@Article{info:doi/10.2196/13795,
author="Lai, Nanette
and Khosa, Deep
and Jones-Bitton, Andria
and Dewey, Cate E",
title="Students' Experiences of Seeking Web-Based Animal Health Information at the Ontario Veterinary College: Exploratory Qualitative Study",
journal="JMIR Med Educ",
year="2019",
month="Nov",
day="8",
volume="5",
number="2",
pages="e13795",
keywords="veterinary education; internet; computer literacy; focus groups; perception",
abstract="Background: Although searching for health information on the internet has offered clear benefits of rapid access to information for seekers such as patients, medical practitioners, and students, detrimental effects on seekers' experiences have also been documented. Health information overload is one such side effect, where an information seeker receives excessive volumes of potentially useful health-related messages that cannot be processed in a timely manner. This phenomenon has been documented among medical professionals, with consequences that include impacts on patient care. Presently, the use of the internet for health-related information, and particularly animal health information, in veterinary students has received far less research attention. Objective: The purpose of this study was to explore veterinary students' internet search experiences to understand how students perceived the nature of Web-based information and how these perceptions influence their information management. Methods: For this qualitative exploratory study, 5 separate focus groups and a single interview were conducted between June and October 2016 with a sample of 21 veterinary students in Ontario, Canada. Results: Thematic analysis of focus group transcripts demonstrated one overarching theme, The Overwhelming Nature of the Internet, depicted by two subthemes: Volume and Type of Web-based Health Information and Processing, Managing, and Evaluating Information. Conclusions: Integrating electronic health information literacy training into human health sciences students' training has shown to have positive effects on information management skills. Given a recent Association of American Veterinary Medical Colleges report that considers health literacy as a professional competency, results of this study point to a direction for future research and for institutions to contemplate integrating information literacy skills in veterinary curricula. Specifically, we propose that the information literacy skills should include knowledge about access, retrieval, evaluation, and timely application of Web-based information. ",
doi="10.2196/13795",
url="http://mededu.jmir.org/2019/2/e13795/",
url="https://doi.org/10.2196/13795",
url="http://www.ncbi.nlm.nih.gov/pubmed/31702566"
}


@Article{info:doi/10.2196/12809,
author="Zupanic, Michaela
and Rebacz, Patrick
and Ehlers, Jan P",
title="Media Use Among Students From Different Health Curricula: Survey Study",
journal="JMIR Med Educ",
year="2019",
month="Aug",
day="19",
volume="5",
number="2",
pages="e12809",
keywords="social media; medical education; computers; interprofessional relations; distance education; health occupations",
abstract="Background: Mobile devices such as smartphones, tablets, and laptop computers enable users to search for information and communicate with others at any place and any time. Such devices are increasingly being used at universities for teaching and learning. The use of mobile devices by students depends, among others, on the individual media literacy level and the curricular framework. Objective: The objective of this study was to explore whether there were differences in media use in students from various curricula at the Faculty of Health, Witten/Herdecke University. Methods: During the 2015-16 winter term, a survey was conducted at the Faculty of Health, Witten/Herdecke University, in which a total of 705 students (out of 1091 students; response rate: 705/1091, 64.61{\%}) from 4 schools participated voluntarily: medicine (346/598), dentistry (171/204), psychology (142/243), and nursing science (46/46). The questionnaire developed for the study included 132 questions on 4 topics: (1) electronic and mobile devices (19 questions), (2) communication and organization of learning (45 questions), (3) apps/programs/websites/media (34 questions), and (4) media literacy (34 questions). The questionnaire was distributed and anonymously completed during in-class courses. Results: Students from all 4 schools had at least two electronic devices, with smartphones (97.4{\%}, 687/705) and laptops (94.8{\%}, 669/705) being the most common ones. Students agreed that electronic devices enabled them to effectively structure the learning process (mean 3.16, SD 0.62) and shared the opinion that university teaching should include imparting media literacy (mean 2.84, SD 0.84). Electronic device ownership was the highest among medical students (mean 2.68, SD 0.86) and medical students were the only ones to use a tutorial (36.1{\%}, 125/346). Dental students most widely used text messages (mean 3.41, SD 0.49) and social media (mean 2.57, SD 1.10) to organize learning. Psychology students considered mobile devices to be most ineffective (mean 2.81, SD 0.83). Nursing science students used emails (mean 3.47, SD 0.73) and desktop computers (39{\%}, 18/46) most widely. Conclusions: The results show that almost all students use electronic learning (e-learning) tools. At the same time, different profiles for different degree programs become apparent, which are to be attributed to not only the varying curricula and courses but also to the life circumstances of different age groups. Universities should, therefore, pay attention to the diverse user patterns and media literacy levels of students when planning courses to enable successful use of e-learning methods. ",
doi="10.2196/12809",
url="http://mededu.jmir.org/2019/2/e12809/",
url="https://doi.org/10.2196/12809",
url="http://www.ncbi.nlm.nih.gov/pubmed/31429412"
}


@Article{info:doi/10.2196/11390,
author="De Gagne, Jennie C
and Kim, Sang S
and Schoen, Ellen R
and Park, Hyeyoung K",
title="Assessing the Impact of Video-Based Assignments on Health Professions Students' Social Presence on Web: Case Study",
journal="JMIR Med Educ",
year="2018",
month="Nov",
day="26",
volume="4",
number="2",
pages="e11390",
keywords="case study; engagement; multimedia; Web-based learning; social presence; students' experience",
abstract="Background: Web-based education is one of the leading learning pedagogies in health professions education. Students have access to a multitude of opinions, knowledge, and resources on Web, but communication among students in Web-based courses is complicated. Technology adds a filter that makes it difficult to decipher the emotions behind words or read nonverbal cues. This is a concern because students benefit more from Web-based classes when they have a high perception of social presence. To enhance social presence on Web, we planned to use video-based assignments (VBAs) that encourage students to interact with each other. Objective: This case study examines the impact of VBAs on health professions students and their experiences with the technology. This study aims to provide information to the growing body of literature about strategies to develop social presence on Web. Methods: A total of 88 students from various nursing programs participated in the study. While the control group comprised 36 students who submitted only written-based assignments (WBAs), the experimental group of 52 students submitted VBAs besides WBAs. No enrolled student had previously participated in the course, and there were no repeaters in either of the groups. Both groups participated in a weekly survey comprising 4 open-ended questions and 3 Likert items on a scale of 1-5 (1=strongly disagree and 5=strongly agree). The social presence questionnaire assessed by the experimental group comprised 16 items and a 5-point Likert scale in which higher scores represented higher levels of social presence. While quantitative data were analyzed using descriptive statistics, qualitative responses were analyzed using content analysis. Results: No significant differences were noted between the groups regarding the program (F1,87=0.36, P=.54). Regarding students' engagement, no statistically significant difference was observed between the 2 groups (t14=0.96, P=.35). However, the experimental group's average score for engagement was slightly higher (4.29 [SD 0.11]) than that of the control group (4.21 [SD 0.14]). Comparison of the total number of responses to the weekly engagement survey revealed 88.0{\%} (287/326) as either strongly agree or agree in the control group, whereas 93.1{\%} (525/564) in the experimental group. No statistically significant difference was observed between VBAs and WBAs weeks (t6=1.40, P=.21) in the experimental group. Most students reported a positive experience using VBAs, but technical issues were barriers to embracing this new approach to learning. Conclusions: This study reveals that social presence and engagement are positively associated with student learning and satisfaction in Web-based courses. Suggestions are offered to enhance social presence on Web that could generate better learning outcomes and students' experiences. ",
doi="10.2196/11390",
url="http://mededu.jmir.org/2018/2/e11390/",
url="https://doi.org/10.2196/11390",
url="http://www.ncbi.nlm.nih.gov/pubmed/30478027"
}


@Article{info:doi/10.2196/mededu.9197,
author="Pascoe, Michael
and Monroe, Forrest
and Macfarlane, Helen",
title="Taking Constructivism One Step Further: Post Hoc Analysis of a Student-Created Wiki",
journal="JMIR Med Educ",
year="2018",
month="Jun",
day="14",
volume="4",
number="1",
pages="e16",
keywords="wiki; constructivist learning; medical education; analytics",
abstract="Background: Wiki platform use has potential to improve student learning by improving engagement with course material. A student-created wiki was established to serve as a repository of study tools for students in a medical school curriculum. There is a scarcity of information describing student-led creation of wikis in medical education. Objective: The aim is to characterize website traffic of a student-created wiki and evaluate student perceptions of usage via a short anonymous online survey. Methods: Website analytics were used to track visitation statistics to the wiki and a survey was distributed to assess ease of use, interest in contributing to the wiki, and suggestions for improvement. Results: Site traffic data indicated high usage, with a mean of 315 (SD 241) pageviews per day from July 2011 to March 2013 and 74,317 total user sessions. The mean session duration was 1.94 (SD 1.39) minutes. Comparing Fall 2011 to Fall 2012 sessions revealed a large increase in returning visitors (from 12,397 to 20,544, 65.7{\%}) and sessions via mobile devices (831 to 1560, 87.7{\%}). The survey received 164 responses; 88.0{\%} (162/184) were aware of the wiki at the time of the survey. On average, respondents felt that the wiki was more useful in the preclinical years (mean 2.73, SD 1.25) than in the clinical years (mean 1.88, SD 1.12; P<.001). Perceived usefulness correlated with the percent of studying for which the respondent used electronic resources (Spearman $\rho$=.414, P<.001). Conclusions: Overall, the wiki was a highly utilized, although informal, part of the curriculum with much room for improvement and future exploration. ",
doi="10.2196/mededu.9197",
url="http://mededu.jmir.org/2018/1/e16/",
url="https://doi.org/10.2196/mededu.9197",
url="http://www.ncbi.nlm.nih.gov/pubmed/29903697"
}


@Article{info:doi/10.2196/mededu.7361,
author="Metcalf, Mary
and Rossie, Karen
and Stokes, Katie
and Tanner, Bradley",
title="The Perceptions of Medical School Students and Faculty Toward Obesity Medicine Education: Survey and Needs Analysis",
journal="JMIR Med Educ",
year="2017",
month="Nov",
day="09",
volume="3",
number="2",
pages="e22",
keywords="obesity; weight loss; medical students; medical education; curriculum",
abstract="Background: Recent trends in obesity show that over two-thirds of US adults are considered at least overweight (body mass index, BMI≥25 kg/m2) and of those, about one-third are categorized as obese (BMI≥30 kg/m2). Physicians can address the health impacts of obesity; yet research has suggested that physicians-in-training frequently fail to recognize obesity, are not properly educated regarding treatment options, and spend relatively little clinic time treating obesity. Medical school is a unique opportunity to address this area of need so that the doctors of tomorrow are prepared to treat obesity appropriately. Objectives: The objective of this study was to determine perceptions of where clinical training for medical students on the topic of obesity and its treatment should improve and expand so that we could address the needs identified in a computerized clinical simulation. Methods: We conducted a literature review, as well as a needs analysis with medical school students (N=17) and faculty (N=12). Literature review provided an overview of the current state of the field. Students provided input on their current needs, learning preferences, and opinions. Faculty provided feedback on current training and their perceptions of future needs. Results: Most students were familiar with obesity medicine from various courses where obesity medicine was a subtopic, most frequently in Biochemistry or Nutrition, Endocrinology, and Wellness courses. Student knowledge about basic skills, such as measuring waist circumference, varied widely. About half of the students did not feel knowledgeable about recommending weight loss treatments. Most students did not feel prepared to provide interventions for patients in various categories of overweight/obesity, patients with psychosocial issues, obesity-related comorbidities, or failed weight loss attempts. However, most students did feel that it was their role as health professionals to provide these interventions. Faculty rated the following topics as most important to supplement the curriculum: patient-centered treatment of weight, bringing up the topic of weight, discussing weight and well-being, discussing the relationship between weight and comorbidities, and physician role with overweight or obese patients. Conclusions: A review of the literature as well as surveyed medical students and faculty identified a need for supplementation of the current obesity medicine curriculum in medical schools. Specific needed topics and skills were identified. ",
doi="10.2196/mededu.7361",
url="http://mededu.jmir.org/2017/2/e22/",
url="https://doi.org/10.2196/mededu.7361",
url="http://www.ncbi.nlm.nih.gov/pubmed/29122740"
}


@Article{info:doi/10.2196/mededu.8188,
author="Scaffidi, Michael A
and Khan, Rishad
and Wang, Christopher
and Keren, Daniela
and Tsui, Cindy
and Garg, Ankit
and Brar, Simarjeet
and Valoo, Kamesha
and Bonert, Michael
and de Wolff, Jacob F
and Heilman, James
and Grover, Samir C",
title="Comparison of the Impact of Wikipedia, UpToDate, and a Digital Textbook on Short-Term Knowledge Acquisition Among Medical Students: Randomized Controlled Trial of Three Web-Based Resources",
journal="JMIR Med Educ",
year="2017",
month="Oct",
day="31",
volume="3",
number="2",
pages="e20",
keywords="medical education; medical students",
abstract="Background: Web-based resources are commonly used by medical students to supplement curricular material. Three commonly used resources are UpToDate (Wolters Kluwer Inc), digital textbooks, and Wikipedia; there are concerns, however, regarding Wikipedia's reliability and accuracy. Objective: The aim of this study was to evaluate the impact of Wikipedia use on medical students' short-term knowledge acquisition compared with UpToDate and a digital textbook. Methods: This was a prospective, nonblinded, three-arm randomized trial. The study was conducted from April 2014 to December 2016. Preclerkship medical students were recruited from four Canadian medical schools. Convenience sampling was used to recruit participants through word of mouth, social media, and email. Participants must have been enrolled in their first or second year of medical school at a Canadian medical school. After recruitment, participants were randomized to one of the three Web-based resources: Wikipedia, UpToDate, or a digital textbook. During testing, participants first completed a multiple-choice questionnaire (MCQ) of 25 questions emulating a Canadian medical licensing examination. During the MCQ, participants took notes on topics to research. Then, participants researched topics and took written notes using their assigned resource. They completed the same MCQ again while referencing their notes. Participants also rated the importance and availability of five factors pertinent to Web-based resources. The primary outcome measure was knowledge acquisition as measured by posttest scores. The secondary outcome measures were participants' perceptions of importance and availability of each resource factor. Results: A total of 116 medical students were recruited. Analysis of variance of the MCQ scores demonstrated a significant interaction between time and group effects (P<.001, $\eta$g2=0.03), with the Wikipedia group scoring higher on the MCQ posttest compared with the textbook group (P<.001, d=0.86). Access to hyperlinks, search functions, and open-source editing were rated significantly higher by the Wikipedia group compared with the textbook group (P<.001). Additionally, the Wikipedia group rated open access editing significantly higher than the UpToDate group; expert editing and references were rated significantly higher by the UpToDate group compared with the Wikipedia group (P<.001). Conclusions: Medical students who used Wikipedia had superior short-term knowledge acquisition compared with those who used a digital textbook. Additionally, the Wikipedia group trended toward better posttest performance compared with the UpToDate group, though this difference was not significant. There were no significant differences between the UpToDate group and the digital textbook group. This study challenges the view that Wikipedia should be discouraged among medical students, instead suggesting a potential role in medical education. ",
doi="10.2196/mededu.8188",
url="http://mededu.jmir.org/2017/2/e20/",
url="https://doi.org/10.2196/mededu.8188",
url="http://www.ncbi.nlm.nih.gov/pubmed/29089291"
}


@Article{info:doi/10.2196/mededu.6304,
author="O'Sullivan, Elizabeth
and Cutts, Emily
and Kavikondala, Sushma
and Salcedo, Alejandra
and D'Souza, Karan
and Hernandez-Torre, Martin
and Anderson, Claire
and Tiwari, Agnes
and Ho, Kendall
and Last, Jason",
title="Social Media in Health Science Education: An International Survey",
journal="JMIR Med Educ",
year="2017",
month="Jan",
day="04",
volume="3",
number="1",
pages="e1",
keywords="health education; health surveys; interdisciplinary studies; learning; professionalism; self report; social media; students; surveys and questionnaires; universities",
abstract="Background: Social media is an asset that higher education students can use for an array of purposes. Studies have shown the merits of social media use in educational settings; however, its adoption in health science education has been slow, and the contributing reasons remain unclear. Objective: This multidisciplinary study aimed to examine health science students' opinions on the use of social media in health science education and identify factors that may discourage its use. Methods: Data were collected from the Universitas 21 ``Use of social media in health education'' survey, distributed electronically among the health science staff and students from 8 universities in 7 countries. The 1640 student respondents were grouped as users or nonusers based on their reported frequency of social media use in their education. Results: Of the 1640 respondents, 1343 (81.89{\%}) use social media in their education. Only 462 of the 1320 (35.00{\%}) respondents have received specific social media training, and of those who have not, the majority (64.9{\%}, 608/936) would like the opportunity. Users and nonusers reported the same 3 factors as the top barriers to their use of social media: uncertainty on policies, concerns about professionalism, and lack of support from the department. Nonusers reported all the barriers more frequently and almost half of nonusers reported not knowing how to incorporate social media into their learning. Among users, more than one fifth (20.5{\%}, 50/243) of students who use social media ``almost always'' reported sharing clinical images without explicit permission. Conclusions: Our global, interdisciplinary study demonstrates that a significant number of students across all health science disciplines self-reported sharing clinical images inappropriately, and thus request the need for policies and training specific to social media use in health science education. ",
doi="10.2196/mededu.6304",
url="http://mededu.jmir.org/2017/1/e1/",
url="https://doi.org/10.2196/mededu.6304",
url="http://www.ncbi.nlm.nih.gov/pubmed/28052842"
}


@Article{info:doi/10.2196/mededu.5392,
author="Bull, Tyler Preston
and Dewar, Alexis Roxanne
and Malvey, Donna M
and Szalma, James Leo",
title="Considerations for the Telehealth Systems of Tomorrow: An Analysis of Student Perceptions of Telehealth Technologies",
journal="JMIR Med Educ",
year="2016",
month="Jul",
day="08",
volume="2",
number="2",
pages="e11",
keywords="telehealth systems; younger adults; telehealth advantages; telehealth disadvantages; thematic analysis",
abstract="Background: While much is known about factors that facilitate telehealth adoption, less is known about why adoption does or does not occur in specific populations, such as students. Objective: This study aims to examine the perceptions of telehealth systems within a large student sample. Methods: Undergraduate students (N=315) participated in a survey of the perceived advantages and disadvantages of telehealth technologies. The responses to the survey were analyzed using thematic analysis. Results: We found that students were likely to adopt telehealth systems for the following reasons: (1) the system worked efficiently, (2) the convenience of telehealth, and (3) to gain access to health services. Students also perceived several disadvantages to telehealth systems, such as issues of trust (ie, security, privacy), the impersonal nature of telehealth systems, and they were concerned about the potential for major system errors. Conclusion: By understanding the current barriers to telehealth adoption in a cohort of students, we can not only better anticipate the future needs of this group, but also incorporate such needs into the design of future telehealth systems. ",
doi="10.2196/mededu.5392",
url="http://mededu.jmir.org/2016/2/e11/",
url="https://doi.org/10.2196/mededu.5392",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731865"
}


@Article{info:doi/10.2196/mededu.5135,
author="Royal, Kenneth
and Hedgpeth, Mari-Wells
and McWhorter, Dan",
title="Students' Perceptions of and Experiences With Educational Technology: A Survey",
journal="JMIR Medical Education",
year="2016",
month="May",
day="18",
volume="2",
number="1",
pages="e4",
keywords="medical education; veterinary education; information literacy; experience; attitudes; preferences; technology",
abstract="Background: It is generally assumed that incoming students in medical education programs will be better equipped for the ``digital age'' given their younger age and an educational upbringing in which technology was seemingly omnipresent. In particular, many assume that today's medical students are more likely to hold positive attitudes and increased comfortability with technology and possess greater information technology (IT) skills. Objective: The purpose of this study was to compare responses of incoming veterinary medical students to a series of IT-related questions contained in a common questionnaire over the course of a 10-year period (2005-2015) to discern whether students' attitudes have improved and uses and comfortability with technology have increased as anticipated. Methods: A survey measuring attitudes and preferences, computing experience, and technology ownership was administered each year for the past 10 years to incoming veterinary medical students at a large veterinary school in the United States. Students' responses to survey items were compared at 3 data points (2005, 2010, and 2015). Results: Today's incoming veterinary medical students tend to indicate the same desire to improve skills using spreadsheets and web page design as incoming students from 10 years ago. It seems that despite technological advances and increased exposure to such applications and skills, there remains a challenge for students to ``keep up'' with the ever evolving technology. Moreover, although students continue to report they are very comfortable with using a computer (and related devices), many use their computers as typewriters or word processors, as opposed to a means for performing more advanced computing functions. Conclusions: In general, today's medical students are not expert computer users as many assume. Despite an upbringing in a digitized world, many students still lack many basic computing skills. ",
doi="10.2196/mededu.5135",
url="http://mededu.jmir.org/2016/1/e4/",
url="https://doi.org/10.2196/mededu.5135",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731853"
}


@Article{info:doi/10.2196/mededu.5348,
author="Nicklen, Peter
and Keating, Jennifer L
and Maloney, Stephen",
title="Exploring Student Preconceptions of Readiness for Remote-Online Case-Based Learning: A Case Study",
journal="JMIR Medical Education",
year="2016",
month="Apr",
day="28",
volume="2",
number="1",
pages="e5",
keywords="problem-based learning; professional education; teaching; distance education",
abstract="Background: Case-based learning (CBL) is an educational approach where students work in small, collaborative groups to solve problems. Web-conferencing software provides a platform to present information and share concepts that are vital to CBL. Previous studies have found that participants were resistant to change associated with implementing e-learning; however, strategies to reduce this resistance have not been explored. Objective: This study was designed to explore student preconceptions and understanding of remote-online case-based learning (RO-CBL). Methods: The study took place during the Bachelor of Physiotherapy program at Monash University, Victoria, Australia, in 2013. The entire third-year cohort (n=73) was invited to participate. The primary outcome of interest was students' preconceptions of RO-CBL, collected via pre- and posttraining surveys. Results: Of the 73 students, 66 completed both surveys (attrition rate 9.6{\%}). Three key themes relevant to student preconceptions of RO-CBL emerged: flexibility in time and location of CBL, readiness or hesitation to change to a Web-based format, and the value of training in RO-CBL that included a demonstration and trial run. Thirty-four percent of the participants were hesitant to move to an online format. Conclusions: This study explored students' preconceptions of Web-based learning and evaluated the change in students' attitudes after training. The results suggest that educational designers should not assume that students are confident and competent in applying these technologies to professional educational activities. By identifying students' needs before implementation, training sessions can be designed to target these needs, and improve the understanding of RO-CBL and how it works in practice. This may reduce resistance to change, enhance students' satisfaction, and ultimately improve the learning experience. ",
doi="10.2196/mededu.5348",
url="http://mededu.jmir.org/2016/1/e5/",
url="https://doi.org/10.2196/mededu.5348",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731854"
}


@Article{info:doi/10.2196/mededu.5025,
author="Nicklen, Peter
and Keating, Jennifer L
and Maloney, Stephen",
title="Student Response to Remote-Online Case-Based Learning: A Qualitative Study",
journal="JMIR Medical Education",
year="2016",
month="Mar",
day="22",
volume="2",
number="1",
pages="e3",
keywords="case-based learning; Web conferencing; remote-online case-based learning; student satisfaction; perceived depth of learning",
abstract="Background: Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. Objective: The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. Methods: This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Results: Most students (68/73) completed the postintervention survey (nonparticipation rate 8{\%}). RO-CBL was generally well received by participants, with 59{\%} (40/68) of participates stating that they'd like RO-CBL to be used in the future and 78{\%} (53/68) of participants believing they could meet the CBL's learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Conclusions: Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL's learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes. ",
doi="10.2196/mededu.5025",
url="http://mededu.jmir.org/2016/1/e3/",
url="https://doi.org/10.2196/mededu.5025",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731852"
}


@Article{info:doi/10.2196/mededu.4479,
author="Tix, Nadine
and Gie{\ss}ler, Paul
and Ohnesorge-Radtke, Ursula
and Spreckelsen, Cord",
title="Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network",
journal="JMIR Medical Education",
year="2015",
month="Nov",
day="11",
volume="1",
number="2",
pages="e16",
keywords="semantic net; usability evaluation; semantic indexing; learning objects; medical education",
abstract="Background: The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM's semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. Objective: The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. Methods: In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. Results: The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. Conclusions: It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively. ",
doi="10.2196/mededu.4479",
url="http://mededu.jmir.org/2015/2/e16/",
url="https://doi.org/10.2196/mededu.4479",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731860"
}


@Article{info:doi/10.2196/mededu.4958,
author="Alvarez, Ana Graziela
and Sasso, Grace
and Iyengar, Sriram",
title="Mobile Virtual Learning Object for the Assessment of Acute Pain as a Learning Tool to Assess Acute Pain in Nursing: An Analysis of the Mental Workload",
journal="JMIR Medical Education",
year="2015",
month="Nov",
day="06",
volume="1",
number="2",
pages="e15",
keywords="nursing; nursing informatics; distance learning; computer-assisted instruction; educational technology; nursing education; acute pain; persuasive technology; mental workload",
abstract="Background: The inclusion of new technologies in education has motivated the development of studies on mental workload. These technologies are now being used in the teaching and learning process. The analysis enables identification of factors intervening in this workload as well as planning of overload prevention for educational activities using these technologies. Objective: To analyze the mental workload of an educational intervention with the Mobile Virtual Learning Object for the Assessment of Acute Pain in adults and newborns, according to the NASA Task Load Index criteria. Methods: A methodological study with data collected from 5 nurses and 75 students, from November of 2013 to February of 2014. Results: The highest students' and specialists' means were in the dimensions of ``Mental demand'' (57.20 {\textpm} 22.27; 51 {\textpm} 29.45) and ``Performance'' (58.47 {\textpm} 24.19; 73 {\textpm} 28.85). The specialists' mental workload index was higher (50.20 {\textpm} 7.28) when compared with students' (47.87 {\textpm} 16.85) on a scale from 0 to 100 (P=.557). Conclusions: The instrument allowed for the assessment of mental workload after an online educational intervention with a mobile learning virtual object. An excessive overload was not identified among participants. Assessing mental workload from the use of educational technologies at the end of a task is a key to their applicability, with the aim of providing a more effective, stimulating, and long-lasting experience of the learning process. ",
doi="10.2196/mededu.4958",
url="http://mededu.jmir.org/2015/2/e15/",
url="https://doi.org/10.2196/mededu.4958",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731849"
}


@Article{info:doi/10.2196/mededu.4580,
author="Torous, John
and O'Connor, Ryan
and Franzen, Jamie
and Snow, Caitlin
and Boland, Robert
and Kitts, Robert",
title="Creating a Pilot Educational Psychiatry Website: Opportunities, Barriers, and NextSteps",
journal="JMIR Medical Education",
year="2015",
month="Nov",
day="05",
volume="1",
number="2",
pages="e14",
keywords="Psychiatry; Internet; Online; Education; Website",
abstract="Background: While medical students and residents may be utilizing websites as online learning resources, medical trainees and educators now have the opportunity to create such educational websites and digital tools on their own. However, the process and theory of building educational websites for medical education have not yet been fully explored. Objective: To understand the opportunities, barriers, and process of creating a novel medical educational website. Methods: We created a pilot psychiatric educational website to better understand the options, opportunities, challenges, and processes involved in the creation of a psychiatric educational website. We sought to integrate visual and interactive Web design elements to underscore the potential of such Web technology. Results: A pilot website (PsychOnCall) was created to demonstrate the potential of Web technology in medical and psychiatric education. Conclusions: Creating an educational website is now technically easier than ever before, and the primary challenge no longer is technology but rather the creation, validation, and maintenance of information for such websites as well as translating text-based didactics into visual and interactive tools. Medical educators can influence the design and implementation of online educational resources through creating their own websites and engaging medical students and residents in the process. ",
doi="10.2196/mededu.4580",
url="http://mededu.jmir.org/2015/2/e14/",
url="https://doi.org/10.2196/mededu.4580",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731837"
}


@Article{info:doi/10.2196/jmir.3650,
author="Antoniades, Athos
and Nicolaidou, Iolie
and Spachos, Dimitris
and Myll{\"a}ri, Jarkko
and Giordano, Daniela
and Dafli, Eleni
and Mitsopoulou, Evangelia
and Schizas, Christos N
and Pattichis, Constantinos
and Nikolaidou, Maria
and Bamidis, Panagiotis",
title="Medical Content Searching, Retrieving, and Sharing Over the Internet: Lessons Learned From the mEducator Through a Scenario-Based Evaluation",
journal="J Med Internet Res",
year="2015",
month="Oct",
day="09",
volume="17",
number="10",
pages="e229",
keywords="searching and sharing of medical educational content; repurposing; metadata; evaluation",
abstract="Background: The mEducator Best Practice Network (BPN) implemented and extended standards and reference models in e-learning to develop innovative frameworks as well as solutions that enable specialized state-of-the-art medical educational content to be discovered, retrieved, shared, and re-purposed across European Institutions, targeting medical students, doctors, educators and health care professionals. Scenario-based evaluation for usability testing, complemented with data from online questionnaires and field notes of users' performance, was designed and utilized for the evaluation of these solutions. Objective: The objective of this work is twofold: (1) to describe one instantiation of the mEducator BPN solutions (mEducator3.0 - ``MEdical Education LINnked Arena'' MELINA+) with a focus on the metadata schema used, as well as on other aspects of the system that pertain to usability and acceptance, and (2) to present evaluation results on the suitability of the proposed metadata schema for searching, retrieving, and sharing of medical content and with respect to the overall usability and acceptance of the system from the target users. Methods: A comprehensive evaluation methodology framework was developed and applied to four case studies, which were conducted in four different countries (ie, Greece, Cyprus, Bulgaria and Romania), with a total of 126 participants. In these case studies, scenarios referring to creating, sharing, and retrieving medical educational content using mEducator3.0 were used. The data were collected through two online questionnaires, consisting of 36 closed-ended questions and two open-ended questions that referred to mEducator 3.0 and through the use of field notes during scenario-based evaluations. Results: The main findings of the study showed that even though the informational needs of the mEducator target groups were addressed to a satisfactory extent and the metadata schema supported content creation, sharing, and retrieval from an end-user perspective, users faced difficulties in achieving a shared understanding of the meaning of some metadata fields and in correctly managing the intellectual property rights of repurposed content. Conclusions: The results of this evaluation impact researchers, medical professionals, and designers interested in using similar systems for educational content sharing in medical and other domains. Recommendations on how to improve the search, retrieval, identification, and obtaining of medical resources are provided, by addressing issues of content description metadata, content description procedures, and intellectual property rights for re-purposed content. ",
doi="10.2196/jmir.3650",
url="http://www.jmir.org/2015/10/e229/",
url="https://doi.org/10.2196/jmir.3650",
url="http://www.ncbi.nlm.nih.gov/pubmed/26453250"
}


@Article{info:doi/10.2196/mededu.3866,
author="Li, Tse Yan
and Gao, Xiaoli
and Wong, Kin
and Tse, Christine Shuk Kwan
and Chan, Ying Yee",
title="Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties",
journal="JMIR Medical Education",
year="2015",
month="Apr",
day="14",
volume="1",
number="1",
pages="e1",
keywords="clinical skills; distance learning; dentistry; medicine; nursing",
abstract="Background: Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students' acquisition of clinical competence. Objective: This study aimed to understand the experience of undergraduate students across clinical disciplines---medicine, dentistry, and nursing---in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods: Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong---Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results: Among 439 respondents, 97.5{\%} (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7{\%}) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0{\%}) and dental students (43/96, 45{\%}) having learned them this way (both P<.001). Three-quarters (341/439, 77.7{\%}) of students accessed DLOs through public search engines, whereas 93.2{\%} (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7{\%}), but rarely discussed them with teachers (54/436, 12.4{\%}). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions: Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator's role from dispensing knowledge to guidance and support. ",
doi="10.2196/mededu.3866",
url="http://mededu.jmir.org/2015/1/e1/",
url="https://doi.org/10.2196/mededu.3866",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731303"
}