%0 Journal Article %@ 2369-3762 %I JMIR Publications %V 11 %N %P e55313 %T Creation of the ECHO Idaho Podcast: Tutorial and Pilot Assessment %A Wiet,Ryan %A Casanova,Madeline P %A Moore,Jonathan D %A Deming,Sarah M %A Baker Jr,Russell T %K Project ECHO %K ECHO Idaho %K medical education %K medical training %K medication teaching %K medical knowledge %K rural health care %K rural medicine %K underserved population %K underserved people %K substance use %K substance use disorder %K SUD %K drug abuse %K drug use %K alcoholism %K addiction %K pain %K behavioral health %K podcast %K webinar %D 2025 %7 21.3.2025 %9 %J JMIR Med Educ %G English %X Background: Project ECHO (Extension for Community Health Outcomes) is an innovative program that uses videoconferencing technology to connect health care providers with experts. The model has been successful in reaching health care providers in rural and underserved areas and positively impacting clinical practice. ECHO Idaho, a replication partner, has developed programming that has increased knowledge and confidence of health care professionals throughout the state of Idaho, United States. Although the ECHO model has a demonstrated ability to recruit, educate, and train health care providers, barriers to attending Project ECHO continuing education (CE) programs remain. The asynchronous nature of podcasts could be used as an innovative medium to help address barriers to CE access that health care professionals face. The ECHO Idaho “Something for the Pain” podcast was developed to increase CE accessibility to rural and frontier providers, while upscaling their knowledge of and competence to treat and assess substance use disorders, pain, and behavioral health conditions. Objective: This paper describes the creation and preliminary assessment of the ECHO Idaho “Something for the Pain” podcast. Methods: Podcast episodes consisted of interviews with individuals as well as didactic lectures. Audio from these recordings were edited for content and length and then professionally reviewed by subject matter experts (eg, featured episode speakers). Target audiences consisted of health care providers and community members interested in behavioral health and substance use disorders. Metrics on podcast listeners were assessed using SoundCloud’s RSS feed, continuing education survey completion, and iECHO. Results: The ECHO Idaho “Something for the Pain” podcast’s inaugural season comprised 14 episodes with 626 minutes of CE material. The podcast series received a total of 2441 listens from individuals in 14 different cities across Idaho, and 63 health care providers listened and claimed CE credits. The largest professional group was social workers (n=22; 35%). Conclusions: We provide preliminary evidence that podcasts can be used to provide health care providers with opportunities to access CE material. Health care providers listened to and claimed CE credits from the ECHO Idaho “Something for the Pain” podcast. Project ECHO programs should consider creating podcasts as an additional platform for disseminating ECHO material. %R 10.2196/55313 %U https://mededu.jmir.org/2025/1/e55313 %U https://doi.org/10.2196/55313 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e51740 %T How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production %A Srinivasa,Komal %A Charlton,Amanda %A Moir,Fiona %A Goodyear-Smith,Felicity %+ Department of General Practice & Primary Health Care, The University of Auckland, Private Bag 92019, Auckland, 1010, New Zealand, 64 9 923 1975, komal.srinivasa@auckland.ac.nz %K online video %K developing video %K procedural video %K medical education %K clinician educator %K health education %D 2024 %7 7.8.2024 %9 Tutorial %J JMIR Med Educ %G English %X Background: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video. Objective: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video. Methods: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz. Results: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations. Conclusions: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements. %M 39110488 %R 10.2196/51740 %U https://mededu.jmir.org/2024/1/e51740 %U https://doi.org/10.2196/51740 %U http://www.ncbi.nlm.nih.gov/pubmed/39110488 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e48393 %T Sharing Digital Health Educational Resources in a One-Stop Shop Portal: Tutorial on the Catalog and Index of Digital Health Teaching Resources (CIDHR) Semantic Search Engine %A Grosjean,Julien %A Benis,Arriel %A Dufour,Jean-Charles %A Lejeune,Émeline %A Disson,Flavien %A Dahamna,Badisse %A Cieslik,Hélène %A Léguillon,Romain %A Faure,Matthieu %A Dufour,Frank %A Staccini,Pascal %A Darmoni,Stéfan Jacques %+ Department of Digital Health, Rouen University Hospital, 1, rue de Germont, Rouen, 76031, France, 33 232885616, julien.grosjean@chu-rouen.fr %K digital health %K medical informatics %K medical education %K search engine %K knowledge management %K semantic web %K language %K teaching %K vocabulary %K controlled %K students %K educational personnel %K French %K curriculum %D 2024 %7 4.3.2024 %9 Tutorial %J JMIR Med Educ %G English %X Background: Access to reliable and accurate digital health web-based resources is crucial. However, the lack of dedicated search engines for non-English languages, such as French, is a significant obstacle in this field. Thus, we developed and implemented a multilingual, multiterminology semantic search engine called Catalog and Index of Digital Health Teaching Resources (CIDHR). CIDHR is freely accessible to everyone, with a focus on French-speaking resources. CIDHR has been initiated to provide validated, high-quality content tailored to the specific needs of each user profile, be it students or professionals. Objective: This study’s primary aim in developing and implementing the CIDHR is to improve knowledge sharing and spreading in digital health and health informatics and expand the health-related educational community, primarily French speaking but also in other languages. We intend to support the continuous development of initial (ie, bachelor level), advanced (ie, master and doctoral levels), and continuing training (ie, professionals and postgraduate levels) in digital health for health and social work fields. The main objective is to describe the development and implementation of CIDHR. The hypothesis guiding this research is that controlled vocabularies dedicated to medical informatics and digital health, such as the Medical Informatics Multilingual Ontology (MIMO) and the concepts structuring the French National Referential on Digital Health (FNRDH), to index digital health teaching and learning resources, are effectively increasing the availability and accessibility of these resources to medical students and other health care professionals. Methods: First, resource identification is processed by medical librarians from websites and scientific sources preselected and validated by domain experts and surveyed every week. Then, based on MIMO and FNRDH, the educational resources are indexed for each related knowledge domain. The same resources are also tagged with relevant academic and professional experience levels. Afterward, the indexed resources are shared with the digital health teaching and learning community. The last step consists of assessing CIDHR by obtaining informal feedback from users. Results: Resource identification and evaluation processes were executed by a dedicated team of medical librarians, aiming to collect and curate an extensive collection of digital health teaching and learning resources. The resources that successfully passed the evaluation process were promptly included in CIDHR. These resources were diligently indexed (with MIMO and FNRDH) and tagged for the study field and degree level. By October 2023, a total of 371 indexed resources were available on a dedicated portal. Conclusions: CIDHR is a multilingual digital health education semantic search engine and platform that aims to increase the accessibility of educational resources to the broader health care–related community. It focuses on making resources “findable,” “accessible,” “interoperable,” and “reusable” by using a one-stop shop portal approach. CIDHR has and will have an essential role in increasing digital health literacy. %M 38437007 %R 10.2196/48393 %U https://mededu.jmir.org/2024/1/e48393 %U https://doi.org/10.2196/48393 %U http://www.ncbi.nlm.nih.gov/pubmed/38437007 %0 Journal Article %@ 1438-8871 %I JMIR Publications %V 25 %N %P e50638 %T Prompt Engineering as an Important Emerging Skill for Medical Professionals: Tutorial %A Meskó,Bertalan %+ The Medical Futurist Institute, Povl Bang-Jensen u. 2/B1. 4/1., Budapest, 1118, Hungary, 36 703807260, berci@medicalfuturist.com %K artificial intelligence %K AI %K digital health %K future %K technology %K ChatGPT %K GPT-4 %K large language models %K language model %K LLM %K prompt %K prompts %K prompt engineering %K AI tool %K engineering %K healthcare professional %K decision-making %K LLMs %K chatbot %K chatbots %K conversational agent %K conversational agents %K NLP %K natural language processing %D 2023 %7 4.10.2023 %9 Tutorial %J J Med Internet Res %G English %X Prompt engineering is a relatively new field of research that refers to the practice of designing, refining, and implementing prompts or instructions that guide the output of large language models (LLMs) to help in various tasks. With the emergence of LLMs, the most popular one being ChatGPT that has attracted the attention of over a 100 million users in only 2 months, artificial intelligence (AI), especially generative AI, has become accessible for the masses. This is an unprecedented paradigm shift not only because of the use of AI becoming more widespread but also due to the possible implications of LLMs in health care. As more patients and medical professionals use AI-based tools, LLMs being the most popular representatives of that group, it seems inevitable to address the challenge to improve this skill. This paper summarizes the current state of research about prompt engineering and, at the same time, aims at providing practical recommendations for the wide range of health care professionals to improve their interactions with LLMs. %M 37792434 %R 10.2196/50638 %U https://www.jmir.org/2023/1/e50638 %U https://doi.org/10.2196/50638 %U http://www.ncbi.nlm.nih.gov/pubmed/37792434 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e42154 %T Creating Custom Immersive 360-Degree Videos for Use in Clinical and Nonclinical Settings: Tutorial %A Naef,Aileen C %A Jeitziner,Marie-Madlen %A Jakob,Stephan M %A Müri,René M %A Nef,Tobias %+ Gerontechnology and Rehabilitation Group, ARTORG Center for Biomedical Engineering Research, University of Bern, Freiburgstrasse 3, Bern, 3010, Switzerland, 41 031 632 75 79, tobias.nef@unibe.ch %K 360-degree video %K head-mounted display %K healthcare %K relaxing content %K technology %K video content %K video production %K virtual reality %K VR %D 2023 %7 14.9.2023 %9 Tutorial %J JMIR Med Educ %G English %X The use of virtual reality (VR) stimulation in clinical settings has increased in recent years. In particular, there has been increasing interest in the use of VR stimulation for a variety of purposes, including medical training, pain therapy, and relaxation. Unfortunately, there is still a limited amount of real-world 360-degree content that is both available and suitable for these applications. Therefore, this tutorial paper describes a pipeline for the creation of custom VR content. It covers the planning and designing of content; the selection of appropriate equipment; the creation and processing of footage; and the deployment, visualization, and evaluation of the VR experience. This paper aims to provide a set of guidelines, based on first-hand experience, that readers can use to help create their own 360-degree videos. By discussing and elaborating upon the challenges associated with making 360-degree content, this tutorial can help researchers and health care professionals anticipate and avoid common pitfalls during their own content creation process. %M 37707883 %R 10.2196/42154 %U https://mededu.jmir.org/2023/1/e42154 %U https://doi.org/10.2196/42154 %U http://www.ncbi.nlm.nih.gov/pubmed/37707883 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e41090 %T Creating a Successful Virtual Reality–Based Medical Simulation Environment: Tutorial %A Gupta,Sanchit %A Wilcocks,Kyle %A Matava,Clyde %A Wiegelmann,Julian %A Kaustov,Lilia %A Alam,Fahad %+ Department of Anesthesia, Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, Toronto, ON, M4N 3M5, Canada, 1 4164804864, fahad.alam@sunnybrook.ca %K virtual reality %K innovation %K digital health %K simulation %K medical education %K medical training %K tutorial %K how-to %K curriculum %D 2023 %7 14.2.2023 %9 Tutorial %J JMIR Med Educ %G English %X Innovation in medical education is not only inevitable but a requirement. Manikin-based simulation is currently the gold standard for supplemental clinical training; however, this modality requires significant equipment and personnel to operate. Virtual reality (VR) is emerging as a new method of delivering medical simulation sessions that requires less infrastructure but also allows for greater accessibility and flexibility. VR has slowly been integrated into the medical curriculum in some hospitals; however, more widespread adoption would transform the delivery of medical education for future clinicians. This tutorial introduces educators to the BUILD REALITY (begin, use, identify, leverage, define, recreate, educate, adapt, look, identify, test, amplify) framework, a series of practical tips for designing and implementing a VR-based medical simulation environment in their curriculum. The suggestions are based on the relevant literature and the authors’ personal experience in creating and implementing VR environments for medical trainees. Altogether, this paper provides guidance on conducting a needs assessment, setting objectives, designing a VR environment, and incorporating the session into the broader medical curriculum. %M 36787169 %R 10.2196/41090 %U https://mededu.jmir.org/2023/1/e41090 %U https://doi.org/10.2196/41090 %U http://www.ncbi.nlm.nih.gov/pubmed/36787169