@Article{info:doi/10.2196/59210,
author="Monzon, Noahlana
and Hays, Alan Franklin",
title="Leveraging Generative Artificial Intelligence to Improve Motivation and Retrieval in Higher Education Learners",
journal="JMIR Med Educ",
year="2025",
month="Mar",
day="11",
volume="11",
pages="e59210",
keywords="educational technology",
keywords="retrieval practice",
keywords="flipped classroom",
keywords="cognitive engagement",
keywords="personalized learning",
keywords="generative artificial intelligence",
keywords="higher education",
keywords="university education",
keywords="learners",
keywords="instructors",
keywords="curriculum structure",
keywords="learning",
keywords="technologies",
keywords="innovation",
keywords="academic misconduct",
keywords="gamification",
keywords="self-directed",
keywords="socio-economic disparities",
keywords="interactive approach",
keywords="medical education",
keywords="chatGPT",
keywords="machine learning",
keywords="AI",
keywords="large language models",
doi="10.2196/59210",
url="https://mededu.jmir.org/2025/1/e59210"
}


@Article{info:doi/10.2196/65561,
author="Iyer, S. Maya
and Moe, Aubrey
and Massick, Susan
and Davis, Jessica
and Ballinger, Megan
and Townsend, Kristy",
title="Development of the Big Ten Academic Alliance Collaborative for Women in Medicine and Biomedical Science: ``We Built the Airplane While Flying It''",
journal="JMIR Form Res",
year="2025",
month="Jan",
day="23",
volume="9",
pages="e65561",
keywords="collaborative",
keywords="gender equity",
keywords="women in medicine",
keywords="women in science",
keywords="biomedical science",
keywords="women",
keywords="women+",
keywords="gender",
keywords="medicine",
keywords="university",
keywords="faculty",
keywords="accessibility",
keywords="career",
keywords="equity",
keywords="networking",
keywords="opportunity",
keywords="retaining",
keywords="programming",
keywords="Big Ten Academic Alliance",
keywords="BTAA",
keywords="academic alliance",
doi="10.2196/65561",
url="https://formative.jmir.org/2025/1/e65561"
}


@Article{info:doi/10.2196/68046,
author="Lachman, Peter
and Fitzsimons, John",
title="Transforming Medical Education to Make Patient Safety Part of the Genome of a Modern Health Care Worker",
journal="JMIR Med Educ",
year="2025",
month="Jan",
day="17",
volume="11",
pages="e68046",
keywords="patient safety",
keywords="psychological safety",
keywords="medical curriculum",
keywords="professional competence",
keywords="clinical competence",
doi="10.2196/68046",
url="https://mededu.jmir.org/2025/1/e68046"
}


@Article{info:doi/10.2196/51319,
author="Kim, JaeYong
and Vajravelu, Narayan Bathri",
title="Assessing the Current Limitations of Large Language Models in Advancing Health Care Education",
journal="JMIR Form Res",
year="2025",
month="Jan",
day="16",
volume="9",
pages="e51319",
keywords="large language model",
keywords="generative pretrained transformer",
keywords="health care education",
keywords="health care delivery",
keywords="artificial intelligence",
keywords="LLM",
keywords="ChatGPT",
keywords="AI",
doi="10.2196/51319",
url="https://formative.jmir.org/2025/1/e51319"
}


@Article{info:doi/10.2196/54153,
author="Mun, Michelle
and Byrne, Samantha
and Shaw, Louise
and Lyons, Kayley",
title="Digital Dentists: A Curriculum for the 21st Century",
journal="JMIR Med Educ",
year="2025",
month="Jan",
day="8",
volume="11",
pages="e54153",
keywords="digital health",
keywords="digital transformation",
keywords="informatics",
keywords="ehealth",
keywords="dentistry",
keywords="dental informatics",
keywords="curriculum",
keywords="competence",
keywords="capability",
keywords="dental education",
doi="10.2196/54153",
url="https://mededu.jmir.org/2025/1/e54153"
}


@Article{info:doi/10.2196/60312,
author="Ogundiya, Oluwadamilola
and Rahman, Jasmine Thahmina
and Valnarov-Boulter, Ioan
and Young, Michael Tim",
title="Looking Back on Digital Medical Education Over the Last 25 Years and Looking to the Future: Narrative Review",
journal="J Med Internet Res",
year="2024",
month="Dec",
day="19",
volume="26",
pages="e60312",
keywords="digital health",
keywords="digital medical education",
keywords="health education",
keywords="medical education",
keywords="mobile phone",
keywords="artificial intelligence",
keywords="AI",
abstract="Background: The last 25 years have seen enormous progression in digital technologies across the whole of the health service, including health education. The rapid evolution and use of web-based and digital techniques have been significantly transforming this field since the beginning of the new millennium. These advancements continue to progress swiftly, even more so after the COVID-19 pandemic. Objective: This narrative review aims to outline and discuss the developments that have taken place in digital medical education across the defined time frame. In addition, evidence for potential opportunities and challenges facing digital medical education in the near future was collated for analysis. Methods: Literature reviews were conducted using PubMed, Web of Science Core Collection, Scopus, Google Scholar, and Embase. The participants and learners in this study included medical students, physicians in training or continuing professional development, nurses, paramedics, and patients. Results: Evidence of the significant steps in the development of digital medical education in the past 25 years was presented and analyzed in terms of application, impact, and implications for the future. The results were grouped into the following themes for discussion: learning management systems; telemedicine (in digital medical education); mobile health; big data analytics; the metaverse, augmented reality, and virtual reality; the COVID-19 pandemic; artificial intelligence; and ethics and cybersecurity. Conclusions: Major changes and developments in digital medical education have occurred from around the start of the new millennium. Key steps in this journey include technical developments in teleconferencing and learning management systems, along with a marked increase in mobile device use for accessing learning over this time. While the pace of evolution in digital medical education accelerated during the COVID-19 pandemic, further rapid progress has continued since the resolution of the pandemic. Many of these changes are currently being widely used in health education and other fields, such as augmented reality, virtual reality, and artificial intelligence, providing significant future potential. The opportunities these technologies offer must be balanced against the associated challenges in areas such as cybersecurity, the integrity of web-based assessments, ethics, and issues of digital privacy to ensure that digital medical education continues to thrive in the future. ",
doi="10.2196/60312",
url="https://www.jmir.org/2024/1/e60312"
}


@Article{info:doi/10.2196/55833,
author="Gupta, Vikash
and Erdal, Barbaros
and Ramirez, Carolina
and Floca, Ralf
and Genereaux, Bradley
and Bryson, Sidney
and Bridge, Christopher
and Kleesiek, Jens
and Nensa, Felix
and Braren, Rickmer
and Younis, Khaled
and Penzkofer, Tobias
and Bucher, Michael Andreas
and Qin, Melvin Ming
and Bae, Gigon
and Lee, Hyeonhoon
and Cardoso, Jorge M.
and Ourselin, Sebastien
and Kerfoot, Eric
and Choudhury, Rahul
and White, D. Richard
and Cook, Tessa
and Bericat, David
and Lungren, Matthew
and Haukioja, Risto
and Shuaib, Haris",
title="Current State of Community-Driven Radiological AI Deployment in Medical Imaging",
journal="JMIR AI",
year="2024",
month="Dec",
day="9",
volume="3",
pages="e55833",
keywords="radiology",
keywords="open-source",
keywords="radiology in practice",
keywords="deep learning",
keywords="artificial intelligence",
keywords="imaging informatics",
keywords="clinical deployment",
keywords="imaging",
keywords="medical informatics",
keywords="workflow",
keywords="operation",
keywords="implementation",
keywords="adoption",
keywords="taxonomy",
keywords="use case",
keywords="model",
keywords="integration",
keywords="machine learning",
keywords="mobile phone",
doi="10.2196/55833",
url="https://ai.jmir.org/2024/1/e55833"
}


@Article{info:doi/10.2196/51446,
author="Alli, Rabia Sauliha
and Hossain, Qahh?r Soaad
and Das, Sunit
and Upshur, Ross",
title="The Potential of Artificial Intelligence Tools for Reducing Uncertainty in Medicine and Directions for Medical Education",
journal="JMIR Med Educ",
year="2024",
month="Nov",
day="4",
volume="10",
pages="e51446",
keywords="artificial intelligence",
keywords="machine learning",
keywords="uncertainty",
keywords="clinical decision-making",
keywords="medical education",
keywords="generative AI",
keywords="generative artificial intelligence",
doi="10.2196/51446",
url="https://mededu.jmir.org/2024/1/e51446"
}


@Article{info:doi/10.2196/54112,
author="Mun, Michelle
and Chanchlani, Sonia
and Lyons, Kayley
and Gray, Kathleen",
title="Transforming the Future of Digital Health Education: Redesign of a Graduate Program Using Competency Mapping",
journal="JMIR Med Educ",
year="2024",
month="Oct",
day="31",
volume="10",
pages="e54112",
keywords="digital health",
keywords="digital transformation",
keywords="health care",
keywords="clinical informatics",
keywords="competencies",
keywords="graduate education",
doi="10.2196/54112",
url="https://mededu.jmir.org/2024/1/e54112"
}


@Article{info:doi/10.2196/52346,
author="Claman, Daniel
and Sezgin, Emre",
title="Artificial Intelligence in Dental Education: Opportunities and Challenges of Large Language Models and Multimodal Foundation Models",
journal="JMIR Med Educ",
year="2024",
month="Sep",
day="27",
volume="10",
pages="e52346",
keywords="artificial intelligence",
keywords="large language models",
keywords="dental education",
keywords="GPT",
keywords="ChatGPT",
keywords="periodontal health",
keywords="AI",
keywords="LLM",
keywords="LLMs",
keywords="chatbot",
keywords="natural language",
keywords="generative pretrained transformer",
keywords="innovation",
keywords="technology",
keywords="large language model",
doi="10.2196/52346",
url="https://mededu.jmir.org/2024/1/e52346"
}


@Article{info:doi/10.2196/54173,
author="Lawrence, Katharine
and Levine, L. Defne",
title="The Digital Determinants of Health: A Guide for Competency Development in Digital Care Delivery for Health Professions Trainees",
journal="JMIR Med Educ",
year="2024",
month="Aug",
day="29",
volume="10",
pages="e54173",
keywords="digital health",
keywords="digital determinants of health",
keywords="digital health competencies",
keywords="medical education curriculum",
keywords="competency development",
keywords="digital health education",
keywords="training competencies",
keywords="digital health skills",
keywords="digital care delivery",
keywords="health professions training",
doi="10.2196/54173",
url="https://mededu.jmir.org/2024/1/e54173"
}


@Article{info:doi/10.2196/48594,
author="Tong, Wenting
and Zhang, Xiaowen
and Zeng, Haiping
and Pan, Jianping
and Gong, Chao
and Zhang, Hui",
title="Reforming China's Secondary Vocational Medical Education: Adapting to the Challenges and Opportunities of the AI Era",
journal="JMIR Med Educ",
year="2024",
month="Aug",
day="15",
volume="10",
pages="e48594",
keywords="secondary vocational medical education",
keywords="artificial intelligence",
keywords="practical skills",
keywords="critical thinking",
keywords="AI",
doi="10.2196/48594",
url="https://mededu.jmir.org/2024/1/e48594"
}


@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/10.2196/59005,
author="Sendra-Portero, Francisco
and Lorenzo-{\'A}lvarez, Roc{\'i}o
and Rudolphi-Solero, Teodoro
and Ruiz-G{\'o}mez, Jos{\'e} Miguel",
title="The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century",
journal="J Med Internet Res",
year="2024",
month="Aug",
day="6",
volume="26",
pages="e59005",
keywords="medical education",
keywords="medical students",
keywords="postgraduate",
keywords="computer simulation",
keywords="virtual worlds",
keywords="metaverse",
doi="10.2196/59005",
url="https://www.jmir.org/2024/1/e59005"
}


@Article{info:doi/10.2196/59066,
author="Hersh, William",
title="A Quarter-Century of Online Informatics Education: Learners Served and Lessons Learned",
journal="J Med Internet Res",
year="2024",
month="Aug",
day="6",
volume="26",
pages="e59066",
keywords="distance education",
keywords="online learning",
keywords="asynchronous education",
keywords="biomedical and health informatics",
keywords="learning",
keywords="biomedical",
keywords="health informatics",
keywords="education",
keywords="educational",
keywords="educational technology",
keywords="online program",
keywords="online course",
keywords="teaching",
keywords="students",
doi="10.2196/59066",
url="https://www.jmir.org/2024/1/e59066"
}


@Article{info:doi/10.2196/50111,
author="Jafari, Mahtab",
title="Can an Online Course, Life101: Mental and Physical Self-Care, Improve the Well-Being of College Students?",
journal="JMIR Med Educ",
year="2024",
month="Jul",
day="22",
volume="10",
pages="e50111",
keywords="self-care course",
keywords="stress management",
keywords="student mental health",
keywords="multimodal online course",
keywords="mental health interventions",
doi="10.2196/50111",
url="https://mededu.jmir.org/2024/1/e50111"
}


@Article{info:doi/10.2196/53624,
author="Jalali, Alireza
and Nyman, Jacline
and Loeffelholz, Ouida
and Courtney, Chantelle",
title="Data-Driven Fundraising: Strategic Plan for Medical Education",
journal="JMIR Med Educ",
year="2024",
month="Jul",
day="22",
volume="10",
pages="e53624",
keywords="fundraising",
keywords="philanthropy",
keywords="crowdfunding",
keywords="funding",
keywords="charity",
keywords="higher education",
keywords="university",
keywords="medical education",
keywords="educators",
keywords="advancement",
keywords="data analytics",
keywords="ethics",
keywords="ethical",
keywords="education",
keywords="medical school",
keywords="school",
keywords="support",
keywords="financial",
keywords="community",
doi="10.2196/53624",
url="https://mededu.jmir.org/2024/1/e53624"
}


@Article{info:doi/10.2196/47438,
author="Aqib, Ayma
and Fareez, Faiha
and Assadpour, Elnaz
and Babar, Tubba
and Kokavec, Andrew
and Wang, Edward
and Lo, Thomas
and Lam, Jean-Paul
and Smith, Christopher",
title="Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education",
journal="JMIR Med Educ",
year="2024",
month="Jun",
day="20",
volume="10",
pages="e47438",
keywords="medical education",
keywords="objective structured clinical examination",
keywords="OSCE",
keywords="e-OSCE",
keywords="Medical Council of Canada",
keywords="MCC",
keywords="virtual health",
keywords="exam",
keywords="examination",
keywords="utility",
keywords="usability",
keywords="online learning",
keywords="e-learning",
keywords="medical student",
keywords="medical students",
keywords="clinical practice",
keywords="clinical skills",
keywords="clinical skill",
keywords="OSCE tool",
doi="10.2196/47438",
url="https://mededu.jmir.org/2024/1/e47438"
}


@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/10.2196/54507,
author="Arango-Ibanez, Pablo Juan
and Posso-Nu{\~n}ez, Alejandro Jose
and D{\'i}az-Sol{\'o}rzano, Pablo Juan
and Cruz-Su{\'a}rez, Gustavo",
title="Evidence-Based Learning Strategies in Medicine Using AI",
journal="JMIR Med Educ",
year="2024",
month="May",
day="24",
volume="10",
pages="e54507",
keywords="artificial intelligence",
keywords="large language models",
keywords="ChatGPT",
keywords="active recall",
keywords="memory cues",
keywords="LLMs",
keywords="evidence-based",
keywords="learning strategy",
keywords="medicine",
keywords="AI",
keywords="medical education",
keywords="knowledge",
keywords="relevance",
doi="10.2196/54507",
url="https://mededu.jmir.org/2024/1/e54507"
}


@Article{info:doi/10.2196/53810,
author="Timpka, Toomas",
title="Time for Medicine and Public Health to Leave Platform X",
journal="JMIR Med Educ",
year="2024",
month="May",
day="24",
volume="10",
pages="e53810",
keywords="internet",
keywords="social media",
keywords="medical informatics",
keywords="knowledge translation",
keywords="digital technology",
keywords="clinical decision support",
keywords="health services research",
keywords="public health",
keywords="digital health",
keywords="perspective",
keywords="medicine",
doi="10.2196/53810",
url="https://mededu.jmir.org/2024/1/e53810"
}


@Article{info:doi/10.2196/52679,
author="Thiesmeier, Robert
and Orsini, Nicola",
title="Rolling the DICE (Design, Interpret, Compute, Estimate): Interactive Learning of Biostatistics With Simulations",
journal="JMIR Med Educ",
year="2024",
month="Apr",
day="15",
volume="10",
pages="e52679",
keywords="learning statistics",
keywords="Monte Carlo simulation",
keywords="simulation-based learning",
keywords="survival analysis",
keywords="Weibull",
doi="10.2196/52679",
url="https://mededu.jmir.org/2024/1/e52679",
url="http://www.ncbi.nlm.nih.gov/pubmed/38619866"
}


@Article{info:doi/10.2196/52483,
author="Wu, Yijun
and Zheng, Yue
and Feng, Baijie
and Yang, Yuqi
and Kang, Kai
and Zhao, Ailin",
title="Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students",
journal="JMIR Med Educ",
year="2024",
month="Apr",
day="10",
volume="10",
pages="e52483",
keywords="artificial intelligence",
keywords="AI",
keywords="ChatGPT",
keywords="medical education",
keywords="doctors",
keywords="medical students",
doi="10.2196/52483",
url="https://mededu.jmir.org/2024/1/e52483",
url="http://www.ncbi.nlm.nih.gov/pubmed/38598263"
}


@Article{info:doi/10.2196/48989,
author="Chen, Chih-Wei
and Walter, Paul
and Wei, Cheng-Chung James",
title="Using ChatGPT-Like Solutions to Bridge the Communication Gap Between Patients With Rheumatoid Arthritis and Health Care Professionals",
journal="JMIR Med Educ",
year="2024",
month="Feb",
day="27",
volume="10",
pages="e48989",
keywords="rheumatoid arthritis",
keywords="ChatGPT",
keywords="artificial intelligence",
keywords="communication gap",
keywords="privacy",
keywords="data management",
doi="10.2196/48989",
url="https://mededu.jmir.org/2024/1/e48989",
url="http://www.ncbi.nlm.nih.gov/pubmed/38412022"
}


@Article{info:doi/10.2196/55368,
author="Weidener, Lukas
and Fischer, Michael",
title="Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education",
journal="JMIR Med Educ",
year="2024",
month="Feb",
day="9",
volume="10",
pages="e55368",
keywords="artificial intelligence",
keywords="AI",
keywords="ethics",
keywords="artificial intelligence ethics",
keywords="AI ethics",
keywords="medical education",
keywords="medicine",
keywords="medical artificial intelligence ethics",
keywords="medical AI ethics",
keywords="medical ethics",
keywords="public health ethics",
doi="10.2196/55368",
url="https://mededu.jmir.org/2024/1/e55368",
url="http://www.ncbi.nlm.nih.gov/pubmed/38285931"
}


@Article{info:doi/10.2196/51388,
author="Kuo, I-Hsien Nicholas
and Perez-Concha, Oscar
and Hanly, Mark
and Mnatzaganian, Emmanuel
and Hao, Brandon
and Di Sipio, Marcus
and Yu, Guolin
and Vanjara, Jash
and Valerie, Cerelia Ivy
and de Oliveira Costa, Juliana
and Churches, Timothy
and Lujic, Sanja
and Hegarty, Jo
and Jorm, Louisa
and Barbieri, Sebastiano",
title="Enriching Data Science and Health Care Education: Application and Impact of Synthetic Data Sets Through the Health Gym Project",
journal="JMIR Med Educ",
year="2024",
month="Jan",
day="16",
volume="10",
pages="e51388",
keywords="medical education",
keywords="generative model",
keywords="generative adversarial networks",
keywords="privacy",
keywords="antiretroviral therapy (ART)",
keywords="human immunodeficiency virus (HIV)",
keywords="data science",
keywords="educational purposes",
keywords="accessibility",
keywords="data privacy",
keywords="data sets",
keywords="sepsis",
keywords="hypotension",
keywords="HIV",
keywords="science education",
keywords="health care AI",
doi="10.2196/51388",
url="https://mededu.jmir.org/2024/1/e51388",
url="http://www.ncbi.nlm.nih.gov/pubmed/38227356"
}


@Article{info:doi/10.2196/51183,
author="Blease, Charlotte
and Torous, John
and McMillan, Brian
and H{\"a}gglund, Maria
and Mandl, D. Kenneth",
title="Generative Language Models and Open Notes: Exploring the Promise and Limitations",
journal="JMIR Med Educ",
year="2024",
month="Jan",
day="4",
volume="10",
pages="e51183",
keywords="ChatGPT",
keywords="generative language models",
keywords="large language models",
keywords="medical education",
keywords="Open Notes",
keywords="online record access",
keywords="patient-centered care",
keywords="empathy",
keywords="language model",
keywords="documentation",
keywords="communication tool",
keywords="clinical documentation",
doi="10.2196/51183",
url="https://mededu.jmir.org/2024/1/e51183",
url="http://www.ncbi.nlm.nih.gov/pubmed/38175688"
}


@Article{info:doi/10.2196/50869,
author="Erren, C. Thomas",
title="Patients, Doctors, and Chatbots",
journal="JMIR Med Educ",
year="2024",
month="Jan",
day="4",
volume="10",
pages="e50869",
keywords="chatbot",
keywords="ChatGPT",
keywords="medical advice",
keywords="ethics",
keywords="patients",
keywords="doctors",
doi="10.2196/50869",
url="https://mededu.jmir.org/2024/1/e50869",
url="http://www.ncbi.nlm.nih.gov/pubmed/38175695"
}


@Article{info:doi/10.2196/50373,
author="Knopp, I. Michelle
and Warm, J. Eric
and Weber, Danielle
and Kelleher, Matthew
and Kinnear, Benjamin
and Schumacher, J. Daniel
and Santen, A. Sally
and Mendon{\c{c}}a, Eneida
and Turner, Laurah",
title="AI-Enabled Medical Education: Threads of Change, Promising Futures, and Risky Realities Across Four Potential Future Worlds",
journal="JMIR Med Educ",
year="2023",
month="Dec",
day="25",
volume="9",
pages="e50373",
keywords="artificial intelligence",
keywords="medical education",
keywords="scenario planning",
keywords="future of healthcare",
keywords="ethics and AI",
keywords="future",
keywords="scenario",
keywords="ChatGPT",
keywords="generative",
keywords="GPT-4",
keywords="ethic",
keywords="ethics",
keywords="ethical",
keywords="strategic planning",
keywords="Open-AI",
keywords="OpenAI",
keywords="privacy",
keywords="autonomy",
keywords="autonomous",
abstract="Background: The rapid trajectory of artificial intelligence (AI) development and advancement is quickly outpacing society's ability to determine its future role. As AI continues to transform various aspects of our lives, one critical question arises for medical education: what will be the nature of education, teaching, and learning in a future world where the acquisition, retention, and application of knowledge in the traditional sense are fundamentally altered by AI? Objective: The purpose of this perspective is to plan for the intersection of health care and medical education in the future. Methods: We used GPT-4 and scenario-based strategic planning techniques to craft 4 hypothetical future worlds influenced by AI's integration into health care and medical education. This method, used by organizations such as Shell and the Accreditation Council for Graduate Medical Education, assesses readiness for alternative futures and effectively manages uncertainty, risk, and opportunity. The detailed scenarios provide insights into potential environments the medical profession may face and lay the foundation for hypothesis generation and idea-building regarding responsible AI implementation. Results: The following 4 worlds were created using OpenAI's GPT model: AI Harmony, AI conflict, The world of Ecological Balance, and Existential Risk. Risks include disinformation and misinformation, loss of privacy, widening inequity, erosion of human autonomy, and ethical dilemmas. Benefits involve improved efficiency, personalized interventions, enhanced collaboration, early detection, and accelerated research. Conclusions: To ensure responsible AI use, the authors suggest focusing on 3 key areas: developing a robust ethical framework, fostering interdisciplinary collaboration, and investing in education and training. A strong ethical framework emphasizes patient safety, privacy, and autonomy while promoting equity and inclusivity. Interdisciplinary collaboration encourages cooperation among various experts in developing and implementing AI technologies, ensuring that they address the complex needs and challenges in health care and medical education. Investing in education and training prepares professionals and trainees with necessary skills and knowledge to effectively use and critically evaluate AI technologies. The integration of AI in health care and medical education presents a critical juncture between transformative advancements and significant risks. By working together to address both immediate and long-term risks and consequences, we can ensure that AI integration leads to a more equitable, sustainable, and prosperous future for both health care and medical education. As we engage with AI technologies, our collective actions will ultimately determine the state of the future of health care and medical education to harness AI's power while ensuring the safety and well-being of humanity. ",
doi="10.2196/50373",
url="https://mededu.jmir.org/2023/1/e50373",
url="http://www.ncbi.nlm.nih.gov/pubmed/38145471"
}


@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"
}


@Article{info:doi/10.2196/47274,
author="Wong, Shin-Yee Rebecca
and Ming, Chiau Long
and Raja Ali, Affendi Raja",
title="The Intersection of ChatGPT, Clinical Medicine, and Medical Education",
journal="JMIR Med Educ",
year="2023",
month="Nov",
day="21",
volume="9",
pages="e47274",
keywords="ChatGPT",
keywords="clinical research",
keywords="large language model",
keywords="artificial intelligence",
keywords="ethical considerations",
keywords="AI",
keywords="OpenAI",
doi="10.2196/47274",
url="https://mededu.jmir.org/2023/1/e47274",
url="http://www.ncbi.nlm.nih.gov/pubmed/37988149"
}


@Article{info:doi/10.2196/49825,
author="Blomberg, Debra
and Stephenson, Christopher
and Atkinson, Teresa
and Blanshan, Anissa
and Cabrera, Daniel
and Ratelle, T. John
and Mohabbat, B. Arya",
title="Continuing Medical Education in the Post COVID-19 Pandemic Era",
journal="JMIR Med Educ",
year="2023",
month="Nov",
day="15",
volume="9",
pages="e49825",
keywords="continuing medical education",
keywords="post COVID-19 pandemic",
keywords="content development",
keywords="collaboration",
keywords="audience",
keywords="marketing",
keywords="budgeting",
keywords="accreditation",
keywords="evaluation and outcomes",
keywords="competitive assessment",
keywords="education",
keywords="development",
keywords="assessment",
keywords="continuing education",
keywords="medical education",
keywords="framework",
doi="10.2196/49825",
url="https://mededu.jmir.org/2023/1/e49825",
url="http://www.ncbi.nlm.nih.gov/pubmed/37966881"
}


@Article{info:doi/10.2196/48765,
author="Ozkara, Berksu Burak
and Karabacak, Mert
and Ozcan, Zeynep
and Bisdas, Sotirios",
title="Adaptive Peer Tutoring and Insights From a Neurooncology Course",
journal="JMIR Med Educ",
year="2023",
month="Oct",
day="6",
volume="9",
pages="e48765",
keywords="COVID-19",
keywords="distance learning",
keywords="medical education",
keywords="mentoring",
keywords="peer teaching",
keywords="web-based tutoring",
doi="10.2196/48765",
url="https://mededu.jmir.org/2023/1/e48765",
url="http://www.ncbi.nlm.nih.gov/pubmed/37801350"
}


@Article{info:doi/10.2196/44240,
author="Martindale, M. Jaclyn
and Carrasquillo, A. Rachel
and Otallah, Ireland Scott
and Brooks, K. Amber
and Denizard-Thompson, Nancy
and Pharr, Emily
and Choate, Nakiea
and Sokolosky, Mitchell
and Strauss, Doyle Lauren",
title="Local Culture and Community Through a Digital Lens: Viewpoint on Designing and Implementing a Virtual Second Look Event for Residency Applicants",
journal="JMIR Med Educ",
year="2023",
month="Sep",
day="11",
volume="9",
pages="e44240",
keywords="medical education",
keywords="graduate medical education",
keywords="residency application",
keywords="virtual interviews",
keywords="match",
keywords="recruitment",
abstract="Background: The COVID-19 pandemic altered how residency interviews occur. Despite 2 years of web-based interviews, these are still perceived as inferior to in-person experiences. Showcasing a program and location is critical for recruitment; however, it is difficult to highlight the program's location and community digitally. This article presents the authors' viewpoints on designing and implementing a virtual second look for residency applicants. Objective: Our objective was to host a web-based event to feature the benefits of living in Winston-Salem, North Carolina, for residency applicants, enhance recruitment efforts, and ensure a successful residency match. The goal was to cover topics that interested all applicants, highlight how Winston-Salem is a special place to live, involve current residents, and engage community members. Methods: Three programs--child neurology, neurology, and family medicine were chosen for a pilot virtual second look. All residency program directors' were asked to recommend community contacts and help identify residents and faculty who may serve as content experts on one of the topics in the panel discussions. A total of 24 community leaders from restaurants, venues, schools, and businesses were contacted, and 18 agreed to participate. The panel discussions included living in and raising a family in Winston-Salem, experiencing Winston-Salem arts and music, where to eat and drink like a local, and enjoying sports and outdoors in the area. The 2-hour event was hosted on Zoom. Postevent feedback assessments were automatically sent to each registrant through Research Electronic Data Capture (REDCap). This study was deemed exempt from Wake Forest University Health Sciences institutional review board review (IRB00088703). Results: There were 51 registrants for the event, and 28 of 48 registrants provided postevent feedback, which was positive. The authors found in the MATCH residency results that 2 of 2 child neurology positions, 4 of 6 adult neurology positions, and 1 of 10 family medicine positions attended our second look event. One adult neurology resident who did not participate was an internal candidate. All respondents agreed or strongly agreed that the session was valuable, well organized, and met their expectations or goals. Furthermore, all respondents gained new information during this web-based event not obtained during their interview day. Conclusions: The virtual second look event for residency attendees featured the benefits of living in Winston-Salem, and the perspectives of current residents. Feedback from the session was overall positive; however, a top desire would be devoting more time for the applicants to ask questions directly to the community leaders and our resident trainees. This program could be reproducible by other institutions. It could be broadened to a graduate medical education--wide virtual second look event where all medical and surgical programs could opt to participate, facilitating an equitable opportunity for prospective applicants. ",
doi="10.2196/44240",
url="https://mededu.jmir.org/2023/1/e44240",
url="http://www.ncbi.nlm.nih.gov/pubmed/37695665"
}


@Article{info:doi/10.2196/47763,
author="Sow, Yacine
and Gangal, Ameya
and Yeung, Howa
and Blalock, Travis
and Stoff, Benjamin",
title="Additional Considerations for US Residency Selection After Pass/Fail USMLE Step 1. Comment on ``The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators''",
journal="JMIR Med Educ",
year="2023",
month="Aug",
day="17",
volume="9",
pages="e47763",
keywords="admission",
keywords="assessment",
keywords="postgraduate training",
keywords="selection",
keywords="standardized testing",
keywords="USMLE",
keywords="medical school",
keywords="medical students",
keywords="residency application",
keywords="research training",
doi="10.2196/47763",
url="https://mededu.jmir.org/2023/1/e47763",
url="http://www.ncbi.nlm.nih.gov/pubmed/37590047"
}


@Article{info:doi/10.2196/46784,
author="Miao, H. Julia",
title="Cultivating Agents of Change in Medical Students: Addressing the Overdose Epidemic in the United States Through Enhancing Knowledge of Multimodal Pain Medicine and Increasing Accessibility via Open-Access, Web-Based Medical Education and Technology",
journal="JMIR Med Educ",
year="2023",
month="Jul",
day="25",
volume="9",
pages="e46784",
keywords="medical education",
keywords="overdose epidemic",
keywords="opioid epidemic",
keywords="pain medicine",
keywords="pain management",
keywords="opioid use disorder",
keywords="open-access",
keywords="telemedicine",
keywords="teletherapy",
keywords="technology",
keywords="public health",
keywords="opioid",
keywords="substance use",
keywords="substance abuse",
keywords="overdose",
keywords="SUD",
keywords="substance use disorder",
keywords="analgesic",
keywords="pain",
keywords="medication management",
doi="10.2196/46784",
url="https://mededu.jmir.org/2023/1/e46784",
url="http://www.ncbi.nlm.nih.gov/pubmed/37490329"
}


@Article{info:doi/10.2196/46752,
author="Hsiang, Y. Esther
and Ganeshan, Smitha
and Patel, Saharsh
and Yurkovic, Alexandra
and Parekh, Ami",
title="Training Physicians in the Digital Health Era: How to Leverage the Residency Elective",
journal="JMIR Med Educ",
year="2023",
month="Jul",
day="14",
volume="9",
pages="e46752",
keywords="digital health",
keywords="care delivery innovation",
keywords="physician-leader",
keywords="medical training",
keywords="residency education",
keywords="eHealth",
keywords="residency",
keywords="medical education",
keywords="software",
keywords="elective",
keywords="intern",
keywords="telehealth",
keywords="telemedicine",
doi="10.2196/46752",
url="https://mededu.jmir.org/2023/1/e46752",
url="http://www.ncbi.nlm.nih.gov/pubmed/37450323"
}


@Article{info:doi/10.2196/46344,
author="Seth, Puneet
and Hueppchen, Nancy
and Miller, D. Steven
and Rudzicz, Frank
and Ding, Jerry
and Parakh, Kapil
and Record, D. Janet",
title="Data Science as a Core Competency in Undergraduate Medical Education in the Age of Artificial Intelligence in Health Care",
journal="JMIR Med Educ",
year="2023",
month="Jul",
day="11",
volume="9",
pages="e46344",
keywords="data science",
keywords="medical education",
keywords="machine learning",
keywords="health data",
keywords="artificial intelligence",
keywords="AI",
keywords="application",
keywords="health care delivery",
keywords="health care",
keywords="develop",
keywords="medical educators",
keywords="physician",
keywords="education",
keywords="training",
keywords="barriers",
keywords="optimize",
keywords="integration",
keywords="competency",
doi="10.2196/46344",
url="https://mededu.jmir.org/2023/1/e46344",
url="http://www.ncbi.nlm.nih.gov/pubmed/37432728"
}


@Article{info:doi/10.2196/38687,
author="Fridman, Ilona
and Johnson, Skyler
and Elston Lafata, Jennifer",
title="Health Information and Misinformation: A Framework to Guide Research and Practice",
journal="JMIR Med Educ",
year="2023",
month="Jun",
day="7",
volume="9",
pages="e38687",
keywords="misinformation",
keywords="social networks",
keywords="decision-making",
keywords="information validation",
keywords="policy",
keywords="health information",
keywords="web-based",
doi="10.2196/38687",
url="https://mededu.jmir.org/2023/1/e38687",
url="http://www.ncbi.nlm.nih.gov/pubmed/37285192"
}


@Article{info:doi/10.2196/48291,
author="Abd-alrazaq, Alaa
and AlSaad, Rawan
and Alhuwail, Dari
and Ahmed, Arfan
and Healy, Mark Padraig
and Latifi, Syed
and Aziz, Sarah
and Damseh, Rafat
and Alabed Alrazak, Sadam
and Sheikh, Javaid",
title="Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions",
journal="JMIR Med Educ",
year="2023",
month="Jun",
day="1",
volume="9",
pages="e48291",
keywords="large language models",
keywords="artificial intelligence",
keywords="medical education",
keywords="ChatGPT",
keywords="GPT-4",
keywords="generative AI",
keywords="students",
keywords="educators",
doi="10.2196/48291",
url="https://mededu.jmir.org/2023/1/e48291",
url="http://www.ncbi.nlm.nih.gov/pubmed/37261894"
}


@Article{info:doi/10.2196/43415,
author="Liu, Shalom David
and Abu-Shaban, Kamil
and Halabi, S. Safwan
and Cook, Sundaram Tessa",
title="Changes in Radiology Due to Artificial Intelligence That Can Attract Medical Students to the Specialty",
journal="JMIR Med Educ",
year="2023",
month="Mar",
day="20",
volume="9",
pages="e43415",
keywords="artificial intelligence",
keywords="AI",
keywords="radiology",
keywords="medical students",
keywords="residency",
keywords="medical education",
keywords="students",
keywords="automated",
keywords="clinical informatics",
keywords="patient",
keywords="care",
keywords="innovation",
keywords="radiologist",
doi="10.2196/43415",
url="https://mededu.jmir.org/2023/1/e43415",
url="http://www.ncbi.nlm.nih.gov/pubmed/36939823"
}


@Article{info:doi/10.2196/37069,
author="Ozair, Ahmad
and Bhat, Vivek
and Detchou, E. Donald K.",
title="The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators",
journal="JMIR Med Educ",
year="2023",
month="Jan",
day="6",
volume="9",
pages="e37069",
keywords="admission",
keywords="assessment",
keywords="postgraduate training",
keywords="selection",
keywords="standardized testing",
doi="10.2196/37069",
url="https://mededu.jmir.org/2023/1/e37069",
url="http://www.ncbi.nlm.nih.gov/pubmed/36607718"
}


@Article{info:doi/10.2196/38329,
author="Kamat, Samir
and Danias, George
and Agarwal, Aneesh
and Chennareddy, Sumanth
and Han, Joseph
and Lee, Samuel",
title="Incorporating Paid Caregivers Into Medical Education to Enhance Medical Student Exposure to This Essential Workforce",
journal="JMIR Med Educ",
year="2022",
month="Dec",
day="9",
volume="8",
number="4",
pages="e38329",
keywords="medical education",
keywords="education",
keywords="student",
keywords="communication",
keywords="perspective",
keywords="medical student",
keywords="paid caregiver",
keywords="caregiver",
keywords="health care model",
keywords="home-based health care",
keywords="patient care",
keywords="health care provider",
keywords="student experience",
keywords="training",
keywords="care team",
keywords="integration",
keywords="clinical decision",
doi="10.2196/38329",
url="https://mededu.jmir.org/2022/4/e38329",
url="http://www.ncbi.nlm.nih.gov/pubmed/36485028"
}


@Article{info:doi/10.2196/32679,
author="Faruki, A. Adeel
and Zane, D. Richard
and Wiler, L. Jennifer",
title="The Role of Academic Health Systems in Leading the ``Third Wave'' of Digital Health Innovation",
journal="JMIR Med Educ",
year="2022",
month="Nov",
day="9",
volume="8",
number="4",
pages="e32679",
keywords="innovation",
keywords="academic hospitals",
keywords="academic health systems",
keywords="health technology",
keywords="entrepreneur",
keywords="disruption",
keywords="digital health",
keywords="research programs",
keywords="cost",
keywords="investment",
keywords="intrapreneur",
doi="10.2196/32679",
url="https://mededu.jmir.org/2022/4/e32679",
url="http://www.ncbi.nlm.nih.gov/pubmed/36350700"
}


@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/10.2196/35587,
author="Grunhut, Joel
and Marques, Oge
and Wyatt, M. Adam T.",
title="Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum",
journal="JMIR Med Educ",
year="2022",
month="Jun",
day="7",
volume="8",
number="2",
pages="e35587",
keywords="artificial intelligence",
keywords="AI",
keywords="medical education",
keywords="medical student",
doi="10.2196/35587",
url="https://mededu.jmir.org/2022/2/e35587",
url="http://www.ncbi.nlm.nih.gov/pubmed/35671077"
}


@Article{info:doi/10.2196/32597,
author="Jalali, Alireza
and Nyman, A. Jacline
and Hamelin-Mitchell, Elaine",
title="Fundraising in Education: Road Map to Involving Medical Educators in Fundraising",
journal="JMIR Med Educ",
year="2022",
month="Apr",
day="5",
volume="8",
number="2",
pages="e32597",
keywords="fundraising",
keywords="philanthropy",
keywords="crowdfunding",
keywords="funding",
keywords="charity",
keywords="higher education",
keywords="university",
keywords="business model",
keywords="revenue streams",
keywords="medical education",
keywords="educators",
keywords="academia",
keywords="academic environments",
doi="10.2196/32597",
url="https://mededu.jmir.org/2022/2/e32597",
url="http://www.ncbi.nlm.nih.gov/pubmed/35380542"
}


@Article{info:doi/10.2196/28770,
author="Cabrera, Daniel
and Nickson, P. Christopher
and Roland, Damian
and Hall, Elissa
and Ankel, Felix",
title="Distributed Autonomous Organization of Learning: Future Structure for Health Professions Education Institutions",
journal="JMIR Med Educ",
year="2022",
month="Jan",
day="4",
volume="8",
number="1",
pages="e28770",
keywords="blockchain",
keywords="multidisciplinary",
keywords="credentialing",
keywords="medical education",
keywords="health professionals",
keywords="education",
keywords="decentralization",
keywords="training",
keywords="curriculum",
keywords="instruction",
doi="10.2196/28770",
url="https://mededu.jmir.org/2022/1/e28770",
url="http://www.ncbi.nlm.nih.gov/pubmed/34982722"
}


@Article{info:doi/10.2196/33861,
author="Karabacak, Mert
and Ozkara, Berksu Burak
and Ozcan, Zeynep",
title="Adjusting to the Reign of Webinars: Viewpoint",
journal="JMIR Med Educ",
year="2021",
month="Nov",
day="12",
volume="7",
number="4",
pages="e33861",
keywords="virtual conference",
keywords="student-based organization",
keywords="neuroscience conference",
keywords="COVID-19",
keywords="medical education",
keywords="webinars",
keywords="web-based education",
abstract="Background: With the integration of COVID-19 into our lives, the way events are organized has changed. The Cerrahpa?a Neuroscience Days held on May 8-9, 2021, was one of the conferences that was affected. The annual conference of the student-based Cerrahpa?a Neuroscience Society transitioned to the internet for the first time and had the premise of going international. Objective: With this study, we aim to both discuss how a virtual conference is organized and perceived, and where our conference stands within the literature as a completely student-organized event. Methods: The conference was planned in accordance with virtual standards and promoted to primarily medical schools. During the execution, there were no major issues. The feedback was collected via a form developed with Google Forms. Results: Out of 2195 registrations, 299 qualified to receive a certificate. The feedback forms revealed a general satisfaction; the overall quality of the event was rated an average of 4.6 out of 5, and the ratings of various Likert scale--based questions were statistically analyzed. Open-ended questions provided improvement suggestions for future events. Conclusions: The virtual Cerrahpa?a Neuroscience Days was a success in organization and received positive feedback from the participants. We aim to ground future events on this experience. ",
doi="10.2196/33861",
url="https://mededu.jmir.org/2021/4/e33861",
url="http://www.ncbi.nlm.nih.gov/pubmed/34766916"
}


@Article{info:doi/10.2196/31846,
author="Price, Amy
and Damaraju, Aishini
and Kushalnagar, Poorna
and Brunoe, Summer
and Srivastava, Ujwal
and Debidda, Marcella
and Chu, Larry",
title="Coproduction, Coeducation, and Patient Involvement: Everyone Included Framework for Medical Education Across Age Groups and Cultures",
journal="JMIR Med Educ",
year="2021",
month="Nov",
day="3",
volume="7",
number="4",
pages="e31846",
keywords="medical education",
keywords="coproduction",
keywords="public and patient involvement",
keywords="education",
keywords="patient",
keywords="involvement",
keywords="age",
keywords="demographic",
keywords="model",
keywords="framework",
keywords="culture",
keywords="exploratory",
keywords="engagement",
doi="10.2196/31846",
url="https://mededu.jmir.org/2021/4/e31846",
url="http://www.ncbi.nlm.nih.gov/pubmed/34730539"
}


@Article{info:doi/10.2196/28335,
author="Bragin, Ilya
and Cohen, T. Dylan",
title="Certified Examination Assistants in the Age of Telemedicine: A Blueprint Through Neurology",
journal="JMIR Med Educ",
year="2021",
month="Oct",
day="6",
volume="7",
number="4",
pages="e28335",
keywords="telemedicine",
keywords="physical examination",
keywords="neurological exam",
keywords="telemedicine assistants",
keywords="telemedicine implementation",
keywords="telemedicine certification",
keywords="telemedicine jobs",
keywords="telemedicine education",
keywords="telehealth",
keywords="teleneurology",
doi="10.2196/28335",
url="https://mededu.jmir.org/2021/4/e28335",
url="http://www.ncbi.nlm.nih.gov/pubmed/34612828"
}


@Article{info:doi/10.2196/25355,
author="Manteghinejad, Amirreza",
title="Web-Based Medical Examinations During the COVID-19 Era: Reconsidering Learning as the Main Goal of Examination",
journal="JMIR Med Educ",
year="2021",
month="Aug",
day="9",
volume="7",
number="3",
pages="e25355",
keywords="COVID-19",
keywords="online exam",
keywords="e-learning",
keywords="medical education",
keywords="medical student",
keywords="online learning",
keywords="online platform",
keywords="cheating",
keywords="web-based examination",
doi="10.2196/25355",
url="https://mededu.jmir.org/2021/3/e25355",
url="http://www.ncbi.nlm.nih.gov/pubmed/34329178"
}


@Article{info:doi/10.2196/27010,
author="Du Plessis, S. Stefan
and Otaki, Farah
and Zaher, Shroque
and Zary, Nabil
and Inuwa, Ibrahim
and Lakhtakia, Ritu",
title="Taking a Leap of Faith: A Study of Abruptly Transitioning an Undergraduate Medical Education Program to Distance-Learning Owing to the COVID-19 Pandemic",
journal="JMIR Med Educ",
year="2021",
month="Jul",
day="23",
volume="7",
number="3",
pages="e27010",
keywords="action research",
keywords="change management",
keywords="COVID-19",
keywords="curriculum content",
keywords="curriculum delivery",
keywords="distance-learning",
keywords="learning",
keywords="medical education",
keywords="pandemic",
keywords="teaching",
doi="10.2196/27010",
url="https://mededu.jmir.org/2021/3/e27010",
url="http://www.ncbi.nlm.nih.gov/pubmed/34227994"
}


@Article{info:doi/10.2196/27169,
author="Pilabr{\'e}, Hermann Arzouma
and Ngangue, Patrice
and Barro, Abibata
and Pafadnam, Yacouba",
title="An Imperative for the National Public Health School in Burkina Faso to Promote the Use of Information and Communication Technologies in Education During the COVID-19 Pandemic: Critical Analysis",
journal="JMIR Med Educ",
year="2021",
month="May",
day="18",
volume="7",
number="2",
pages="e27169",
keywords="Burkina Faso",
keywords="teaching",
keywords="learning",
keywords="ICT",
keywords="COVID-19",
keywords="critical analysis",
keywords="public health",
keywords="online learning",
keywords="e-learning",
keywords="information and communication technology",
keywords="challenge",
abstract="Background: Several studies have reported the positive impact of information and communication technologies (ICTs) on academic performance and outcomes. Although some equipment is available, the ICTs for education at the National Public Health School (NPHS) of Burkina Faso have many shortcomings. These shortcomings were clearly revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of COVID-19, some measures were taken, such as closure of educational institutions. This resulted in a 2.5-month suspension of educational activities. Despite its willingness, the NPHS was unable to use ICTs to continue teaching during the closure period of educational institutions. Objective: In this paper, we aim to propose practical solutions to promote ICT use in teaching at the NPHS by analyzing the weaknesses and challenges related to its use. Methods: We conducted a critical analysis based on information from the gray literature of NPHS. This critical analysis was preceded by a review of systematic reviews on barriers and facilitating factors to using ICTs in higher education and a systematic review of ICT use during the COVID-19 pandemic in higher education. An ICT integration model and a clustering of ICT integration factors guided the analysis. Results: The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICTs in pedagogical situations in face-to-face and distance learning; training of actors, namely the teachers and students; availability of qualified resource persons and adequate and specific financial resources; motivation of teachers; and stage of use of ICTs. Conclusions: To promote the use of ICTs in teaching at the NPHS, actions must be performed to strengthen the infrastructure and equipment, human resources, the skills of actors and the motivation of teachers in the pedagogical use of ICTs. ",
doi="10.2196/27169",
url="https://mededu.jmir.org/2021/2/e27169",
url="http://www.ncbi.nlm.nih.gov/pubmed/33970868"
}


@Article{info:doi/10.2196/29099,
author="Alcocer Alkureishi, Maria
and Lenti, Gena
and Choo, Zi-Yi
and Castaneda, Jason
and Weyer, George
and Oyler, Julie
and Lee, Wei Wei",
title="Teaching Telemedicine: The Next Frontier for Medical Educators",
journal="JMIR Med Educ",
year="2021",
month="Apr",
day="29",
volume="7",
number="2",
pages="e29099",
keywords="telemedicine",
keywords="virtual visits",
keywords="patient-centered care",
keywords="graduate medical education",
keywords="medical education",
keywords="telehealth",
keywords="virtual health",
keywords="graduate students",
keywords="education",
keywords="COVID-19",
keywords="pandemic",
doi="10.2196/29099",
url="https://mededu.jmir.org/2021/2/e29099",
url="http://www.ncbi.nlm.nih.gov/pubmed/33878011"
}


@Article{info:doi/10.2196/27877,
author="Wamsley, Maria
and Cornejo, Laeesha
and Kryzhanovskaya, Irina
and Lin, W. Brian
and Sullivan, Joseph
and Yoder, Jordan
and Ziv, Tali",
title="Best Practices for Integrating Medical Students Into Telehealth Visits",
journal="JMIR Med Educ",
year="2021",
month="Apr",
day="21",
volume="7",
number="2",
pages="e27877",
keywords="telehealth",
keywords="undergraduate medical education",
keywords="workplace learning",
keywords="ambulatory care",
keywords="telehealth competencies",
keywords="medical education",
keywords="student education",
keywords="digital learning",
keywords="online learning",
keywords="ambulatory",
keywords="digital health",
doi="10.2196/27877",
url="https://mededu.jmir.org/2021/2/e27877",
url="http://www.ncbi.nlm.nih.gov/pubmed/33881407"
}


@Article{info:doi/10.2196/17598,
author="Liu, Lisa
and Woo, P. Benjamin K.",
title="Twitter as a Mental Health Support System for Students and Professionals in the Medical Field",
journal="JMIR Med Educ",
year="2021",
month="Jan",
day="19",
volume="7",
number="1",
pages="e17598",
keywords="Twitter",
keywords="social media",
keywords="mental health",
keywords="health professionals",
keywords="community",
keywords="social support",
keywords="depression",
keywords="physician suicide",
doi="10.2196/17598",
url="http://mededu.jmir.org/2021/1/e17598/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33464210"
}


@Article{info:doi/10.2196/21787,
author="Myers, Madeleine
and Bloss, Cinnamon",
title="The Need for Education and Clinical Best Practice Guidelines in the Era of Direct-to-Consumer Genomic Testing",
journal="JMIR Med Educ",
year="2020",
month="Dec",
day="8",
volume="6",
number="2",
pages="e21787",
keywords="personal genome testing",
keywords="direct-to-consumer",
keywords="primary care",
keywords="patient-physician relationship",
keywords="medical education",
doi="10.2196/21787",
url="http://mededu.jmir.org/2020/2/e21787/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33289492"
}


@Article{info:doi/10.2196/22926,
author="Paul, Nadine
and Kohara, Sae
and Khera, Kaur Gursharan
and Gunawardena, Ramith",
title="Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students' Viewpoint",
journal="JMIR Med Educ",
year="2020",
month="Nov",
day="18",
volume="6",
number="2",
pages="e22926",
keywords="clinical education",
keywords="curriculum development",
keywords="personal characteristics",
keywords="physician/patient relationship",
keywords="professional development",
keywords="education",
keywords="medical student",
keywords="telemedicine",
keywords="simulation",
keywords="COVID-19",
doi="10.2196/22926",
url="http://mededu.jmir.org/2020/2/e22926/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33112760"
}


@Article{info:doi/10.2196/19300,
author="De Gagne, C. Jennie
and Yang, Yesol
and Rushton, Sharron
and Koppel, D. Paula
and Hall, Katherine",
title="Email Use Reconsidered in Health Professions Education: Viewpoint",
journal="JMIR Med Educ",
year="2020",
month="Jun",
day="1",
volume="6",
number="1",
pages="e19300",
keywords="communication",
keywords="electronic mail",
keywords="professionalism",
keywords="faculty",
keywords="health occupations",
keywords="health occupations students",
doi="10.2196/19300",
url="http://mededu.jmir.org/2020/1/e19300/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32478659"
}


@Article{info:doi/10.2196/16048,
author="Paranjape, Ketan
and Schinkel, Michiel
and Nannan Panday, Rishi
and Car, Josip
and Nanayakkara, Prabath",
title="Introducing Artificial Intelligence Training in Medical Education",
journal="JMIR Med Educ",
year="2019",
month="Dec",
day="3",
volume="5",
number="2",
pages="e16048",
keywords="algorithm",
keywords="artificial intelligence",
keywords="black box",
keywords="deep learning",
keywords="machine learning",
keywords="medical education",
keywords="continuing education",
keywords="data sciences",
keywords="curriculum",
doi="10.2196/16048",
url="http://mededu.jmir.org/2019/2/e16048/",
url="http://www.ncbi.nlm.nih.gov/pubmed/31793895"
}


@Article{info:doi/10.2196/15297,
author="Wilkinson, Aimee
and Ashcroft, James",
title="Opportunities and Obstacles for Providing Medical Education Through Social Media",
journal="JMIR Med Educ",
year="2019",
month="Nov",
day="27",
volume="5",
number="2",
pages="e15297",
keywords="medical education",
keywords="social media",
keywords="innovation",
doi="10.2196/15297",
url="http://mededu.jmir.org/2019/2/e15297/",
url="http://www.ncbi.nlm.nih.gov/pubmed/31774407"
}


@Article{info:doi/10.2196/11971,
author="Abbas, Nadine
and Ojha, Utkarsh",
title="Not Just a Medical Student: Delivering Medical Education Through a Short Video Series on Social Media",
journal="JMIR Med Educ",
year="2019",
month="May",
day="06",
volume="5",
number="1",
pages="e11971",
keywords="social media",
keywords="medical student",
keywords="medical education",
keywords="innovation",
keywords="videos",
keywords="Facebook",
doi="10.2196/11971",
url="http://mededu.jmir.org/2019/1/e11971/",
url="http://www.ncbi.nlm.nih.gov/pubmed/31066690"
}


@Article{info:doi/10.2196/10306,
author="Habboush, Yacob
and Hoyt, Robert
and Beidas, Sary",
title="Electronic Health Records as an Educational Tool: Viewpoint",
journal="JMIR Med Educ",
year="2018",
month="Nov",
day="12",
volume="4",
number="2",
pages="e10306",
keywords="electronic health records",
keywords="education",
keywords="teaching",
keywords="learning",
abstract="Background: Electronic health records (EHRs) have been adopted by most hospitals and medical offices in the United States. Because of the rapidity of implementation, health care providers have not been able to leverage the full potential of the EHR for enhancing clinical care, learning, and teaching. Physicians are spending an average of 49\% of their working hours on EHR documentation, chart review, and other indirect tasks related to patient care, which translates into less face time with patients. Objective: The purpose of this article is to provide a preliminary framework to guide the use of EHRs in teaching and evaluation of residents. Methods: First we discuss EHR educational capabilities that have not been reviewed in sufficient detail in the literature and expand our discussion for each educational activity with examples. We emphasize quality improvement of clinical notes as a basic foundational skill using a spreadsheet-based application as an assessment tool. Next, we integrate the six Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and Milestones (CCMs) framework with the Reporter-Interpreter-Manager-Educator (RIME) model to expand our assessments of other areas of resident performance related to EHR use. Finally, we discuss how clinical utility, clinical outcome, and clinical reasoning skills can be assessed in the EHR. Results: We describe a pilot conceptual framework---CCM framework---to guide and demonstrate the use of the EHR for education in a clinical setting. Conclusions: As EHRs and other supporting technologies evolve, medical educators should continue to look for new opportunities within the EHR for education. Our framework is flexible to allow adaptation and use in most training programs. Future research should assess the validity of such methods on trainees' education. ",
doi="10.2196/10306",
url="http://mededu.jmir.org/2018/2/e10306/",
url="http://www.ncbi.nlm.nih.gov/pubmed/30425025"
}


@Article{info:doi/10.2196/11122,
author="Tambi, Richa
and Bayoumi, Riad
and Lansberg, Peter
and Banerjee, Yajnavalka",
title="Blending Gagne's Instructional Model with Peyton's Approach to Design an Introductory Bioinformatics Lesson Plan for Medical Students: Proof-of-Concept Study",
journal="JMIR Med Educ",
year="2018",
month="Oct",
day="25",
volume="4",
number="2",
pages="e11122",
keywords="bioinformatics",
keywords="Gagne's instructional model",
keywords="genetics",
keywords="lesson plan",
keywords="medical education",
keywords="Peyton's approach",
keywords="undergraduate medical education",
abstract="Background: With the rapid integration of genetics into medicine, it has become evident that practicing physicians as well as medical students and clinical researchers need to be updated on the fundamentals of bioinformatics. To achieve this, the following gaps need to be addressed: a lack of defined learning objectives for ``Bioinformatics for Medical Practitioner'' courses, an absence of a structured lesson plan to disseminate the learning objectives, and no defined step-by-step strategy to teach the essentials of bioinformatics in the medical curriculum. Objective: The objective of this study was to address these gaps to design a streamlined pedagogical strategy for teaching basics of bioinformatics in the undergraduate medical curriculum. Methods: The established instructional design strategies employed in medical education---Gagne's 9 events of instruction---were followed with further contributions from Peyton's four-step approach to design a structured lesson plan in bioinformatics. Results: First, we defined the specifics of bioinformatics that a medical student or health care professional should be introduced to use this knowledge in a clinical context. Second, we designed a structured lesson plan using a blended approach from both Gagne's and Peyton's instructional models. Lastly, we delineated a step-by-step strategy employing free Web-based bioinformatics module, combining it with a clinical scenario of familial hypercholesterolemia to disseminate the defined specifics of bioinformatics. Implementation of Schon's reflective practice model indicated that the activity was stimulating for the students with favorable outcomes regarding their basic training in bioinformatics. Conclusions: To the best of our knowledge, the present lesson plan is the first that outlines an effective dissemination strategy for integrating introductory bioinformatics into a medical curriculum. Further, the lesson plan blueprint can be used to develop similar skills in workshops, continuing professional development, or continuing medical education events to introduce bioinformatics to practicing physicians. ",
doi="10.2196/11122",
url="http://mededu.jmir.org/2018/2/e11122/",
url="http://www.ncbi.nlm.nih.gov/pubmed/30361192"
}


@Article{info:doi/10.2196/humanfactors.9859,
author="Singh, Manisha",
title="Value of Face-to-Face Interactions Between Clinician-Educators and Patients or Students to Improve Health Care Education",
journal="JMIR Hum Factors",
year="2018",
month="Apr",
day="20",
volume="5",
number="2",
pages="e15",
keywords="medical education",
keywords="human factor",
keywords="value in human interactions",
doi="10.2196/humanfactors.9859",
url="http://humanfactors.jmir.org/2018/2/e15/",
url="http://www.ncbi.nlm.nih.gov/pubmed/29678803"
}


@Article{info:doi/10.2196/resprot.4974,
author="Vaitsis, Christos
and Stathakarou, Natalia
and Barman, Linda
and Zary, Nabil
and McGrath, Cormac",
title="Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal",
journal="JMIR Res Protoc",
year="2016",
month="Jul",
day="07",
volume="5",
number="3",
pages="e143",
keywords="medical education",
keywords="competency frameworks",
keywords="technical standards",
keywords="open learning activities",
keywords="massive open online courses",
keywords="learning management systems",
abstract="Background: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. Objective: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. Methods: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. Results: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Conclusions: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts. ",
doi="10.2196/resprot.4974",
url="http://www.researchprotocols.org/2016/3/e143/",
url="http://www.ncbi.nlm.nih.gov/pubmed/27390226"
}


@Article{info:doi/10.2196/mededu.4676,
author="Shenson, Andrew Jared
and Adams, Christopher Ryan
and Ahmed, Toufeeq S.
and Spickard, Anderson",
title="Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee",
journal="JMIR Medical Education",
year="2015",
month="Sep",
day="17",
volume="1",
number="2",
pages="e9",
keywords="committee membership",
keywords="educational technology",
keywords="medical education",
keywords="medical students",
keywords="organizational innovation",
keywords="organizational models",
abstract="Background: As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. Objective: The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. Methods: A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. Results: The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field's understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students' needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee's success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Conclusions: Students should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community. ",
doi="10.2196/mededu.4676",
url="http://mededu.jmir.org/2015/2/e9/",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731843"
}


@Article{info:doi/10.2196/jmir.3773,
author="Badran, Hani
and Pluye, Pierre
and Grad, Roland",
title="Advantages and Disadvantages of Educational Email Alerts for Family Physicians: Viewpoint",
journal="J Med Internet Res",
year="2015",
month="Feb",
day="27",
volume="17",
number="2",
pages="e49",
keywords="theory of planned behavior",
keywords="continuing medical education",
keywords="educational email alerts",
keywords="electronic knowledge resources",
keywords="family physicians",
keywords="health informatics",
keywords="knowledge translation",
keywords="primary health care",
abstract="Background: Electronic knowledge resources constitute an important channel for accredited Continuing Medical Education (CME) activities. However, email usage for educational purposes is controversial. On the one hand, family physicians become aware of new information, confirm what they already know, and obtain reassurance by reading educational email alerts. Email alerts can also encourage physicians to search Web-based resources. On the other hand, technical difficulties and privacy issues are common obstacles. Objective: The purpose of this discussion paper, informed by a literature review and a small qualitative study, was to understand family physicians' knowledge, attitudes, and behavior in regard to email in general and educational emails in particular, and to explore the advantages and disadvantages of educational email alerts. In addition, we documented participants' suggestions to improve email alert services for CME. Methods: We conducted a qualitative descriptive study using the ``Knowledge, Attitude, Behavior'' model. We conducted semi-structured face-to-face interviews with 15 family physicians. We analyzed the collected data using inductive-deductive thematic qualitative data analysis. Results: All 15 participants scanned and prioritized their email, and 13 of them checked their email daily. Participants mentioned (1) advantages of educational email alerts such as saving time, convenience and valid information, and (2) disadvantages such as an overwhelming number of emails and irrelevance. They offered suggestions to improve educational email. Conclusions: The advantages of email alerts seem to compensate for their disadvantages. Suggestions proposed by family physicians can help to improve educational email alerts. ",
doi="10.2196/jmir.3773",
url="http://www.jmir.org/2015/2/e49/",
url="http://www.ncbi.nlm.nih.gov/pubmed/25803184"
}