@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/10.2196/57696,
author="Dsouza, Maria Jeanne",
title="A Student's Viewpoint on ChatGPT Use and Automation Bias in Medical Education",
journal="JMIR Med Educ",
year="2024",
month="Apr",
day="15",
volume="10",
pages="e57696",
keywords="AI",
keywords="artificial intelligence",
keywords="ChatGPT",
keywords="medical education",
doi="10.2196/57696",
url="https://mededu.jmir.org/2024/1/e57696"
}


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


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


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


@Article{info:doi/10.2196/39059,
author="Marzouk, Sammer
and He, Shuhan
and Lee, Jarone",
title="Emoji Education: How Students Can Help Increase Health Awareness by Making Emojis",
journal="JMIR Med Educ",
year="2022",
month="Nov",
day="11",
volume="8",
number="4",
pages="e39059",
keywords="emoji",
keywords="medical education",
keywords="technology, education",
keywords="medical students",
keywords="creativity",
keywords="student",
keywords="health awareness",
keywords="health",
keywords="awareness",
keywords="medical",
keywords="society",
keywords="innovation",
keywords="communication",
keywords="medical communication",
keywords="electronic",
keywords="artistic",
keywords="representation",
doi="10.2196/39059",
url="https://mededu.jmir.org/2022/4/e39059",
url="http://www.ncbi.nlm.nih.gov/pubmed/36367758"
}


@Article{info:doi/10.2196/39794,
author="Chartash, David
and Rosenman, Marc
and Wang, Karen
and Chen, Elizabeth",
title="Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America",
journal="JMIR Med Educ",
year="2022",
month="Sep",
day="13",
volume="8",
number="3",
pages="e39794",
keywords="undergraduate medical education",
keywords="medical informatics",
keywords="curriculum",
keywords="medical education",
keywords="education",
keywords="North America",
keywords="framework",
keywords="clinical",
keywords="informatics",
keywords="Canada",
keywords="United States",
keywords="US",
keywords="teaching",
keywords="management",
keywords="cognitive",
abstract="Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. ",
doi="10.2196/39794",
url="https://mededu.jmir.org/2022/3/e39794",
url="http://www.ncbi.nlm.nih.gov/pubmed/36099007"
}


@Article{info:doi/10.2196/37081,
author="Balapal, Neha
and Ankem, Amala
and Shyamsundar, Saishravan
and He, Shuhan",
title="Opioid Use Disorder Education for Students and the Future of Opioid Overdose Treatment",
journal="JMIR Med Educ",
year="2022",
month="Jul",
day="18",
volume="8",
number="3",
pages="e37081",
keywords="opioid use disorder",
keywords="students",
keywords="buprenorphine",
keywords="education",
keywords="public health",
keywords="opioid",
keywords="health care providers",
keywords="healthcare providers",
keywords="medication-assisted treatment",
keywords="youth",
keywords="substance use",
keywords="opioid agonist",
keywords="overdose",
doi="10.2196/37081",
url="https://mededu.jmir.org/2022/3/e37081",
url="http://www.ncbi.nlm.nih.gov/pubmed/35849432"
}


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


@Article{info:doi/10.2196/32183,
author="Wang, Jiaqi Judy
and Singh, K. Rishabh
and Miselis, Hough Heather
and Stapleton, Nicole Stephanie",
title="Technology Literacy in Undergraduate Medical Education: Review and Survey of the US Medical School Innovation and Technology Programs",
journal="JMIR Med Educ",
year="2022",
month="Mar",
day="31",
volume="8",
number="1",
pages="e32183",
keywords="curricular development",
keywords="medical innovation",
keywords="medical technology",
keywords="student engagement",
abstract="Background: Modern innovations, like machine learning, genomics, and digital health, are being integrated into medical practice at a rapid pace. Physicians in training receive little exposure to the implications, drawbacks, and methodologies of upcoming technologies prior to their deployment. As a result, there is an increasing need for the incorporation of innovation and technology (I\&T) training, starting in medical school. Objective: We aimed to identify and describe curricular and extracurricular opportunities for innovation in medical technology in US undergraduate medical education to highlight challenges and develop insights for future directions of program development. Methods: A review of publicly available I\&T program information on the official websites of US allopathic medical schools was conducted in June 2020. Programs were categorized by structure and implementation. The geographic distribution of these categories across US regions was analyzed. A survey was administered to school-affiliated student organizations with a focus on I\&T and publicly available contact information. The data collected included the founding year, thematic focus, target audience, activities offered, and participant turnout rate. Results: A total of 103 I\&T opportunities at 69 distinct Liaison Committee on Medical Education--accredited medical schools were identified and characterized into the following six categories: (1) integrative 4-year curricula, (2) facilitated doctor of medicine/master of science dual degree programs in a related field, (3) interdisciplinary collaborations, (4) areas of concentration, (5) preclinical electives, and (6) student-run clubs. The presence of interdisciplinary collaboration is significantly associated with the presence of student-led initiatives (P=.001). ``Starting and running a business in healthcare'' and ``medical devices'' were the most popular thematic focuses of student-led I\&T groups, representing 87\% (13/15) and 80\% (12/15) of respondents, respectively. ``Career pathways exploration for students'' was the only type of activity that was significantly associated with a high event turnout rate of >26 students per event (P=.03). Conclusions: Existing school-led and student-driven opportunities in medical I\&T indicate growing national interest and reflect challenges in implementation. The greater visibility of opportunities, collaboration among schools, and development of a centralized network can be considered to better prepare students for the changing landscape of medical practice. ",
doi="10.2196/32183",
url="https://mededu.jmir.org/2022/1/e32183",
url="http://www.ncbi.nlm.nih.gov/pubmed/35357319"
}


@Article{info:doi/10.2196/33612,
author="Ozkara, Berksu Burak
and Karabacak, Mert
and Alpaydin, Demet Duygu",
title="Student-Run Online Journal Club Initiative During a Time of Crisis: Survey Study",
journal="JMIR Med Educ",
year="2022",
month="Mar",
day="7",
volume="8",
number="1",
pages="e33612",
keywords="online journal club",
keywords="medical student",
keywords="distance learning",
keywords="COVID-19",
keywords="undergraduate education",
keywords="student journal club",
keywords="online education",
keywords="establishment",
keywords="initiative",
keywords="literature",
keywords="research",
keywords="publishing",
keywords="education",
abstract="Background: Since the closure of university campuses due to COVID-19 in spring 2020 necessitated a quick transition to online courses, medical students were isolated from hospitals and universities, negatively impacting their education. During this time, medical students had no opportunity to participate in academic discussions and were also socially isolated. Furthermore, medical doctors and professors of medical schools were given additional responsibilities during the pandemic because they were the frontliners in the fight against COVID-19. As a result, they did not have enough time to contribute effectively to medical student education. Objective: This paper describes the establishment of the Cerrahpasa Neuroscience Society Journal Clubs, a group of entirely student-run online journal clubs at Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa. Methods: The website, mass emailing, and social media accounts were used to announce the online journal clubs. Only medical students were eligible to apply. Journal clubs included psychiatry, neuroradiology, neurosurgery, neurology, and neuroscience. Following the last journal club meeting, a questionnaire created by the society's board was distributed to the participants. SPSS Statistics (version 26) was used for statistical analysis. Results: Since March 15, 2021, synchronous online journal club meetings have been held every 2 weeks on a weekday using Google Meet, Microsoft Teams, or Zoom. Meetings of each journal club lasted approximately 1 hour on average. Interstudent interaction across multiple institutions was achieved since a total of 45 students from 11 different universities attended the meetings on a regular basis. Students on the society's board served as academic mentors for the clubs. The clubs received excellent feedback from participants, with an overall contentment score of 4.32 out of 5. Conclusions: By establishing these clubs, we have created a venue for academic discussions, which helps to reduce the negative impact of the pandemic on education. In addition, we believe it greatly aided students in staying in touch with their peers, thereby reducing the sense of isolation. We realize that traditional journal clubs are run by faculty; however, we believe that this experience demonstrated that medical students could run a journal club on their own since the feedback from participants was excellent. Additionally, as a medical student, being a journal club academic mentor is a challenging responsibility; however, having this responsibility significantly improved our academic mentors' leadership abilities. ",
doi="10.2196/33612",
url="https://mededu.jmir.org/2022/1/e33612",
url="http://www.ncbi.nlm.nih.gov/pubmed/35148270"
}


@Article{info:doi/10.2196/31392,
author="Mageswaran, Nanthini
and Ismail, Shareela Noor Akmal",
title="Preparing Medical Students for the Final Examinations During the COVID-19 Crisis: A Bumpy Ride to the Finishing Line",
journal="JMIR Med Educ",
year="2022",
month="Feb",
day="3",
volume="8",
number="1",
pages="e31392",
keywords="COVID-19",
keywords="undergraduate medical education",
keywords="medical students",
keywords="clinical competency",
keywords="pandemic",
doi="10.2196/31392",
url="https://mededu.jmir.org/2022/1/e31392",
url="http://www.ncbi.nlm.nih.gov/pubmed/35084354"
}


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


@Article{info:doi/10.2196/26790,
author="Pan, Myat
and San, Myat",
title="Innovation and Inequality: A Medical Student Perspective. Comment on ``The Present and Future Applications of Technology in Adapting Medical Education Amidst the COVID-19 Pandemic''",
journal="JMIR Med Educ",
year="2021",
month="Oct",
day="4",
volume="7",
number="4",
pages="e26790",
keywords="medical education",
keywords="technology",
keywords="coronavirus",
keywords="medical students",
keywords="COVID-19",
keywords="pandemic",
keywords="online lecture",
keywords="virtual reality",
keywords="education",
doi="10.2196/26790",
url="https://mededu.jmir.org/2021/4/e26790",
url="http://www.ncbi.nlm.nih.gov/pubmed/34081609"
}


@Article{info:doi/10.2196/27856,
author="Ganesh Kumar, Abirami
and Kallikas, Georgios
and Hassan, Melihah
and Dev, Kiran Indu
and Basu, Soutrik",
title="Removing Educational Achievement Points From the Foundation Programme Application System: Is This the Right Decision?",
journal="JMIR Med Educ",
year="2021",
month="Aug",
day="4",
volume="7",
number="3",
pages="e27856",
keywords="medical student",
keywords="medical education",
keywords="research",
keywords="academic medicine",
keywords="medical school",
keywords="United Kingdom",
keywords="achievement",
keywords="test scores",
keywords="transferable skills",
doi="10.2196/27856",
url="https://mededu.jmir.org/2021/3/e27856",
url="http://www.ncbi.nlm.nih.gov/pubmed/34346899"
}


@Article{info:doi/10.2196/29157,
author="Milligan, John Kevin
and Daulton, Scott Robert
and St Clair, Taylor Zachary
and Epperson, Veronica Madison
and Holloway, Mackenzie Rachel
and Schlaudecker, David Jeffrey",
title="Creation of a Student-Run Medical Education Podcast: Tutorial",
journal="JMIR Med Educ",
year="2021",
month="Jul",
day="8",
volume="7",
number="3",
pages="e29157",
keywords="podcast",
keywords="medical student",
keywords="near-peer",
keywords="medical education",
abstract="Background: Podcasting has become a popular medium for medical education content. Educators and trainees of all levels are turning to podcasts for high-quality, asynchronous content. Although numerous medical education podcasts have emerged in recent years, few student-run podcasts exist. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical students' personal and professional identity formation. Student-run podcasts offer a new medium for delivering near-peer advice to medical students in an enduring and accessible manner. Objective: This paper describes the creation of the UnsCripted Medicine Podcast---a student-run medical education podcast produced at the University of Cincinnati College of Medicine. Methods: The planning and preparatory phases spanned 6 months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were directed toward securing funding; obtaining necessary equipment; and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure that high professionalism standards were met, key partnerships were created with faculty from the College of Medicine. Results: The UnsCripted Medicine Podcast published 53 episodes in its first 2 years. The number of episodes released per month ranges from 0 to 5, with a mean of 2.0 episodes. The podcast has a Twitter account with 217 followers. The number of listeners who subscribed to the podcast via Apple Podcasts grew to 86 in the first year and then to 218 in the second year. The show has an average rating of 4.8 (out of 5) on Apple Podcasts, which is based on 24 ratings. The podcast has hosted 70 unique guests, including medical students, resident physicians, attending physicians, nurses, physicians' family members, graduate medical education leadership, and educators. Conclusions: Medical student--run podcasts are a novel approach to supporting medical students and fostering professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with lower barriers of entry compared to those of other forms of published content. Medical schools should consider supporting student podcast initiatives to allow for near-peer mentoring, augment the community, facilitate professional identity formation, and prepare the rising physician workforce for the technological frontier of medical education and practice. ",
doi="10.2196/29157",
url="https://mededu.jmir.org/2021/3/e29157",
url="http://www.ncbi.nlm.nih.gov/pubmed/34255694"
}


@Article{info:doi/10.2196/26797,
author="Miao, H. Julia",
title="Adapting Medical Education Initiatives Through Team-Based e-Learning, Telemedicine Objective Structured Clinical Exams, and Student-Led Community Outreach During the COVID-19 Pandemic",
journal="JMIR Med Educ",
year="2021",
month="Jun",
day="14",
volume="7",
number="2",
pages="e26797",
keywords="medical education",
keywords="COVID-19",
keywords="medical student",
keywords="community service",
keywords="telemedicine",
keywords="telehealth",
keywords="community outreach",
keywords="peer teaching",
keywords="student-led initiative",
keywords="clinical assessment",
keywords="adaptability",
keywords="team-based learning",
doi="10.2196/26797",
url="https://mededu.jmir.org/2021/2/e26797",
url="http://www.ncbi.nlm.nih.gov/pubmed/34061763"
}


@Article{info:doi/10.2196/28264,
author="Zimianiti, Ioanna
and Thanaraaj, Vyshnavi
and Watson, Francesca
and Osibona, Oluwapelumi",
title="Medical Students Learning on the COVID-19 Front Line",
journal="JMIR Med Educ",
year="2021",
month="Jun",
day="1",
volume="7",
number="2",
pages="e28264",
keywords="medical education",
keywords="COVID-19",
keywords="frontline workers",
keywords="medical student",
keywords="viewpoint",
keywords="perspective",
keywords="infectious disease",
keywords="experience",
keywords="barrier",
keywords="motivation",
doi="10.2196/28264",
url="https://mededu.jmir.org/2021/2/e28264",
url="http://www.ncbi.nlm.nih.gov/pubmed/34038377"
}


@Article{info:doi/10.2196/29335,
author="Wilcha, Robyn-Jenia",
title="Author's Reply to: Virtual vs Online: Insight From Medical Students. Comment on ``Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review''",
journal="JMIR Med Educ",
year="2021",
month="May",
day="14",
volume="7",
number="2",
pages="e29335",
keywords="virtual teaching",
keywords="medical student",
keywords="medical education",
keywords="COVID-19",
keywords="review",
keywords="search term",
keywords="virus",
keywords="pandemic",
keywords="quarantine",
doi="10.2196/29335",
url="https://mededu.jmir.org/2021/2/e29335",
url="http://www.ncbi.nlm.nih.gov/pubmed/33852412"
}


@Article{info:doi/10.2196/27020,
author="Kaini, Shahil
and Motie, Zahrah Lucinda",
title="Virtual vs Online: Insight From Medical Students. Comment on ``Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review''",
journal="JMIR Med Educ",
year="2021",
month="May",
day="14",
volume="7",
number="2",
pages="e27020",
keywords="virtual teaching",
keywords="medical student",
keywords="medical education",
keywords="COVID-19",
keywords="review",
keywords="search term",
keywords="virus",
keywords="pandemic",
keywords="quarantine",
doi="10.2196/27020",
url="https://mededu.jmir.org/2021/2/e27020",
url="http://www.ncbi.nlm.nih.gov/pubmed/33988518"
}


@Article{info:doi/10.2196/24993,
author="Almohtadi, Ahmad
and Van, Minh
and Seyedzenouzi, Golnoush",
title="Medical Students Respond: Question Precision and Gender Differentiation. Comment on ``Understanding Medical Students' Attitudes Toward Learning eHealth: Questionnaire Study''",
journal="JMIR Med Educ",
year="2021",
month="Feb",
day="11",
volume="7",
number="1",
pages="e24993",
keywords="eHealth",
keywords="medical students",
keywords="medical education",
doi="10.2196/24993",
url="https://mededu.jmir.org/2021/1/e24993",
url="http://www.ncbi.nlm.nih.gov/pubmed/33570498"
}


@Article{info:doi/10.2196/24989,
author="Ogunbiyi, Olabisi M.
and Obiri-Darko, Emma",
title="Medical Students' Corner: Barriers to Communication During the COVID-19 Pandemic",
journal="JMIR Med Educ",
year="2020",
month="Nov",
day="27",
volume="6",
number="2",
pages="e24989",
keywords="COVID-19",
keywords="medical education",
keywords="education",
keywords="student",
keywords="communication",
keywords="perspective",
keywords="medical student",
keywords="barrier",
keywords="culture",
doi="10.2196/24989",
url="http://mededu.jmir.org/2020/2/e24989/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33197232"
}


@Article{info:doi/10.2196/21869,
author="Tong, Ka Anson Hei
and See, Christopher",
title="Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team",
journal="JMIR Med Educ",
year="2020",
month="Nov",
day="23",
volume="6",
number="2",
pages="e21869",
keywords="Peer learning",
keywords="medical education",
keywords="peer teaching",
keywords="peer-led learning",
keywords="peer",
keywords="education",
doi="10.2196/21869",
url="http://mededu.jmir.org/2020/2/e21869/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33226345"
}


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


@Article{info:doi/10.2196/20963,
author="Wilcha, Robyn-Jenia",
title="Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review",
journal="JMIR Med Educ",
year="2020",
month="Nov",
day="18",
volume="6",
number="2",
pages="e20963",
keywords="virtual teaching",
keywords="medical student",
keywords="medical education",
keywords="COVID-19",
keywords="review",
keywords="virus",
keywords="pandemic",
keywords="quarantine",
abstract="Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students' confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. ",
doi="10.2196/20963",
url="http://mededu.jmir.org/2020/2/e20963/",
url="http://www.ncbi.nlm.nih.gov/pubmed/33106227"
}


@Article{info:doi/10.2196/23604,
author="Mann, Simran
and Novintan, Shonnelly
and Hazemi-Jebelli, Yasmin
and Faehndrich, Daniel",
title="Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education",
journal="JMIR Med Educ",
year="2020",
month="Oct",
day="9",
volume="6",
number="2",
pages="e23604",
keywords="medical education",
keywords="COVID-19",
keywords="student equity",
keywords="community",
keywords="adaptability",
keywords="medical student",
doi="10.2196/23604",
url="http://mededu.jmir.org/2020/2/e23604/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32936774"
}


@Article{info:doi/10.2196/20182,
author="Liu, Benjamin",
title="The United States Medical Licensing Examination Step 1 Is Changing---US Medical Curricula Should Too",
journal="JMIR Med Educ",
year="2020",
month="Jul",
day="30",
volume="6",
number="2",
pages="e20182",
keywords="USMLE",
keywords="US medical students",
keywords="USMLE pass/fail",
keywords="new curricula",
keywords="medical education",
keywords="medical learning",
keywords="medical school",
doi="10.2196/20182",
url="http://mededu.jmir.org/2020/2/e20182/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32667900"
}


@Article{info:doi/10.2196/20190,
author="Remtulla, Ridhaa",
title="The Present and Future Applications of Technology in Adapting Medical Education Amidst the COVID-19 Pandemic",
journal="JMIR Med Educ",
year="2020",
month="Jul",
day="17",
volume="6",
number="2",
pages="e20190",
keywords="medical education",
keywords="technology",
keywords="coronavirus",
keywords="medical students",
keywords="COVID-19",
keywords="pandemic",
keywords="online lecture",
keywords="virtual reality",
doi="10.2196/20190",
url="http://mededu.jmir.org/2020/2/e20190/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32634107"
}


@Article{info:doi/10.2196/19725,
author="Chen, Hsi Cathy
and Mullen, Joseph Alexander",
title="COVID-19 Can Catalyze the Modernization of Medical Education",
journal="JMIR Med Educ",
year="2020",
month="Jun",
day="12",
volume="6",
number="1",
pages="e19725",
keywords="medical education",
keywords="health professions education",
keywords="medical school",
keywords="curriculum design",
keywords="flipped classroom",
keywords="preclinical education",
keywords="COVID-19",
keywords="coronavirus",
keywords="medical student",
doi="10.2196/19725",
url="http://mededu.jmir.org/2020/1/e19725/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32501809"
}


@Article{info:doi/10.2196/17336,
author="Chung, Siubak
and Woo, KP Benjamin",
title="Using Consumer Perceptions of a Voice-Activated Speaker Device as an Educational Tool",
journal="JMIR Med Educ",
year="2020",
month="Apr",
day="24",
volume="6",
number="1",
pages="e17336",
keywords="consumer perceptions",
keywords="voice-activated speaker device",
doi="10.2196/17336",
url="http://mededu.jmir.org/2020/1/e17336/",
url="http://www.ncbi.nlm.nih.gov/pubmed/32329740"
}