@Article{info:doi/10.2196/66221,
author="Hayer, Rupinder
and Tang, Joyce
and Bisschops, Julia
and Schneider, W. Gregory
and Kirley, Kate
and Khan, Tamkeen
and Rieger, Erin
and Walford, Eric
and Anderson, Irsk
and Press, Valerie
and Williams, Brent",
title="Implementing the H\&P 360 in Three Medical Institutions: Usability Study",
journal="JMIR Med Educ",
year="2025",
month="Jun",
day="5",
volume="11",
pages="e66221",
keywords="history and physical",
keywords="medical education",
keywords="social drivers",
keywords="social determinants of health",
abstract="Background: The traditional history and physical (H\&P) provides the basis for physicians' data gathering, problem formulation, and care planning, yet it can miss relevant behavioral or social risk factors. The American Medical Association's ``H\&P 360,'' a modified H\&P, has been shown to foster information gathering and patient rapport in inpatient settings and objective structured clinical examinations. It prompts students to explore 7 domains, as appropriate to the clinical context: biomedical problems, psychosocial problems, patients' priorities and goals, behavioral history, relationships, living environment and resources, and functional status. Objective: This study aims to examine the perceived usability of the H\&P 360 outside standardized patient settings. Methods: The H\&P 360 was implemented in various clinical settings across 3 institutions. Of the 207 student participants, 18 were preclerkship, 126 were clerkship, and 63 were postclerkship; 3-8 months after implementation, we administered a student survey consisting of 14 Likert-type items (1=strongly disagree to 5=strongly agree) and 3 free-text response items to assess usability. Results: Of the 207 students, 61 responded to the survey (response rate was 29.5\%). Among all students, mean ratings on the 3 usability survey items ranged from 4.03 to 4.24. The 5 items assessing the impact on patient care had mean ratings ranging from 3.88 to 4.24. The mean ratings for the 2 student learning items were 4.10 and 4.16. Students' open-ended comments were generally positive, expressing a perceived value in obtaining a more complete contextual picture of patients' conditions and supporting the usability of the H\&P 360. Survey response patterns varied across institutions and learner levels. Conclusions: Our findings suggest that using the H\&P 360 may enhance information gathering critical for chronic disease management, particularly regarding social drivers of health. As a potential new standard, the H\&P 360 may have clinical usability for identifying and addressing health inequities. Future work should assess its effects on patient care and outcomes. ",
doi="10.2196/66221",
url="https://mededu.jmir.org/2025/1/e66221",
url="http://www.ncbi.nlm.nih.gov/pubmed/40471655"
}


@Article{info:doi/10.2196/66458,
author="Focsa, Adrian Mircea
and Rotaru, Virgil
and Andronic, Octavian
and Marginean, Marius
and Florescu, Sorin",
title="Bridging Gaps in Telemedicine Education in Romania to Support Future Health Care: Scoping Review",
journal="JMIR Med Educ",
year="2025",
month="May",
day="14",
volume="11",
pages="e66458",
keywords="telemedicine",
keywords="digital health",
keywords="healthcare education",
keywords="micro-credentials",
keywords="scoping review",
keywords="health education",
keywords="Romania",
keywords="future healthcare",
keywords="telehealth",
keywords="healthcare providers",
keywords="technologies",
keywords="digital literacy",
keywords="healthcare system",
keywords="quality care",
abstract="Background: Telemedicine is a key element of modern health care, providing remote medical consultations and bridging the gap between patients and health care providers. Despite legislative advancements and pilot programs, the integration of telemedicine education in Romania remains limited. Addressing these educational gaps is essential for preparing current and future medical professionals to effectively use telemedicine technologies. Objective: This study aimed to evaluate the current state of telemedicine education for medical professionals in Romania, focusing on the integration of diagnostic and therapeutic capabilities into medical curricula, identifying the challenges and opportunities, and providing recommendations for improving telemedicine education. Methods: A scoping review was conducted following Arksey and O'Malley's framework. Peer-reviewed articles from 2019 to 2023 were identified using databases such as PubMed and Scopus. Additional gray literature was reviewed to provide a comprehensive understanding of telemedicine education in Romania. Data were thematically analyzed to extract key findings and recommendations. Results: The review identified significant progress in the legislative and infrastructural aspects of telemedicine in Romania, but highlighted gaps in integrating telemedicine education into curricula for medical professionals and other health care practitioners directly involved in telemedicine practices. While some universities have included telemedicine components, dedicated telemedicine courses and hands-on training remain insufficient. Barriers include a lack of infrastructure, digital literacy, and practical exposure to telemedicine technologies. Conclusions: For telemedicine to be effectively integrated into Romania's health care system, medical education must be adapted to include comprehensive telemedicine training. Recommendations include enhancing digital literacy, fostering public-private partnerships, and incorporating telemedicine into undergraduate and continuous professional education programs. These efforts are essential for improving healthcare access and quality through telemedicine. ",
doi="10.2196/66458",
url="https://mededu.jmir.org/2025/1/e66458"
}


@Article{info:doi/10.2196/66828,
author="Tolentino, Raymond
and Hersson-Edery, Fanny
and Yaffe, Mark
and Abbasgholizadeh-Rahimi, Samira",
title="AIFM-ed Curriculum Framework for Postgraduate Family Medicine Education on Artificial Intelligence: Mixed Methods Study",
journal="JMIR Med Educ",
year="2025",
month="Apr",
day="25",
volume="11",
pages="e66828",
keywords="artificial intelligence",
keywords="family medicine",
keywords="curriculum",
keywords="framework",
keywords="postgraduate education",
abstract="Background: As health care moves to a more digital environment, there is a growing need to train future family doctors on the clinical uses of artificial intelligence (AI). However, family medicine training in AI has often been inconsistent or lacking. Objective: The aim of the study is to develop a curriculum framework for family medicine postgraduate education on AI called ``Artificial Intelligence Training in Postgraduate Family Medicine Education'' (AIFM-ed). Methods: First, we conducted a comprehensive scoping review on existing AI education frameworks guided by the methodological framework developed by Arksey and O'Malley and Joanna Briggs Institute methodological framework for scoping reviews. We adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist for reporting the results. Next, 2 national expert panels were conducted. Panelists included family medicine educators and residents knowledgeable in AI from family medicine residency programs across Canada. Participants were purposively sampled, and panels were held via Zoom, recorded, and transcribed. Data were analyzed using content analysis. We followed the Standards for Reporting Qualitative Research for panels. Results: An integration of the scoping review results and 2 panel discussions of 14 participants led to the development of the AIFM-ed curriculum framework for AI training in postgraduate family medicine education with five key elements: (1) need and purpose of the curriculum, (2) learning objectives, (3) curriculum content, (4) organization of curriculum content, and (5) implementation aspects of the curriculum. Conclusions: Using the results of this study, we developed the AIFM-ed curriculum framework for AI training in postgraduate family medicine education. This framework serves as a structured guide for integrating AI competencies into medical education, ensuring that future family physicians are equipped with the necessary skills to use AI effectively in their clinical practice. Future research should focus on the validation and implementation of the AIFM-ed framework within family medicine education. Institutions also are encouraged to consider adapting the AIFM-ed framework within their own programs, tailoring it to meet the specific needs of their trainees and health care environments. ",
doi="10.2196/66828",
url="https://mededu.jmir.org/2025/1/e66828"
}


@Article{info:doi/10.2196/62838,
author="Gashi, Andi
and Brodmann Maeder, Monika
and Hennel, K. Eva",
title="Making Medical Education Courses Visible: Theory-Based Development of a National Database",
journal="JMIR Med Educ",
year="2025",
month="Apr",
day="16",
volume="11",
pages="e62838",
keywords="curriculum mapping",
keywords="faculty development",
keywords="competencies",
keywords="database",
keywords="medical education",
abstract="Background: Medical education has undergone professionalization during the last decades, and internationally, educators are trained in specific medical education courses also known as ``train the trainer'' courses. As these courses have developed organically based on local needs, the lack of a general structure and terminology can confuse and hinder educators' information and development. The first aim of this study was to conduct a national search, analyze the findings, and provide a presentation of medical education courses based on international theoretical frameworks to support Swiss course providers and educators searching for courses. The second aim was to provide a blueprint for such a procedure to be used by the international audience. Objective: In this study, we devised a scholarly approach to sorting and presenting medical education courses to make their content accessible to medical educators. This approach is presented in detailed steps and our openly available exemplary database to make it serve as a blueprint for other settings. Methods: Following our constructivist paradigm, we examined content from medical education courses using a theory-informed inductive data approach. Switzerland served as an example, covering 4 languages and different approaches to medical education. Data were gathered through an online search and a nationwide survey with course providers. The acquired data and a concurrently developed keyword system to standardize course terminology are presented using Obsidian, a software that shows data networks. Results: Our iterative search included several strategies (web search, survey, provider enquiry, and snowballing) and yielded 69 courses in 4 languages, with varying terminology, target audiences, and providers. The database of courses is interactive and openly accessible. An open-access template database structure is also available. Conclusions: This study proposes a novel method for sorting and visualizing medical education courses and the competencies they cover to provide an easy-to-use database, helping medical educators' practical and scholarly development. Notably, our analysis identified a specific emphasis on undergraduate teaching settings, potentially indicating a gap in postgraduate educational offerings. This aspect could be pivotal for future curriculum development and resource allocation. Our method might guide other countries and health care professions, offering a straightforward means of cataloging and making information about medical education courses widely available and promotable. ",
doi="10.2196/62838",
url="https://mededu.jmir.org/2025/1/e62838"
}


@Article{info:doi/10.2196/57821,
author="Govender, Samantha
and Cochrane, Elizabeth Maria
and Mogale, Mabina
and Gordon, Reno
and Tshephe, Tjodwapi",
title="Establishing a Digital Health Care Ecosystem in a Health Sciences University in South Africa: Protocol for a Mixed Methods Study",
journal="JMIR Res Protoc",
year="2025",
month="Mar",
day="25",
volume="14",
pages="e57821",
keywords="health sciences",
keywords="digital ecosystem",
keywords="curriculum",
keywords="community engagement",
keywords="tertiary education institutions",
abstract="Background: Comprehensive and formalized digital health care ecosystems in health sciences tertiary education in South Africa do not currently exist, but they have the potential to influence teaching and learning, research, and community engagement. Objective: A total of 3 key objectives underpin the study, that is, determining the health care curriculum needs and required content for the development of a formalized digital health ecosystem, determining the level of readiness of staff and students to participate in a digital health care ecosystem, and determining whether community engagement and strategic partnerships can contribute to the sustainability of a digital health care ecosystem. Methods: A multipronged approach will be used to address the objectives, with a mixed methods design being undertaken. The qualitative phases will be phenomenological in nature, and triangulation of information along with thematic analysis will be conducted on the collected data. Quantitative data will be collected prospectively and cross-sectionally and analyzed using descriptive analysis. Sampling will include subject experts for the Delphi technique, staff and students at the University, clinical training and education partners, and community leaders. This study has received ethical approval from the Sefako Makgatho Health Sciences University Research and Ethics Committee (SMUREC/H/260/2023:PG). Results: Data collection for the first phase will begin in January 2024 and conclude in December 2024. Phase 2 and 3 of the study will be conducted concurrently, with data collection starting in January 2025 and concluding in December 2026. Conclusions: The establishment of a digital health care ecosystem has the potential to benefit staff, students, and communities through stakeholder collaboration, educational opportunities, research projects, and improved service delivery. International Registered Report Identifier (IRRID): DERR1-10.2196/57821 ",
doi="10.2196/57821",
url="https://www.researchprotocols.org/2025/1/e57821"
}


@Article{info:doi/10.2196/64970,
author="Nijkamp, Nick
and Calleja, Pauline
and Sahay, Ashlyn
and Jack, Leanne",
title="Evaluation of the Transition-to-Practice Arrangements for Novice Perioperative Nurses: Protocol for a Mixed Methods Study",
journal="JMIR Res Protoc",
year="2025",
month="Jan",
day="23",
volume="14",
pages="e64970",
keywords="transition to practice",
keywords="perioperative nursing",
keywords="novice nurses",
keywords="nurse educators",
keywords="mixed methods research",
keywords="protocol",
keywords="document analysis",
keywords="semistructured interviews",
keywords="pedagogy",
abstract="Background: Transitioning into the first year of clinical practice as a nurse or changing specialties in the nursing career presents a critical phase for novice nurses characterized by excitement, apprehension, and the phenomenon of ``transition shock.'' Within perioperative nursing, this transition phase takes on distinctive challenges. However, there is a lack of empirical evidence on transition programs and arrangements. Objective: This study aimed to evaluate the current transition-to-practice (TTP) arrangements available to new graduate and novice nurses within Australian perioperative nursing settings. Methods: This study uses an exploratory mixed-method, multilevel triangulation with a sequential phase design to address 4 research questions. Phases 1 to 3 will use document analysis, surveys, and semistructured interviews to establish the findings of the research questions. Phase 4 will use meta-inference and triangulation to aggregate and analyze the data from all preceding phases. These findings will be the foundation for developing a framework to inform future TTP arrangements. This robust framework will embed empirical evidence, existing literature, and sound learning and teaching pedagogy. Results emerging from this study will be reported using the Good Reporting of Mixed Methods Study guidelines. Results: This project received approval in June 2023. Following this, Human Research Ethics Committee approval was sought for phases 1 and 2, and recruitment began. As of August 2024, phase 1 has collected 50 responses and phase 2 has collected 69 responses. Data collection for phase 3 is projected to commence in May 2025 once data from phases 1 and 2 have been analyzed. Phase 4 is projected to occur in 2026. Each phase is anticipated to have a results manuscript submitted for publication once data are analyzed and written up. Conclusions: The findings of this study will provide an in-depth exploration of TTP arrangements within perioperative nursing in Australia and provide a framework to guide the future development of TTP arrangements. Trial Registration: OSF Registries osf.io/zm432; https://osf.io/54s36 International Registered Report Identifier (IRRID): DERR1-10.2196/64970 ",
doi="10.2196/64970",
url="https://www.researchprotocols.org/2025/1/e64970",
url="http://www.ncbi.nlm.nih.gov/pubmed/39847424"
}


@Article{info:doi/10.2196/54152,
author="Dushyanthen, Sathana
and Zamri, Izzati Nadia
and Chapman, Wendy
and Capurro, Daniel
and Lyons, Kayley",
title="Evaluation of an Interdisciplinary Educational Program to Foster Learning Health Systems: Education Evaluation",
journal="JMIR Med Educ",
year="2025",
month="Jan",
day="14",
volume="11",
pages="e54152",
keywords="continuing professional development",
keywords="learning health system",
keywords="flipped classroom",
keywords="digital health informatics",
keywords="data science",
keywords="health professions education",
keywords="interdisciplinary education",
keywords="foster",
keywords="foster learning",
keywords="health data",
keywords="design",
keywords="innovative",
keywords="innovative solution",
keywords="health care workforce",
keywords="Australia",
keywords="real time",
keywords="teaching model",
abstract="Background: Learning health systems (LHS) have the potential to use health data in real time through rapid and continuous cycles of data interrogation, implementing insights to practice, feedback, and practice change. However, there is a lack of an appropriately skilled interprofessional informatics workforce that can leverage knowledge to design innovative solutions. Therefore, there is a need to develop tailored professional development training in digital health, to foster skilled interprofessional learning communities in the health care workforce in Australia. Objective: This study aimed to explore participants' experiences and perspectives of participating in an interprofessional education program over 13 weeks. The evaluation also aimed to assess the benefits, barriers, and opportunities for improvements and identify future applications of the course materials. Methods: We developed a wholly online short course open to interdisciplinary professionals working in digital health in the health care sector. In a flipped classroom model, participants (n=400) undertook 2 hours of preclass learning online and then attended 2.5 hours of live synchronous learning in interactive weekly Zoom workshops for 13 weeks. Throughout the course, they collaborated in small, simulated learning communities (n=5 to 8), engaging in various activities and problem-solving exercises, contributing their unique perspectives and diverse expertise. The course covered a number of topics including background on LHS, establishing learning communities, the design thinking process, data preparation and machine learning analysis, process modeling, clinical decision support, remote patient monitoring, evaluation, implementation, and digital transformation. To evaluate the purpose of the program, we undertook a mixed methods evaluation consisting of pre- and postsurveys rating scales for usefulness, engagement, value, and applicability for various aspects of the course. Participants also completed identical measures of self-efficacy before and after (n=200), with scales mapped to specific skills and tasks that should have been achievable following each of the topics covered. Further, they undertook voluntary weekly surveys to provide feedback on which aspects to continue and recommendations for improvements, via free-text responses. Results: From the evaluation, it was evident that participants found the teaching model engaging, useful, valuable, and applicable to their work. In the self-efficacy component, we observed a significant increase (P<.001) in perceived confidence for all topics, when comparing pre- and postcourse ratings. Overall, it was evident that the program gave participants a framework to organize their knowledge and a common understanding and shared language to converse with other disciplines, changed the way they perceived their role and the possibilities of data and technologies, and provided a toolkit through the LHS framework that they could apply in their workplaces. Conclusions: We present a program to educate the health workforce on integrating the LHS model into standard practice. Interprofessional collaborative learning was a major component of the value of the program. This evaluation shed light on the multifaceted challenges and expectations of individuals embarking on a digital health program. Understanding the barriers and facilitators of the audience is crucial for creating an inclusive and supportive learning environment. Addressing these challenges will not only enhance participant engagement but also contribute to the overall success of the program and, by extension, the broader integration of digital health solutions into health care practice and, ultimately, patient outcomes. ",
doi="10.2196/54152",
url="https://mededu.jmir.org/2025/1/e54152"
}


@Article{info:doi/10.2196/58898,
author="Kaewboonlert, Naritsaret
and Poontananggul, Jiraphon
and Pongsuwan, Natthipong
and Bhakdisongkhram, Gun",
title="Factors Associated With the Accuracy of Large Language Models in Basic Medical Science Examinations: Cross-Sectional Study",
journal="JMIR Med Educ",
year="2025",
month="Jan",
day="13",
volume="11",
pages="e58898",
keywords="accuracy",
keywords="performance",
keywords="artificial intelligence",
keywords="AI",
keywords="ChatGPT",
keywords="large language model",
keywords="LLM",
keywords="difficulty index",
keywords="basic medical science examination",
keywords="cross-sectional study",
keywords="medical education",
keywords="datasets",
keywords="assessment",
keywords="medical science",
keywords="tool",
keywords="Google",
abstract="Background: Artificial intelligence (AI) has become widely applied across many fields, including medical education. Content validation and its answers are based on training datasets and the optimization of each model. The accuracy of large language model (LLMs) in basic medical examinations and factors related to their accuracy have also been explored. Objective: We evaluated factors associated with the accuracy of LLMs (GPT-3.5, GPT-4, Google Bard, and Microsoft Bing) in answering multiple-choice questions from basic medical science examinations. Methods: We used questions that were closely aligned with the content and topic distribution of Thailand's Step 1 National Medical Licensing Examination. Variables such as the difficulty index, discrimination index, and question characteristics were collected. These questions were then simultaneously input into ChatGPT (with GPT-3.5 and GPT-4), Microsoft Bing, and Google Bard, and their responses were recorded. The accuracy of these LLMs and the associated factors were analyzed using multivariable logistic regression. This analysis aimed to assess the effect of various factors on model accuracy, with results reported as odds ratios (ORs). Results: The study revealed that GPT-4 was the top-performing model, with an overall accuracy of 89.07\% (95\% CI 84.76\%?92.41\%), significantly outperforming the others (P<.001). Microsoft Bing followed with an accuracy of 83.69\% (95\% CI 78.85\%?87.80\%), GPT-3.5 at 67.02\% (95\% CI 61.20\%?72.48\%), and Google Bard at 63.83\% (95\% CI 57.92\%?69.44\%). The multivariable logistic regression analysis showed a correlation between question difficulty and model performance, with GPT-4 demonstrating the strongest association. Interestingly, no significant correlation was found between model accuracy and question length, negative wording, clinical scenarios, or the discrimination index for most models, except for Google Bard, which showed varying correlations. Conclusions: The GPT-4 and Microsoft Bing models demonstrated equal and superior accuracy compared to GPT-3.5 and Google Bard in the domain of basic medical science. The accuracy of these models was significantly influenced by the item's difficulty index, indicating that the LLMs are more accurate when answering easier questions. This suggests that the more accurate models, such as GPT-4 and Bing, can be valuable tools for understanding and learning basic medical science concepts. ",
doi="10.2196/58898",
url="https://mededu.jmir.org/2025/1/e58898"
}


@Article{info:doi/10.2196/58650,
author="Bierbooms, A. Joyce J. P.
and Sluis-Thiescheffer, W. Wouter R. J.
and Feijt, Anne Milou
and Bongers, B. Inge M.",
title="Co-Design of an Escape Room for e-Mental Health Training of Mental Health Care Professionals: Research Through Design Study",
journal="JMIR Form Res",
year="2025",
month="Jan",
day="7",
volume="9",
pages="e58650",
keywords="serious gaming",
keywords="mental health care professionals",
keywords="e-mental health",
keywords="skill enhancement",
keywords="training",
abstract="Background: Many efforts to increase the uptake of e-mental health (eMH) have failed due to a lack of knowledge and skills, particularly among professionals. To train health care professionals in technology, serious gaming concepts such as educational escape rooms are increasingly used, which could also possibly be used in mental health care. However, such serious-game concepts are scarcely available for eMH training for mental health care professionals. Objective: This study aims to co-design an escape room for training mental health care professionals' eMH skills and test the escape room's usability by exploring their experiences with this concept as a training method. Methods: This project used a research through design approach with 3 design stages. In the first stage, the purpose, expectations, and storylines for the escape room were formulated in 2 co-design sessions with mental health care professionals, game designers, innovation staff, and researchers. In the second stage, the results were translated into the first escape room, which was tested in 3 sessions, including one web version of the escape room. In the third stage, the escape room was tested with mental health care professionals outside the co-design team. First, 2 test sessions took place, followed by 3 field study sessions. In the field study sessions, a questionnaire was used in combination with focus groups to assess the usability of the escape room for eMH training in practice. Results: An escape room prototype was iteratively developed and tested by the co-design team, which delivered multiple suggestions for adaptations that were assimilated in each next version of the prototype. The field study showed that the escape room creates a positive mindset toward eMH. The suitability of the escape room to explore the possibilities of eMH was rated 4.7 out of 5 by the professionals who participated in the field study. In addition, it was found to be fun and educational at the same time, scoring 4.7 (SD 0.68) on a 5-point scale. Attention should be paid to the game's complexity, credibility, and flexibility. This is important for the usefulness of the escape room in clinical practice, which was rated an average of 3.8 (SD 0.77) on a 5-point scale. Finally, implementation challenges should be addressed, including organizational policy and stimulation of eMH training. Conclusions: We can conclude that the perceived usability of an escape room for training mental health care professionals in eMH skills is promising. However, it requires additional effort to transfer the learnings into mental health care professionals' clinical practice. A straightforward implementation plan and testing the effectiveness of an escape room on skill enhancement in mental health care professionals are essential next steps to reach sustainable goals. ",
doi="10.2196/58650",
url="https://formative.jmir.org/2025/1/e58650"
}


@Article{info:doi/10.2196/60763,
author="Oliveira, de Nathalia Hanany Silva
and Oliveira, de Renata Fons{\^e}ca Sousa
and Soares, Pontes Juliana
and Castro, de Janete Lima",
title="Sustainability of Interprofessional Education: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2024",
month="Dec",
day="9",
volume="13",
pages="e60763",
keywords="college education",
keywords="health training",
keywords="interprofessional education",
keywords="IPE",
keywords="sustainability",
keywords="collaborative practice",
keywords="training of human resources in health",
keywords="undergraduate medical education",
keywords="students",
keywords="student learners",
keywords="professional development",
keywords="health care professional training",
abstract="Background: Interprofessional education (IPE) is an approach that can improve health care quality, contribute to the qualification of health care professionals, and train undergraduate students. Although this strategy has made significant progress in the last decade, integration, sustainability, and institutional growth are still priorities worldwide. Thus, maintaining strategies is essential for their full development and evolution. Objective: This study aimed to identify discussions about the sustainability of IPE and map its actions or strategies (or both). Methods: The scoping review will follow the Joanna Briggs Institute methodology. This scoping review protocol follows the JBI Reviewers' Manual, with 6 stages: identifying the research question; identifying relevant studies; study selection; data extraction and coding; analysis and interpretation of results; and consultation with stakeholders. Two independent and blind reviewers will evaluate and select studies available in English, Portuguese, and Spanish based on the eligibility criteria. Searches will be conducted on LILACS, Embase, Scopus, PubMed/MEDLINE, ERIC, Web of Science, CINAHL, Google Scholar databases; ProQuest Dissertations \& Theses Global, and Brazilian Digital Library of Theses and Dissertations. The main research question is as follows: What have been the sustainability strategies for IPE actions? This scoping review will incorporate studies (empirical or theoretical-reflective) that address strategies or actions (or both) for IPE sustainability. They must present a quantitative, qualitative, or mixed methods approach and be available in full text. Data on strategies or actions for IPE sustainability will be extracted and inserted into a spreadsheet for analysis. Quantitative data will be analyzed using descriptive statistics, while qualitative analysis will identify meanings and patterns through thematic analysis. Thus, the aim is to present the compiled findings in tables and charts. Results: The database search was conducted on March 22, 2024. In April and May 2024, duplicate studies were excluded. From July to November 2024, study selection will be carried out. In December 2024, data extraction and tabulation will take place, as well as consultation with stakeholders. The aim is to publish the results in scientific journals in January 2025. Conclusions: This protocol will guide this scoping review to identify discussions on the sustainability of IPE and map its actions or strategies (or both); summarize the definitions and institutions that develop or promote IPE; and present the main recommendations for the area under study. Additionally, possible research gaps can be identified to guide future studies. This review will shed light on existing knowledge gaps and the current state of research, which could provide support for future research, programs, and policy responses to foster collaboration and interprofessional practice and, consequently, improve the quality of user care. This information will be useful in supporting decision-making by government officials, managers, teachers, facilitators, and students in the implementation, maintenance, and development of IPE. Trial Registration: Open Science Framework 5VNJS; https://osf.io/5vnjs/ International Registered Report Identifier (IRRID): DERR1-10.2196/60763 ",
doi="10.2196/60763",
url="https://www.researchprotocols.org/2024/1/e60763"
}


@Article{info:doi/10.2196/58084,
author="Robertson, Sandra
and Thomson, Katie
and Bannigan, Katrina",
title="Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2024",
month="Nov",
day="27",
volume="13",
pages="e58084",
keywords="student-run clinic",
keywords="student-facilitated clinic",
keywords="allied health profession",
keywords="interprofessional",
keywords="higher education",
keywords="university",
keywords="tertiary education",
keywords="preregistration",
keywords="social care environment",
keywords="practice based learning",
abstract="Background: Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. Objective: This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? Methods: This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. Results: An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. Conclusions: This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. International Registered Report Identifier (IRRID): PRR1-10.2196/58084 ",
doi="10.2196/58084",
url="https://www.researchprotocols.org/2024/1/e58084"
}


@Article{info:doi/10.2196/60031,
author="Wosny, Marie
and Strasser, Maria Livia
and Kraehenmann, Simone
and Hastings, Janna",
title="Practical Recommendations for Navigating Digital Tools in Hospitals: Qualitative Interview Study",
journal="JMIR Med Educ",
year="2024",
month="Nov",
day="27",
volume="10",
pages="e60031",
keywords="health care",
keywords="hospital",
keywords="information system",
keywords="information technology",
keywords="technology implementation",
keywords="training",
keywords="medical education",
keywords="digital literacy",
keywords="curriculum development",
keywords="health care workforce development",
keywords="mobile phone",
abstract="Background: The digitalization of health care organizations is an integral part of a clinician's daily life, making it vital for health care professionals (HCPs) to understand and effectively use digital tools in hospital settings. However, clinicians often express a lack of preparedness for their digital work environments. Particularly, new clinical end users, encompassing medical and nursing students, seasoned professionals transitioning to new health care environments, and experienced practitioners encountering new health care technologies, face critically intense learning periods, often with a lack of adequate time for learning digital tools, resulting in difficulties in integrating and adopting these digital tools into clinical practice. Objective: This study aims to comprehensively collect advice from experienced HCPs in Switzerland to guide new clinical end users on how to initiate their engagement with health ITs within hospital settings. Methods: We conducted qualitative interviews with 52 HCPs across Switzerland, representing 24 medical specialties from 14 hospitals. The interviews were transcribed verbatim and analyzed through inductive thematic analysis. Codes were developed iteratively, and themes and aggregated dimensions were refined through collaborative discussions. Results: Ten themes emerged from the interview data, namely (1) digital tool understanding, (2) peer-based learning strategies, (3) experimental learning approaches, (4) knowledge exchange and support, (5) training approaches, (6) proactive innovation, (7) an adaptive technology mindset, (8) critical thinking approaches, (9) dealing with emotions, and (10) empathy and human factors. Consequently, we devised 10 recommendations with specific advice to new clinical end users on how to approach new health care technologies, encompassing the following: take time to get to know and understand the tools you are working with; proactively ask experienced colleagues; simply try it out and practice; know where to get help and information; take sufficient training; embrace curiosity and pursue innovation; maintain an open and adaptable mindset; keep thinking critically and use your knowledge base; overcome your fears, and never lose the human and patient focus. Conclusions: Our study emphasized the importance of comprehensive training and learning approaches for health care technologies based on the advice and recommendations of experienced HCPs based in Swiss hospitals. Moreover, these recommendations have implications for medical educators and clinical instructors, providing advice on effective methods to instruct and support new end users, enabling them to use novel technologies proficiently. Therefore, we advocate for new clinical end users, health care institutions and clinical instructors, academic institutions and medical educators, and regulatory bodies to prioritize effective training and cultivating technological readiness to optimize IT use in health care. ",
doi="10.2196/60031",
url="https://mededu.jmir.org/2024/1/e60031"
}


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


@Article{info:doi/10.2196/57760,
author="Martinengo, Laura
and Ng, Peng Matthew Song
and Ng, Rong Tony De
and Ang, Yi-Ian
and Jabir, Ishqi Ahmad
and Kyaw, Myint Bhone
and Tudor Car, Lorainne",
title="Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis",
journal="J Med Internet Res",
year="2024",
month="Oct",
day="10",
volume="26",
pages="e57760",
keywords="digital education",
keywords="e-learning",
keywords="spaced education",
keywords="spaced learning",
keywords="spaced digital education",
keywords="spaced simulation",
keywords="health care professionals",
keywords="continuous medical education",
keywords="systematic review",
keywords="meta-analysis",
abstract="Background: Spaced digital education applies digital tools to deliver educational content via multiple, repeated learning sessions separated by prespecified time intervals. Spaced digital education appears to promote acquisition and long-term retention of knowledge, skills, and change in clinical behavior. Objective: The aim of this review was to assess the effectiveness of spaced digital education in improving pre- and postregistration health care professionals' knowledge, skills, attitudes, satisfaction, and change in clinical behavior. Methods: This review followed Cochrane's methodology and PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) reporting guidelines. We searched MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses databases from January 1990 to February 2023. We included randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs comparing spaced digital education with nonspaced education, spaced nondigital education, traditional learning, or no intervention for pre- or postregistration health care professionals. Study selection, data extraction, study quality, and certainty of evidence were assessed by 2 independent reviewers. Meta-analyses were conducted using random effect models. Results: We included 23 studies evaluating spaced online education (n=17, 74\%) or spaced digital simulation (n=6, 26\%) interventions. Most studies assessed 1 or 2 outcomes, including knowledge (n=15, 65\%), skills (n=9, 39\%), attitudes (n=8, 35\%), clinical behavior change (n=8, 35\%), and satisfaction (n=7, 30\%). Most studies had an unclear or a high risk of bias (n=19, 83\%). Spaced online education was superior to massed online education for postintervention knowledge (n=9, 39\%; standardized mean difference [SMD] 0.32, 95\% CI 0.13-0.51, I2=66\%, moderate certainty of evidence). Spaced online education (n=3, 13\%) was superior to massed online education (n=2, 9\%) and no intervention (n=1, 4\%; SMD 0.67, 95\% CI 0.43-0.91, I2=5\%, moderate certainty of evidence) for postintervention clinical behavior change. Spaced digital simulation was superior to massed simulation for postintervention surgical skills (n=2, 9\%; SMD 1.15, 95\% CI 0.34-1.96, I2=74\%, low certainty of evidence). Spaced digital education positively impacted confidence and satisfaction with the intervention. Conclusions: Spaced digital education is effective in improving knowledge, particularly in substantially improving surgical skills and promoting clinical behavior change in pre- and postregistration health care professionals. Our findings support the use of spaced digital education interventions in undergraduate and postgraduate health profession education.Trial Registration: PROSPERO CRD42021241969; Trial Registration: PROSPERO CRD42021241969; https://www.crd.york.ac.uk/prospero/display\_record.php?RecordID=241969 ",
doi="10.2196/57760",
url="https://www.jmir.org/2024/1/e57760"
}


@Article{info:doi/10.2196/59009,
author="Khamisy-Farah, Rola
and Biras, Eden
and Shehadeh, Rabie
and Tuma, Ruba
and Atwan, Hisham
and Siri, Anna
and Converti, Manlio
and Chirico, Francesco
and Szarpak, ?ukasz
and Biz, Carlo
and Farah, Raymond
and Bragazzi, Nicola",
title="Gender and Sexuality Awareness in Medical Education and Practice: Mixed Methods Study",
journal="JMIR Med Educ",
year="2024",
month="Oct",
day="8",
volume="10",
pages="e59009",
keywords="gender medicine",
keywords="medical education",
keywords="clinical practice",
keywords="gender-sensitive care",
keywords="gender awareness",
keywords="sexuality awareness",
keywords="awareness",
keywords="medical education and practice",
keywords="healthcare",
keywords="patient outcomes",
keywords="patient",
keywords="patients",
keywords="medical professionals",
keywords="training",
keywords="educational interventions",
keywords="status-based",
keywords="survey",
keywords="effectiveness",
keywords="medical workforce",
abstract="Background: The integration of gender and sexuality awareness in health care is increasingly recognized as vital for patient outcomes. Despite this, there is a notable lack of comprehensive data on the current state of physicians' training and perceptions in these areas, leading to a gap in targeted educational interventions and optimal health care delivery. Objective: The study's aim was to explore the experiences and perceptions of attending and resident physicians regarding the inclusion of gender and sexuality content in medical school curricula and professional practice in Israel. Methods: This cross-sectional survey targeted a diverse group of physicians across various specializations and experience levels. Distributed through Israeli Medical Associations and professional networks, it included sections on experiences with gender and sexuality content, perceptions of knowledge, the impact of medical school curricula on professional capabilities, and views on integrating gender medicine in medical education. Descriptive and correlational analyses, along with gender-based and medical status-based comparisons, were used, complemented, and enhanced by qualitative analysis of participants' replies. Results: The survey, encompassing 189 respondents, revealed low-to-moderate exposure to gender and sexuality content in medical school curricula, with a similar perception of preparedness. A need for more comprehensive training was widely recognized. The majority valued training in these areas for enhancing professional capabilities, identifying 10 essential gender-related knowledge areas. The preference for integrating gender medicine throughout medical education was significant. Gender-based analysis indicated variations in exposure and perceptions. Conclusions: The study highlights a crucial need for the inclusion of gender and sexuality awareness in medical education and practice. It suggests the necessity for curriculum development, targeted training programs, policy advocacy, mentorship initiatives, and research to evaluate the effectiveness of these interventions. The findings serve as a foundation for future directions in medical education, aiming for a more inclusive, aware, and prepared medical workforce. ",
doi="10.2196/59009",
url="https://mededu.jmir.org/2024/1/e59009",
url="http://www.ncbi.nlm.nih.gov/pubmed/39152652"
}


@Article{info:doi/10.2196/57772,
author="Ba, Hongjun
and Zhang, Lili
and He, Xiufang
and Li, Shujuan",
title="Knowledge Mapping and Global Trends in the Field of the Objective Structured Clinical Examination: Bibliometric and Visual Analysis (2004-2023)",
journal="JMIR Med Educ",
year="2024",
month="Sep",
day="30",
volume="10",
pages="e57772",
keywords="Objective Structured Clinical Examination",
keywords="OSCE",
keywords="medical education assessment",
keywords="bibliometric analysis",
keywords="academic collaboration",
keywords="health care professional training",
keywords="medical education",
keywords="medical knowledge",
keywords="medical training",
keywords="medical student",
abstract="Background: The Objective Structured Clinical Examination (OSCE) is a pivotal tool for assessing health care professionals and plays an integral role in medical education. Objective: This study aims to map the bibliometric landscape of OSCE research, highlighting trends and key influencers. Methods: A comprehensive literature search was conducted for materials related to OSCE from January 2004 to December 2023, using the Web of Science Core Collection database. Bibliometric analysis and visualization were performed with VOSviewer and CiteSpace software tools. Results: Our analysis indicates a consistent increase in OSCE-related publications over the study period, with a notable surge after 2019, culminating in a peak of activity in 2021. The United States emerged as a significant contributor, responsible for 30.86\% (1626/5268) of total publications and amassing 44,051 citations. Coauthorship network analysis highlighted robust collaborations, particularly between the United States and the United Kingdom. Leading journals in this domain---BMC Medical Education, Medical Education, Academic Medicine, and Medical Teacher---featured the highest volume of papers, while The Lancet garnered substantial citations, reflecting its high impact factor (to be verified for accuracy). Prominent authors in the field include Sondra Zabar, Debra Pugh, Timothy J Wood, and Susan Humphrey-Murto, with Ronaldo M Harden, Brian D Hodges, and George E Miller being the most cited. The analysis of key research terms revealed a focus on ``education,'' ``performance,'' ``competence,'' and ``skills,'' indicating these are central themes in OSCE research. Conclusions: The study underscores a dynamic expansion in OSCE research and international collaboration, spotlighting influential countries, institutions, authors, and journals. These elements are instrumental in steering the evolution of medical education assessment practices and suggest a trajectory for future research endeavors. Future work should consider the implications of these findings for medical education and the potential areas for further investigation, particularly in underrepresented regions or emerging competencies in health care training. ",
doi="10.2196/57772",
url="https://mededu.jmir.org/2024/1/e57772"
}


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


@Article{info:doi/10.2196/56130,
author="Tostain, Jean-Baptiste
and Mathieu, Marina
and Oude Engberink, Agn{\`e}s
and Clary, Bernard
and Amouyal, Michel
and Lognos, B{\'e}atrice
and Demoly, Pascal
and Annesi-Maesano, Isabella
and Ninot, Gr{\'e}gory
and Molinari, Nicolas
and Richard, Arnaud
and Badreddine, Maha
and Duflos, Claire
and Carbonnel, Francois",
title="The Primary Care and Environmental Health e-Learning Course to Integrate Environmental Health in General Practice: Before-and-After Feasibility Study",
journal="JMIR Form Res",
year="2024",
month="May",
day="9",
volume="8",
pages="e56130",
keywords="environmental health",
keywords="medical education",
keywords="One Health",
keywords="environment",
keywords="environmental",
keywords="eLearning",
keywords="e-learning",
keywords="remote",
keywords="learning",
keywords="online learning",
keywords="primary care",
keywords="satisfaction",
keywords="awareness",
keywords="behavioral",
keywords="behavior change",
keywords="questionnaire",
keywords="survey",
keywords="course",
keywords="educational",
keywords="teaching",
keywords="GP",
keywords="general practice",
keywords="general practitioner",
abstract="Background: Environmental and behavioral factors are responsible for 12.6 million deaths annually and contribute to 25\% of deaths and chronic diseases worldwide. Through the One Health initiative, the World Health Organization and other international health organizations plan to improve these indicators to create healthier environments by 2030. To meet this challenge, training primary care professionals should be the priority of national policies. General practitioners (GPs) are ready to become involved but need in-depth training to gain and apply environmental health (EH) knowledge to their practice. In response, we designed the Primary Care Environment and Health (PCEH) online course in partnership with the Occitanie Regional Health Agency in France. This course was used to train GP residents from the Montpelier-Nimes Faculty of Medicine in EH knowledge. The course was organized in 2 successive parts: (1) an asynchronous e-learning modular course focusing on EH knowledge and tools and (2) 1 day of face-to-face sessions. Objective: This study assessed the impact of the e-learning component of the PCEH course on participants' satisfaction, knowledge, and behavior changes toward EH. Methods: This was a pilot before-and-after study. Four modules were available in the 6-hour e-learning course: introduction to EH, population-based approach (mapping tools and resources), clinical cases, and communication tools. From August to September 2021, we recruited first-year GP residents from the University of Montpellier (N=130). Participants' satisfaction, knowledge improvements for 19 EH risks, procedure to report EH risks to health authorities online, and behavior change (to consider the possible effects of the environment on their own and their patients' health) were assessed using self-reported questionnaires on a Likert scale (1-5). Paired Student t tests and the McNemar $\chi$2 test were used to compare quantitative and qualitative variables, respectively, before and after the course. Results: A total of 74 GP residents completed the e-learning and answered the pre- and posttest questionnaires. The mean satisfaction score was 4.0 (SD 0.9) out of 5. Knowledge scores of EH risks increased significantly after the e-learning course, with a mean difference of 30\% (P<.001) for all items. Behavioral scores improved significantly by 18\% for the participant's health and by 26\% for patients' health (P<.001). These improvements did not vary significantly according to participant characteristics (eg, sex, children, place of work). Conclusions: The e-learning course improved knowledge and behavior related to EH. Further studies are needed to assess the impact of the PCEH course on clinical practice and potential benefits for patients. This course was designed to serve as a knowledge base that could be reused each year with a view toward sustainability. This course will integrate new modules and will be adapted to the evolution of EH status indicators and target population needs. ",
doi="10.2196/56130",
url="https://formative.jmir.org/2024/1/e56130",
url="http://www.ncbi.nlm.nih.gov/pubmed/38722679"
}


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


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


@Article{info:doi/10.2196/46500,
author="Abid, Areeba
and Murugan, Avinash
and Banerjee, Imon
and Purkayastha, Saptarshi
and Trivedi, Hari
and Gichoya, Judy",
title="AI Education for Fourth-Year Medical Students: Two-Year Experience of a Web-Based, Self-Guided Curriculum and Mixed Methods Study",
journal="JMIR Med Educ",
year="2024",
month="Feb",
day="20",
volume="10",
pages="e46500",
keywords="medical education",
keywords="machine learning",
keywords="artificial intelligence",
keywords="elective curriculum",
keywords="medical student",
keywords="student",
keywords="students",
keywords="elective",
keywords="electives",
keywords="curricula",
keywords="curriculum",
keywords="lesson plan",
keywords="lesson plans",
keywords="educators",
keywords="educator",
keywords="teacher",
keywords="teachers",
keywords="teaching",
keywords="computer programming",
keywords="programming",
keywords="coding",
keywords="programmer",
keywords="programmers",
keywords="self guided",
keywords="self directed",
abstract="Background: Artificial intelligence (AI) and machine learning (ML) are poised to have a substantial impact in the health care space. While a plethora of web-based resources exist to teach programming skills and ML model development, there are few introductory curricula specifically tailored to medical students without a background in data science or programming. Programs that do exist are often restricted to a specific specialty. Objective: We hypothesized that a 1-month elective for fourth-year medical students, composed of high-quality existing web-based resources and a project-based structure, would empower students to learn about the impact of AI and ML in their chosen specialty and begin contributing to innovation in their field of interest. This study aims to evaluate the success of this elective in improving self-reported confidence scores in AI and ML. The authors also share our curriculum with other educators who may be interested in its adoption. Methods: This elective was offered in 2 tracks: technical (for students who were already competent programmers) and nontechnical (with no technical prerequisites, focusing on building a conceptual understanding of AI and ML). Students established a conceptual foundation of knowledge using curated web-based resources and relevant research papers, and were then tasked with completing 3 projects in their chosen specialty: a data set analysis, a literature review, and an AI project proposal. The project-based nature of the elective was designed to be self-guided and flexible to each student's interest area and career goals. Students' success was measured by self-reported confidence in AI and ML skills in pre and postsurveys. Qualitative feedback on students' experiences was also collected. Results: This web-based, self-directed elective was offered on a pass-or-fail basis each month to fourth-year students at Emory University School of Medicine beginning in May 2021. As of June 2022, a total of 19 students had successfully completed the elective, representing a wide range of chosen specialties: diagnostic radiology (n=3), general surgery (n=1), internal medicine (n=5), neurology (n=2), obstetrics and gynecology (n=1), ophthalmology (n=1), orthopedic surgery (n=1), otolaryngology (n=2), pathology (n=2), and pediatrics (n=1). Students' self-reported confidence scores for AI and ML rose by 66\% after this 1-month elective. In qualitative surveys, students overwhelmingly reported enthusiasm and satisfaction with the course and commented that the self-direction and flexibility and the project-based design of the course were essential. Conclusions: Course participants were successful in diving deep into applications of AI in their widely-ranging specialties, produced substantial project deliverables, and generally reported satisfaction with their elective experience. The authors are hopeful that a brief, 1-month investment in AI and ML education during medical school will empower this next generation of physicians to pave the way for AI and ML innovation in health care. ",
doi="10.2196/46500",
url="https://mededu.jmir.org/2024/1/e46500",
url="http://www.ncbi.nlm.nih.gov/pubmed/38376896"
}


@Article{info:doi/10.2196/36380,
author="Amod, Hafaza
and Mkhize, Wellington Sipho",
title="Supporting Midwifery Students During Clinical Practice: Results of a Systematic Scoping Review",
journal="Interact J Med Res",
year="2023",
month="Apr",
day="21",
volume="12",
pages="e36380",
keywords="clinical support",
keywords="mentorship training program",
keywords="midwifery clinical education",
keywords="midwife",
keywords="midwifery",
keywords="mentor",
keywords="mentorship",
keywords="clinical education training",
keywords="midwifery student",
keywords="South Africa",
keywords="Africa",
keywords="framework",
keywords="medical education",
abstract="Background: Midwifery educators are highly concerned about the quality of clinical support offered to midwifery students during clinical placement. The unpreparedness of midwifery practitioners in mentorship roles and responsibilities affects the competence levels of the next-generation midwives being produced. Objective: The aim of this paper is to highlight various clinical support interventions to support midwifery students globally and propose a framework to guide mentorship training in South Africa. Methods: This paper adopts a mixed methodology approach guided by the Arksey and O'Malley framework. Keywords such as midwifery students, clinical support, mentorship, preceptorship, and midwifery clinical practice were used during the literature search. The review included primary quantitative, qualitative, and mixed methods design papers published between 2010 and 2020, and studies on clinical support interventions available to midwifery students during clinical placement. The search strategy followed a 3-stage system of title, abstract, and full-text screening using inclusion and exclusion criteria. All included papers were quality appraised with a mixed methods appraisal tool. Extracted data were analyzed and presented in themes following a thematic content analysis approach. Results: The screening results attained 10 papers for data extraction. In total, 7 of the 10 (70\%) studies implemented a mentorship training program, 2 (20\%) used a training workshop, and 1 (10\%) used an intervention guide to support midwifery students in clinical practice. Of these 10 papers, 5 were qualitative, 4 mixed methods, and 1 quantitative in approach. In total, 9 of the 10 (90\%) studies were conducted in high-income countries with only 1 study done in Uganda but supported by the United Kingdom. The quality of included papers ranged between 50\% and 100\%, showing moderate to high appraisal results. Significant findings highlighted that the responsibility of mentorship is shared between key role players (midwifery practitioners, students, and educators) and thus a 3-fold approach to mentorship. Mentorship training and support are essential to strengthen the clinical support of midwifery students during placement. The main findings produced 2 main themes and 2 subthemes each. The main themes included strengthening partnerships and consultation; and providing mentor support through training. The 4 subthemes were: establishing stronger partnerships between nursing education institutions and clinical facilities; improving consultation between midwifery educators, practitioners, and students; the quality of clinical support depends on the training content; and the training duration and structure. Hence, the researchers proposed these subthemes in a framework to guide mentorship training. Conclusions: Mentorship training and support for midwifery practitioners will likely strengthen the quality of midwifery clinical support. A framework to guide mentorship training will encourage midwifery educators to develop and conduct mentorship training with ease. More studies using quantitative approaches in research and related to midwifery clinical support are required in African countries. International Registered Report Identifier (IRRID): RR2-10.2196/29707 ",
doi="10.2196/36380",
url="https://www.i-jmr.org/2023/1/e36380",
url="http://www.ncbi.nlm.nih.gov/pubmed/37083750"
}


@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/10.2196/43656,
author="Martin-Sanchez, Fernando
and L{\'a}zaro, Mart{\'i}n
and L{\'o}pez-Ot{\'i}n, Carlos
and Andreu, L. Antoni
and Cigudosa, Cruz Juan
and Garcia-Barbero, Milagros",
title="Personalized Precision Medicine for Health Care Professionals: Development of a Competency Framework",
journal="JMIR Med Educ",
year="2023",
month="Feb",
day="7",
volume="9",
pages="e43656",
keywords="personalized precision medicine",
keywords="professional competence",
keywords="domains",
keywords="determinants of health",
keywords="digitalization",
keywords="communication",
keywords="bioethics",
keywords="digital health",
abstract="Background: Personalized precision medicine represents a paradigm shift and a new reality for the health care system in Spain, with training being fundamental for its full implementation and application in clinical practice. In this sense, health care professionals face educational challenges related to the acquisition of competencies to perform their professional practice optimally and efficiently in this new environment. The definition of competencies for health care professionals provides a clear guide on the level of knowledge, skills, and attitudes required to adequately carry out their professional practice. In this context, this acquisition of competencies by health care professionals can be defined as a dynamic and longitudinal process by which they use knowledge, skills, attitudes, and good judgment associated with their profession to develop it effectively in all situations corresponding to their field of practice. Objective: This report aims to define a proposal of essential knowledge domains and common competencies for all health care professionals, which are necessary to optimally develop their professional practice within the field of personalized precision medicine as a fundamental part of the medicine of the future. Methods: Based on a benchmark analysis and the input and expertise provided by a multidisciplinary group of experts through interviews and workshops, a new competency framework that would guarantee the optimal performance of health care professionals was defined. As a basis for the development of this report, the most relevant national and international competency frameworks and training programs were analyzed to identify aspects that are having an impact on the application of personalized precision medicine and will be considered when developing professional competencies in the future. Results: This report defines a framework made up of 58 competencies structured into 5 essential domains: determinants of health, biomedical informatics, practical applications, participatory health, and bioethics, along with a cross-cutting domain that impacts the overall performance of the competencies linked to each of the above domains. Likewise, 6 professional profiles to which this proposal of a competency framework is addressed were identified according to the area where they carry out their professional activity: health care, laboratory, digital health, community health, research, and management and planning. In addition, a classification is proposed by progressive levels of training that would be advisable to acquire for each competency according to the professional profile. Conclusions: This competency framework characterizes the knowledge, skills, and attitudes required by health care professionals for the practice of personalized precision medicine. Additionally, a classification by progressive levels of training is proposed for the 6 professional profiles identified according to their professional roles. ",
doi="10.2196/43656",
url="https://mededu.jmir.org/2023/1/e43656",
url="http://www.ncbi.nlm.nih.gov/pubmed/36749626"
}


@Article{info:doi/10.2196/36079,
author="Pang, Mengwei
and Zhao, Xiaohan
and Lu, Daiyu
and Dong, Yihan
and Jiang, Lin
and Li, Jie
and Ji, Ping",
title="Preliminary User Evaluation of a New Dental Technology Virtual Simulation System: Development and Validation Study",
journal="JMIR Serious Games",
year="2022",
month="Sep",
day="12",
volume="10",
number="3",
pages="e36079",
keywords="virtual simulation",
keywords="dental technology",
keywords="OSCE",
keywords="virtual reality",
keywords="dentistry",
keywords="dental technician",
keywords="framework",
keywords="certified dental technician",
keywords="development",
keywords="validation",
keywords="serious game",
keywords="dental",
keywords="technology",
abstract="Background: With the advancements in the dental health care industry, the demand for dental technicians has increased. Dental technicians should be thoroughly assessed and trained in practical skills and pass professional certification examinations to ensure that they are competent to work closely with dentists. Unfortunately, such training courses and tests are in short supply worldwide. The use of virtual simulation technology can help solve these problems. Objective: This study presents a new strategic framework design for a certified dental technician practical examination called as the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT), which is based on the Objective Structured Clinical Examination (OSCE). We present the development and validation of the OMEDT system, a new virtual simulated training system, to meet the demands of the OMEDT framework. The combination of OMEDT and the OMEDT system can solve the complex problems encountered in the certified dental technician practical examination with excellent efficiency, high quality, and low cost. Methods: The OMEDT framework design was constructed according to the OSCE guide and the Chinese vocational skill standards for dental technicians. To develop the OMEDT system, we organized a new framework based on the virtual learning network platform, the haptic feedback system, and the real-time dental training and evaluation system. The effectiveness evaluation of the OMEDT system was divided into 2 phases: in the first phase, 36 students were recruited to use the test module to finish the task and their performance data were collected and analyzed; and in the second phase, a questionnaire was administered to 30 students who used the system for their studies and graduation exams. Results: The OMEDT and the corresponding skill training virtual simulation OMEDT system were developed, and preliminary user evaluation was performed to assess their effectiveness and usefulness. The OMEDT system was found to improve students' practical skills by training with the evaluation results. In addition, several key research topics were explored, including the effects of positive feedback of the knowledge of results on the improvement of the students' skill level and the common sense transformation of educators in the virtual simulation technology environment. Conclusions: The development of OMEDT and the OMEDT system has been completed and their effectiveness has been verified. ",
doi="10.2196/36079",
url="https://games.jmir.org/2022/3/e36079",
url="http://www.ncbi.nlm.nih.gov/pubmed/36094803"
}


@Article{info:doi/10.2196/38209,
author="Kennedy, Blair Ann
and Riyad, Youssef Cindy Nessim
and Ellis, Ryan
and Fleming, R. Perry
and Gainey, Mallorie
and Templeton, Kara
and Nourse, Anna
and Hardaway, Virginia
and Brown, April
and Evans, Pam
and Natafgi, Nabil",
title="Evaluating a Global Assessment Measure Created by Standardized Patients for the Multiple Mini Interview in Medical School Admissions: Mixed Methods Study",
journal="J Particip Med",
year="2022",
month="Aug",
day="30",
volume="14",
number="1",
pages="e38209",
keywords="co-design",
keywords="participatory design",
keywords="medical schools",
keywords="exploratory sequential mixed methods design",
keywords="school admission criteria",
keywords="medical students",
keywords="communication",
keywords="multiple mini interviews",
keywords="interview",
keywords="patient",
keywords="student",
keywords="medical school",
keywords="acceptance",
keywords="study design",
abstract="Background: Standardized patients (SPs) are essential stakeholders in the multiple mini interviews (MMIs) that are increasingly used to assess medical school applicants' interpersonal skills. However, there is little evidence for their inclusion in the development of instruments. Objective: This study aimed to describe the process and evaluate the impact of having SPs co-design and cocreate a global measurement question that assesses medical school applicants' readiness for medical school and acceptance status. Methods: This study used an exploratory, sequential, and mixed methods study design. First, we evaluated the initial MMI program and determined the next quality improvement steps. Second, we held a collaborative workshop with SPs to codevelop the assessment question and response options. Third, we evaluated the created question and the additional MMI rubric items through statistical tests based on 1084 applicants' data from 3 cohorts of applicants starting in the 2018-2019 academic year. The internal reliability of the MMI was measured using a Cronbach $\alpha$ test, and its prediction of admission status was tested using a forward stepwise binary logistic regression. Results: Program evaluation indicated the need for an additional quantitative question to assess applicant readiness for medical school. In total, 3 simulation specialists, 2 researchers, and 21 SPs participated in a workshop leading to a final global assessment question and responses. The Cronbach $\alpha$'s were >0.8 overall and in each cohort year. The final stepwise logistic model for all cohorts combined was statistically significant (P<.001), explained 9.2\% (R2) of the variance in acceptance status, and correctly classified 65.5\% (637/972) of cases. The final model consisted of 3 variables: empathy, rank of readiness, and opening the encounter. Conclusions: The collaborative nature of this project between stakeholders, including nonacademics and researchers, was vital for the success of this project. The SP-created question had a significant impact on the final model predicting acceptance to medical school. This finding indicates that SPs bring a critical perspective that can improve the process of evaluating medical school applicants. ",
doi="10.2196/38209",
url="https://jopm.jmir.org/2022/1/e38209",
url="http://www.ncbi.nlm.nih.gov/pubmed/36040776"
}


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


@Article{info:doi/10.2196/34990,
author="Landis-Lewis, Zach
and Flynn, Allen
and Janda, Allison
and Shah, Nirav",
title="A Scalable Service to Improve Health Care Quality Through Precision Audit and Feedback: Proposal for a Randomized Controlled Trial",
journal="JMIR Res Protoc",
year="2022",
month="May",
day="10",
volume="11",
number="5",
pages="e34990",
keywords="learning health system",
keywords="audit and feedback",
keywords="anesthesiology",
keywords="knowledge-based system",
keywords="human-centered design",
abstract="Background: Health care delivery organizations lack evidence-based strategies for using quality measurement data to improve performance. Audit and feedback (A\&F), the delivery of clinical performance summaries to providers, demonstrates the potential for large effects on clinical practice but is currently implemented as a blunt one size fits most intervention. Each provider in a care setting typically receives a performance summary of identical metrics in a common format despite the growing recognition that precisionizing interventions hold significant promise in improving their impact. A precision approach to A\&F prioritizes the display of information in a single metric that, for each recipient, carries the highest value for performance improvement, such as when the metric's level drops below a peer benchmark or minimum standard for the first time, thereby revealing an actionable performance gap. Furthermore, precision A\&F uses an optimal message format (including framing and visual displays) based on what is known about the recipient and the intended gist meaning being communicated to improve message interpretation while reducing the cognitive processing burden. Well-established psychological principles, frameworks, and theories form a feedback intervention knowledge base to achieve precision A\&F. From an informatics perspective, precision A\&F requires a knowledge-based system that enables mass customization by representing knowledge configurable at the group and individual levels. Objective: This study aims to implement and evaluate a demonstration system for precision A\&F in anesthesia care and to assess the effect of precision feedback emails on care quality and outcomes in a national quality improvement consortium. Methods: We propose to achieve our aims by conducting 3 studies: a requirements analysis and preferences elicitation study using human-centered design and conjoint analysis methods, a software service development and implementation study, and a cluster randomized controlled trial of a precision A\&F service with a concurrent process evaluation. This study will be conducted with the Multicenter Perioperative Outcomes Group, a national anesthesia quality improvement consortium with >60 member hospitals in >20 US states. This study will extend the Multicenter Perioperative Outcomes Group quality improvement infrastructure by using existing data and performance measurement processes. Results: The proposal was funded in September 2021 with a 4-year timeline. Data collection for Aim 1 began in March 2022. We plan for a 24-month trial timeline, with the intervention period of the trial beginning in March 2024. Conclusions: The proposed aims will collectively demonstrate a precision feedback service developed using an open-source technical infrastructure for computable knowledge management. By implementing and evaluating a demonstration system for precision feedback, we create the potential to observe the conditions under which feedback interventions are effective. International Registered Report Identifier (IRRID): PRR1-10.2196/34990 ",
doi="10.2196/34990",
url="https://www.researchprotocols.org/2022/5/e34990",
url="http://www.ncbi.nlm.nih.gov/pubmed/35536637"
}


@Article{info:doi/10.2196/36579,
author="Krause-J{\"u}ttler, Grit
and Weitz, J{\"u}rgen
and Bork, Ulrich",
title="Interdisciplinary Collaborations in Digital Health Research: Mixed Methods Case Study",
journal="JMIR Hum Factors",
year="2022",
month="May",
day="4",
volume="9",
number="2",
pages="e36579",
keywords="team science",
keywords="interdisciplinary",
keywords="research collaboration",
keywords="digital health",
keywords="team processes",
abstract="Background: Digital innovations in medicine are disruptive technologies that can change the way diagnostic procedures and treatments are delivered. Such innovations are typically designed in teams with different disciplinary backgrounds. This paper concentrates on 2 interdisciplinary research teams with 20 members from the medicine and engineering sciences working jointly on digital health solutions. Objective: The aim of this paper was to identify factors on the individual, team, and organizational levels that influence the implementation of interdisciplinary research projects elaborating on digital applications for medicine and, based on the results, to draw conclusions for the proactive design of the interdisciplinary research process to make these projects successful. Methods: To achieve this aim, 2 interdisciplinary research teams were observed, and a small case study (response rate: 15/20, 75\%) was conducted using a web-based questionnaire containing both closed and open self-report questions. The Spearman rank correlation coefficient was calculated to analyze the quantitative data. The answers to the open-ended questions were subjected to qualitative content analysis. Results: With regard to the interdisciplinary research projects investigated, the influencing factors of the three levels presented (individual, team, and organization) have proven to be relevant for interdisciplinary research cooperation. Conclusions: With regard to recommendations for the future design of interdisciplinary cooperation, management aspects are addressed, that is, the installation of a coordinator, systematic definition of goals, required resources, and necessary efforts on the part of the involved interdisciplinary research partners. As only small groups were investigated, further research in this field is necessary to derive more general recommendations for interdisciplinary research teams. Trial Registration: German Clinical Trials Register, DRKS00023909, https://www.drks.de/drks\_web/navigate.do?navigationId=trial.HTML\&TRIAL\_ID=DRKS00023909?; German Clinical Trials Register, DRKS00025077, https://www.drks.de/drks\_web/navigate.do?navigationId=trial.HTML\&TRIAL\_ID=DRKS00025077 ",
doi="10.2196/36579",
url="https://humanfactors.jmir.org/2022/2/e36579",
url="http://www.ncbi.nlm.nih.gov/pubmed/35507400"
}


@Article{info:doi/10.2196/36948,
author="Ayivi-Vinz, Gloria
and Bakwa Kanyinga, Felly
and Bergeron, Lysa
and D{\'e}cary, Simon
and Adisso, Lionel {\'E}v{\`e}hou{\'e}nou
and Zomahoun, Vignon Herv{\'e} Tchala
and Daniel, J. Sam
and Tremblay, Martin
and Plourde, V. Karine
and Guay-B{\'e}langer, Sabrina
and L{\'e}gar{\'e}, France",
title="Use of the CPD-REACTION Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals: Systematic Review",
journal="JMIR Med Educ",
year="2022",
month="May",
day="2",
volume="8",
number="2",
pages="e36948",
keywords="CPD-REACTION",
keywords="behavior",
keywords="intention",
keywords="education medical",
keywords="continuing",
keywords="health care professionals",
keywords="questionnaire",
keywords="web-based",
keywords="continuing professional development",
abstract="Background: Continuing professional development (CPD) is essential for physicians to maintain and enhance their knowledge, competence, skills, and performance. Web-based CPD plays an essential role. However, validated theory--informed measures of their impact are lacking. The CPD-REACTION questionnaire is a validated theory--informed tool that evaluates the impact of CPD activities on clinicians' behavioral intentions. Objective: We aimed to review the use of the CPD-REACTION questionnaire, which measures the impact of CPD activities on health professionals' intentions to change clinical behavior. We examined CPD activity characteristics, ranges of intention, mean scores, score distributions, and psychometric properties. Methods: We conducted a systematic review informed by the Cochrane review methodology. We searched 8 databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google Scholar and Research Gate. Eligibility criteria included all health care professionals, any study design, and participants' completion of the CPD-REACTION questionnaire either before, after, or before and after a CPD activity. Study selection, data extraction, and study quality evaluation were independently performed by 2 reviewers. We extracted data on characteristics of studies, the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate analysis. The results are presented as a narrative synthesis reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results: Overall, 65 citations were eligible and referred to 52 primary studies. The number of primary studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16 publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the studies were conducted in Canada (30/52, 58\%). Furthermore, 40 different clinical behaviors were identified. The most common CPD format was e-learning (34/52, 65\%). The original version of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18 of 52 studies. In addition, 31\% (16/52) of the studies measured both the pre- and postintervention scores. In 22 studies, CPD providers were university-based. Most studies targeted interprofessional groups of health professionals (31/52, 60\%). Conclusions: The use of CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and formats, including a web-based format. Further research should investigate the most effective way to adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts. Trial Registration: PROSPERO CRD42018116492; https://www.crd.york.ac.uk/prospero/display\_record.php?RecordID=116492 ",
doi="10.2196/36948",
url="https://mededu.jmir.org/2022/2/e36948",
url="http://www.ncbi.nlm.nih.gov/pubmed/35318188"
}


@Article{info:doi/10.2196/31977,
author="Tudor Car, Lorainne
and Poon, Selina
and Kyaw, Myint Bhone
and Cook, A. David
and Ward, Victoria
and Atun, Rifat
and Majeed, Azeem
and Johnston, Jamie
and van der Kleij, J. Rianne M. J.
and Molokhia, Mariam
and V Wangenheim, Florian
and Lupton, Martin
and Chavannes, Niels
and Ajuebor, Onyema
and Prober, G. Charles
and Car, Josip",
title="Digital Education for Health Professionals: An Evidence Map, Conceptual Framework, and Research Agenda",
journal="J Med Internet Res",
year="2022",
month="Mar",
day="17",
volume="24",
number="3",
pages="e31977",
keywords="digital education",
keywords="health professions education",
keywords="evidence map",
keywords="systematic review",
keywords="research questions",
keywords="conceptual framework",
keywords="mobile phone",
abstract="Background: Health professions education has undergone major changes with the advent and adoption of digital technologies worldwide. Objective: This study aims to map the existing evidence and identify gaps and research priorities to enable robust and relevant research in digital health professions education. Methods: We searched for systematic reviews on the digital education of practicing and student health care professionals. We searched MEDLINE, Embase, Cochrane Library, Educational Research Information Center, CINAHL, and gray literature sources from January 2014 to July 2020. A total of 2 authors independently screened the studies, extracted the data, and synthesized the findings. We outlined the key characteristics of the included reviews, the quality of the evidence they synthesized, and recommendations for future research. We mapped the empirical findings and research recommendations against the newly developed conceptual framework. Results: We identified 77 eligible systematic reviews. All of them included experimental studies and evaluated the effectiveness of digital education interventions in different health care disciplines or different digital education modalities. Most reviews included studies on various digital education modalities (22/77, 29\%), virtual reality (19/77, 25\%), and online education (10/77, 13\%). Most reviews focused on health professions education in general (36/77, 47\%), surgery (13/77, 17\%), and nursing (11/77, 14\%). The reviews mainly assessed participants' skills (51/77, 66\%) and knowledge (49/77, 64\%) and included data from high-income countries (53/77, 69\%). Our novel conceptual framework of digital health professions education comprises 6 key domains (context, infrastructure, education, learners, research, and quality improvement) and 16 subdomains. Finally, we identified 61 unique questions for future research in these reviews; these mapped to framework domains of education (29/61, 47\% recommendations), context (17/61, 28\% recommendations), infrastructure (9/61, 15\% recommendations), learners (3/61, 5\% recommendations), and research (3/61, 5\% recommendations). Conclusions: We identified a large number of research questions regarding digital education, which collectively reflect a diverse and comprehensive research agenda. Our conceptual framework will help educators and researchers plan, develop, and study digital education. More evidence from low- and middle-income countries is needed. ",
doi="10.2196/31977",
url="https://www.jmir.org/2022/3/e31977",
url="http://www.ncbi.nlm.nih.gov/pubmed/35297767"
}


@Article{info:doi/10.2196/31634,
author="Kim, Sungha
and Bayer, Ilana
and Gewurtz, Rebecca
and Larivi{\`e}re, Nadine
and Letts, Lori",
title="Comparing Web-Based and In-Person Educational Workshops for Canadian Occupational Therapists and Understanding Their Learning Experiences: Mixed Methods Study",
journal="JMIR Med Educ",
year="2022",
month="Jan",
day="4",
volume="8",
number="1",
pages="e31634",
keywords="online education",
keywords="occupational therapy",
keywords="occupational therapist",
keywords="continuing education",
abstract="Background: The Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Occupational therapists (OTs) have been interested in training opportunities regarding this framework. Traditionally, in-person continuing educational interventions are the main way that OTs obtain knowledge, but web-based learning has become popular among health care professionals. However, its effectiveness and learners' experience in web-based learning have not been well-studied in occupational therapy education. Objective: This study aims to evaluate the effectiveness of the web-based and in-person educational DLW workshops for Canadian OTs and to understand their experiences in both workshop types. Methods: An explanatory sequential mixed methods study design was used, where quantitative data were collected first, then qualitative data were used to explain the quantitative findings. A quasi-experimental design and interpretative description methodology were used in the quantitative and qualitative phases, respectively. Results: Quantitative results were as follows: a total of 43 OTs completed pre-, post-, and follow-up evaluations (in-person group: 21/43, 49\%; web-based group: 22/43, 51\%). Practice settings of the participants varied, including geriatric, hospital, long-term, mental health, pediatric, and primary settings. The primary outcome was as follows: there were no statistically significant differences in knowledge changes at the 3 time points (P=.57 to P=.99) between the groups. In the web-based group, the knowledge scores at follow-up were lower compared with the posttest results, meaning that knowledge gain was reduced over time (P=.001). The secondary outcomes were as follows: there were statistically significant differences between the groups in factors influencing DLW adoption at posttest (P=.001) and in satisfaction with the workshop (P<.001) at posttest in favor of the in-person group. Qualitative results were as follows: a total of 18 OTs (9/18, 50\% from each group) participated in an individual interview. Five themes were identified regarding learners' workshop experiences: relevance to their practices and interests may improve learning, a familiar learning environment may facilitate learning, synchronous in-person interaction is valuable in the learning process, ease of access to learning should be considered, and flexibility in web-based learning can be both beneficial and challenging. Conclusions: The quantitative results of this study reported no difference in knowledge acquisition between the in-person and web-based groups, indicating that web-based education is as effective as in-person workshops. However, participants' satisfaction with the workshop was statistically significantly higher for the in-person workshop. The qualitative findings described the participants' perceived benefits and challenges of each educational format. The participants in both the web-based and in-person workshop groups valued in-person interactions in learning, but the participants in the web-based workshop group expressed web-based learning lacked in-person-like interactions. Thus, adding synchronous in-person interactions to web-based learning may improve learners' educational experiences in web-based occupational therapy and continuing education. ",
doi="10.2196/31634",
url="https://mededu.jmir.org/2022/1/e31634",
url="http://www.ncbi.nlm.nih.gov/pubmed/34982719"
}


@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/10.2196/27239,
author="Amosun, Seyi
and Kimmie-Dhansay, Faheema
and Geerts, Greta
and Basson, Reneda",
title="Career Development of Academic Staff in Faculties of Dentistry by Means of Mentorship Programs: Protocol for a Scoping Review",
journal="JMIR Res Protoc",
year="2021",
month="Jul",
day="21",
volume="10",
number="7",
pages="e27239",
keywords="scoping review protocol",
keywords="academic staff development",
keywords="mentorship",
keywords="capacity development",
keywords="dental education",
keywords="dentistry",
keywords="dental educators",
abstract="Background: Globally, the demands on dental educators continue to diversify and expand. Due to their importance and value, mentoring programs have been acknowledged as a means of recruiting, developing, and retaining academics in dental education. Objective: This protocol is for a scoping review that aims to identify the goals of mentoring programs for academic staff in dental faculties and determine how these programs were structured, delivered, and evaluated. Methods: The review will be performed in accordance with the Joanna Briggs Institute's methodology for scoping reviews, which covers both qualitative and quantitative scientific literature as well as grey literature written in English and published between 2000 and 2020. The databases will include PubMed, Ovid, the Educational Resources Information Center database, Science Direct, Scopus, Google Scholar, Trove, Web of Science, Openthesis.org, and the website of the American Dental Education Association. A manual search will also be conducted by using the reference lists of included studies to identify additional articles. Working independently, the authors will participate iteratively in literature screening, paper selection, and data extraction. Disagreements between the reviewers will be resolved by discussion until a consensus is reached or after consultation with the research team. Key information that is relevant to the review questions will be extracted from the selected articles and imported into a Microsoft Excel file. The PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) will be used to guide the reporting of this protocol. Results: The search for appropriate literature has commenced, and we aim to present the results before the end of the 2021 academic year. Conclusions: The development of formal mentorship programs for academics in dental education will enhance the retention of academic staff. International Registered Report Identifier (IRRID): PRR1-10.2196/27239 ",
doi="10.2196/27239",
url="https://www.researchprotocols.org/2021/7/e27239",
url="http://www.ncbi.nlm.nih.gov/pubmed/34287219"
}


@Article{info:doi/10.2196/13681,
author="Meinert, Edward
and Eerens, Jessie
and Banks, Christina
and Maloney, Stephen
and Rivers, George
and Ilic, Dragan
and Walsh, Kieran
and Majeed, Azeem
and Car, Josip",
title="Exploring the Cost of eLearning in Health Professions Education: Scoping Review",
journal="JMIR Med Educ",
year="2021",
month="Mar",
day="11",
volume="7",
number="1",
pages="e13681",
keywords="education",
keywords="distance education",
keywords="professional education",
keywords="online education",
keywords="online learning",
keywords="costs and cost analysis",
keywords="economics",
abstract="Background: Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. Objective: The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. Methods: The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. Results: In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. Conclusions: Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction. ",
doi="10.2196/13681",
url="https://mededu.jmir.org/2021/1/e13681",
url="http://www.ncbi.nlm.nih.gov/pubmed/33704073"
}


@Article{info:doi/10.2196/13004,
author="de Leeuw, Robert
and Scheele, Fedde
and Walsh, Kieran
and Westerman, Michiel",
title="A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation",
journal="JMIR Med Educ",
year="2019",
month="Jul",
day="22",
volume="5",
number="2",
pages="e13004",
keywords="postgraduate medical e-learning",
keywords="instructional design",
keywords="e-learning",
keywords="distance education",
keywords="design model",
keywords="education, medical",
keywords="education, distance",
keywords="models, educational",
abstract="Background: Digital education tools (e-learning, technology-enhanced learning) can be defined as any educational intervention that is electronically mediated. Decveloping and applying such tools and interventions for postgraduate medical professionals who work and learn after graduation can be called postgraduate medical digital education (PGMDE), which is increasingly being used and evaluated. However, evaluation has focused mainly on reaching the learning goals and little on the design. Design models for digital education (instructional design models) help educators create a digital education curriculum, but none have been aimed at PGMDE. Studies show the need for efficient, motivating, useful, and satisfactory digital education. Objective: Our objective was (1) to create an empirical instructional design model for PGMDE founded in evidence and theory, with postgraduate medical professionals who work and learn after graduation as the target audience, and (2) to compare our model with existing models used to evaluate and create PGMDE. Methods: Previously we performed an integrative literature review, focus group discussions, and a Delphi procedure to determine which building blocks for such a model would be relevant according to experts and users. This resulted in 37 relevant items. We then used those 37 items and arranged them into chronological steps. After we created the initial 9-step plan, we compared these steps with other models reported in the literature. Results: The final 9 steps were (1) describe who, why, what, (2) select educational strategies, (3) translate to the real world, (4) choose the technology, (5) complete the team, (6) plan the budget, (7) plan the timing and timeline, (8) implement the project, and (9) evaluate continuously. On comparing this 9-step model with other models, we found that no other was as complete, nor were any of the other models aimed at PGMDE. Conclusions: Our 9-step model is the first, to our knowledge, to be based on evidence and theory building blocks aimed at PGMDE. We have described a complete set of evidence-based steps, expanding a 3-domain model (motivate, learn, and apply) to an instructional design model that can help every educator in creating efficient, motivating, useful, and satisfactory PGMDE. Although certain steps are more robust and have a deeper theoretical background in current research (such as education), others (such as budget) have been barely touched upon and should be investigated more thoroughly in order that proper guidelines may also be provided for them. ",
doi="10.2196/13004",
url="http://mededu.jmir.org/2019/2/e13004/",
url="http://www.ncbi.nlm.nih.gov/pubmed/31333194"
}


@Article{info:doi/10.2196/mededu.9365,
author="de Leeuw, Adrianus Robert
and Walsh, Kieran
and Westerman, Michiel
and Scheele, Fedde",
title="Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study",
journal="JMIR Med Educ",
year="2018",
month="Apr",
day="26",
volume="4",
number="1",
pages="e13",
keywords="postgraduate medical education",
keywords="continuing medical education",
keywords="e-learning",
keywords="distance education",
keywords="quality tool",
keywords="quality indicators",
keywords="education, medical",
keywords="education, medical, continuing",
keywords="education, distance",
abstract="Background: The progressive use of e-learning in postgraduate medical education calls for useful quality indicators. Many evaluation tools exist. However, these are diversely used and their empirical foundation is often lacking. Objective: We aimed to identify an empirically founded set of quality indicators to set the bar for ``good enough'' e-learning. Methods: We performed a Delphi procedure with a group of 13 international education experts and 10 experienced users of e-learning. The questionnaire started with 57 items. These items were the result of a previous literature review and focus group study performed with experts and users. Consensus was met when a rate of agreement of more than two-thirds was achieved. Results: In the first round, the participants accepted 37 items of the 57 as important, reached no consensus on 20, and added 15 new items. In the second round, we added the comments from the first round to the items on which there was no consensus and added the 15 new items. After this round, a total of 72 items were addressed and, of these, 37 items were accepted and 34 were rejected due to lack of consensus. Conclusions: This study produced a list of 37 items that can form the basis of an evaluation tool to evaluate postgraduate medical e-learning. This is, to our knowledge, the first time that quality indicators for postgraduate medical e-learning have been defined and validated. The next step is to create and validate an e-learning evaluation tool from these items. ",
doi="10.2196/mededu.9365",
url="http://mededu.jmir.org/2018/1/e13/",
url="http://www.ncbi.nlm.nih.gov/pubmed/29699970"
}


@Article{info:doi/10.2196/jmir.5461,
author="Taveira-Gomes, Tiago
and Ferreira, Patr{\'i}cia
and Taveira-Gomes, Isabel
and Severo, Milton
and Ferreira, Am{\'e}lia Maria",
title="What Are We Looking for in Computer-Based Learning Interventions in Medical Education? A Systematic Review",
journal="J Med Internet Res",
year="2016",
month="Aug",
day="01",
volume="18",
number="8",
pages="e204",
keywords="medical education",
keywords="internet-based learning",
keywords="computer-based learning",
keywords="e-learning",
keywords="b-learning",
keywords="systematic review",
abstract="Background: Computer-based learning (CBL) has been widely used in medical education, and reports regarding its usage and effectiveness have ranged broadly. Most work has been done on the effectiveness of CBL approaches versus traditional methods, and little has been done on the comparative effects of CBL versus CBL methodologies. These findings urged other authors to recommend such studies in hopes of improving knowledge about which CBL methods work best in which settings. Objective: In this systematic review, we aimed to characterize recent studies of the development of software platforms and interventions in medical education, search for common points among studies, and assess whether recommendations for CBL research are being taken into consideration. Methods: We conducted a systematic review of the literature published from 2003 through 2013. We included studies written in English, specifically in medical education, regarding either the development of instructional software or interventions using instructional software, during training or practice, that reported learner attitudes, satisfaction, knowledge, skills, or software usage. We conducted 2 latent class analyses to group articles according to platform features and intervention characteristics. In addition, we analyzed references and citations for abstracted articles. Results: We analyzed 251 articles. The number of publications rose over time, and they encompassed most medical disciplines, learning settings, and training levels, totaling 25 different platforms specifically for medical education. We uncovered 4 latent classes for educational software, characteristically making use of multimedia (115/251, 45.8\%), text (64/251, 25.5\%), Web conferencing (54/251, 21.5\%), and instructional design principles (18/251, 7.2\%). We found 3 classes for intervention outcomes: knowledge and attitudes (175/212, 82.6\%), knowledge, attitudes, and skills (11.8\%), and online activity (12/212, 5.7\%). About a quarter of the articles (58/227, 25.6\%) did not hold references or citations in common with other articles. The number of common references and citations increased in articles reporting instructional design principles (P=.03), articles measuring online activities (P=.01), and articles citing a review by Cook and colleagues on CBL (P=.04). There was an association between number of citations and studies comparing CBL versus CBL, independent of publication date (P=.02). Conclusions: Studies in this field vary highly, and a high number of software systems are being developed. It seems that past recommendations regarding CBL interventions are being taken into consideration. A move into a more student-centered model, a focus on implementing reusable software platforms for specific learning contexts, and the analysis of online activity to track and predict outcomes are relevant areas for future research in this field. ",
doi="10.2196/jmir.5461",
url="http://www.jmir.org/2016/8/e204/",
url="http://www.ncbi.nlm.nih.gov/pubmed/27480053"
}


@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, N. Christos
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",
keywords="repurposing",
keywords="metadata",
keywords="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="http://www.ncbi.nlm.nih.gov/pubmed/26453250"
}


@Article{info:doi/10.2196/mededu.4789,
author="Hervatis, Vasilis
and Loe, Alan
and Barman, Linda
and O'Donoghue, John
and Zary, Nabil",
title="A Conceptual Analytics Model for an Outcome-Driven Quality Management Framework as Part of Professional Healthcare Education",
journal="JMIR Medical Education",
year="2015",
month="Oct",
day="06",
volume="1",
number="2",
pages="e11",
keywords="Quality Management",
keywords="Medical Education",
keywords="Healthcare, Professional Education",
keywords="Analytics",
keywords="Decision Support Model",
keywords="Computer-assisted Decision Making.",
abstract="Background: Preparing the future health care professional workforce in a changing world is a significant undertaking. Educators and other decision makers look to evidence-based knowledge to improve quality of education. Analytics, the use of data to generate insights and support decisions, have been applied successfully across numerous application domains. Health care professional education is one area where great potential is yet to be realized. Previous research of Academic and Learning analytics has mainly focused on technical issues. The focus of this study relates to its practical implementation in the setting of health care education. Objective: The aim of this study is to create a conceptual model for a deeper understanding of the synthesizing process, and transforming data into information to support educators' decision making. Methods: A deductive case study approach was applied to develop the conceptual model. Results: The analytics loop works both in theory and in practice. The conceptual model encompasses the underlying data, the quality indicators, and decision support for educators. Conclusions: The model illustrates how a theory can be applied to a traditional data-driven analytics approach, and alongside the context- or need-driven analytics approach. ",
doi="10.2196/mededu.4789",
url="http://mededu.jmir.org/2015/2/e11/",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731840"
}