) had a formal qualification in a specialist digital health area, and only one-quarter (244/938, 26\%) held a credential in a digital health area. While two-thirds (502/763, 65.7\%) reported undertaking professional development in the last year, most were self-directed activities, such as seeking information or consuming online content. Work undertaken by specialist digital health workers could be classified as either leadership, functional, occupational, or technological. Conclusions: Future specialist digital health workforce capability frameworks should include the aspects of leadership, function, occupation, and technology. This largely unqualified workforce is undertaking little formal professional development to upskill them to continue to support the safe delivery and management of health and care through the use of digital data and technology. ",
doi="10.2196/54137",
url="https://mededu.jmir.org/2024/1/e54137"
}


@Article{info:doi/10.2196/52993,
author="DeLaRosby, Anna
and Mulcahy, Julie
and Norwood, Todd",
title="A Proposed Decision-Making Framework for the Translation of In-Person Clinical Care to Digital Care: Tutorial",
journal="JMIR Med Educ",
year="2024",
month="Jun",
day="26",
volume="10",
pages="e52993",
keywords="clinical decision-making",
keywords="digital health",
keywords="telehealth",
keywords="telerehab",
keywords="framework",
keywords="digital medicine",
keywords="cognitive process",
keywords="telemedicine",
keywords="clinical training",
doi="10.2196/52993",
url="https://mededu.jmir.org/2024/1/e52993"
}


@Article{info:doi/10.2196/52290,
author="Doll, Joy
and Anzalone, Jerrod A.
and Clarke, Martina
and Cooper, Kathryn
and Polich, Ann
and Siedlik, Jacob",
title="A Call for a Health Data--Informed Workforce Among Clinicians",
journal="JMIR Med Educ",
year="2024",
month="Jun",
day="17",
volume="10",
pages="e52290",
keywords="health data--informed workforce",
keywords="health data",
keywords="health informaticist",
keywords="data literacy",
keywords="workforce development",
doi="10.2196/52290",
url="https://mededu.jmir.org/2024/1/e52290"
}


@Article{info:doi/10.2196/52207,
author="Kataoka, Koshi
and Nishizaki, Yuji
and Shimizu, Taro
and Yamamoto, Yu
and Shikino, Kiyoshi
and Nojima, Masanori
and Nagasaki, Kazuya
and Fukui, Sho
and Nishiguchi, Sho
and Katayama, Kohta
and Kurihara, Masaru
and Ueda, Rieko
and Kobayashi, Hiroyuki
and Tokuda, Yasuharu",
title="Hospital Use of a Web-Based Clinical Knowledge Support System and In-Training Examination Performance Among Postgraduate Resident Physicians in Japan: Nationwide Observational Study",
journal="JMIR Med Educ",
year="2024",
month="May",
day="30",
volume="10",
pages="e52207",
keywords="clinical knowledge support system",
keywords="GM-ITE",
keywords="postgraduate clinical resident",
keywords="in-training examination performance",
keywords="exam",
keywords="exams",
keywords="examination",
keywords="examinations",
keywords="resident",
keywords="residents",
keywords="cross-sectional",
keywords="national",
keywords="nationwide",
keywords="postgraduate",
keywords="decision support",
keywords="point-of-care",
keywords="UpToDate",
keywords="DynaMed",
keywords="knowledge support",
keywords="medical education",
keywords="performance",
keywords="information behavior",
keywords="information behaviour",
keywords="information seeking",
keywords="teaching",
keywords="pedagogy",
keywords="pedagogical",
keywords="log",
keywords="logs",
keywords="usage",
keywords="evidence-based medicine",
keywords="EBM",
keywords="educational",
keywords="decision support system",
keywords="clinical decision support",
keywords="Japan",
keywords="General Medicine In-Training Examination",
abstract="Background: The relationship between educational outcomes and the use of web-based clinical knowledge support systems in teaching hospitals remains unknown in Japan. A previous study on this topic could have been affected by recall bias because of the use of a self-reported questionnaire. Objective: We aimed to explore the relationship between the use of the Wolters Kluwer UpToDate clinical knowledge support system in teaching hospitals and residents' General Medicine In-Training Examination (GM-ITE) scores. In this study, we objectively evaluated the relationship between the total number of UpToDate hospital use logs and the GM-ITE scores. Methods: This nationwide cross-sectional study included postgraduate year--1 and --2 residents who had taken the examination in the 2020 academic year. Hospital-level information was obtained from published web pages, and UpToDate hospital use logs were provided by Wolters Kluwer. We evaluated the relationship between the total number of UpToDate hospital use logs and residents' GM-ITE scores. We analyzed 215 teaching hospitals with at least 5 GM-ITE examinees and hospital use logs from 2017 to 2019. Results: The study population consisted of 3013 residents from 215 teaching hospitals with at least 5 GM-ITE examinees and web-based resource use log data from 2017 to 2019. High-use hospital residents had significantly higher GM-ITE scores than low-use hospital residents (mean 26.9, SD 2.0 vs mean 26.2, SD 2.3; P=.009; Cohen d=0.35, 95\% CI 0.08-0.62). The GM-ITE scores were significantly correlated with the total number of hospital use logs (Pearson r=0.28; P<.001). The multilevel analysis revealed a positive association between the total number of logs divided by the number of hospital physicians and the GM-ITE scores (estimated coefficient=0.36, 95\% CI 0.14-0.59; P=.001). Conclusions: The findings suggest that the development of residents' clinical reasoning abilities through UpToDate is associated with high GM-ITE scores. Thus, higher use of UpToDate may lead physicians and residents in high-use hospitals to increase the implementation of evidence-based medicine, leading to high educational outcomes. ",
doi="10.2196/52207",
url="https://mededu.jmir.org/2024/1/e52207"
}


@Article{info:doi/10.2196/53997,
author="Grosjean, Julien
and Dufour, Frank
and Benis, Arriel
and Januel, Jean-Marie
and Staccini, Pascal
and Darmoni, Jacques St{\'e}fan",
title="Digital Health Education for the Future: The SaNuRN (Sant{\'e} Num{\'e}rique Rouen-Nice) Consortium's Journey",
journal="JMIR Med Educ",
year="2024",
month="Apr",
day="30",
volume="10",
pages="e53997",
keywords="digital health",
keywords="medical informatics",
keywords="education",
keywords="health education",
keywords="curriculum",
keywords="students",
keywords="teaching materials",
keywords="hybrid learning",
keywords="program development",
keywords="capacity building",
keywords="access to information",
keywords="e-learning",
keywords="open access",
keywords="open data",
keywords="skills framework",
keywords="competency-based learning",
keywords="telemedicine training",
keywords="medical simulation",
keywords="objective structured clinical examination",
keywords="OSCE",
keywords="script concordance test",
keywords="SCT",
keywords="virtual patient",
doi="10.2196/53997",
url="https://mededu.jmir.org/2024/1/e53997"
}


@Article{info:doi/10.2196/51389,
author="Kr{\"o}plin, Juliane
and Maier, Leonie
and Lenz, Jan-Hendrik
and Romeike, Bernd",
title="Knowledge Transfer and Networking Upon Implementation of a Transdisciplinary Digital Health Curriculum in a Unique Digital Health Training Culture: Prospective Analysis",
journal="JMIR Med Educ",
year="2024",
month="Apr",
day="15",
volume="10",
pages="e51389",
keywords="big data",
keywords="digital didactics",
keywords="digital health applications",
keywords="digital leadership",
keywords="digital literacy",
keywords="generative artificial intelligence",
keywords="mobile working",
keywords="robotics",
keywords="telemedicine",
keywords="wearables",
abstract="Background: Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented. Objective: This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester. Methods: The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants' increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out. Results: In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1\% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9\%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106\% in knowledge (P<.001) among the participants. Conclusions: The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions. ",
doi="10.2196/51389",
url="https://mededu.jmir.org/2024/1/e51389"
}


@Article{info:doi/10.2196/55737,
author="Mainz, Anne
and Nitsche, Julia
and Weirauch, Vera
and Meister, Sven",
title="Measuring the Digital Competence of Health Professionals: Scoping Review",
journal="JMIR Med Educ",
year="2024",
month="Mar",
day="29",
volume="10",
pages="e55737",
keywords="digital competence",
keywords="digital literacy",
keywords="digital health",
keywords="health care",
keywords="health care professional",
keywords="health care professionals",
keywords="scoping review",
abstract="Background: Digital competence is listed as one of the key competences for lifelong learning and is increasing in importance not only in private life but also in professional life. There is consensus within the health care sector that digital competence (or digital literacy) is needed in various professional fields. However, it is still unclear what exactly the digital competence of health professionals should include and how it can be measured. Objective: This scoping review aims to provide an overview of the common definitions of digital literacy in scientific literature in the field of health care and the existing measurement instruments. Methods: Peer-reviewed scientific papers from the last 10 years (2013-2023) in English or German that deal with the digital competence of health care workers in both outpatient and inpatient care were included. The databases ScienceDirect, Scopus, PubMed, EBSCOhost, MEDLINE, OpenAIRE, ERIC, OAIster, Cochrane Library, CAMbase, APA PsycNet, and Psyndex were searched for literature. The review follows the JBI methodology for scoping reviews, and the description of the results is based on the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. Results: The initial search identified 1682 papers, of which 46 (2.73\%) were included in the synthesis. The review results show that there is a strong focus on technical skills and knowledge with regard to both the definitions of digital competence and the measurement tools. A wide range of competences were identified within the analyzed works and integrated into a validated competence model in the areas of technical, methodological, social, and personal competences. The measurement instruments mainly used self-assessment of skills and knowledge as an indicator of competence and differed greatly in their statistical quality. Conclusions: The identified multitude of subcompetences illustrates the complexity of digital competence in health care, and existing measuring instruments are not yet able to reflect this complexity. ",
doi="10.2196/55737",
url="https://mededu.jmir.org/2024/1/e55737",
url="http://www.ncbi.nlm.nih.gov/pubmed/38551628"
}


@Article{info:doi/10.2196/50903,
author="Jacobs, Marie Sarah
and Lundy, Nicole Neva
and Issenberg, Barry Saul
and Chandran, Latha",
title="Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence",
journal="JMIR Med Educ",
year="2023",
month="Dec",
day="19",
volume="9",
pages="e50903",
keywords="artificial intelligence",
keywords="entrustable professional activities",
keywords="medical education",
keywords="competency-based education",
keywords="educational technology",
keywords="machine learning",
doi="10.2196/50903",
url="https://mededu.jmir.org/2023/1/e50903",
url="http://www.ncbi.nlm.nih.gov/pubmed/38052721"
}