@Article{info:doi/10.2196/39023,
author="Grepmeier, Eva-Maria
and Pawellek, Maja
and Curbach, Janina
and Sommoggy, von Julia
and Drewitz, Philipp Karl
and Hasenpusch, Claudia
and Bitzer, Maria Eva
and Apfelbacher, Christian
and Matterne, Uwe",
title="Health Literacy in Health Professionals Two Years into the COVID-19 Pandemic: Results From a Scoping Review",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="17",
volume="8",
number="4",
pages="e39023",
keywords="SARS-CoV-2",
keywords="COVID-19",
keywords="health competence",
keywords="COVID-19--related health literacy",
keywords="health care worker",
abstract="Background: Health literacy (HL) is an important public health goal but also crucial in individuals providing medical care. During the pandemic, COVID-19--related HL of health professionals (HPs) has gained momentum; it helps to minimize the risk of self-infection, on the one hand, and to protect patients and relatives from infection, on the other. However, comprehensive information about the levels of individual pandemic-related HL in HPs is scarce. Objective: In this paper, we aimed at describing the extent of existing research on HL (concept) conducted in HPs (population) in the COVID-19 pandemic (context). The review intends to map the literature on HL in HPs, thereby highlighting research gaps. Methods: This scoping review was conducted using the methodology of Khalil et al (2016). This involved an electronic search of PubMed (MEDLINE) and PsycInfo and a hand search. The included studies were iteratively examined to find items representing the four HL dimensions of access, understand, critically appraise, and apply COVID-19--related health information. Results: The search yielded a total of 3875 references. Only 7 (1.4\%) of the 489 included studies explicitly stated to have addressed HL; 2 (0.4\%) studies attempted to develop an instrument measuring COVID-19--related HL in HPs; 6 (1.2\%) studies included an HL measure in an observational survey design. Of the remainder, the vast majority used a cross-sectional design. The dimensions access and understand were frequently examined, but few studies looked at the dimensions critical appraisal or apply. Very few studies reported an intervention aiming to improve a COVID-19--related HL outcome. Conclusions: High levels of COVID-19--related HL among HPs are necessary to ensure not only safe practice with necessary protection of HPs, their patients, and relatives, but also successful care delivery and subsequently improved health outcomes in the long term. To advance our understanding of how high COVID-19--related HL manifests itself in HPs, how it relates to health outcomes, and how it can be improved, more research is necessary. Trial Registration: Open Science Framework dbfa5; https://osf.io/dbfa5/ ",
doi="10.2196/39023",
url="https://mededu.jmir.org/2022/4/e39023",
url="http://www.ncbi.nlm.nih.gov/pubmed/36179148"
}


@Article{info:doi/10.2196/42033,
author="Diouf, Thiab Ndeye
and Musabyimana, Ang{\`e}le
and Blanchette, Virginie
and L{\'e}pine, Johanie
and Guay-B{\'e}langer, Sabrina
and Tremblay, Marie-Claude
and Dogba, Joyce Maman
and L{\'e}gar{\'e}, France",
title="Effectiveness of Shared Decision-making Training Programs for Health Care Professionals Using Reflexivity Strategies: Secondary Analysis of a Systematic Review",
journal="JMIR Med Educ",
year="2022",
month="Dec",
day="7",
volume="8",
number="4",
pages="e42033",
keywords="shared decision-making",
keywords="reflexivity",
keywords="training",
keywords="health care professionals",
keywords="implementation",
abstract="Background: Shared decision-making (SDM) leads to better health care processes through collaboration between health care professionals and patients. Training is recognized as a promising intervention to foster SDM by health care professionals. However, the most effective training type is still unclear. Reflexivity is an exercise that leads health care professionals to question their own values to better consider patient values and support patients while least influencing their decisions. Training that uses reflexivity strategies could motivate them to engage in SDM and be more open to diversity. Objective: In this secondary analysis of a 2018 Cochrane review of interventions for improving SDM by health care professionals, we aimed to identify SDM training programs that included reflexivity strategies and were assessed as effective. In addition, we aimed to explore whether further factors can be associated with or enhance their effectiveness. Methods: From the Cochrane review, we first extracted training programs targeting health care professionals. Second, we developed a grid to help identify training programs that used reflexivity strategies. Third, those identified were further categorized according to the type of strategy used. At each step, we identified the proportion of programs that were classified as effective by the Cochrane review (2018) so that we could compare their effectiveness. In addition, we wanted to see whether effectiveness was similar between programs using peer-to-peer group learning and those with an interprofessional orientation. Finally, the Cochrane review selected programs that were evaluated using patient-reported or observer-reported outcome measurements. We examined which of these measurements was most often used in effective training programs. Results: Of the 31 training programs extracted, 24 (77\%) were interactive, among which 10 (42\%) were considered effective. Of these 31 programs, 7 (23\%) were unidirectional, among which 1 (14\%) was considered effective. Of the 24 interactive programs, 7 (29\%) included reflexivity strategies. Of the 7 training programs with reflexivity strategies, 5 (71\%) used a peer-to-peer group learning strategy, among which 3 (60\%) were effective; the other 2 (29\%) used a self-appraisal individual learning strategy, neither of which was effective. Of the 31 training programs extracted, 5 (16\%) programs had an interprofessional orientation, among which 3 (60\%) were effective; the remaining 26 (84\%) of the 31 programs were without interprofessional orientation, among which 8 (31\%) were effective. Finally, 12 (39\%) of 31 programs used observer-based measurements, among which more than half (7/12, 58\%) were effective. Conclusions: Our study is the first to evaluate the effectiveness of SDM training programs that include reflexivity strategies. Its conclusions open avenues for enriching future SDM training programs with reflexivity strategies. The grid developed to identify training programs that used reflexivity strategies, when further tested and validated, can guide future assessments of reflexivity components in SDM training. ",
doi="10.2196/42033",
url="https://mededu.jmir.org/2022/4/e42033",
url="http://www.ncbi.nlm.nih.gov/pubmed/36318726"
}


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


@Article{info:doi/10.2196/40520,
author="Harris, B. Stewart
and Idzik, Shannon
and Boasso, Adriano
and Neunie, Quasheba Sola
and Noble, Daniel Alexander
and Such, Elaine Helen
and Van, Joanna",
title="The Educational Impact of Web-Based, Faculty-Led Continuing Medical Education Programs in Type 2 Diabetes: A Survey Study to Analyze Changes in Knowledge, Competence, and Performance of Health Care Professionals",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="14",
volume="8",
number="4",
pages="e40520",
keywords="clinical case",
keywords="competence",
keywords="continuing medical education",
keywords="knowledge",
keywords="multidisciplinary team",
keywords="web-based education",
keywords="performance",
keywords="type 2 diabetes",
abstract="Background: The treatment landscape for type 2 diabetes (T2D) is continually evolving; therefore, ongoing education of health care professionals (HCPs) is essential. There is growing interest in measuring the impact of educational activities, such as through use of the Moore framework; however, data on the benefits of continuing medical education (CME) in the management of T2D remain limited. Objective: This study aimed to evaluate HCP satisfaction; measure improvements in knowledge, competence, and performance following short, case-based, multidisciplinary web-based CME activities; and identify the remaining educational gaps. Methods: Two faculty-led, CME-accredited, web-based educational activities on T2D and obesity, touchIN CONVERSATION and touch MultiDisciplinary Team, were developed and made available on a free-to-access medical education website. Each activity comprised 3 videos lasting 10 to 15 minutes, which addressed learning objectives developed based on a review of published literature and faculty feedback. Participant satisfaction (Moore level 2) was evaluated using a postactivity questionnaire. For both activities, changes in knowledge and competence (Moore levels 3 and 4) were assessed using questionnaires completed by representative HCPs before or after participation in the activities. A second set of HCPs completed a questionnaire before and after engaging in activities that assessed changes in self-reported performance (Moore level 5). Results: Each activity was viewed by approximately 6000 participants within 6 months. The participants expressed high levels of satisfaction (>80\%) with both activities. Statistically significant improvements from baseline in knowledge and competence were reported following participation in touchIN CONVERSATION (mean score, SD before vs after activity: 4.36, 1.40 vs 5.42, 1.37; P<.001), with the proportion of learners answering at least six of 7 questions correctly, increasing from 22\% (11/50) to 60\% (30/50). A nonsignificant improvement in knowledge and competence was observed following participation in touch MultiDisciplinary Team (mean score, SD 4.36, 1.24 vs 4.58, 1.07; P=.35); however, baseline knowledge and competence were relatively high, where 80\% of the respondents (40/50) answered at least four of 6 questions correctly. A significant improvement in HCP self-reported performance was observed in a combined analysis of both activities (mean score, SD 2.65, 1.32 vs 3.15, 1.26; P=.03), with the proportion of learners selecting the answer representing the best clinical option for all 4 questions increasing from 32\% (11/34) to 59\% (20/34) after the activity. Several unmet educational needs were self-reported or identified from the analysis of incorrectly answered questions, including setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. Conclusions: Short, case-based, web-based CME activities designed for HCPs to fit their clinical schedules achieved improvements in knowledge, competence, and self-reported performance in T2D management. Ongoing educational needs identified included setting individualized glycemic targets and the potential benefits of sodium-glucose cotransporter 2 inhibitor therapies. ",
doi="10.2196/40520",
url="https://mededu.jmir.org/2022/4/e40520",
url="http://www.ncbi.nlm.nih.gov/pubmed/36102282"
}


@Article{info:doi/10.2196/40106,
author="Barlow, Emma
and Zahra, Wajiha
and Hornsby, Jane
and Wilkins, Alex
and Davies, M. Benjamin
and Burke, Joshua",
title="Defining a Role for Webinars in Surgical Training Beyond the COVID-19 Pandemic in the United Kingdom: Trainee Consensus Qualitative Study",
journal="JMIR Med Educ",
year="2022",
month="Dec",
day="21",
volume="8",
number="4",
pages="e40106",
keywords="webinars",
keywords="surgical training",
keywords="trainee consensus",
keywords="teaching",
keywords="training",
keywords="integration",
keywords="trainee experience",
keywords="user experience",
keywords="perception",
keywords="education",
keywords="medical education",
keywords="surgical skills",
abstract="Background: The COVID-19 pandemic posed several challenges for surgical training, including the suspension of many in-person teaching sessions in lieu of webinars. As restrictions have eased, both prepandemic and postpandemic training methods should be used. Objective: This study investigates trainees' experiences of webinars during the COVID-19 pandemic to develop recommendations for their effective integration into surgical training going forward. Methods: This project was led by the Association of Surgeons in Training and used an iterative process with mixed qualitative methods to consolidate arguments for and against webinars, and the drivers and barriers to their effective delivery, into recommendations. This involved 3 phases: (1) a web-based survey, (2) focus group interviews, and (3) a consensus session using a nominal group technique. Results: Trainees (N=281) from across specialties and grades confirmed that the COVID-19 pandemic led to an increase in webinars for surgical training. While there were concerns, particularly around the utility for practical training (80.9\%), the majority agreed that webinars had a role in training following the COVID-19 pandemic (90.2\%). The cited benefits included improved access or flexibility and potential standardization of training. The majority of limitations were technical. These perspectives were refined through focus group interviews (n=18) into 25 recommendations, 23 of which were ratified at a consensus meeting, which was held at the Association of Surgeons in Training 2021 conference. Conclusions: Webinars have a role in surgical training following the COVID-19 pandemic. The 23 recommendations encompass indications and technical considerations but also discuss important knowledge gaps. They should serve as an initial framework for ensuring that webinars add value and continue to evolve as a tool for training. Trial Registration: Chinese Clinical Trial Registry ChiCTR2200055325; http://www.chictr.org.cn/showprojen.aspx?proj=142802 ",
doi="10.2196/40106",
url="https://mededu.jmir.org/2022/4/e40106",
url="http://www.ncbi.nlm.nih.gov/pubmed/36542431"
}


@Article{info:doi/10.2196/40758,
author="White, A. Andrew
and King, M. Ann
and D'Addario, E. Angelo
and Brigham, Berg Karen
and Dintzis, Suzanne
and Fay, E. Emily
and Gallagher, H. Thomas
and Mazor, M. Kathleen",
title="Effects of Practicing With and Obtaining Crowdsourced Feedback From the Video-Based Communication Assessment App on Resident Physicians' Adverse Event Communication Skills: Pre-post Trial",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="3",
volume="8",
number="4",
pages="e40758",
keywords="medical error disclosure",
keywords="simulation studies",
keywords="communication assessment",
keywords="graduate medical education",
keywords="crowdsourcing",
keywords="patient-centered care",
keywords="medical education",
keywords="virtual education",
keywords="virtual communication",
keywords="physician communication",
keywords="resident",
keywords="virtual learning",
keywords="digital learning",
keywords="video communication",
keywords="medical error",
keywords="digital response",
abstract="Background: US residents require practice and feedback to meet Accreditation Council for Graduate Medical Education mandates and patient expectations for effective communication after harmful errors. Current instructional approaches rely heavily on lectures, rarely provide individualized feedback to residents about communication skills, and may not assure that residents acquire the skills desired by patients. The Video-based Communication Assessment (VCA) app is a novel tool for simulating communication scenarios for practice and obtaining crowdsourced assessments and feedback on physicians' communication skills. We previously established that crowdsourced laypeople can reliably assess residents' error disclosure skills with the VCA app. However, its efficacy for error disclosure training has not been tested. Objective: We aimed to evaluate the efficacy of using VCA practice and feedback as a stand-alone intervention for the development of residents' error disclosure skills. Methods: We conducted a pre-post study in 2020 with pathology, obstetrics and gynecology, and internal medicine residents at an academic medical center in the United States. At baseline, residents each completed 2 specialty-specific VCA cases depicting medical errors. Audio responses were rated by at least 8 crowdsourced laypeople using 6 items on a 5-point scale. At 4 weeks, residents received numerical and written feedback derived from layperson ratings and then completed 2 additional cases. Residents were randomly assigned cases at baseline and after feedback assessments to avoid ordinal effects. Ratings were aggregated to create overall assessment scores for each resident at baseline and after feedback. Residents completed a survey of demographic characteristics. We used a 2{\texttimes}3 split-plot ANOVA to test the effects of time (pre-post) and specialty on communication ratings. Results: In total, 48 residents completed 2 cases at time 1, received a feedback report at 4 weeks, and completed 2 more cases. The mean ratings of residents' communication were higher at time 2 versus time 1 (3.75 vs 3.53; P<.001). Residents with prior error disclosure experience performed better at time 1 compared to those without such experience (ratings: mean 3.63 vs mean 3.46; P=.02). No differences in communication ratings based on specialty or years in training were detected. Residents' communication was rated higher for angry cases versus sad cases (mean 3.69 vs mean 3.58; P=.01). Less than half of all residents (27/62, 44\%) reported prior experience with disclosing medical harm to patients; experience differed significantly among specialties (P<.001) and was lowest for pathology (1/17, 6\%). Conclusions: Residents at all training levels can potentially improve error disclosure skills with VCA practice and feedback. Error disclosure curricula should prepare residents for responding to various patient affects. Simulated error disclosure may particularly benefit trainees in diagnostic specialties, such as pathology, with infrequent real-life error disclosure practice opportunities. Future research should examine the effectiveness, feasibility, and acceptability of VCA within a longitudinal error disclosure curriculum. ",
doi="10.2196/40758",
url="https://mededu.jmir.org/2022/4/e40758",
url="http://www.ncbi.nlm.nih.gov/pubmed/36190751"
}


@Article{info:doi/10.2196/39946,
author="Lin, Michelle
and Phipps, Mina
and Yilmaz, Yusuf
and Nash, J. Christopher
and Gisondi, A. Michael
and Chan, M. Teresa",
title="A Fork in the Road for Emergency Medicine and Critical Care Blogs and Podcasts: Cross-sectional Study",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="28",
volume="8",
number="4",
pages="e39946",
keywords="open educational resource",
keywords="free open-access meducation",
keywords="FOAM",
keywords="meducation",
keywords="open-access",
keywords="internet based",
keywords="web based",
keywords="website",
keywords="social media",
keywords="medical education",
keywords="disruptive innovation",
keywords="blog",
keywords="podcast",
keywords="emergency",
keywords="critical care",
abstract="Background: Free open-access meducation (FOAM) refers to open-access, web-based learning resources in medicine. It includes all formats of digital products, including blogs and podcasts. The number of FOAM blog and podcast sites in emergency medicine and critical care increased dramatically from 2002 to 2013, and physicians began to rely on the availability of these resources. The current landscape of these FOAM sites is unknown. Objective: This study aims to (1) estimate the current number of active, open-access blogs and podcasts in emergency medicine and critical care and (2) describe observed and anticipated trends in the FOAM movement using the Theory of Disruptive Innovation by Christensen as a theoretical framework. Methods: The authors used multiple resources and sampling strategies to identify active, open-access blogs and podcasts between April 25, 2022, and May 8, 2022, and classified these websites as blogs, podcasts, or blogs+podcasts. For each category, they reported the following outcome measures using descriptive statistics: age, funding, affiliations, and team composition. Based on these findings, the authors projected trends in the number of active sites using a positivist paradigm and the Theory of Disruptive Innovation as a theoretical framework. Results: The authors identified 109 emergency medicine and critical care websites, which comprised 45.9\% (n=50) blogs, 22.9\% (n=25) podcasts, and 31.2\% (n=34) blogs+podcasts. Ages ranged from 0 to 18 years; 27.5\% (n=30) sold products, 18.3\% (n=20) used advertisements, 44.0\% (n=48) had institutional funding, and 27.5\% (n=30) had no affiliation or external funding sources. Team sizes ranged from 1 (n=26, 23.9\%) to ?5 (n=60, 55\%) individuals. Conclusions: There was a sharp decline in the number of emergency medicine and critical care blogs and podcasts in the last decade, dropping 40.4\% since 2013. The initial growth of FOAM and its subsequent downturn align with principles in the Theory of Disruptive Innovation by Christensen. These findings have important implications for the field of medical education. ",
doi="10.2196/39946",
url="https://mededu.jmir.org/2022/4/e39946",
url="http://www.ncbi.nlm.nih.gov/pubmed/36306167"
}


@Article{info:doi/10.2196/35712,
author="Domingueti, Daniel
and Barbosa Feres Carvalho, Darlinton
and Colombo Dias, Roberto Diego
and Oliveira, Concei{\c{c}}{\~a}o Val{\'e}ria",
title="Software-Based Simulation on a 3D Environment for Vaccination Teaching and Learning: Design Science Research",
journal="JMIR Med Educ",
year="2022",
month="Dec",
day="2",
volume="8",
number="4",
pages="e35712",
keywords="software simulation",
keywords="vaccination room",
keywords="immunization",
keywords="teaching",
keywords="training",
keywords="evaluation",
keywords="virtual world",
keywords="Unity3D",
keywords="SUS",
keywords="UTAUT2",
abstract="Background: Student training requires specific laboratories for vaccination practice, which are usually limited, and even professionals' continuing education regularly lacks proper care. Thus, new methodologies, concepts, and technologies, such as software-based simulations, are in highly demand. Objective: This work aims to develop a 3D virtual environment to support teaching activities in the vaccination room. The software-based simulation must contribute positively to teaching considering a variable set of scenarios. Methods: We applied the design science research method to guide the work. First, the concepts and opportunities were raised, which we used to build the simulation (ie, the proposed technological artifact). The development was assisted by a specialist, in which we sought to create a vaccination room according to Brazilian standards. The artifact evaluation was achieved in 2 stages: (1) an evaluation to validate the design with experts through the Delphi method; and (2) a field evaluation with nursing students to validate aspects of usability (System Usability Scale [SUS]) and technology acceptance and use (Unified Theory of Acceptance and Use of Technology version 2). Results: We built the simulation software using the Unity game engine. An additional module was also developed to create simulation scenarios and view the students' performance reports. The design evaluation showed that the proposed solution is adequate. Students' evaluations confirm good usability (SUS score of 81.4), besides highlighting Performance Expectation as the most positively influential factor of Behavioral Intention. Effort Expectancy is positively affected by younger users. Both evaluation audiences cited the high relevance of the proposed artifact for teaching. Points for improvement are also reported. Conclusions: The research accomplished its goal of creating a software-based simulation to support teaching scenarios in the vaccination room. The evaluations still reveal desirable improvements and user behavior toward this kind of technological artifact. ",
doi="10.2196/35712",
url="https://mededu.jmir.org/2022/4/e35712",
url="http://www.ncbi.nlm.nih.gov/pubmed/36459390"
}


@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/10.2196/38329,
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/10.2196/38325,
author="Liu, Shalom David
and Sawyer, Jake
and Luna, Alexander
and Aoun, Jihad
and Wang, Janet
and Boachie, Lord
and Halabi, Safwan
and Joe, Bina",
title="Perceptions of US Medical Students on Artificial Intelligence in Medicine: Mixed Methods Survey Study",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="21",
volume="8",
number="4",
pages="e38325",
keywords="artificial intelligence",
keywords="eHealth",
keywords="digital health",
keywords="integration",
keywords="medical education",
keywords="medical curriculum",
keywords="education",
keywords="medical student",
keywords="medical school",
keywords="elective course",
abstract="Background: Given the rapidity with which artificial intelligence is gaining momentum in clinical medicine, current physician leaders have called for more incorporation of artificial intelligence topics into undergraduate medical education. This is to prepare future physicians to better work together with artificial intelligence technology. However, the first step in curriculum development is to survey the needs of end users. There has not been a study to determine which media and which topics are most preferred by US medical students to learn about the topic of artificial intelligence in medicine. Objective: We aimed to survey US medical students on the need to incorporate artificial intelligence in undergraduate medical education and their preferred means to do so to assist with future education initiatives. Methods: A mixed methods survey comprising both specific questions and a write-in response section was sent through Qualtrics to US medical students in May 2021. Likert scale questions were used to first assess various perceptions of artificial intelligence in medicine. Specific questions were posed regarding learning format and topics in artificial intelligence. Results: We surveyed 390 US medical students with an average age of 26 (SD 3) years from 17 different medical programs (the estimated response rate was 3.5\%). A majority (355/388, 91.5\%) of respondents agreed that training in artificial intelligence concepts during medical school would be useful for their future. While 79.4\% (308/388) were excited to use artificial intelligence technologies, 91.2\% (353/387) either reported that their medical schools did not offer resources or were unsure if they did so. Short lectures (264/378, 69.8\%), formal electives (180/378, 47.6\%), and Q and A panels (167/378, 44.2\%) were identified as preferred formats, while fundamental concepts of artificial intelligence (247/379, 65.2\%), when to use artificial intelligence in medicine (227/379, 59.9\%), and pros and cons of using artificial intelligence (224/379, 59.1\%) were the most preferred topics for enhancing their training. Conclusions: The results of this study indicate that current US medical students recognize the importance of artificial intelligence in medicine and acknowledge that current formal education and resources to study artificial intelligence--related topics are limited in most US medical schools. Respondents also indicated that a hybrid formal/flexible format would be most appropriate for incorporating artificial intelligence as a topic in US medical schools. Based on these data, we conclude that there is a definitive knowledge gap in artificial intelligence education within current medical education in the US. Further, the results suggest there is a disparity in opinions on the specific format and topics to be introduced. ",
doi="10.2196/38325",
url="https://mededu.jmir.org/2022/4/e38325",
url="http://www.ncbi.nlm.nih.gov/pubmed/36269641"
}


@Article{info:doi/10.2196/37730,
author="Wink, Elisabeth Alexandra
and Telfer, N. Amanda
and Pascoe, A. Michael",
title="Google Images Search Results as a Resource in the Anatomy Laboratory: Rating of Educational Value",
journal="JMIR Med Educ",
year="2022",
month="Oct",
day="21",
volume="8",
number="4",
pages="e37730",
keywords="anatomy laboratory",
keywords="information literacy",
keywords="internet search",
keywords="anatomical images",
keywords="scoring rubric",
keywords="Google",
keywords="images",
keywords="educational value",
keywords="literacy information",
keywords="medical education",
keywords="medical students",
keywords="anatomy",
abstract="Background: Preclinical medical learners are embedded in technology-rich environments, allowing them rapid access to a large volume of information. The anatomy laboratory is an environment in which faculty can assess the development of professional skills such as information literacy in preclinical medical learners. In the anatomy laboratory, many students use Google Images searches in addition to or in place of other course materials as a resource to locate and identify anatomical structures. However, the most frequent sources as well as the educational quality of these images are unknown. Objective: This study was designed to assess the sources and educational value of Google Images search results for commonly searched anatomical structures. Methods: The top 10 Google Images search results were collected for 39 anatomical structures. Image source websites were recorded and categorized based on the purpose and target audience of the site publishing the image. Educational value was determined through assessment of relevance (is the searched structure depicted in the image?), accuracy (does the image contain errors?), and usefulness (will the image assist a learner in locating the structure on an anatomical donor?). A reliable scoring rubric was developed to assess an image's usefulness. Results: A total of 390 images were analyzed. Most often, images were sourced from websites targeting health care professionals and health care professions students (38\% of images), while Wikipedia was the most frequent single source of image results (62/390 results). Of the 390 total images, 363 (93.1\%) depicted the searched structure and were therefore considered relevant. However, only 43.0\% (156/363) of relevant images met the threshold to be deemed useful in identifying the searched structure in an anatomical donor. The usefulness of images did not significantly differ across source categories. Conclusions: Anatomy faculty may use these results to develop interventions for gaps in information literacy in preclinical medical learners in the context of image searches in the anatomy laboratory. ",
doi="10.2196/37730",
url="https://mededu.jmir.org/2022/4/e37730",
url="http://www.ncbi.nlm.nih.gov/pubmed/36269663"
}


@Article{info:doi/10.2196/38427,
author="Tat, Sonny
and Shaukat, Haroon
and Zaveri, Pavan
and Kou, Maybelle
and Jarvis, Lenore",
title="Developing and Integrating Asynchronous Web-Based Cases for Discussing and Learning Clinical Reasoning: Repeated Cross-sectional Study",
journal="JMIR Med Educ",
year="2022",
month="Dec",
day="8",
volume="8",
number="4",
pages="e38427",
keywords="asynchronous learning",
keywords="clinical reasoning",
keywords="emergency medicine",
keywords="pediatrics",
keywords="web-based learning tool",
abstract="Background: Trainees rely on clinical experience to learn clinical reasoning in pediatric emergency medicine (PEM). Outside of clinical experience, graduate medical education provides a handful of explicit activities focused on developing skills in clinical reasoning. Objective: In this paper, we describe the development, use, and changing perceptions of a web-based asynchronous tool to facilitate clinical reasoning discussion for PEM providers. Methods: We created a case-based web-based discussion tool for PEM clinicians and fellows to post and discuss cases. We examined website analytics for site use and collected user survey data over a 3-year period to assess the use and acceptability of the tool. Results: The learning tool had more than 30,000 site visits and 172 case comments for the 55 published cases over 3 years. Self-reported engagement with the learning tool varied inversely with clinical experience in PEM. The tool was relevant to clinical practice and useful for learning PEM for most respondents. The most experienced clinicians were more likely than fellows to report posting commentary, although absolute rate of commentary was low. Conclusions: An asynchronous method of case presentation and web-based commentary may present an acceptable way to supplement clinical experience and traditional education methods for sharing clinical reasoning. ",
doi="10.2196/38427",
url="https://mededu.jmir.org/2022/4/e38427",
url="http://www.ncbi.nlm.nih.gov/pubmed/36480271"
}