@Article{info:doi/10.2196/60832,
author="Powell, Daniel
and Asad, Laiba
and Zavaglia, Elissa
and Ferrari, Manuela",
title="Promoting Digital Health Data Literacy: The Datum Project",
journal="JMIR Form Res",
year="2025",
month="Jan",
day="3",
volume="9",
pages="e60832",
keywords="health data",
keywords="digital data",
keywords="medical records",
keywords="legislation",
keywords="ethics",
keywords="knowledge dissemination",
keywords="learning health system",
keywords="data bank",
doi="10.2196/60832",
url="https://formative.jmir.org/2025/1/e60832"
}


@Article{info:doi/10.2196/51173,
author="Karabacak, Mert
and Ozcan, Zeynep
and Ozkara, Berksu Burak
and Furkan, Sude Zeynep
and Bisdas, Sotirios",
title="A Pilot Project to Promote Research Competency in Medical Students Through Journal Clubs: Mixed Methods Study",
journal="JMIR Med Educ",
year="2024",
month="Oct",
day="31",
volume="10",
pages="e51173",
keywords="medical student",
keywords="research",
keywords="peer education",
keywords="student society",
keywords="journal club",
keywords="skills",
keywords="scientific investigation",
keywords="undergraduate",
keywords="student-led",
keywords="initiative",
keywords="resources",
keywords="research training",
keywords="competency",
keywords="continuing education",
keywords="research improvement",
keywords="motivation",
keywords="mentor",
keywords="mentorship",
keywords="medical education",
abstract="Background: Undergraduate medical students often lack hands-on research experience and fundamental scientific research skills, limiting their exposure to the practical aspects of scientific investigation. The Cerrahpasa Neuroscience Society introduced a program to address this deficiency and facilitate student-led research. Objective: The primary goal of this initiative was to enhance medical students' research output by enabling them to generate and publish peer-reviewed papers within the framework of this pilot project. The project aimed to provide an accessible, global model for research training through structured journal clubs, mentorship from experienced peers, and resource access. Methods: In January 2022, a total of 30 volunteer students from various Turkish medical schools participated in this course-based undergraduate research experience program. Students self-organized into 2 groups according to their preferred study type: original research or systematic review. Two final-year students with prior research experience led the project, developing training modules using selected materials. The project was implemented entirely online, with participants completing training modules before using their newly acquired theoretical knowledge to perform assigned tasks. Results: Based on student feedback, the project timeline was adjusted to allow for greater flexibility in meeting deadlines. Despite these adjustments, participants successfully completed their tasks, applying the theoretical knowledge they had gained to their respective assignments. As of April 2024, the initiative has culminated in 3 published papers and 3 more under peer review. The project has also seen an increase in student interest in further involvement and self-paced learning. Conclusions: This initiative leverages globally accessible resources for research training, effectively fostering research competency among participants. It has successfully demonstrated the potential for undergraduates to contribute to medical research output and paved the way for a self-sustaining, student-led research program. Despite some logistical challenges, the project provided valuable insights for future implementations, showcasing the potential for students to engage in meaningful, publishable research. ",
doi="10.2196/51173",
url="https://mededu.jmir.org/2024/1/e51173"
}


@Article{info:doi/10.2196/50396,
author="Szeto, D. Mindy
and Laughter, R. Melissa
and Maymone, C. Mayra B.
and Patel, M. Payal
and Sivesind, E. Torunn
and Presley, L. Colby
and Lada, M. Steven
and Pulsipher, J. Kayd
and De La Garza, Henriette
and Dellavalle, P. Robert",
title="Gender Representation in Authorship of Academic Dermatology Publications During the COVID-19 Pandemic: Cross-Sectional Study",
journal="JMIR Dermatol",
year="2024",
month="Oct",
day="16",
volume="7",
pages="e50396",
keywords="women",
keywords="gender",
keywords="representation",
keywords="authorship",
keywords="academic",
keywords="leadership",
keywords="diversity",
keywords="equity",
keywords="inclusion",
keywords="dermatology",
keywords="journals",
keywords="publications",
keywords="COVID-19",
keywords="pandemic",
keywords="bibliometric",
doi="10.2196/50396",
url="https://derma.jmir.org/2024/1/e50396"
}


@Article{info:doi/10.2196/29239,
author="Qua, Kelli
and Yu, Fei
and Patel, Tanha
and Dave, Gaurav
and Cornelius, Katherine
and Pelfrey, M. Clara",
title="Scholarly Productivity Evaluation of KL2 Scholars Using Bibliometrics and Federal Follow-on Funding: Cross-Institution Study",
journal="J Med Internet Res",
year="2021",
month="Sep",
day="29",
volume="23",
number="9",
pages="e29239",
keywords="bibliometrics",
keywords="Clinical and Translational Science Award",
keywords="KL2",
keywords="translational research",
keywords="career development",
abstract="Background: Evaluating outcomes of the clinical and translational research (CTR) training of a Clinical and Translational Science Award (CTSA) hub (eg, the KL2 program) requires the selection of reliable, accessible, and standardized measures. As measures of scholarly success usually focus on publication output and extramural funding, CTSA hubs have started to use bibliometrics to evaluate the impact of their supported scholarly activities. However, the evaluation of KL2 programs across CTSAs is limited, and the use of bibliometrics and follow-on funding is minimal. Objective: This study seeks to evaluate scholarly productivity, impact, and collaboration using bibliometrics and federal follow-on funding of KL2 scholars from 3 CTSA hubs and to define and assess CTR training success indicators. Methods: The sample included KL2 scholars from 3 CTSA institutions (A-C). Bibliometric data for each scholar in the sample were collected from both SciVal and iCite, including scholarly productivity, citation impact, and research collaboration. Three federal follow-on funding measures (at the 5-year, 8-year, and overall time points) were collected internally and confirmed by examining a federal funding database. Both descriptive and inferential statistical analyses were computed using SPSS to assess the bibliometric and federal follow-on funding results. Results: A total of 143 KL2 scholars were included in the sample with relatively equal groups across the 3 CTSA institutions. The included KL2 scholars produced more publications and citation counts per year on average at the 8-year time point (3.75 publications and 26.44 citation counts) than the 5-year time point (3.4 publications vs 26.16 citation counts). Overall, the KL2 publications from all 3 institutions were cited twice as much as others in their fields based on the relative citation ratio. KL2 scholars published work with researchers from other US institutions over 2 times (5-year time point) or 3.5 times (8-year time point) more than others in their research fields. Within 5 years and 8 years postmatriculation, 44.1\% (63/143) and 51.7\% (74/143) of KL2 scholars achieved federal funding, respectively. The KL2-scholars of Institution C had a significantly higher citation rate per publication than the other institutions (P<.001). Institution A had a significantly lower rate of nationally field-weighted collaboration than did the other institutions (P<.001). Institution B scholars were more likely to have received federal funding than scholars at Institution A or C (P<.001). Conclusions: Multi-institutional data showed a high level of scholarly productivity, impact, collaboration, and federal follow-on funding achieved by KL2 scholars. This study provides insights on the use of bibliometric and federal follow-on funding data to evaluate CTR training success across institutions. CTSA KL2 programs and other CTR career training programs can benefit from these findings in terms of understanding metrics of career success and using that knowledge to develop highly targeted strategies to support early-stage career development of CTR investigators. ",
doi="10.2196/29239",
url="https://www.jmir.org/2021/9/e29239",
url="http://www.ncbi.nlm.nih.gov/pubmed/34586077"
}


@Article{info:doi/10.2196/16777,
author="Seguin, Aur{\'e}lie
and Haynes, Brian Robert
and Carballo, Sebastian
and Iorio, Alfonso
and Perrier, Arnaud
and Agoritsas, Thomas",
title="Translating Clinical Questions by Physicians Into Searchable Queries: Analytical Survey Study",
journal="JMIR Med Educ",
year="2020",
month="Apr",
day="20",
volume="6",
number="1",
pages="e16777",
keywords="evidence-based medicine",
keywords="evidence retrieval",
keywords="Web-based resources",
keywords="search engines",
keywords="search taxonomy",
keywords="clinical information science",
abstract="Background: Staying up to date and answering clinical questions with current best evidence from health research is challenging. Evidence-based clinical texts, databases, and tools can help, but clinicians first need to translate their clinical questions into searchable queries. MacPLUS FS (McMaster Premium LiteratUre Service Federated Search) is an online search engine that allows clinicians to explore multiple resources simultaneously and retrieves one single output that includes the following: (1) evidence from summaries (eg, UpToDate and DynaMed), (2) preappraised research (eg, EvidenceAlerts), and (3) non-preappraised research (eg, PubMed), with and without validated bibliographic search filters. MacPLUS FS can also be used as a laboratory to explore clinical questions and evidence retrieval. Objective: Our primary objective was to examine how clinicians formulate their queries on a federated search engine, according to the population, intervention, comparison, and outcome (PICO) framework. Our secondary objective was to assess which resources were accessed by clinicians to answer their questions. Methods: We performed an analytical survey among 908 clinicians who used MacPLUS FS in the context of a randomized controlled trial on search retrieval. Recording account log-ins and usage, we extracted all 1085 queries performed during a 6-month period and classified each search term according to the PICO framework. We further categorized queries into background (eg, ``What is porphyria?'') and foreground questions (eg, ``Does treatment A work better than B?''). We then analyzed the type of resources that clinicians accessed. Results: There were 695 structured queries, after exclusion of meaningless queries and iterations of similar searches. We classified 56.5\% (393/695) of these queries as background questions and 43.5\% (302/695) as foreground questions, the majority of which were related to questions about therapy (213/695, 30.6\%), followed by diagnosis (48/695, 6.9\%), etiology (24/695, 3.5\%), and prognosis (17/695, 2.5\%). This distribution did not significantly differ between postgraduate residents and medical faculty physicians (P=.51). Queries included a median of 3 search terms (IQR 2-4), most often related to the population and intervention or test, rarely related to the outcome, and never related to the comparator. About half of the resources accessed (314/610, 51.5\%) were summaries, 24.4\% (149/610) were preappraised research, and 24.1\% were (147/610) non-preappraised research. Conclusions: Our results, from a large sample of real-life queries, could guide the development of educational interventions to improve clinicians' retrieval skills, as well as inform the design of more useful evidence-based resources for clinical practice. Trial Registration: ClinicalTrials.gov NCT02038439; https://www.clinicaltrials.gov/ct2/show/NCT02038439 ",
doi="10.2196/16777",
url="http://mededu.jmir.org/2020/1/e16777/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32310137"
}


@Article{info:doi/10.2196/mededu.4576,
author="Kitts, Li Robert
and Koleoglou, John Kyle
and Holland, Elysia Jennifer
and Hutchinson, Haapaniemi Eliza
and Nang, Georgdie Quincy
and Mehta, Marie Clare
and Tran, Minh Chau
and Fishman, Newman Laurie",
title="A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey",
journal="JMIR Medical Education",
year="2015",
month="Nov",
day="02",
volume="1",
number="2",
pages="e13",
keywords="research assistant",
keywords="research coordinator",
keywords="community engagement",
keywords="mentorship",
keywords="preprofessional",
keywords="training and development",
keywords="workforce development",
abstract="Background: Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. Objective: To address the needs of these future health professionals, a novel program---Program for Research Assistant Development and Achievement (PRADA)---was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. Methods: In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Results: Upon the completion of the survey cycle, a 69.8\% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0\%) reporting their 3-year goal to be in medical school (52/119, 43.7\%) or nonmedical graduate school (42/119, 35.3\%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2\%), enhanced their job satisfaction (66/118, 55.9\%), and provided career guidance (63/117, 53.8\%). Overall, 85.6\% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. Conclusions: High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions. ",
doi="10.2196/mededu.4576",
url="http://mededu.jmir.org/2015/2/e13/",
url="http://www.ncbi.nlm.nih.gov/pubmed/27731841"
}