%0 Journal Article %@ 2369-3762 %I JMIR Publications %V 11 %N %P e58801 %T Global Health care Professionals’ Perceptions of Large Language Model Use In Practice: Cross-Sectional Survey Study %A Ozkan,Ecem %A Tekin,Aysun %A Ozkan,Mahmut Can %A Cabrera,Daniel %A Niven,Alexander %A Dong,Yue %K ChatGPT %K LLM %K global %K health care professionals %K large language model %K language model %K chatbot %K AI %K diagnostic accuracy %K efficiency %K treatment planning %K patient outcome %K patient care %K survey %K physicians %K nurses %K educators %K patient communication %K clinical %K educational %K utilization %K artificial intelligence %D 2025 %7 12.5.2025 %9 %J JMIR Med Educ %G English %X Background: ChatGPT is a large language model-based chatbot developed by OpenAI. ChatGPT has many potential applications to health care, including enhanced diagnostic accuracy and efficiency, improved treatment planning, and better patient outcomes. However, health care professionals’ perceptions of ChatGPT and similar artificial intelligence tools are not well known. Understanding these attitudes is important to inform the best approaches to exploring their use in medicine. Objective: Our aim was to evaluate the health care professionals’ awareness and perceptions regarding potential applications of ChatGPT in the medical field, including potential benefits and challenges of adoption. Methods: We designed a 33-question online survey that was distributed among health care professionals via targeted emails and professional Twitter and LinkedIn accounts. The survey included a range of questions to define respondents’ demographic characteristics, familiarity with ChatGPT, perceptions of this tool’s usefulness and reliability, and opinions on its potential to improve patient care, research, and education efforts. Results: One hundred and fifteen health care professionals from 21 countries responded to the survey, including physicians, nurses, researchers, and educators. Of these, 101 (87.8%) had heard of ChatGPT, mainly from peers, social media, and news, and 77 (76.2%) had used ChatGPT at least once. Participants found ChatGPT to be helpful for writing manuscripts (n=31, 45.6%), emails (n=25, 36.8%), and grants (n=12, 17.6%); accessing the latest research and evidence-based guidelines (n=21, 30.9%); providing suggestions on diagnosis or treatment (n=15, 22.1%); and improving patient communication (n=12, 17.6%). Respondents also felt that the ability of ChatGPT to access and summarize research articles (n=22, 46.8%), provide quick answers to clinical questions (n=15, 31.9%), and generate patient education materials (n=10, 21.3%) was helpful. However, there are concerns regarding the use of ChatGPT, for example, the accuracy of responses (n=14, 29.8%), limited applicability in specific practices (n=18, 38.3%), and legal and ethical considerations (n=6, 12.8%), mainly related to plagiarism or copyright violations. Participants stated that safety protocols such as data encryption (n=63, 62.4%) and access control (n=52, 51.5%) could assist in ensuring patient privacy and data security. Conclusions: Our findings show that ChatGPT use is widespread among health care professionals in daily clinical, research, and educational activities. The majority of our participants found ChatGPT to be useful; however, there are concerns about patient privacy, data security, and its legal and ethical issues as well as the accuracy of its information. Further studies are required to understand the impact of ChatGPT and other large language models on clinical, educational, and research outcomes, and the concerns regarding its use must be addressed systematically and through appropriate methods. %R 10.2196/58801 %U https://mededu.jmir.org/2025/1/e58801 %U https://doi.org/10.2196/58801 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 11 %N %P e59210 %T Leveraging Generative Artificial Intelligence to Improve Motivation and Retrieval in Higher Education Learners %A Monzon,Noahlana %A Hays,Franklin Alan %K educational technology %K retrieval practice %K flipped classroom %K cognitive engagement %K personalized learning %K generative artificial intelligence %K higher education %K university education %K learners %K instructors %K curriculum structure %K learning %K technologies %K innovation %K academic misconduct %K gamification %K self-directed %K socio-economic disparities %K interactive approach %K medical education %K chatGPT %K machine learning %K AI %K large language models %D 2025 %7 11.3.2025 %9 %J JMIR Med Educ %G English %X Generative artificial intelligence (GenAI) presents novel approaches to enhance motivation, curriculum structure and development, and learning and retrieval processes for both learners and instructors. Though a focus for this emerging technology is academic misconduct, we sought to leverage GenAI in curriculum structure to facilitate educational outcomes. For instructors, GenAI offers new opportunities in course design and management while reducing time requirements to evaluate outcomes and personalizing learner feedback. These include innovative instructional designs such as flipped classrooms and gamification, enriching teaching methodologies with focused and interactive approaches, and team-based exercise development among others. For learners, GenAI offers unprecedented self-directed learning opportunities, improved cognitive engagement, and effective retrieval practices, leading to enhanced autonomy, motivation, and knowledge retention. Though empowering, this evolving landscape has integration challenges and ethical considerations, including accuracy, technological evolution, loss of learner’s voice, and socioeconomic disparities. Our experience demonstrates that the responsible application of GenAI’s in educational settings will revolutionize learning practices, making education more accessible and tailored, producing positive motivational outcomes for both learners and instructors. Thus, we argue that leveraging GenAI in educational settings will improve outcomes with implications extending from primary through higher and continuing education paradigms. %R 10.2196/59210 %U https://mededu.jmir.org/2025/1/e59210 %U https://doi.org/10.2196/59210 %0 Journal Article %@ 2561-326X %I JMIR Publications %V 9 %N %P e65561 %T Development of the Big Ten Academic Alliance Collaborative for Women in Medicine and Biomedical Science: “We Built the Airplane While Flying It” %A Iyer,Maya S %A Moe,Aubrey %A Massick,Susan %A Davis,Jessica %A Ballinger,Megan %A Townsend,Kristy %K collaborative %K gender equity %K women in medicine %K women in science %K biomedical science %K women %K women+ %K gender %K medicine %K university %K faculty %K accessibility %K career %K equity %K networking %K opportunity %K retaining %K programming %K Big Ten Academic Alliance %K BTAA %K academic alliance %D 2025 %7 23.1.2025 %9 %J JMIR Form Res %G English %X Women-identifying and women+ gender faculty (hereto described as women+ faculty) face numerous barriers to career advancement in medicine and biomedical sciences. Despite accumulating evidence that career development programming for women+ is critical for professional advancement and well-being, accessibility of these programs is generally limited to small cohorts, only offered to specific disciplines, or otherwise entirely unavailable. Opportunities for additional, targeted career development activities are imperative in developing and retaining women+ faculty. Our goal was the development of a new collaborative of Big Ten Academic Alliance (BTAA) institutions to support gender equity for women+ faculty in medicine and biomedical sciences, with two initial aims: (1) hosting an inaugural conference and establishing a foundation for rotation of conference hosts across BTAA schools, and (2) creating an infrastructure to develop programming, share resources, conduct environmental scans, and promote networking. In 2022, leaders from The Ohio State University College of Medicine Women in Medicine and Science envisioned, developed, and implemented a collaborative named CommUNITYten: The Big Ten Academic Alliance for Women in Medicine and Biomedical Science. Conference program development occurred through an iterative and collaborative process across external and internal task forces alongside industry partners. We developed a fiscal model to guide registration fees, budget tracking, and solicitation of conference funding from academic and industry sponsors. Attendees completed postconference surveys assessing speaker or workshop effectiveness and suggestions for future events. Finally, we developed an environmental scan survey to assess gender equity needs and existing programming across BTAA institutions. In June 2024, The Ohio State University hosted the inaugural CommUNITYten conference in Columbus, Ohio, featuring 5 keynote presentations, 9 breakout sessions, and networking opportunities across one and a half days of curated programming. Nearly 180 people attended, with representation from 9 BTAA institutions, 6 industry companies, staff, and trainees. Postconference surveys showed 50% (n=27) of respondents were likely to attend another in-person conference and suggested future conference topics. The environmental scan survey launched in October 2024. We successfully established the CommUNITYten collaborative and hosted the inaugural conference. Establishing key stakeholders from each BTAA institution, obtaining sponsorship, and detailed conference planning and partnerships were critical in ensuring realization of this collaborative. The conference brought together leaders, faculty, staff, trainees, and industry partners from across the country and met the initial goal of networking, sharing resources, and building community for women+ faculty. These efforts lay a robust foundation for the BTAA CommUNITYten collaborative to foster ongoing collaboration, innovation, and progress in the years to come. Given the importance of steady improvements, this viewpoint may further guide the efforts of other individuals, groups, and leadership supporting women+ as they consider approaches and strategies advocating for gender equity at the national level. %R 10.2196/65561 %U https://formative.jmir.org/2025/1/e65561 %U https://doi.org/10.2196/65561 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 11 %N %P e68046 %T Transforming Medical Education to Make Patient Safety Part of the Genome of a Modern Health Care Worker %A Lachman,Peter %A Fitzsimons,John %K patient safety %K psychological safety %K medical curriculum %K professional competence %K clinical competence %D 2025 %7 17.1.2025 %9 %J JMIR Med Educ %G English %X Medical education has not traditionally recognized patient safety as a core subject. To foster a culture of patient safety and enhance psychological safety, it is essential to address the barriers and facilitators that currently impact the development and delivery of medical education curricula. The aim of including patient safety and psychological safety competencies in education curricula is to insert these into the genome of the modern health care worker. %R 10.2196/68046 %U https://mededu.jmir.org/2025/1/e68046 %U https://doi.org/10.2196/68046 %0 Journal Article %@ 2561-326X %I JMIR Publications %V 9 %N %P e51319 %T Assessing the Current Limitations of Large Language Models in Advancing Health Care Education %A Kim,JaeYong %A Vajravelu,Bathri Narayan %K large language model %K generative pretrained transformer %K health care education %K health care delivery %K artificial intelligence %K LLM %K ChatGPT %K AI %D 2025 %7 16.1.2025 %9 %J JMIR Form Res %G English %X The integration of large language models (LLMs), as seen with the generative pretrained transformers series, into health care education and clinical management represents a transformative potential. The practical use of current LLMs in health care sparks great anticipation for new avenues, yet its embracement also elicits considerable concerns that necessitate careful deliberation. This study aims to evaluate the application of state-of-the-art LLMs in health care education, highlighting the following shortcomings as areas requiring significant and urgent improvements: (1) threats to academic integrity, (2) dissemination of misinformation and risks of automation bias, (3) challenges with information completeness and consistency, (4) inequity of access, (5) risks of algorithmic bias, (6) exhibition of moral instability, (7) technological limitations in plugin tools, and (8) lack of regulatory oversight in addressing legal and ethical challenges. Future research should focus on strategically addressing the persistent challenges of LLMs highlighted in this paper, opening the door for effective measures that can improve their application in health care education. %R 10.2196/51319 %U https://formative.jmir.org/2025/1/e51319 %U https://doi.org/10.2196/51319 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 11 %N %P e54153 %T Digital Dentists: A Curriculum for the 21st Century %A Mun,Michelle %A Byrne,Samantha %A Shaw,Louise %A Lyons,Kayley %K digital health %K digital transformation %K informatics %K ehealth %K dentistry %K dental informatics %K curriculum %K competence %K capability %K dental education %D 2025 %7 8.1.2025 %9 %J JMIR Med Educ %G English %X Future health professionals, including dentists, must critically engage with digital health technologies to enhance patient care. While digital health is increasingly being integrated into the curricula of health professions, its interpretation varies widely depending on the discipline, health care setting, and local factors. This viewpoint proposes a structured set of domains to guide the designing of a digital health curriculum tailored to the unique needs of dentistry in Australia. The paper aims to share a premise for curriculum development that aligns with the current evidence and the national digital health strategy, serving as a foundation for further discussion and implementation in dental programs. %R 10.2196/54153 %U https://mededu.jmir.org/2025/1/e54153 %U https://doi.org/10.2196/54153 %0 Journal Article %@ 1438-8871 %I JMIR Publications %V 26 %N %P e60312 %T Looking Back on Digital Medical Education Over the Last 25 Years and Looking to the Future: Narrative Review %A Ogundiya,Oluwadamilola %A Rahman,Thahmina Jasmine %A Valnarov-Boulter,Ioan %A Young,Tim Michael %+ Queen Square Institute of Neurology, University College London, No/7 Queen Square, London, WC1N 3BG, United Kingdom, 44 203 1082781, t.young@ucl.ac.uk %K digital health %K digital medical education %K health education %K medical education %K mobile phone %K artificial intelligence %K AI %D 2024 %7 19.12.2024 %9 Review %J J Med Internet Res %G English %X Background: The last 25 years have seen enormous progression in digital technologies across the whole of the health service, including health education. The rapid evolution and use of web-based and digital techniques have been significantly transforming this field since the beginning of the new millennium. These advancements continue to progress swiftly, even more so after the COVID-19 pandemic. Objective: This narrative review aims to outline and discuss the developments that have taken place in digital medical education across the defined time frame. In addition, evidence for potential opportunities and challenges facing digital medical education in the near future was collated for analysis. Methods: Literature reviews were conducted using PubMed, Web of Science Core Collection, Scopus, Google Scholar, and Embase. The participants and learners in this study included medical students, physicians in training or continuing professional development, nurses, paramedics, and patients. Results: Evidence of the significant steps in the development of digital medical education in the past 25 years was presented and analyzed in terms of application, impact, and implications for the future. The results were grouped into the following themes for discussion: learning management systems; telemedicine (in digital medical education); mobile health; big data analytics; the metaverse, augmented reality, and virtual reality; the COVID-19 pandemic; artificial intelligence; and ethics and cybersecurity. Conclusions: Major changes and developments in digital medical education have occurred from around the start of the new millennium. Key steps in this journey include technical developments in teleconferencing and learning management systems, along with a marked increase in mobile device use for accessing learning over this time. While the pace of evolution in digital medical education accelerated during the COVID-19 pandemic, further rapid progress has continued since the resolution of the pandemic. Many of these changes are currently being widely used in health education and other fields, such as augmented reality, virtual reality, and artificial intelligence, providing significant future potential. The opportunities these technologies offer must be balanced against the associated challenges in areas such as cybersecurity, the integrity of web-based assessments, ethics, and issues of digital privacy to ensure that digital medical education continues to thrive in the future. %M 39700490 %R 10.2196/60312 %U https://www.jmir.org/2024/1/e60312 %U https://doi.org/10.2196/60312 %U http://www.ncbi.nlm.nih.gov/pubmed/39700490 %0 Journal Article %@ 2817-1705 %I JMIR Publications %V 3 %N %P e55833 %T Current State of Community-Driven Radiological AI Deployment in Medical Imaging %A Gupta,Vikash %A Erdal,Barbaros %A Ramirez,Carolina %A Floca,Ralf %A Genereaux,Bradley %A Bryson,Sidney %A Bridge,Christopher %A Kleesiek,Jens %A Nensa,Felix %A Braren,Rickmer %A Younis,Khaled %A Penzkofer,Tobias %A Bucher,Andreas Michael %A Qin,Ming Melvin %A Bae,Gigon %A Lee,Hyeonhoon %A Cardoso,M Jorge %A Ourselin,Sebastien %A Kerfoot,Eric %A Choudhury,Rahul %A White,Richard D %A Cook,Tessa %A Bericat,David %A Lungren,Matthew %A Haukioja,Risto %A Shuaib,Haris %+ Mayo Clinic, 4500 San Pablo Rd S, Jacksonville, FL, 32224, United States, 1 904 953 2480, erdal.barbaros@mayo.edu %K radiology %K open-source %K radiology in practice %K deep learning %K artificial intelligence %K imaging informatics %K clinical deployment %K imaging %K medical informatics %K workflow %K operation %K implementation %K adoption %K taxonomy %K use case %K model %K integration %K machine learning %K mobile phone %D 2024 %7 9.12.2024 %9 Viewpoint %J JMIR AI %G English %X Artificial intelligence (AI) has become commonplace in solving routine everyday tasks. Because of the exponential growth in medical imaging data volume and complexity, the workload on radiologists is steadily increasing. AI has been shown to improve efficiency in medical image generation, processing, and interpretation, and various such AI models have been developed across research laboratories worldwide. However, very few of these, if any, find their way into routine clinical use, a discrepancy that reflects the divide between AI research and successful AI translation. The goal of this paper is to give an overview of the intersection of AI and medical imaging landscapes. We also want to inform the readers about the importance of using standards in their radiology workflow and the challenges associated with deploying AI models in the clinical workflow. The main focus of this paper is to examine the existing condition of radiology workflow and identify the challenges hindering the implementation of AI in hospital settings. This report reflects extensive weekly discussions and practical problem-solving expertise accumulated over multiple years by industry experts, imaging informatics professionals, research scientists, and clinicians. To gain a deeper understanding of the requirements for deploying AI models, we introduce a taxonomy of AI use cases, supplemented by real-world instances of AI model integration within hospitals. We will also explain how the need for AI integration in radiology can be addressed using the Medical Open Network for AI (MONAI). MONAI is an open-source consortium for providing reproducible deep learning solutions and integration tools for radiology practice in hospitals. %M 39653370 %R 10.2196/55833 %U https://ai.jmir.org/2024/1/e55833 %U https://doi.org/10.2196/55833 %U http://www.ncbi.nlm.nih.gov/pubmed/39653370 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e51446 %T The Potential of Artificial Intelligence Tools for Reducing Uncertainty in Medicine and Directions for Medical Education %A Alli,Sauliha Rabia %A Hossain,Soaad Qahhār %A Das,Sunit %A Upshur,Ross %K artificial intelligence %K machine learning %K uncertainty %K clinical decision-making %K medical education %K generative AI %K generative artificial intelligence %D 2024 %7 4.11.2024 %9 %J JMIR Med Educ %G English %X In the field of medicine, uncertainty is inherent. Physicians are asked to make decisions on a daily basis without complete certainty, whether it is in understanding the patient’s problem, performing the physical examination, interpreting the findings of diagnostic tests, or proposing a management plan. The reasons for this uncertainty are widespread, including the lack of knowledge about the patient, individual physician limitations, and the limited predictive power of objective diagnostic tools. This uncertainty poses significant problems in providing competent patient care. Research efforts and teaching are attempts to reduce uncertainty that have now become inherent to medicine. Despite this, uncertainty is rampant. Artificial intelligence (AI) tools, which are being rapidly developed and integrated into practice, may change the way we navigate uncertainty. In their strongest forms, AI tools may have the ability to improve data collection on diseases, patient beliefs, values, and preferences, thereby allowing more time for physician-patient communication. By using methods not previously considered, these tools hold the potential to reduce the uncertainty in medicine, such as those arising due to the lack of clinical information and provider skill and bias. Despite this possibility, there has been considerable resistance to the implementation of AI tools in medical practice. In this viewpoint article, we discuss the impact of AI on medical uncertainty and discuss practical approaches to teaching the use of AI tools in medical schools and residency training programs, including AI ethics, real-world skills, and technological aptitude. %R 10.2196/51446 %U https://mededu.jmir.org/2024/1/e51446 %U https://doi.org/10.2196/51446 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e54112 %T Transforming the Future of Digital Health Education: Redesign of a Graduate Program Using Competency Mapping %A Mun,Michelle %A Chanchlani,Sonia %A Lyons,Kayley %A Gray,Kathleen %K digital health %K digital transformation %K health care %K clinical informatics %K competencies %K graduate education %D 2024 %7 31.10.2024 %9 %J JMIR Med Educ %G English %X Digital transformation has disrupted many industries but is yet to revolutionize health care. Educational programs must be aligned with the reality that goes beyond developing individuals in their own professions, professionals wishing to make an impact in digital health will need a multidisciplinary understanding of how business models, organizational processes, stakeholder relationships, and workforce dynamics across the health care ecosystem may be disrupted by digital health technology. This paper describes the redesign of an existing postgraduate program, ensuring that core digital health content is relevant, pedagogically sound, and evidence-based, and that the program provides learning and practical application of concepts of the digital transformation of health. Existing subjects were mapped to the American Medical Informatics Association Clinical Informatics Core Competencies, followed by consultation with leadership to further identify gaps or opportunities to revise the course structure. New additions of core and elective subjects were proposed to align with the competencies. Suitable electives were chosen based on stakeholder feedback and a review of subjects in fields relevant to digital transformation of health. The program was revised with a new title, course overview, course intended learning outcomes, reorganizing of core subjects, and approval of new electives, adding to a suite of professional development offerings and forming a structured pathway to further qualification. Programs in digital health must move beyond purely informatics-based competencies toward enabling transformational change. Postgraduate program development in this field is possible within a short time frame with the use of established competency frameworks and expert and student consultation. %R 10.2196/54112 %U https://mededu.jmir.org/2024/1/e54112 %U https://doi.org/10.2196/54112 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e52346 %T Artificial Intelligence in Dental Education: Opportunities and Challenges of Large Language Models and Multimodal Foundation Models %A Claman,Daniel %A Sezgin,Emre %K artificial intelligence %K large language models %K dental education %K GPT %K ChatGPT %K periodontal health %K AI %K LLM %K LLMs %K chatbot %K natural language %K generative pretrained transformer %K innovation %K technology %K large language model %D 2024 %7 27.9.2024 %9 %J JMIR Med Educ %G English %X Instructional and clinical technologies have been transforming dental education. With the emergence of artificial intelligence (AI), the opportunities of using AI in education has increased. With the recent advancement of generative AI, large language models (LLMs) and foundation models gained attention with their capabilities in natural language understanding and generation as well as combining multiple types of data, such as text, images, and audio. A common example has been ChatGPT, which is based on a powerful LLM—the GPT model. This paper discusses the potential benefits and challenges of incorporating LLMs in dental education, focusing on periodontal charting with a use case to outline capabilities of LLMs. LLMs can provide personalized feedback, generate case scenarios, and create educational content to contribute to the quality of dental education. However, challenges, limitations, and risks exist, including bias and inaccuracy in the content created, privacy and security concerns, and the risk of overreliance. With guidance and oversight, and by effectively and ethically integrating LLMs, dental education can incorporate engaging and personalized learning experiences for students toward readiness for real-life clinical practice. %R 10.2196/52346 %U https://mededu.jmir.org/2024/1/e52346 %U https://doi.org/10.2196/52346 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e54173 %T The Digital Determinants of Health: A Guide for Competency Development in Digital Care Delivery for Health Professions Trainees %A Lawrence,Katharine %A Levine,Defne L %K digital health %K digital determinants of health %K digital health competencies %K medical education curriculum %K competency development %K digital health education %K training competencies %K digital health skills %K digital care delivery %K health professions training %D 2024 %7 29.8.2024 %9 %J JMIR Med Educ %G English %X Health care delivery is undergoing an accelerated period of digital transformation, spurred in part by the COVID-19 pandemic and the use of “virtual-first” care delivery models such as telemedicine. Medical education has responded to this shift with calls for improved digital health training, but there is as yet no universal understanding of the needed competencies, domains, and best practices for teaching these skills. In this paper, we argue that a “digital determinants of health” (DDoH) framework for understanding the intersections of health outcomes, technology, and training is critical to the development of comprehensive digital health competencies in medical education. Much like current social determinants of health models, the DDoH framework can be integrated into undergraduate, graduate, and professional education to guide training interventions as well as competency development and evaluation. We provide possible approaches to integrating this framework into training programs and explore priorities for future research in digitally-competent medical education. %R 10.2196/54173 %U https://mededu.jmir.org/2024/1/e54173 %U https://doi.org/10.2196/54173 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e48594 %T Reforming China’s Secondary Vocational Medical Education: Adapting to the Challenges and Opportunities of the AI Era %A Tong,Wenting %A Zhang,Xiaowen %A Zeng,Haiping %A Pan,Jianping %A Gong,Chao %A Zhang,Hui %K secondary vocational medical education %K artificial intelligence %K practical skills %K critical thinking %K AI %D 2024 %7 15.8.2024 %9 %J JMIR Med Educ %G English %X China’s secondary vocational medical education is essential for training primary health care personnel and enhancing public health responses. This education system currently faces challenges, primarily due to its emphasis on knowledge acquisition that overshadows the development and application of skills, especially in the context of emerging artificial intelligence (AI) technologies. This article delves into the impact of AI on medical practices and uses this analysis to suggest reforms for the vocational medical education system in China. AI is found to significantly enhance diagnostic capabilities, therapeutic decision-making, and patient management. However, it also brings about concerns such as potential job losses and necessitates the adaptation of medical professionals to new technologies. Proposed reforms include a greater focus on critical thinking, hands-on experiences, skill development, medical ethics, and integrating humanities and AI into the curriculum. These reforms require ongoing evaluation and sustained research to effectively prepare medical students for future challenges in the field. %R 10.2196/48594 %U https://mededu.jmir.org/2024/1/e48594 %U https://doi.org/10.2196/48594 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e52906 %T An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care %A Curran,Vernon %A Glynn,Robert %A Whitton,Cindy %A Hollett,Ann %K virtual care %K continuing professional development %K needs assessment %K remote care %K medical education %K continuing medical education %K CME %K CPD %K PD %K professional development %K integration %K implementation %K training %K eHealth %K e-health %K telehealth %K telemedicine %K ICT %K information and communication technology %K provider %K providers %K healthcare professional %K healthcare professionals %K accreditation %K instructional %K teaching %K module %K modules %K e-learning %K eLearning %K online learning %K distance learning %D 2024 %7 8.8.2024 %9 %J JMIR Med Educ %G English %X Virtual care appointments expanded rapidly during COVID-19 out of necessity and to enable access and continuity of care for many patients. While previous work has explored health care providers’ experiences with telehealth usage on small-scale projects, the broad-level adoption of virtual care during the pandemic has expounded opportunities for a better understanding of how to enhance the integration of telehealth as a regular mode of health care services delivery. Training and education for health care providers on the effective use of virtual care technologies are factors that can help facilitate improved adoption and use. We describe our approach to designing and developing an accredited continuing professional development (CPD) program using e-learning technologies to foster better knowledge and comfort among health care providers with the use of virtual care technologies. First, we discuss our approach to undertaking a systematic needs assessment study using a survey questionnaire of providers, key informant interviews, and a patient focus group. Next, we describe our steps in consulting with key stakeholder groups in the health system and arranging committees to inform the design of the program and address accreditation requirements. The instructional design features and aspects of the e-learning module are then described in depth, and our plan for evaluating the program is shared as well. As a CPD modality, e-learning offers the opportunity to enhance access to timely continuing professional education for health care providers who may be geographically dispersed across rural and remote communities. %R 10.2196/52906 %U https://mededu.jmir.org/2024/1/e52906 %U https://doi.org/10.2196/52906 %0 Journal Article %@ 1438-8871 %I JMIR Publications %V 26 %N %P e59005 %T The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century %A Sendra-Portero,Francisco %A Lorenzo-Álvarez,Rocío %A Rudolphi-Solero,Teodoro %A Ruiz-Gómez,Miguel José %+ Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Bvd. Luis Pasteur, 32. 20071, Málaga, 29071, Spain, 34 952131653, sendra@uma.es %K medical education %K medical students %K postgraduate %K computer simulation %K virtual worlds %K metaverse %D 2024 %7 6.8.2024 %9 Viewpoint %J J Med Internet Res %G English %X The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of “being there” and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use. %M 39106480 %R 10.2196/59005 %U https://www.jmir.org/2024/1/e59005 %U https://doi.org/10.2196/59005 %U http://www.ncbi.nlm.nih.gov/pubmed/39106480 %0 Journal Article %@ 1438-8871 %I JMIR Publications %V 26 %N %P e59066 %T A Quarter-Century of Online Informatics Education: Learners Served and Lessons Learned %A Hersh,William %+ Department of Medical Informatics & Clinical Epidemiology, School of Medicine, Oregon Health & Science University, 3181 SW Sam Jackson Park Rd, Biomedical Information Communication Center, Portland, OR, 97239, United States, 1 5034944563, hersh@ohsu.edu %K distance education %K online learning %K asynchronous education %K biomedical and health informatics %K learning %K biomedical %K health informatics %K education %K educational %K educational technology %K online program %K online course %K teaching %K students %D 2024 %7 6.8.2024 %9 Viewpoint %J J Med Internet Res %G English %X The value and methods of online learning have changed tremendously over the last 25 years. The goal of this paper is to review a quarter-century of experience with online learning by the author in the field of biomedical and health informatics, describing the learners served and the lessons learned. The author details the history of the decision to pursue online education in informatics, describing the approaches taken as educational technology evolved over time. A large number of learners have been served, and the online learning approach has been well-received, with many lessons learned to optimize the educational experience. Online education in biomedical and health informatics has provided a scalable and exemplary approach to learning in this field. %M 39106486 %R 10.2196/59066 %U https://www.jmir.org/2024/1/e59066 %U https://doi.org/10.2196/59066 %U http://www.ncbi.nlm.nih.gov/pubmed/39106486 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e50111 %T Can an Online Course, Life101: Mental and Physical Self-Care, Improve the Well-Being of College Students? %A Jafari,Mahtab %K self-care course %K stress management %K student mental health %K multimodal online course %K mental health interventions %D 2024 %7 22.7.2024 %9 %J JMIR Med Educ %G English %X The COVID-19 pandemic has had a significant impact on the mental health of college students worldwide. As colleges shifted to online instruction, students faced disruptions and increased stressors, leading to a decline in mental health that appears to continue in the postpandemic era. To alleviate this problem, academic institutions have implemented various interventions to address mental health issues; however, many of these interventions focus on a single approach and lack diverse delivery methods. This viewpoint introduces the concept of a multimodal self-care online course, Life101: Mental and Physical Self-Care, and discusses the potential effectiveness of such an intervention in improving students’ well-being. The course combines evidence-based interventions and incorporates interactive lectures, workshops, and guest speakers. Pre- and postcourse surveys were conducted over a span of 4 academic terms to evaluate the impact of this course on the well-being and self-care practices of students. The survey data suggest positive outcomes in students taking Life101, including the adoption of healthier habits, reduced stress levels, and increased knowledge and practice of self-care techniques. Life101 represents a novel multimodality intervention to address the epidemic of mental health issues faced by students today. By implementing similar evidence-based multimodal didactic curricula across campuses, academic institutions may be able to better equip students to navigate challenges and promote their overall well-being. %R 10.2196/50111 %U https://mededu.jmir.org/2024/1/e50111 %U https://doi.org/10.2196/50111 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e53624 %T Data-Driven Fundraising: Strategic Plan for Medical Education %A Jalali,Alireza %A Nyman,Jacline %A Loeffelholz,Ouida %A Courtney,Chantelle %K fundraising %K philanthropy %K crowdfunding %K funding %K charity %K higher education %K university %K medical education %K educators %K advancement %K data analytics %K ethics %K ethical %K education %K medical school %K school %K support %K financial %K community %D 2024 %7 22.7.2024 %9 %J JMIR Med Educ %G English %X Higher education institutions, including medical schools, increasingly rely on fundraising to bridge funding gaps and support their missions. This paper presents a viewpoint on data-driven strategies in fundraising, outlining a 4-step approach for effective planning while considering ethical implications. It outlines a 4-step approach to creating an effective, end-to-end, data-driven fundraising plan, emphasizing the crucial stages of data collection, data analysis, goal establishment, and targeted strategy formulation. By leveraging internal and external data, schools can create tailored outreach initiatives that resonate with potential donors. However, the fundraising process must be grounded in ethical considerations. Ethical challenges, particularly in fundraising with grateful medical patients, necessitate transparent and honest practices prioritizing donors’ and beneficiaries’ rights and safeguarding public trust. This paper presents a viewpoint on the critical role of data-driven strategies in fundraising for medical education. It emphasizes integrating comprehensive data analysis with ethical considerations to enhance fundraising efforts in medical schools. By integrating data analytics with fundraising best practices and ensuring ethical practice, medical institutions can ensure financial support and foster enduring, trust-based relationships with their donor communities. %R 10.2196/53624 %U https://mededu.jmir.org/2024/1/e53624 %U https://doi.org/10.2196/53624 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e47438 %T Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education %A Aqib,Ayma %A Fareez,Faiha %A Assadpour,Elnaz %A Babar,Tubba %A Kokavec,Andrew %A Wang,Edward %A Lo,Thomas %A Lam,Jean-Paul %A Smith,Christopher %K medical education %K objective structured clinical examination %K OSCE %K e-OSCE %K Medical Council of Canada %K MCC %K virtual health %K exam %K examination %K utility %K usability %K online learning %K e-learning %K medical student %K medical students %K clinical practice %K clinical skills %K clinical skill %K OSCE tool %D 2024 %7 20.6.2024 %9 %J JMIR Med Educ %G English %X A significant component of Canadian medical education is the development of clinical skills. The medical educational curriculum assesses these skills through an objective structured clinical examination (OSCE). This OSCE assesses skills imperative to good clinical practice, such as patient communication, clinical decision-making, and medical knowledge. Despite the widespread implementation of this examination across all academic settings, few preparatory resources exist that cater specifically to Canadian medical students. MonkeyJacket is a novel, open-access, web-based application, built with the goal of providing medical students with an accessible and representative tool for clinical skill development for the OSCE and clinical settings. This viewpoint paper presents the development of the MonkeyJacket application and its potential to assist medical students in preparation for clinical examinations and practical settings. Limited resources exist that are web-based; accessible in terms of cost; specific to the Medical Council of Canada (MCC); and, most importantly, scalable in nature. The goal of this research study was to thoroughly describe the potential utility of the application, particularly its capacity to provide practice and scalable formative feedback to medical students. MonkeyJacket was developed to provide Canadian medical students with the opportunity to practice their clinical examination skills and receive peer feedback by using a centralized platform. The OSCE cases included in the application were developed by using the MCC guidelines to ensure their applicability to a Canadian setting. There are currently 75 cases covering 5 specialties, including cardiology, respirology, gastroenterology, neurology, and psychiatry. The MonkeyJacket application is a web-based platform that allows medical students to practice clinical decision-making skills in real time with their peers through a synchronous platform. Through this application, students can practice patient interviewing, clinical reasoning, developing differential diagnoses, and formulating a management plan, and they can receive both qualitative feedback and quantitative feedback. Each clinical case is associated with an assessment checklist that is accessible to students after practice sessions are complete; the checklist promotes personal improvement through peer feedback. This tool provides students with relevant case stems, follow-up questions that probe for differential diagnoses and management plans, assessment checklists, and the ability to review the trend in their performance. The MonkeyJacket application provides medical students with a valuable tool that promotes clinical skill development for OSCEs and clinical settings. MonkeyJacket introduces a way for medical learners to receive feedback regarding patient interviewing and clinical reasoning skills that is both formative and scalable in nature, in addition to promoting interinstitutional learning. The widespread use of this application can increase the practice of and feedback on clinical skills among medical learners. This will not only benefit the learner; more importantly, it can provide downstream benefits for the most valuable stakeholder in medicine—the patient. %R 10.2196/47438 %U https://mededu.jmir.org/2024/1/e47438 %U https://doi.org/10.2196/47438 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e52290 %T A Call for a Health Data–Informed Workforce Among Clinicians %A Doll,Joy %A Anzalone,A Jerrod %A Clarke,Martina %A Cooper,Kathryn %A Polich,Ann %A Siedlik,Jacob %K health data–informed workforce %K health data %K health informaticist %K data literacy %K workforce development %D 2024 %7 17.6.2024 %9 %J JMIR Med Educ %G English %X A momentous amount of health data has been and is being collected. Across all levels of health care, data are driving decision-making and impacting patient care. A new field of knowledge and role for those in health care is emerging—the need for a health data–informed workforce. In this viewpoint, we describe the approaches needed to build a health data–informed workforce, a new and critical skill for the health care ecosystem. %R 10.2196/52290 %U https://mededu.jmir.org/2024/1/e52290 %U https://doi.org/10.2196/52290 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e54507 %T Evidence-Based Learning Strategies in Medicine Using AI %A Arango-Ibanez,Juan Pablo %A Posso-Nuñez,Jose Alejandro %A Díaz-Solórzano,Juan Pablo %A Cruz-Suárez,Gustavo %K artificial intelligence %K large language models %K ChatGPT %K active recall %K memory cues %K LLMs %K evidence-based %K learning strategy %K medicine %K AI %K medical education %K knowledge %K relevance %D 2024 %7 24.5.2024 %9 %J JMIR Med Educ %G English %X Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues. %R 10.2196/54507 %U https://mededu.jmir.org/2024/1/e54507 %U https://doi.org/10.2196/54507 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e53810 %T Time for Medicine and Public Health to Leave Platform X %A Timpka,Toomas %K internet %K social media %K medical informatics %K knowledge translation %K digital technology %K clinical decision support %K health services research %K public health %K digital health %K perspective %K medicine %D 2024 %7 24.5.2024 %9 %J JMIR Med Educ %G English %X For more than 50 years, digital technologies have been employed for the creation and distribution of knowledge in health services. In the last decade, digital social media have been developed for applications in clinical decision support and population health monitoring. Recently, these technologies have also been used for knowledge translation, such as in the process where research findings created in academic settings are established as evidence and distributed for use in clinical practice, policy making, and health self-management. To date, it has been common for medical and public health institutions to have social media accounts for the dissemination of novel research findings and to facilitate conversations about these findings. However, recent events such as the transformation of the microblog Twitter to platform X have brought to light the need for the social media industry to exploit user data to generate revenue. In this viewpoint, it is argued that a redirection of social media use is required in the translation of knowledge to action in the fields of medicine and public health. A new kind of social internet is currently forming, known as the “fediverse,” which denotes an ensemble of open social media that can communicate with each other while remaining independent platforms. In several countries, government institutions, universities, and newspapers use open social media to distribute information and enable discussions. These organizations control their own channels while being able to communicate with other platforms through open standards. Examples of medical knowledge translation via such open social media platforms, where users are less exposed to disinformation than in general platforms, are also beginning to appear. The current status of the social media industry calls for a broad discussion about the use of social technologies by health institutions involving researchers and health service practitioners, academic leaders, scientific publishers, social technology providers, policy makers, and the public. This debate should not primarily take place on social media platforms but rather at universities, in scientific journals, at public seminars, and other venues, allowing for the transparent and undisturbed communication and formation of opinions. %R 10.2196/53810 %U https://mededu.jmir.org/2024/1/e53810 %U https://doi.org/10.2196/53810 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e52679 %T Rolling the DICE (Design, Interpret, Compute, Estimate): Interactive Learning of Biostatistics With Simulations %A Thiesmeier,Robert %A Orsini,Nicola %+ Department of Global Public Health, Karolinska Institutet, Tomtebodavägen 18, Solna, 171 65, Sweden, 46 735779719, robert.thiesmeier@ki.se %K learning statistics %K Monte Carlo simulation %K simulation-based learning %K survival analysis %K Weibull %D 2024 %7 15.4.2024 %9 Viewpoint %J JMIR Med Educ %G English %X Despite the increasing relevance of statistics in health sciences, teaching styles in higher education are remarkably similar across disciplines: lectures covering the theory and methods, followed by application and computer exercises in given data sets. This often leads to challenges for students in comprehending fundamental statistical concepts essential for medical research. To address these challenges, we propose an engaging learning approach—DICE (design, interpret, compute, estimate)—aimed at enhancing the learning experience of statistics in public health and epidemiology. In introducing DICE, we guide readers through a practical example. Students will work in small groups to plan, generate, analyze, interpret, and communicate their own scientific investigation with simulations. With a focus on fundamental statistical concepts such as sampling variability, error probabilities, and the construction of statistical models, DICE offers a promising approach to learning how to combine substantive medical knowledge and statistical concepts. The materials in this paper, including the computer code, can be readily used as a hands-on tool for both teachers and students. %M 38619866 %R 10.2196/52679 %U https://mededu.jmir.org/2024/1/e52679 %U https://doi.org/10.2196/52679 %U http://www.ncbi.nlm.nih.gov/pubmed/38619866 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e52483 %T Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students %A Wu,Yijun %A Zheng,Yue %A Feng,Baijie %A Yang,Yuqi %A Kang,Kai %A Zhao,Ailin %+ Department of Hematology, West China Hospital, Sichuan University, 37 Guoxue Street, Chengdu, China, 86 17888841669, irenez20@outlook.com %K artificial intelligence %K AI %K ChatGPT %K medical education %K doctors %K medical students %D 2024 %7 10.4.2024 %9 Viewpoint %J JMIR Med Educ %G English %X ChatGPT (OpenAI), a cutting-edge natural language processing model, holds immense promise for revolutionizing medical education. With its remarkable performance in language-related tasks, ChatGPT offers personalized and efficient learning experiences for medical students and doctors. Through training, it enhances clinical reasoning and decision-making skills, leading to improved case analysis and diagnosis. The model facilitates simulated dialogues, intelligent tutoring, and automated question-answering, enabling the practical application of medical knowledge. However, integrating ChatGPT into medical education raises ethical and legal concerns. Safeguarding patient data and adhering to data protection regulations are critical. Transparent communication with students, physicians, and patients is essential to ensure their understanding of the technology’s purpose and implications, as well as the potential risks and benefits. Maintaining a balance between personalized learning and face-to-face interactions is crucial to avoid hindering critical thinking and communication skills. Despite challenges, ChatGPT offers transformative opportunities. Integrating it with problem-based learning, team-based learning, and case-based learning methodologies can further enhance medical education. With proper regulation and supervision, ChatGPT can contribute to a well-rounded learning environment, nurturing skilled and knowledgeable medical professionals ready to tackle health care challenges. By emphasizing ethical considerations and human-centric approaches, ChatGPT’s potential can be fully harnessed in medical education, benefiting both students and patients alike. %M 38598263 %R 10.2196/52483 %U https://mededu.jmir.org/2024/1/e52483 %U https://doi.org/10.2196/52483 %U http://www.ncbi.nlm.nih.gov/pubmed/38598263 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e48989 %T Using ChatGPT-Like Solutions to Bridge the Communication Gap Between Patients With Rheumatoid Arthritis and Health Care Professionals %A Chen,Chih-Wei %A Walter,Paul %A Wei,James Cheng-Chung %+ National Applied Research Laboratories, 3F, No 106, Sector 2, Heping East Road, Taipei, 106214, Taiwan, 886 975303092, chihwei.chen@udm.global %K rheumatoid arthritis %K ChatGPT %K artificial intelligence %K communication gap %K privacy %K data management %D 2024 %7 27.2.2024 %9 Viewpoint %J JMIR Med Educ %G English %X The communication gap between patients and health care professionals has led to increased disputes and resource waste in the medical domain. The development of artificial intelligence and other technologies brings new possibilities to solve this problem. This viewpoint paper proposes a new relationship between patients and health care professionals—“shared decision-making”—allowing both sides to obtain a deeper understanding of the disease and reach a consensus during diagnosis and treatment. Then, this paper discusses the important impact of ChatGPT-like solutions in treating rheumatoid arthritis using methotrexate from clinical and patient perspectives. For clinical professionals, ChatGPT-like solutions could provide support in disease diagnosis, treatment, and clinical trials, but attention should be paid to privacy, confidentiality, and regulatory norms. For patients, ChatGPT-like solutions allow easy access to massive amounts of information; however, the information should be carefully managed to ensure safe and effective care. To ensure the effective application of ChatGPT-like solutions in improving the relationship between patients and health care professionals, it is essential to establish a comprehensive database and provide legal, ethical, and other support. Above all, ChatGPT-like solutions could benefit patients and health care professionals if they ensure evidence-based solutions and data protection and collaborate with regulatory authorities and regulatory evolution. %M 38412022 %R 10.2196/48989 %U https://mededu.jmir.org/2024/1/e48989 %U https://doi.org/10.2196/48989 %U http://www.ncbi.nlm.nih.gov/pubmed/38412022 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e55368 %T Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education %A Weidener,Lukas %A Fischer,Michael %+ UMIT TIROL – Private University for Health Sciences and Health Technology, Eduard-Wallnöfer-Zentrum 1, Hall in Tirol, 6060, Austria, 43 50 8648 3930, lukas.weidener@edu.umit-tirol.at %K artificial intelligence %K AI %K ethics %K artificial intelligence ethics %K AI ethics %K medical education %K medicine %K medical artificial intelligence ethics %K medical AI ethics %K medical ethics %K public health ethics %D 2024 %7 9.2.2024 %9 Viewpoint %J JMIR Med Educ %G English %X The use of artificial intelligence (AI) in medicine, potentially leading to substantial advancements such as improved diagnostics, has been of increasing scientific and societal interest in recent years. However, the use of AI raises new ethical challenges, such as an increased risk of bias and potential discrimination against patients, as well as misdiagnoses potentially leading to over- or underdiagnosis with substantial consequences for patients. Recognizing these challenges, current research underscores the importance of integrating AI ethics into medical education. This viewpoint paper aims to introduce a comprehensive set of ethical principles for teaching AI ethics in medical education. This dynamic and principle-based approach is designed to be adaptive and comprehensive, addressing not only the current but also emerging ethical challenges associated with the use of AI in medicine. This study conducts a theoretical analysis of the current academic discourse on AI ethics in medical education, identifying potential gaps and limitations. The inherent interconnectivity and interdisciplinary nature of these anticipated challenges are illustrated through a focused discussion on “informed consent” in the context of AI in medicine and medical education. This paper proposes a principle-based approach to AI ethics education, building on the 4 principles of medical ethics—autonomy, beneficence, nonmaleficence, and justice—and extending them by integrating 3 public health ethics principles—efficiency, common good orientation, and proportionality. The principle-based approach to teaching AI ethics in medical education proposed in this study offers a foundational framework for addressing the anticipated ethical challenges of using AI in medicine, recommended in the current academic discourse. By incorporating the 3 principles of public health ethics, this principle-based approach ensures that medical ethics education remains relevant and responsive to the dynamic landscape of AI integration in medicine. As the advancement of AI technologies in medicine is expected to increase, medical ethics education must adapt and evolve accordingly. The proposed principle-based approach for teaching AI ethics in medical education provides an important foundation to ensure that future medical professionals are not only aware of the ethical dimensions of AI in medicine but also equipped to make informed ethical decisions in their practice. Future research is required to develop problem-based and competency-oriented learning objectives and educational content for the proposed principle-based approach to teaching AI ethics in medical education. %M 38285931 %R 10.2196/55368 %U https://mededu.jmir.org/2024/1/e55368 %U https://doi.org/10.2196/55368 %U http://www.ncbi.nlm.nih.gov/pubmed/38285931 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e51388 %T Enriching Data Science and Health Care Education: Application and Impact of Synthetic Data Sets Through the Health Gym Project %A Kuo,Nicholas I-Hsien %A Perez-Concha,Oscar %A Hanly,Mark %A Mnatzaganian,Emmanuel %A Hao,Brandon %A Di Sipio,Marcus %A Yu,Guolin %A Vanjara,Jash %A Valerie,Ivy Cerelia %A de Oliveira Costa,Juliana %A Churches,Timothy %A Lujic,Sanja %A Hegarty,Jo %A Jorm,Louisa %A Barbieri,Sebastiano %+ Centre for Big Data Research in Health, The University of New South Wales, Level 2, AGSM Building (G27), Botany St, Kensington NSW, Sydney, 2052, Australia, 61 0293850645, n.kuo@unsw.edu.au %K medical education %K generative model %K generative adversarial networks %K privacy %K antiretroviral therapy (ART) %K human immunodeficiency virus (HIV) %K data science %K educational purposes %K accessibility %K data privacy %K data sets %K sepsis %K hypotension %K HIV %K science education %K health care AI %D 2024 %7 16.1.2024 %9 Viewpoint %J JMIR Med Educ %G English %X Large-scale medical data sets are vital for hands-on education in health data science but are often inaccessible due to privacy concerns. Addressing this gap, we developed the Health Gym project, a free and open-source platform designed to generate synthetic health data sets applicable to various areas of data science education, including machine learning, data visualization, and traditional statistical models. Initially, we generated 3 synthetic data sets for sepsis, acute hypotension, and antiretroviral therapy for HIV infection. This paper discusses the educational applications of Health Gym’s synthetic data sets. We illustrate this through their use in postgraduate health data science courses delivered by the University of New South Wales, Australia, and a Datathon event, involving academics, students, clinicians, and local health district professionals. We also include adaptable worked examples using our synthetic data sets, designed to enrich hands-on tutorial and workshop experiences. Although we highlight the potential of these data sets in advancing data science education and health care artificial intelligence, we also emphasize the need for continued research into the inherent limitations of synthetic data. %M 38227356 %R 10.2196/51388 %U https://mededu.jmir.org/2024/1/e51388 %U https://doi.org/10.2196/51388 %U http://www.ncbi.nlm.nih.gov/pubmed/38227356 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e51183 %T Generative Language Models and Open Notes: Exploring the Promise and Limitations %A Blease,Charlotte %A Torous,John %A McMillan,Brian %A Hägglund,Maria %A Mandl,Kenneth D %+ Department of Women's and Children's Health, Uppsala University, Box 256, Uppsala, 751 05, Sweden, 46 18 471 00 0, charlotteblease@gmail.com %K ChatGPT %K generative language models %K large language models %K medical education %K Open Notes %K online record access %K patient-centered care %K empathy %K language model %K online record access %K documentation %K communication tool %K clinical documentation %D 2024 %7 4.1.2024 %9 Viewpoint %J JMIR Med Educ %G English %X Patients’ online record access (ORA) is growing worldwide. In some countries, including the United States and Sweden, access is advanced with patients obtaining rapid access to their full records on the web including laboratory and test results, lists of prescribed medications, vaccinations, and even the very narrative reports written by clinicians (the latter, commonly referred to as “open notes”). In the United States, patient’s ORA is also available in a downloadable form for use with other apps. While survey studies have shown that some patients report many benefits from ORA, there remain challenges with implementation around writing clinical documentation that patients may now read. With ORA, the functionality of the record is evolving; it is no longer only an aide memoire for doctors but also a communication tool for patients. Studies suggest that clinicians are changing how they write documentation, inviting worries about accuracy and completeness. Other concerns include work burdens; while few objective studies have examined the impact of ORA on workload, some research suggests that clinicians are spending more time writing notes and answering queries related to patients’ records. Aimed at addressing some of these concerns, clinician and patient education strategies have been proposed. In this viewpoint paper, we explore these approaches and suggest another longer-term strategy: the use of generative artificial intelligence (AI) to support clinicians in documenting narrative summaries that patients will find easier to understand. Applied to narrative clinical documentation, we suggest that such approaches may significantly help preserve the accuracy of notes, strengthen writing clarity and signals of empathy and patient-centered care, and serve as a buffer against documentation work burdens. However, we also consider the current risks associated with existing generative AI. We emphasize that for this innovation to play a key role in ORA, the cocreation of clinical notes will be imperative. We also caution that clinicians will need to be supported in how to work alongside generative AI to optimize its considerable potential. %M 38175688 %R 10.2196/51183 %U https://mededu.jmir.org/2024/1/e51183 %U https://doi.org/10.2196/51183 %U http://www.ncbi.nlm.nih.gov/pubmed/38175688 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 10 %N %P e50869 %T Patients, Doctors, and Chatbots %A Erren,Thomas C %+ Institute and Policlinic for Occupational Medicine, Environmental Medicine and Prevention Research, University Hospital of Cologne, University of Cologne, Berlin-Kölnische Allee 4, Köln (Zollstock), 50937, Germany, 49 022147876780, tim.erren@uni-koeln.de %K chatbot %K ChatGPT %K medical advice %K ethics %K patients %K doctors %D 2024 %7 4.1.2024 %9 Viewpoint %J JMIR Med Educ %G English %X Medical advice is key to the relationship between doctor and patient. The question I will address is “how may chatbots affect the interaction between patients and doctors in regards to medical advice?” I describe what lies ahead when using chatbots and identify questions galore for the daily work of doctors. I conclude with a gloomy outlook, expectations for the urgently needed ethical discourse, and a hope in relation to humans and machines. %M 38175695 %R 10.2196/50869 %U https://mededu.jmir.org/2024/1/e50869 %U https://doi.org/10.2196/50869 %U http://www.ncbi.nlm.nih.gov/pubmed/38175695 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e50373 %T AI-Enabled Medical Education: Threads of Change, Promising Futures, and Risky Realities Across Four Potential Future Worlds %A Knopp,Michelle I %A Warm,Eric J %A Weber,Danielle %A Kelleher,Matthew %A Kinnear,Benjamin %A Schumacher,Daniel J %A Santen,Sally A %A Mendonça,Eneida %A Turner,Laurah %+ Department of Medical Education, College of Medicine, University of Cincinnati, Cincinnati, OH, United States, 1 5133303999, turnela@ucmail.uc.edu %K artificial intelligence %K medical education %K scenario planning %K future of healthcare %K ethics and AI %K future %K scenario %K ChatGPT %K generative %K GPT-4 %K ethic %K ethics %K ethical %K strategic planning %K Open-AI %K OpenAI %K privacy %K autonomy %K autonomous %D 2023 %7 25.12.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Background: The rapid trajectory of artificial intelligence (AI) development and advancement is quickly outpacing society's ability to determine its future role. As AI continues to transform various aspects of our lives, one critical question arises for medical education: what will be the nature of education, teaching, and learning in a future world where the acquisition, retention, and application of knowledge in the traditional sense are fundamentally altered by AI? Objective: The purpose of this perspective is to plan for the intersection of health care and medical education in the future. Methods: We used GPT-4 and scenario-based strategic planning techniques to craft 4 hypothetical future worlds influenced by AI's integration into health care and medical education. This method, used by organizations such as Shell and the Accreditation Council for Graduate Medical Education, assesses readiness for alternative futures and effectively manages uncertainty, risk, and opportunity. The detailed scenarios provide insights into potential environments the medical profession may face and lay the foundation for hypothesis generation and idea-building regarding responsible AI implementation. Results: The following 4 worlds were created using OpenAI’s GPT model: AI Harmony, AI conflict, The world of Ecological Balance, and Existential Risk. Risks include disinformation and misinformation, loss of privacy, widening inequity, erosion of human autonomy, and ethical dilemmas. Benefits involve improved efficiency, personalized interventions, enhanced collaboration, early detection, and accelerated research. Conclusions: To ensure responsible AI use, the authors suggest focusing on 3 key areas: developing a robust ethical framework, fostering interdisciplinary collaboration, and investing in education and training. A strong ethical framework emphasizes patient safety, privacy, and autonomy while promoting equity and inclusivity. Interdisciplinary collaboration encourages cooperation among various experts in developing and implementing AI technologies, ensuring that they address the complex needs and challenges in health care and medical education. Investing in education and training prepares professionals and trainees with necessary skills and knowledge to effectively use and critically evaluate AI technologies. The integration of AI in health care and medical education presents a critical juncture between transformative advancements and significant risks. By working together to address both immediate and long-term risks and consequences, we can ensure that AI integration leads to a more equitable, sustainable, and prosperous future for both health care and medical education. As we engage with AI technologies, our collective actions will ultimately determine the state of the future of health care and medical education to harness AI's power while ensuring the safety and well-being of humanity. %M 38145471 %R 10.2196/50373 %U https://mededu.jmir.org/2023/1/e50373 %U https://doi.org/10.2196/50373 %U http://www.ncbi.nlm.nih.gov/pubmed/38145471 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e50903 %T Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence %A Jacobs,Sarah Marie %A Lundy,Neva Nicole %A Issenberg,Saul Barry %A Chandran,Latha %+ Department of Medical Education, University of Miami Miller School of Medicine, 1120 NW 14th Street, Miami, FL, 33136, United States, 1 3052436491, bissenbe@miami.edu %K artificial intelligence %K entrustable professional activities %K medical education %K competency-based education %K educational technology %K machine learning %D 2023 %7 19.12.2023 %9 Viewpoint %J JMIR Med Educ %G English %X The proliferation of generative artificial intelligence (AI) and its extensive potential for integration into many aspects of health care signal a transformational shift within the health care environment. In this context, medical education must evolve to ensure that medical trainees are adequately prepared to navigate the rapidly changing health care landscape. Medical education has moved toward a competency-based education paradigm, leading the Association of American Medical Colleges (AAMC) to define a set of Entrustable Professional Activities (EPAs) as its practical operational framework in undergraduate medical education. The AAMC’s 13 core EPAs for entering residencies have been implemented with varying levels of success across medical schools. In this paper, we critically assess the existing core EPAs in the context of rapid AI integration in medicine. We identify EPAs that require refinement, redefinition, or comprehensive change to align with the emerging trends in health care. Moreover, this perspective proposes a set of “emerging” EPAs, informed by the changing landscape and capabilities presented by generative AI technologies. We provide a practical evaluation of the EPAs, alongside actionable recommendations on how medical education, viewed through the lens of the AAMC EPAs, can adapt and remain relevant amid rapid technological advancements. By leveraging the transformative potential of AI, we can reshape medical education to align with an AI-integrated future of medicine. This approach will help equip future health care professionals with technological competence and adaptive skills to meet the dynamic and evolving demands in health care. %M 38052721 %R 10.2196/50903 %U https://mededu.jmir.org/2023/1/e50903 %U https://doi.org/10.2196/50903 %U http://www.ncbi.nlm.nih.gov/pubmed/38052721 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e47274 %T The Intersection of ChatGPT, Clinical Medicine, and Medical Education %A Wong,Rebecca Shin-Yee %A Ming,Long Chiau %A Raja Ali,Raja Affendi %+ School of Medical and Life Sciences, Sunway University, No 5, Jalan Universiti, Bandar Sunway, Selangor, 47500, Malaysia, 60 374918622 ext 7452, longchiauming@gmail.com %K ChatGPT %K clinical research %K large language model %K artificial intelligence %K ethical considerations %K AI %K OpenAI %D 2023 %7 21.11.2023 %9 Viewpoint %J JMIR Med Educ %G English %X As we progress deeper into the digital age, the robust development and application of advanced artificial intelligence (AI) technology, specifically generative language models like ChatGPT (OpenAI), have potential implications in all sectors including medicine. This viewpoint article aims to present the authors’ perspective on the integration of AI models such as ChatGPT in clinical medicine and medical education. The unprecedented capacity of ChatGPT to generate human-like responses, refined through Reinforcement Learning with Human Feedback, could significantly reshape the pedagogical methodologies within medical education. Through a comprehensive review and the authors’ personal experiences, this viewpoint article elucidates the pros, cons, and ethical considerations of using ChatGPT within clinical medicine and notably, its implications for medical education. This exploration is crucial in a transformative era where AI could potentially augment human capability in the process of knowledge creation and dissemination, potentially revolutionizing medical education and clinical practice. The importance of maintaining academic integrity and professional standards is highlighted. The relevance of establishing clear guidelines for the responsible and ethical use of AI technologies in clinical medicine and medical education is also emphasized. %M 37988149 %R 10.2196/47274 %U https://mededu.jmir.org/2023/1/e47274 %U https://doi.org/10.2196/47274 %U http://www.ncbi.nlm.nih.gov/pubmed/37988149 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e49825 %T Continuing Medical Education in the Post COVID-19 Pandemic Era %A Blomberg,Debra %A Stephenson,Christopher %A Atkinson,Teresa %A Blanshan,Anissa %A Cabrera,Daniel %A Ratelle,John T %A Mohabbat,Arya B %+ General Internal Medicine, Mayo Clinic, 200 First Street Southwest, Rochester, MN, 55905, United States, 1 507 284 9039, Mohabbat.Arya@mayo.edu %K continuing medical education %K post COVID-19 pandemic %K content development %K collaboration %K audience %K marketing %K budgeting %K accreditation %K evaluation and outcomes %K competitive assessment %K education %K development %K assessment %K continuing education %K medical education %K framework %D 2023 %7 15.11.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Continuing medical education (CME) is a requirement for medical professionals to stay current in their ever-changing fields. The recent significant changes that have occurred due to the COVID-19 pandemic have significantly impacted the process of providing and obtaining CME. In this paper, an updated approach to successfully creating and administering CME is offered. Recommendations regarding various aspects of CME development are covered, including competitive assessment, marketing, budgeting, property sourcing, program development, and speaker and topic selection. Strategies for traditional and hybrid CME formats are also explored. Readers and institutions interested in developing CME, especially in the setting of the ongoing pandemic, will be able to use these strategies as a solid framework for producing CME. The recommendations and strategies presented within this paper are based on the authors’ opinions, expert opinions, and experiences over 13 years of creating CME events and challenges brought about due to the COVID-19 pandemic. %M 37966881 %R 10.2196/49825 %U https://mededu.jmir.org/2023/1/e49825 %U https://doi.org/10.2196/49825 %U http://www.ncbi.nlm.nih.gov/pubmed/37966881 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e48765 %T Adaptive Peer Tutoring and Insights From a Neurooncology Course %A Ozkara,Burak Berksu %A Karabacak,Mert %A Ozcan,Zeynep %A Bisdas,Sotirios %+ Lysholm Department of Neuroradiology, The National Hospital for Neurology and Neurosurgery, University College London NHS Foundation Trust, 8‑11 Queen Square, London, WC1N 3BG, United Kingdom, 44 203 448 3446, s.bisdas@ucl.ac.uk %K COVID-19 %K distance learning %K medical education %K mentoring %K peer teaching %K web-based tutoring %D 2023 %7 6.10.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Peer teaching in medicine is a valuable educational approach that benefits students and tutors alike. The COVID-19 pandemic has significantly impacted the advancement of remote education in the medical field. In response, the Cerrahpasa Neuroscience Society organized a web-based, volunteer-based peer tutoring program to introduce students to central nervous system tumors. This viewpoint examines our peer mentoring experience in medical education. We discussed how we shaped the course, its positive effects, and the flexible nature of the course, which brought medical students from different regions together. In addition to evaluating academic results, we examined the social relations made possible by this unique teaching method by analyzing student feedback and test scores. Finally, we discussed the promise of global web-based mentoring, highlighting its significance in the dynamic and global context of medicine. %M 37801350 %R 10.2196/48765 %U https://mededu.jmir.org/2023/1/e48765 %U https://doi.org/10.2196/48765 %U http://www.ncbi.nlm.nih.gov/pubmed/37801350 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e44240 %T Local Culture and Community Through a Digital Lens: Viewpoint on Designing and Implementing a Virtual Second Look Event for Residency Applicants %A Martindale,Jaclyn M %A Carrasquillo,Rachel A %A Otallah,Scott Ireland %A Brooks,Amber K %A Denizard-Thompson,Nancy %A Pharr,Emily %A Choate,Nakiea %A Sokolosky,Mitchell %A Strauss,Lauren Doyle %+ Wake Forest University School of Medicine, Medical Center Blvd, Winston-Salem, NC, 27157, United States, 1 3367164101, jmartind@wakehealth.edu %K medical education %K graduate medical education %K residency application %K virtual interviews %K match %K recruitment %D 2023 %7 11.9.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Background: The COVID-19 pandemic altered how residency interviews occur. Despite 2 years of web-based interviews, these are still perceived as inferior to in-person experiences. Showcasing a program and location is critical for recruitment; however, it is difficult to highlight the program’s location and community digitally. This article presents the authors’ viewpoints on designing and implementing a virtual second look for residency applicants. Objective: Our objective was to host a web-based event to feature the benefits of living in Winston-Salem, North Carolina, for residency applicants, enhance recruitment efforts, and ensure a successful residency match. The goal was to cover topics that interested all applicants, highlight how Winston-Salem is a special place to live, involve current residents, and engage community members. Methods: Three programs–child neurology, neurology, and family medicine were chosen for a pilot virtual second look. All residency program directors’ were asked to recommend community contacts and help identify residents and faculty who may serve as content experts on one of the topics in the panel discussions. A total of 24 community leaders from restaurants, venues, schools, and businesses were contacted, and 18 agreed to participate. The panel discussions included living in and raising a family in Winston-Salem, experiencing Winston-Salem arts and music, where to eat and drink like a local, and enjoying sports and outdoors in the area. The 2-hour event was hosted on Zoom. Postevent feedback assessments were automatically sent to each registrant through Research Electronic Data Capture (REDCap). This study was deemed exempt from Wake Forest University Health Sciences institutional review board review (IRB00088703). Results: There were 51 registrants for the event, and 28 of 48 registrants provided postevent feedback, which was positive. The authors found in the MATCH residency results that 2 of 2 child neurology positions, 4 of 6 adult neurology positions, and 1 of 10 family medicine positions attended our second look event. One adult neurology resident who did not participate was an internal candidate. All respondents agreed or strongly agreed that the session was valuable, well organized, and met their expectations or goals. Furthermore, all respondents gained new information during this web-based event not obtained during their interview day. Conclusions: The virtual second look event for residency attendees featured the benefits of living in Winston-Salem, and the perspectives of current residents. Feedback from the session was overall positive; however, a top desire would be devoting more time for the applicants to ask questions directly to the community leaders and our resident trainees. This program could be reproducible by other institutions. It could be broadened to a graduate medical education–wide virtual second look event where all medical and surgical programs could opt to participate, facilitating an equitable opportunity for prospective applicants. %M 37695665 %R 10.2196/44240 %U https://mededu.jmir.org/2023/1/e44240 %U https://doi.org/10.2196/44240 %U http://www.ncbi.nlm.nih.gov/pubmed/37695665 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e47763 %T Additional Considerations for US Residency Selection After Pass/Fail USMLE Step 1. Comment on “The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators” %A Sow,Yacine %A Gangal,Ameya %A Yeung,Howa %A Blalock,Travis %A Stoff,Benjamin %+ Morehouse School of Medicine, 720 Westview Drive SW, Atlanta, GA, 30310, United States, 1 678 900 3441, yacinenellysow@gmail.com %K admission %K assessment %K postgraduate training %K selection %K standardized testing %K USMLE %K medical school %K medical students %K residency application %K research training %D 2023 %7 17.8.2023 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 37590047 %R 10.2196/47763 %U https://mededu.jmir.org/2023/1/e47763 %U https://doi.org/10.2196/47763 %U http://www.ncbi.nlm.nih.gov/pubmed/37590047 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e46784 %T 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 %A Miao,Julia H %+ Renaissance School of Medicine at Stony Brook University, 100 Nicolls Road, Stony Brook, NY, 11794, United States, 1 631 331 3338, jhm344@cornell.edu %K medical education %K overdose epidemic %K opioid epidemic %K pain medicine %K pain management %K opioid use disorder %K open-access %K telemedicine %K teletherapy %K technology %K public health %K opioid %K substance use %K substance abuse %K overdose %K SUD %K substance use disorder %K analgesic %K pain %K medication management %D 2023 %7 25.7.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Medical students of today will soon be physician leaders and teachers of tomorrow about important relevant topics including the overdose epidemic and its devastating impact on our society. In the United States, the overdose crisis, including drug opioid–related overdoses, the increasing prevalence of opioid use disorder along with the increasing number of patients with chronic pain are intensifying and call attention for nationwide action. A strong medical educational foundation of the understanding of the relationship between pain and substance use disorder, their treatment including opioid analgesic therapy, multimodal and interdisciplinary care, and long-term management is needed to help cultivate comprehensive knowledge and training to prepare the next generation’s frontline practitioners to meet these needs. Yet, traditional educational curricula covering these topics are not standardized in medical schools across the nation in the United States. The advent of web-based medical education and the integration of this technology may offer potential solutions to these challenges. Often found equally effective as in-person learning, web-based medical education through open-access modules and other technologies can help increase accessibility, enhance knowledge of multimodal pain management, safe and effective use of opioid analgesics, and other related topics, and provide flexible and powerful teaching initiatives. Our viewpoint is thus that open-access modules and other technology-integrated teaching initiatives can help deliver excellence in pain education, preparing and empowering medical students—our future agents of change—who will be at the forefront of the overdose epidemic. %M 37490329 %R 10.2196/46784 %U https://mededu.jmir.org/2023/1/e46784 %U https://doi.org/10.2196/46784 %U http://www.ncbi.nlm.nih.gov/pubmed/37490329 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e46752 %T Training Physicians in the Digital Health Era: How to Leverage the Residency Elective %A Hsiang,Esther Y %A Ganeshan,Smitha %A Patel,Saharsh %A Yurkovic,Alexandra %A Parekh,Ami %+ Department of Medicine, University of California, San Francisco, 505 Parnassus Ave, San Francisco, CA, 94143, United States, 1 415 476 1000, estherhsiang@gmail.com %K digital health %K care delivery innovation %K physician-leader %K medical training %K residency education %K eHealth %K residency %K medical education %K software %K elective %K intern %K telehealth %K telemedicine %D 2023 %7 14.7.2023 %9 Viewpoint %J JMIR Med Educ %G English %X Digital health is an expanding field and is fundamentally changing the ways health care can be delivered to patients. Despite the changing landscape of health care delivery, medical trainees are not routinely exposed to digital health during training. In this viewpoint, we argue that thoughtfully implemented immersive elective internships with digital health organizations, including start-ups, during residency are valuable for residents, residency programs, and digital health companies. This viewpoint represents the opinions of the authors based on their experience as resident physicians working as interns within a start-up health navigation and telehealth company. First, residents were able to apply their expertise beyond the traditional clinical environment, use creativity to solve health care problems, and learn from different disciplines not typically encountered by most physicians in traditional clinical practice. Second, residency programs were able to strengthen their program’s educational offerings and better meet the needs of a heterogenous group of residents who are increasingly seeking nontraditional ways to learn more about care delivery transformation. Third, digital health companies were able to expand their clinical team and receive new insights from physicians in training. We believe that immersive elective internships for physicians in training provide opportunities for experiential learning in a fast-paced environment within a field that is rapidly evolving. By creating similar experiences for other resident physicians, residency programs and digital health companies have a key opportunity to influence future physician-leaders and health care innovators. %M 37450323 %R 10.2196/46752 %U https://mededu.jmir.org/2023/1/e46752 %U https://doi.org/10.2196/46752 %U http://www.ncbi.nlm.nih.gov/pubmed/37450323 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e46344 %T Data Science as a Core Competency in Undergraduate Medical Education in the Age of Artificial Intelligence in Health Care %A Seth,Puneet %A Hueppchen,Nancy %A Miller,Steven D %A Rudzicz,Frank %A Ding,Jerry %A Parakh,Kapil %A Record,Janet D %+ Department of Family Medicine, McMaster University, 100 Main Street West, 6th Floor, Hamilton, ON, L8P 1H6, Canada, 1 4166715114, sethp1@mcmaster.ca %K data science %K medical education %K machine learning %K health data %K artificial intelligence %K AI %K application %K health care delivery %K health care %K develop %K medical educators %K physician %K education %K training %K barriers %K optimize %K integration %K competency %D 2023 %7 11.7.2023 %9 Viewpoint %J JMIR Med Educ %G English %X The increasingly sophisticated and rapidly evolving application of artificial intelligence in medicine is transforming how health care is delivered, highlighting a need for current and future physicians to develop basic competency in the data science that underlies this topic. Medical educators must consider how to incorporate central concepts in data science into their core curricula to train physicians of the future. Similar to how the advent of diagnostic imaging required the physician to understand, interpret, and explain the relevant results to patients, physicians of the future should be able to explain to patients the benefits and limitations of management plans guided by artificial intelligence. We outline major content domains and associated learning outcomes in data science applicable to medical student curricula, suggest ways to incorporate these themes into existing curricula, and note potential implementation barriers and solutions to optimize the integration of this content. %M 37432728 %R 10.2196/46344 %U https://mededu.jmir.org/2023/1/e46344 %U https://doi.org/10.2196/46344 %U http://www.ncbi.nlm.nih.gov/pubmed/37432728 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e38687 %T Health Information and Misinformation: A Framework to Guide Research and Practice %A Fridman,Ilona %A Johnson,Skyler %A Elston Lafata,Jennifer %+ Lineberger Comprehensive Cancer Center, University of North Carolina, 101 Manning Dr, Chapel Hill, NC, 27514, United States, 1 6469028137, ilona_fridman@med.unc.edu %K misinformation %K social networks %K decision-making %K information validation %K policy %K health information %K web-based %D 2023 %7 7.6.2023 %9 Viewpoint %J JMIR Med Educ %G English %X When facing a health decision, people tend to seek and access web-based information and other resources. Unfortunately, this exposes them to a substantial volume of misinformation. Misinformation, when combined with growing public distrust of science and trust in alternative medicine, may motivate people to make suboptimal choices that lead to harmful health outcomes and threaten public safety. Identifying harmful misinformation is complicated. Current definitions of misinformation either have limited capacity to define harmful health misinformation inclusively or present a complex framework with information characteristics that users cannot easily evaluate. Building on previous taxonomies and definitions, we propose an information evaluation framework that focuses on defining different shapes and forms of harmful health misinformation. The framework aims to help health information users, including researchers, clinicians, policy makers, and lay individuals, to detect misinformation that threatens truly informed health decisions. %M 37285192 %R 10.2196/38687 %U https://mededu.jmir.org/2023/1/e38687 %U https://doi.org/10.2196/38687 %U http://www.ncbi.nlm.nih.gov/pubmed/37285192 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e48291 %T Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions %A Abd-alrazaq,Alaa %A AlSaad,Rawan %A Alhuwail,Dari %A Ahmed,Arfan %A Healy,Padraig Mark %A Latifi,Syed %A Aziz,Sarah %A Damseh,Rafat %A Alabed Alrazak,Sadam %A Sheikh,Javaid %+ AI Center for Precision Health, Weill Cornell Medicine-Qatar, PO Box 5825, Doha Al Luqta St, Ar-Rayyan, Doha, NA, Qatar, 974 55708549, alaa_alzoubi88@yahoo.com %K large language models %K artificial intelligence %K medical education %K ChatGPT %K GPT-4 %K generative AI %K students %K educators %D 2023 %7 1.6.2023 %9 Viewpoint %J JMIR Med Educ %G English %X The integration of large language models (LLMs), such as those in the Generative Pre-trained Transformers (GPT) series, into medical education has the potential to transform learning experiences for students and elevate their knowledge, skills, and competence. Drawing on a wealth of professional and academic experience, we propose that LLMs hold promise for revolutionizing medical curriculum development, teaching methodologies, personalized study plans and learning materials, student assessments, and more. However, we also critically examine the challenges that such integration might pose by addressing issues of algorithmic bias, overreliance, plagiarism, misinformation, inequity, privacy, and copyright concerns in medical education. As we navigate the shift from an information-driven educational paradigm to an artificial intelligence (AI)–driven educational paradigm, we argue that it is paramount to understand both the potential and the pitfalls of LLMs in medical education. This paper thus offers our perspective on the opportunities and challenges of using LLMs in this context. We believe that the insights gleaned from this analysis will serve as a foundation for future recommendations and best practices in the field, fostering the responsible and effective use of AI technologies in medical education. %M 37261894 %R 10.2196/48291 %U https://mededu.jmir.org/2023/1/e48291 %U https://doi.org/10.2196/48291 %U http://www.ncbi.nlm.nih.gov/pubmed/37261894 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e43415 %T Changes in Radiology Due to Artificial Intelligence That Can Attract Medical Students to the Specialty %A Liu,David Shalom %A Abu-Shaban,Kamil %A Halabi,Safwan S %A Cook,Tessa Sundaram %+ University of Toledo College of Medicine and Life Sciences, 2801 W Bancroft, Toledo, OH, 43606, United States, 1 4016628518, david.liu@utoledo.edu %K artificial intelligence %K AI %K radiology %K medical students %K residency %K medical education %K students %K automated %K clinical informatics %K patient %K care %K innovation %K radiologist %D 2023 %7 20.3.2023 %9 Viewpoint %J JMIR Med Educ %G English %X The role of artificial intelligence (AI) in radiology has grown exponentially in the recent years. One of the primary worries by medical students is that AI will cause the roles of a radiologist to become automated and thus obsolete. Therefore, there is a greater hesitancy by medical students to choose radiology as a specialty. However, it is in this time of change that the specialty needs new thinkers and leaders. In this succinct viewpoint, 2 medical students involved in AI and 2 radiologists specializing in AI or clinical informatics posit that not only are these fears false, but the field of radiology will be transformed in such a way due to AI that there will be novel reasons to choose radiology. These new factors include greater impact on patient care, new space for innovation, interdisciplinary collaboration, increased patient contact, becoming master diagnosticians, and greater opportunity for global health initiatives, among others. Finally, since medical students view mentorship as a critical resource when deciding their career path, medical educators must also be cognizant of these changes and not give much credence to the prevalent fearmongering. As the field and practice of radiology continue to undergo significant change due to AI, it is urgent and necessary for the conversation to expand from expert to expert to expert to student. Medical students should be encouraged to choose radiology specifically because of the changes brought on by AI rather than being deterred by it. %M 36939823 %R 10.2196/43415 %U https://mededu.jmir.org/2023/1/e43415 %U https://doi.org/10.2196/43415 %U http://www.ncbi.nlm.nih.gov/pubmed/36939823 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 9 %N %P e37069 %T The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators %A Ozair,Ahmad %A Bhat,Vivek %A Detchou,Donald K E %+ St John's Medical College, Sarjapur Main Road, Bangalore, 560034, India, 91 5712720044, email.vivekbhat@gmail.com %K admission %K assessment %K postgraduate training %K selection %K standardized testing %D 2023 %7 6.1.2023 %9 Viewpoint %J JMIR Med Educ %G English %X The United States Medical Licensing Examination (USMLE) Step 1, arguably the most significant assessment in the USMLE examination series, changed from a 3-digit score to a pass/fail outcome in January 2022. Given the rapidly evolving body of literature on this subject, this paper aims to provide a comprehensive review of the historical context and impact of this change on various stakeholders involved in residency selection. For this, relevant keyword-based searches were performed in PubMed, Google Scholar, and Scopus to identify relevant literature. Given the unique history of USMLE Step 1 in the US residency selection process and the score’s correlation with future performance in board-certifying examinations in different specialties, this scoring change is predicted to significantly impact US Doctor of Medicine students, US Doctor of Osteopathic Medicine students, international medical graduates, and residency program directors, among others. The significance and the rationale of the pass/fail change along with the implications for both residency applicants and educators are also summarized in this paper. Although medical programs, academic institutions, and residency organizing bodies across the United States have swiftly stepped up to ensure a seamless transition and have attempted to ensure equity for all, the conversion process carries considerable uncertainty for residency applicants. For educators, the increasing number of applications conflicts with holistic application screening, leading to the expected greater use of objective measures, with USMLE Step 2 Clinical Knowledge likely becoming the preferred screening tool in lieu of Step 1. %M 36607718 %R 10.2196/37069 %U https://mededu.jmir.org/2023/1/e37069 %U https://doi.org/10.2196/37069 %U http://www.ncbi.nlm.nih.gov/pubmed/36607718 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 4 %P e38329 %T Incorporating Paid Caregivers Into Medical Education to Enhance Medical Student Exposure to This Essential Workforce %A Kamat,Samir %A Danias,George %A Agarwal,Aneesh %A Chennareddy,Sumanth %A Han,Joseph %A Lee,Samuel %+ Department of Medical Education, Icahn School of Medicine at Mount Sinai, 1 Gustave L Levy Pl, New York, NY, 10029, United States, 1 2122416096, samir.kamat@icahn.mssm.edu %K medical education %K education %K student %K communication %K perspective %K medical student %K paid caregiver %K caregiver %K health care model %K home-based health care %K patient care %K health care provider %K medical student %K student experience %K training %K care team %K integration %K clinical decision %D 2022 %7 9.12.2022 %9 Viewpoint %J JMIR Med Educ %G English %X The implications of the COVID-19 pandemic underscored the utility of home-based health care due in part to social distancing requirements, curtailment of elective hospital procedures, and patient apprehension of the health care setting. The pandemic particularly accentuated the integral role of paid caregivers (eg, home health aides, personal care attendants, and other home care workers) in caring for patients with chronic health conditions. Given the paradigm shift toward community- and value-based health care models, paid caregivers are likely to play an even greater role as care team members. Despite the increasingly prominent role paid caregivers are assuming in health care, especially for patients who are chronically ill, in our experience as medical students, we have very little exposure to these care team members, with most interactions occurring in brief, chance encounters. Specifically, we advocate for increased medical student exposure to paid caregivers to facilitate their recognition as valuable care team members. We propose to achieve this through (1) classroom-based module learning with live paid caregivers and (2) plain language communication training to enhance reciprocal engagement. %M 36485028 %R 10.2196/38329 %U https://mededu.jmir.org/2022/4/e38329 %U https://doi.org/10.2196/38329 %U http://www.ncbi.nlm.nih.gov/pubmed/36485028 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 4 %P e32679 %T The Role of Academic Health Systems in Leading the “Third Wave” of Digital Health Innovation %A Faruki,Adeel A %A Zane,Richard D %A Wiler,Jennifer L %+ Department of Anesthesiology, University of Colorado Hospital School of Medicine, 13001 East 17th Place, 7th Floor, Aurora, CO, 80045, United States, 1 7208486723, adeel.a.faruki@gmail.com %K innovation %K academic hospitals %K academic health systems %K health technology %K entrepreneur %K disruption %K digital health %K research programs %K cost %K investment %K intrapreneur %D 2022 %7 9.11.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Investors, entrepreneurs, health care pundits, and venture capital firms all agree that the health care sector is awaiting a digital revolution. Steven Case, in 2016, predicted a “third wave” of innovation that would leverage big data, artificial intelligence, and machine learning to transform medicine and finally achieve reduced costs, improved efficiency, and better patient outcomes. Academic medical centers (AMCs) have the infrastructure and resources needed by digital health intrapreneurs and entrepreneurs to innovate, iterate, and optimize technology solutions for the major pain points of modern medicine. With large unique patient data sets, strong research programs, and subject matter experts, AMCs have the ability to assess, optimize, and integrate new digital health tools with feedback at the point of care and research-based clinical validation. As AMCs begin to explore digital health solutions, they must decide between forming internal teams to develop these innovations or collaborating with external companies. Although each has its drawbacks and benefits, AMCs can both benefit from and drive forward the digital health innovations that will result from this journey. This viewpoint will provide an explanation as to why AMCs are ideal incubators for digital health solutions and describe what these organizations will need to be successful in leading this “third wave” of innovation. %M 36350700 %R 10.2196/32679 %U https://mededu.jmir.org/2022/4/e32679 %U https://doi.org/10.2196/32679 %U http://www.ncbi.nlm.nih.gov/pubmed/36350700 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 3 %P e37081 %T Opioid Use Disorder Education for Students and the Future of Opioid Overdose Treatment %A Balapal,Neha %A Ankem,Amala %A Shyamsundar,Saishravan %A He,Shuhan %+ City University of New York School of Medicine, 160 Convent Avenue, New York, NY, 10031, United States, 1 845 536 0837, nbalapa000@csom.cuny.edu %K opioid use disorder %K students %K buprenorphine %K education %K public health %K opioid %K health care providers %K healthcare providers %K medication-assisted treatment %K youth %K substance use %K opioid agonist %K overdose %D 2022 %7 18.7.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Opioid use disorder (OUD) is a major public health concern in the United States. The opioid crisis has taken hundreds of thousands of lives in the past 20 years, and it is predicted to take millions more. With the rising death tolls, it is essential that health care providers are able to use proper tools to treat OUD efficiently and effectively through medication-assisted treatment (MAT), particularly buprenorphine. Despite changes to buprenorphine regulations making it more accessible, clinicians have been slow to use buprenorphine to treat OUD. We believe that training student clinicians in evidence-based MAT and buprenorphine practices will address the training and competence barriers that hinder clinicians from prescribing buprenorphine to treat OUD. Students are in an ideal position to receive and benefit from this training and influence the medical community to better treat OUD. %M 35849432 %R 10.2196/37081 %U https://mededu.jmir.org/2022/3/e37081 %U https://doi.org/10.2196/37081 %U http://www.ncbi.nlm.nih.gov/pubmed/35849432 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 2 %P e35587 %T Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum %A Grunhut,Joel %A Marques,Oge %A Wyatt,Adam T M %+ Schmidt College of Medicine, Florida Atlantic University, 777 Glades Road BC-71, Boca Raton, FL, 33431, United States, 1 561 297 4828, jgrunhut2019@health.fau.edu %K artificial intelligence %K AI %K medical education %K medical student %D 2022 %7 7.6.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Artificial intelligence (AI) is on course to become a mainstay in the patient’s room, physician’s office, and the surgical suite. Current advancements in health care technology might put future physicians in an insufficiently equipped position to deal with the advancements and challenges brought about by AI and machine learning solutions. Physicians will be tasked regularly with clinical decision-making with the assistance of AI-driven predictions. Present-day physicians are not trained to incorporate the suggestions of such predictions on a regular basis nor are they knowledgeable in an ethical approach to incorporating AI in their practice and evolving standards of care. Medical schools do not currently incorporate AI in their curriculum due to several factors, including the lack of faculty expertise, the lack of evidence to support the growing desire by students to learn about AI, or the lack of Liaison Committee on Medical Education’s guidance on AI in medical education. Medical schools should incorporate AI in the curriculum as a longitudinal thread in current subjects. Current students should understand the breadth of AI tools, the framework of engineering and designing AI solutions to clinical issues, and the role of data in the development of AI innovations. Study cases in the curriculum should include an AI recommendation that may present critical decision-making challenges. Finally, the ethical implications of AI in medicine must be at the forefront of any comprehensive medical education. %M 35671077 %R 10.2196/35587 %U https://mededu.jmir.org/2022/2/e35587 %U https://doi.org/10.2196/35587 %U http://www.ncbi.nlm.nih.gov/pubmed/35671077 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 2 %P e32597 %T Fundraising in Education: Road Map to Involving Medical Educators in Fundraising %A Jalali,Alireza %A Nyman,Jacline A %A Hamelin-Mitchell,Elaine %+ Faculty of Medicine, University of Ottawa, 451 Smyth Road, Ottawa, ON, K1H 8M5, Canada, 1 6135625800, ajalali@uottawa.ca %K fundraising %K philanthropy %K crowdfunding %K funding %K charity %K higher education %K university %K business model %K revenue streams %K medical education %K educators %K academia %K academic environments %D 2022 %7 5.4.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Traditional funding models must change as governments decrease funding and often freeze tuition at a domestic level. As a result, universities face an increasing need to diversify their business models, including revenue streams. Therefore, interest in raising significant funds from other sources is stronger than ever, leading to the need for a fundraising approach that is more sophisticated. Medical educators and health professionals are some of the most trusted members of society, and with this paper, the authors aim to raise awareness of the critical role they play in helping universities with their global impact and fundraising efforts. %M 35380542 %R 10.2196/32597 %U https://mededu.jmir.org/2022/2/e32597 %U https://doi.org/10.2196/32597 %U http://www.ncbi.nlm.nih.gov/pubmed/35380542 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e28770 %T Distributed Autonomous Organization of Learning: Future Structure for Health Professions Education Institutions %A Cabrera,Daniel %A Nickson,Christopher P %A Roland,Damian %A Hall,Elissa %A Ankel,Felix %+ Department of Emergency Medicine, Mayo Clinic, 200 First St SW, Rochester, MN, 55902, United States, 1 5072842511, Cabrera.Daniel@mayo.edu %K blockchain %K multidisciplinary %K credentialing %K medical education %K health professionals %K education %K decentralization %K training %K curriculum %K instruction %D 2022 %7 4.1.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Current health professions education (HPE) institutions are based on an assembly-line hierarchical structure. The last decade has witnessed the advent of sophisticated networks allowing the exchange of information and educational assets. Blockchain provides an ideal data management framework that can support high-order applications such as learning systems and credentialing in an open and a distributed fashion. These system management characteristics enable the creation of a distributed autonomous organization of learning (DAOL). This new type of organization allows for the creation of decentralized adaptive competency curricula, simplification of credentialing and certification, leveling of information asymmetry among educational market stakeholders, assuring alignment with societal priorities, and supporting equity and transparency. %M 34982722 %R 10.2196/28770 %U https://mededu.jmir.org/2022/1/e28770 %U https://doi.org/10.2196/28770 %U http://www.ncbi.nlm.nih.gov/pubmed/34982722 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 4 %P e33861 %T Adjusting to the Reign of Webinars: Viewpoint %A Karabacak,Mert %A Ozkara,Burak Berksu %A Ozcan,Zeynep %+ Cerrahpaşa Faculty of Medicine, Istanbul University-Cerrahpaşa, Kocamustafapaşa Caddesi, No 53, Fatih, Istanbul, 34098, Turkey, 90 5396102138, mertkarabacak@gmail.com %K virtual conference %K student-based organization %K neuroscience conference %K COVID-19 %K medical education %K webinars %K web-based education %D 2021 %7 12.11.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Background: With the integration of COVID-19 into our lives, the way events are organized has changed. The Cerrahpaşa Neuroscience Days held on May 8-9, 2021, was one of the conferences that was affected. The annual conference of the student-based Cerrahpaşa 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 Cerrahpaşa Neuroscience Days was a success in organization and received positive feedback from the participants. We aim to ground future events on this experience. %M 34766916 %R 10.2196/33861 %U https://mededu.jmir.org/2021/4/e33861 %U https://doi.org/10.2196/33861 %U http://www.ncbi.nlm.nih.gov/pubmed/34766916 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 4 %P e31846 %T Coproduction, Coeducation, and Patient Involvement: Everyone Included Framework for Medical Education Across Age Groups and Cultures %A Price,Amy %A Damaraju,Aishini %A Kushalnagar,Poorna %A Brunoe,Summer %A Srivastava,Ujwal %A Debidda,Marcella %A Chu,Larry %+ Stanford Anesthesia Informatics and Media (AIM) Lab, Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, 2370 Watson Court, Suite 235, MC 5352, Palo Alto, CA, 94303, United States, 1 650 723 4671, lchu@stanford.edu %K medical education %K coproduction %K public and patient involvement %K education %K patient %K involvement %K age %K demographic %K model %K framework %K culture %K exploratory %K engagement %D 2021 %7 3.11.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Medical education, research, and health care practice continue to grow with minimal coproduction guidance. We suggest the Commons Principle approach to medical education as modeled by Ostrom and Williamson, where we share how adapting these models to multiple settings can enhance empathy, increase psychological safety, and provide robust just-in-time learning tools for practice. We here describe patient and public coproduction in diverse areas within health care using the commons philosophy across populations, cultures, and generations with learning examples across age groups and cultures. We further explore descriptive, mixed methods participatory action in medical and research education. We adopt an “Everyone Included” perspective and sought to identify its use in continuing medical education, citizen science, marginalized groups, publishing, and student internships. Overall, we outline coproduction at the point of need, as we report on strategies that improved engagement. This work demonstrates coproduction with the public across multiple settings and cultures, showing that even with minimal resources and experience, this partnership can improve medical education and care. %M 34730539 %R 10.2196/31846 %U https://mededu.jmir.org/2021/4/e31846 %U https://doi.org/10.2196/31846 %U http://www.ncbi.nlm.nih.gov/pubmed/34730539 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 4 %P e28335 %T Certified Examination Assistants in the Age of Telemedicine: A Blueprint Through Neurology %A Bragin,Ilya %A Cohen,Dylan T %+ St. Luke's University Health Network, 801 Ostrum St., Bethlehem, PA, 18015, United States, 1 347 853 0163, ilyabragin@gmail.com %K telemedicine %K physical examination %K neurological exam %K telemedicine assistants %K telemedicine implementation %K telemedicine certification %K telemedicine jobs %K telemedicine education %K telehealth %K teleneurology %D 2021 %7 6.10.2021 %9 Viewpoint %J JMIR Med Educ %G English %X The optimal approach to a clinical physical examination via telemedicine is still being explored. The medical community has no standardized or widely followed criteria for telemedicine examinations, so a broad spectrum of approaches is used. Unfortunately, the need for telemedicine is outpacing physical examination validation research. Given that certain specialties have been using telemedicine longer than others, lessons from those specialties might aid in developing standardized protocols for telemedicine. Neurology has been at the forefront of telemedicine use, initially through stroke care and later in multiple subspecialties. We present a framework for optimizing the history taking and physical examination process via telemedicine based on our experience in neurology. This mainly includes remotely examining a patient unassisted or with an untrained assistant present on the patient side of the connection. We also discuss the need for trained, certified assistants to assist the off-site physician in history taking and physical examination. These certified assistants would be allied health professionals who perform high-quality cued patient examinations under direct physician supervision with no responsibility to diagnose or treat. This contrasts with the approach seen in advanced practice providers such as physician assistants and nurse practitioners who undergo years of training to diagnose and treat patients under supervision. This training process would serve as a stepping stone for the development of dedicated certification programs for neurology and other medical specialties; however, assessments of practical training, costs, implementation, and longitudinal quality are warranted. %M 34612828 %R 10.2196/28335 %U https://mededu.jmir.org/2021/4/e28335 %U https://doi.org/10.2196/28335 %U http://www.ncbi.nlm.nih.gov/pubmed/34612828 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 3 %P e25355 %T Web-Based Medical Examinations During the COVID-19 Era: Reconsidering Learning as the Main Goal of Examination %A Manteghinejad,Amirreza %+ Cancer Prevention Research Center, Omid Hospital, Isfahan University of Medical Sciences, Hezarjarib St, Isfahan, 81746-73461, Iran, 98 3132371103, manteghinejad@edc.mui.ac.ir %K COVID-19 %K online exam %K e-learning %K medical education %K medical student %K online learning %K online platform %K cheating %K web-based examination %D 2021 %7 9.8.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Like other aspects of the health care system, medical education has been greatly affected by the COVID-19 pandemic. To follow the requirements of lockdown and virtual education, the performance of students has been evaluated via web-based examinations. Although this shift to web-based examinations was inevitable, other mental, educational, and technical aspects should be considered to ensure the efficiency and accuracy of this type of evaluation in this era. The easiest way to address the new challenges is to administer traditional questions via a web-based platform. However, more factors should be accounted for when designing web-based examinations during the COVID-19 era. This article presents an approach in which the opportunity created by the pandemic is used as a basis to reconsider learning as the main goal of web-based examinations. The approach suggests using open-book examinations, using questions that require high cognitive domains, using real clinical scenarios, developing more comprehensive examination blueprints, using advanced platforms for web-based questions, and providing feedback in web-based examinations to ensure that the examinees have acquired the minimum competency levels defined in the course objectives. %M 34329178 %R 10.2196/25355 %U https://mededu.jmir.org/2021/3/e25355 %U https://doi.org/10.2196/25355 %U http://www.ncbi.nlm.nih.gov/pubmed/34329178 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 3 %P e27010 %T Taking a Leap of Faith: A Study of Abruptly Transitioning an Undergraduate Medical Education Program to Distance-Learning Owing to the COVID-19 Pandemic %A Du Plessis,Stefan S %A Otaki,Farah %A Zaher,Shroque %A Zary,Nabil %A Inuwa,Ibrahim %A Lakhtakia,Ritu %+ College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Building 14, Dubai Health Care City, Dubai, 505055, United Arab Emirates, 971 521401101, ritu.lakhtakia@mbru.ac.ae %K action research %K change management %K COVID-19 %K curriculum content %K curriculum delivery %K distance-learning %K learning %K medical education %K pandemic %K teaching %D 2021 %7 23.7.2021 %9 Viewpoint %J JMIR Med Educ %G English %X The COVID-19 pandemic has forced universities worldwide to immediately transition to distance-learning. Although numerous studies have investigated the effect of the COVID-19 pandemic on universities in the Middle East, none have reflected on the process through which medical education programs for health professions underwent this transition. This study aimed to elucidate the rapid transition to distance-learning of an undergraduate medical program at the College of Medicine, Mohammad Bin Rashid University of Medicine and Health Sciences (Dubai, United Arab Emirates), owing to the COVID-19 pandemic. An action research approach constituted the foundation of this collaborative effort that involved investigations, reflections, and improvements of practice, through ongoing cycles of planning, acting, observing, and reflecting. Efforts of transitioning to distance-learning were grouped into four interrelated aspects: supporting faculty members in delivering the program content, managing curriculum changes, engaging with the students to facilitate distance-learning experiences, and conducting web-based assessments. Challenges included the high perceived uncertainty, need for making ad hoc decisions, lack of experiential learning and testing of clinical skills, and blurring of work-life boundaries. Our preliminary findings show the successful generation of a strong existing digital base, future prospects for innovation, and a cohesive team that was key to agility, rapid decision-making, and program implementation. %M 34227994 %R 10.2196/27010 %U https://mededu.jmir.org/2021/3/e27010 %U https://doi.org/10.2196/27010 %U http://www.ncbi.nlm.nih.gov/pubmed/34227994 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e27169 %T An Imperative for the National Public Health School in Burkina Faso to Promote the Use of Information and Communication Technologies in Education During the COVID-19 Pandemic: Critical Analysis %A Pilabré,Arzouma Hermann %A Ngangue,Patrice %A Barro,Abibata %A Pafadnam,Yacouba %+ Institut de Formation et de Recherche Interdisciplinaires en Sciences de la Santé et de l’Éducation, 09 BP 311 Ouagadougou 09, Ouagadougou, Burkina Faso, 226 702 709 14, hpilabr@yahoo.com %K Burkina Faso %K teaching %K learning %K ICT %K COVID-19 %K critical analysis %K public health %K online learning %K e-learning %K information and communication technology %K challenge %D 2021 %7 18.5.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Background: Several studies have reported the positive impact of information and communication technologies (ICTs) on academic performance and outcomes. Although some equipment is available, the ICTs for education at the National Public Health School (NPHS) of Burkina Faso have many shortcomings. These shortcomings were clearly revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of COVID-19, some measures were taken, such as closure of educational institutions. This resulted in a 2.5-month suspension of educational activities. Despite its willingness, the NPHS was unable to use ICTs to continue teaching during the closure period of educational institutions. Objective: In this paper, we aim to propose practical solutions to promote ICT use in teaching at the NPHS by analyzing the weaknesses and challenges related to its use. Methods: We conducted a critical analysis based on information from the gray literature of NPHS. This critical analysis was preceded by a review of systematic reviews on barriers and facilitating factors to using ICTs in higher education and a systematic review of ICT use during the COVID-19 pandemic in higher education. An ICT integration model and a clustering of ICT integration factors guided the analysis. Results: The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICTs in pedagogical situations in face-to-face and distance learning; training of actors, namely the teachers and students; availability of qualified resource persons and adequate and specific financial resources; motivation of teachers; and stage of use of ICTs. Conclusions: To promote the use of ICTs in teaching at the NPHS, actions must be performed to strengthen the infrastructure and equipment, human resources, the skills of actors and the motivation of teachers in the pedagogical use of ICTs. %M 33970868 %R 10.2196/27169 %U https://mededu.jmir.org/2021/2/e27169 %U https://doi.org/10.2196/27169 %U http://www.ncbi.nlm.nih.gov/pubmed/33970868 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e29099 %T Teaching Telemedicine: The Next Frontier for Medical Educators %A Alcocer Alkureishi,Maria %A Lenti,Gena %A Choo,Zi-Yi %A Castaneda,Jason %A Weyer,George %A Oyler,Julie %A Lee,Wei Wei %+ Department of Pediatrics, University of Chicago, 5841 S Maryland Avenue, Chicago, IL, 60637, United States, 1 773 834 8927, malkureishi@peds.bsd.uchicago.edu %K telemedicine %K virtual visits %K patient-centered care %K graduate medical education %K medical education %K telehealth %K virtual health %K graduate students %K education %K COVID-19 %K pandemic %D 2021 %7 29.4.2021 %9 Viewpoint %J JMIR Med Educ %G English %X The COVID-19 pandemic has pushed telemedicine to the forefront of health care delivery, and for many clinicians, virtual visits are the new normal. Although telemedicine has allowed clinicians to safely care for patients from a distance during the current pandemic, its rapid adoption has outpaced clinician training and development of best practices. Additionally, telemedicine has pulled trainees into a new virtual education environment that finds them oftentimes physically separated from their preceptors. Medical educators are challenged with figuring out how to integrate learners into virtual workflows while teaching and providing patient-centered virtual care. In this viewpoint, we review principles of patient-centered care in the in-person setting, explore the concept of patient-centered virtual care, and advocate for the development and implementation of patient-centered telemedicine competencies. We also recommend strategies for teaching patient-centered virtual care, integrating trainees into virtual workflows, and developing telemedicine curricula for graduate medical education trainees by using our TELEMEDS framework as a model. %M 33878011 %R 10.2196/29099 %U https://mededu.jmir.org/2021/2/e29099 %U https://doi.org/10.2196/29099 %U http://www.ncbi.nlm.nih.gov/pubmed/33878011 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e27877 %T Best Practices for Integrating Medical Students Into Telehealth Visits %A Wamsley,Maria %A Cornejo,Laeesha %A Kryzhanovskaya,Irina %A Lin,Brian W %A Sullivan,Joseph %A Yoder,Jordan %A Ziv,Tali %+ Department of Medicine, University of California San Francisco School of Medicine, San Francisco, CA, United States, 1 415 514 8660, maria.wamsley@ucsf.edu %K telehealth %K undergraduate medical education %K workplace learning %K ambulatory care %K telehealth competencies %K medical education %K student education %K digital learning %K online learning %K ambulatory %K digital health %D 2021 %7 21.4.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Telehealth has become an increasingly important part of health care delivery, with a dramatic rise in telehealth visits during the COVID-19 pandemic. Telehealth visits will continue to be a part of care delivery after the pandemic subsides, and it is important that medical students receive training in telehealth skills to meet emerging telehealth competencies. This paper describes strategies for successfully integrating medical students into telehealth visits in the ambulatory setting based on existing literature and the extensive experience of the authors teaching and learning in the telehealth environment. %M 33881407 %R 10.2196/27877 %U https://mededu.jmir.org/2021/2/e27877 %U https://doi.org/10.2196/27877 %U http://www.ncbi.nlm.nih.gov/pubmed/33881407 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 1 %P e17598 %T Twitter as a Mental Health Support System for Students and Professionals in the Medical Field %A Liu,Lisa %A Woo,Benjamin K P %+ Department of Molecular, Cell, and Developmental Biology, University of California, Los Angeles, 405 Hilgard Avenue, Los Angeles, CA, 90095, United States, 1 949 870 0827, lisa96liu@gmail.com %K Twitter %K social media %K mental health %K health professionals %K community %K social support %K depression %K physician suicide %D 2021 %7 19.1.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Twitter is a rapidly growing social media site that has greatly integrated itself in the lives of students and professionals in the medical field. While Twitter has been found to be very helpful in facilitating education, there is also great potential for its usage as a social support system. Social support has become more essential as society grapples with declining mental health, particularly in the medical sector. In our previous paper, we saw that Twitter provides a promising tool to learn more about the online conversation about dementia and, in particular, the supportive network that can be created. Inspired by this, we decided to investigate the potential of using Twitter as a support system for students and professionals in the medical field. In this paper, we explore the current state of mental health in the medical field and suggest practical implementation methods for using Twitter. %M 33464210 %R 10.2196/17598 %U http://mededu.jmir.org/2021/1/e17598/ %U https://doi.org/10.2196/17598 %U http://www.ncbi.nlm.nih.gov/pubmed/33464210 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e21787 %T The Need for Education and Clinical Best Practice Guidelines in the Era of Direct-to-Consumer Genomic Testing %A Myers,Madeleine %A Bloss,Cinnamon %+ University of California San Diego, 9500 Gilman Drive MC0896, Atkinson Hall, La Jolla, CA, 92093-0896, United States, 1 8585349595, cbloss@ucsd.edu %K personal genome testing %K direct-to-consumer %K primary care %K patient-physician relationship %K medical education %D 2020 %7 8.12.2020 %9 Viewpoint %J JMIR Med Educ %G English %X Many people share the results of their direct-to-consumer personal genomic testing (DTC-PGT) within the primary care setting, seeking interpretation of and counsel about the results. However, most primary care physicians (PCPs) are not trained to interpret and communicate about DTC-PGT results. New guidelines must be developed to help PCPs maximize the potential of emerging DTC-PGT technologies. %M 33289492 %R 10.2196/21787 %U http://mededu.jmir.org/2020/2/e21787/ %U https://doi.org/10.2196/21787 %U http://www.ncbi.nlm.nih.gov/pubmed/33289492 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e22926 %T Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students’ Viewpoint %A Paul,Nadine %A Kohara,Sae %A Khera,Gursharan Kaur %A Gunawardena,Ramith %+ King's College London, Faculty of Life Sciences & Medicine, King’s College London School of Medical Education, London, SE1 1UL, United Kingdom, 44 7871593154, nadine.paul@kcl.ac.uk %K clinical education %K curriculum development %K personal characteristics %K physician/patient relationship %K professional development %K education %K medical student %K telemedicine %K simulation %K COVID-19 %D 2020 %7 18.11.2020 %9 Viewpoint %J JMIR Med Educ %G English %X The COVID-19 pandemic has forced medical schools and clinicians to transition swiftly to working online, where possible. During this time, final-year medical students at King’s College London, England, have received some of their general practice teachings in the form of virtual tutor groups. The predominant feature of such groups is online patient simulations, which provide students a valuable experience to help gain insight into current clinical practice amid the pandemic and inform how their practices as incoming junior doctors would continue. Even in the absence of face-to-face teaching and clinical placements, students have been able to hone their medical knowledge and soft skills through these virtual, simulated consultations. They have been exposed to a new consultation style while in a safe and collaborative learning space. Here, we explore how medical students have benefited from these virtual tutor groups and how similar small-group online teaching opportunities can add value to the medical curriculum in the future. %M 33112760 %R 10.2196/22926 %U http://mededu.jmir.org/2020/2/e22926/ %U https://doi.org/10.2196/22926 %U http://www.ncbi.nlm.nih.gov/pubmed/33112760 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 1 %P e19300 %T Email Use Reconsidered in Health Professions Education: Viewpoint %A De Gagne,Jennie C %A Yang,Yesol %A Rushton,Sharron %A Koppel,Paula D %A Hall,Katherine %+ Duke University School of Nursing, 307 Trent Drive, DUMC 3322, Durham, NC, 27710, United States, 1 713 927 1698, yesol.yang@duke.edu %K communication %K electronic mail %K professionalism %K faculty %K health occupations %K health occupations students %D 2020 %7 1.6.2020 %9 Viewpoint %J JMIR Med Educ %G English %X Email has become a popular means of communication in the past 40 years, with more than 200 billion emails sent each day worldwide. When used appropriately, email can be an effective and useful form of correspondence, although improper practices, such as email incivility, can present challenges. Email is ubiquitous in education and health care, where it is used for student-to-teacher, provider-to-provider, and patient-to-provider communications, but not all students, faculty members, and health professionals are skilled in its use. This paper examines the challenges and opportunities posed by email communication in health professions education and reveals important deficiencies in training, as well as steps that can be taken by health professions educators to address them. Recommendations are offered to help health professions educators develop approaches for teaching email professionalism. %M 32478659 %R 10.2196/19300 %U http://mededu.jmir.org/2020/1/e19300/ %U https://doi.org/10.2196/19300 %U http://www.ncbi.nlm.nih.gov/pubmed/32478659 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 5 %N 2 %P e16048 %T Introducing Artificial Intelligence Training in Medical Education %A Paranjape,Ketan %A Schinkel,Michiel %A Nannan Panday,Rishi %A Car,Josip %A Nanayakkara,Prabath %+ Amsterdam University Medical Center, De Boelelaan 1117, 1081 HV, Amsterdam, Netherlands, 31 3174108035, ketanp@alumni.gsb.stanford.edu %K algorithm %K artificial intelligence %K black box %K deep learning %K machine learning %K medical education %K continuing education %K data sciences %K curriculum %D 2019 %7 3.12.2019 %9 Viewpoint %J JMIR Med Educ %G English %X Health care is evolving and with it the need to reform medical education. As the practice of medicine enters the age of artificial intelligence (AI), the use of data to improve clinical decision making will grow, pushing the need for skillful medicine-machine interaction. As the rate of medical knowledge grows, technologies such as AI are needed to enable health care professionals to effectively use this knowledge to practice medicine. Medical professionals need to be adequately trained in this new technology, its advantages to improve cost, quality, and access to health care, and its shortfalls such as transparency and liability. AI needs to be seamlessly integrated across different aspects of the curriculum. In this paper, we have addressed the state of medical education at present and have recommended a framework on how to evolve the medical education curriculum to include AI. %M 31793895 %R 10.2196/16048 %U http://mededu.jmir.org/2019/2/e16048/ %U https://doi.org/10.2196/16048 %U http://www.ncbi.nlm.nih.gov/pubmed/31793895 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 5 %N 2 %P e15297 %T Opportunities and Obstacles for Providing Medical Education Through Social Media %A Wilkinson,Aimee %A Ashcroft,James %+ Imperial College London, Surgical Innovation Centre, St Mary’s Hospital, London, W21NY, United Kingdom, 44 7543078801, arw1318@ic.ac.uk %K medical education %K social media %K innovation %D 2019 %7 27.11.2019 %9 Viewpoint %J JMIR Med Educ %G English %X Social media has infiltrated almost every sector of life, and medical education is no exception. As this technology becomes mainstream within society, an increasing number of health care students and professionals are using it for learning. Several important considerations for the risks of this technology are discussed here. %M 31774407 %R 10.2196/15297 %U http://mededu.jmir.org/2019/2/e15297/ %U https://doi.org/10.2196/15297 %U http://www.ncbi.nlm.nih.gov/pubmed/31774407 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 5 %N 1 %P e11971 %T Not Just a Medical Student: Delivering Medical Education Through a Short Video Series on Social Media %A Abbas,Nadine %A Ojha,Utkarsh %+ Faculty of Medicine, University of Southampton, 12 University Road, Southampton, SO17 1BJ, United Kingdom, 44 02380595571, nadine.abbas@hotmail.co.uk %K social media %K medical student %K medical education %K innovation %K videos %K Facebook %D 2019 %7 06.05.2019 %9 Viewpoint %J JMIR Med Educ %G English %X “Not Just a Medical Student” is an innovative bite-size medical education video series founded and hosted on social media. Its primary aim is to inspire tomorrow’s doctors to be creative while engaging and informing them with the latest innovations, technology, and conferences within various specialties. To our knowledge, these themes are scarcely covered in the structured medical curriculum. Created and launched in August 2017, “Not Just a Medical Student” quickly gained traction; with over 1000 followers on Facebook and a rapidly increasing number of views, it reached the medical community across the globe. The video series features a trailblazer in virtual reality surgery and its potential impact on the evolution of medical education, reviewing future medical technology apps, such as Touch Surgery, and reporting on the latest medical education and health apps. The series engaged in topical medico-politics at the British Medical Association House and reported on global health issues and innovations at the Royal Society of Medicine Conference. The video series has further received several national awards including the Association and Study of Medical Education (ASME) Educator Innovator 2017 award, runner up to the Zeshan Qureshi Outstanding Contribution to Medical Education Award, and the Alternative Docs National Social Media Influencer award. The concept has been presented at international conferences (eg, the Healthcare Leadership Academy conference) and gained international recognition upon personal invitation at the Norwegian Annual Junior Doctors Conference. With the rise of the social media generation, innovative methods to inspire, engage, and inform students contributing to the continuous evolution of medical education should be encouraged and further explored. %M 31066690 %R 10.2196/11971 %U http://mededu.jmir.org/2019/1/e11971/ %U https://doi.org/10.2196/11971 %U http://www.ncbi.nlm.nih.gov/pubmed/31066690 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 4 %N 2 %P e10306 %T Electronic Health Records as an Educational Tool: Viewpoint %A Habboush,Yacob %A Hoyt,Robert %A Beidas,Sary %+ Department of Internal Medicine, Orange Park Medical Center, HCA South Atlantic Division, 2001 Kingsley Avenue, Orange Park, FL, 32073, United States, 1 904 639 850, sary.beidas@hcahealthcare.com %K electronic health records %K education %K teaching %K learning %D 2018 %7 12.11.2018 %9 Viewpoint %J JMIR Med Educ %G English %X Background: Electronic health records (EHRs) have been adopted by most hospitals and medical offices in the United States. Because of the rapidity of implementation, health care providers have not been able to leverage the full potential of the EHR for enhancing clinical care, learning, and teaching. Physicians are spending an average of 49% of their working hours on EHR documentation, chart review, and other indirect tasks related to patient care, which translates into less face time with patients. Objective: The purpose of this article is to provide a preliminary framework to guide the use of EHRs in teaching and evaluation of residents. Methods: First we discuss EHR educational capabilities that have not been reviewed in sufficient detail in the literature and expand our discussion for each educational activity with examples. We emphasize quality improvement of clinical notes as a basic foundational skill using a spreadsheet-based application as an assessment tool. Next, we integrate the six Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and Milestones (CCMs) framework with the Reporter-Interpreter-Manager-Educator (RIME) model to expand our assessments of other areas of resident performance related to EHR use. Finally, we discuss how clinical utility, clinical outcome, and clinical reasoning skills can be assessed in the EHR. Results: We describe a pilot conceptual framework—CCM framework—to guide and demonstrate the use of the EHR for education in a clinical setting. Conclusions: As EHRs and other supporting technologies evolve, medical educators should continue to look for new opportunities within the EHR for education. Our framework is flexible to allow adaptation and use in most training programs. Future research should assess the validity of such methods on trainees’ education. %M 30425025 %R 10.2196/10306 %U http://mededu.jmir.org/2018/2/e10306/ %U https://doi.org/10.2196/10306 %U http://www.ncbi.nlm.nih.gov/pubmed/30425025 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 4 %N 2 %P e11122 %T Blending Gagne’s Instructional Model with Peyton’s Approach to Design an Introductory Bioinformatics Lesson Plan for Medical Students: Proof-of-Concept Study %A Tambi,Richa %A Bayoumi,Riad %A Lansberg,Peter %A Banerjee,Yajnavalka %+ Department of Basic Medical Sciences, Mohammed Bin Rashid University of Medicine and Health Sciences, Academic Medical Center Building - 14, Dubai Healthcare City, Dubai, 505055, United Arab Emirates, 971 043 000 8710, yaj.banerjee@gmail.com %K bioinformatics %K Gagne’s instructional model %K genetics %K lesson plan %K medical education %K Peyton’s approach %K undergraduate medical education %D 2018 %7 25.10.2018 %9 Tutorial %J JMIR Med Educ %G English %X Background: With the rapid integration of genetics into medicine, it has become evident that practicing physicians as well as medical students and clinical researchers need to be updated on the fundamentals of bioinformatics. To achieve this, the following gaps need to be addressed: a lack of defined learning objectives for “Bioinformatics for Medical Practitioner” courses, an absence of a structured lesson plan to disseminate the learning objectives, and no defined step-by-step strategy to teach the essentials of bioinformatics in the medical curriculum. Objective: The objective of this study was to address these gaps to design a streamlined pedagogical strategy for teaching basics of bioinformatics in the undergraduate medical curriculum. Methods: The established instructional design strategies employed in medical education—Gagne’s 9 events of instruction—were followed with further contributions from Peyton’s four-step approach to design a structured lesson plan in bioinformatics. Results: First, we defined the specifics of bioinformatics that a medical student or health care professional should be introduced to use this knowledge in a clinical context. Second, we designed a structured lesson plan using a blended approach from both Gagne’s and Peyton’s instructional models. Lastly, we delineated a step-by-step strategy employing free Web-based bioinformatics module, combining it with a clinical scenario of familial hypercholesterolemia to disseminate the defined specifics of bioinformatics. Implementation of Schon’s reflective practice model indicated that the activity was stimulating for the students with favorable outcomes regarding their basic training in bioinformatics. Conclusions: To the best of our knowledge, the present lesson plan is the first that outlines an effective dissemination strategy for integrating introductory bioinformatics into a medical curriculum. Further, the lesson plan blueprint can be used to develop similar skills in workshops, continuing professional development, or continuing medical education events to introduce bioinformatics to practicing physicians. %M 30361192 %R 10.2196/11122 %U http://mededu.jmir.org/2018/2/e11122/ %U https://doi.org/10.2196/11122 %U http://www.ncbi.nlm.nih.gov/pubmed/30361192 %0 Journal Article %@ 2292-9495 %I JMIR Publications %V 5 %N 2 %P e15 %T Value of Face-to-Face Interactions Between Clinician-Educators and Patients or Students to Improve Health Care Education %A Singh,Manisha %+ Division of Nephrology, Department of Internal Medicine, University of Arkansas For Medical Sciences, 4301 West Markham St #501, Little Rock, AR, 72205, United States, 1 5012405804, msingh@uams.edu %K medical education %K human factor %K value in human interactions %D 2018 %7 20.04.2018 %9 Viewpoint %J JMIR Hum Factors %G English %X The power and outreach of the media is enormous and has restructured our society today; the author acknowledges the impact and appreciates the outreach. However, I question the relative lack of focus on physical human interactions and express concern over future training efforts. I have compared and attempted to highlight the components of two interaction scenarios: those of teacher-student, and those of physician-patient. The physician-educators need to generate a discussion regarding the value of each interaction. As a teacher, there is value in online classrooms, and a different value in face-to-face interactions. Similarly, a physician can have major outreach impact by online tele-medicine and tele-education efforts, but in some instances, may need to have the human, physical interaction with the patient. The value of these interactions depends on the roles in which these interactions are experienced. Medical education training must incorporate an understanding of the unique value of different interactions. %M 29678803 %R 10.2196/humanfactors.9859 %U http://humanfactors.jmir.org/2018/2/e15/ %U https://doi.org/10.2196/humanfactors.9859 %U http://www.ncbi.nlm.nih.gov/pubmed/29678803 %0 Journal Article %@ 1929-0748 %I JMIR Publications %V 5 %N 3 %P e143 %T Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal %A Vaitsis,Christos %A Stathakarou,Natalia %A Barman,Linda %A Zary,Nabil %A McGrath,Cormac %+ Karolinska Institutet, Department of Learning, Informatics, Management and Ethics, Tomtebodavägen 18A, Stockholm,, Sweden, 46 7 371 21547, christos.vaitsis@ki.se %K medical education %K competency frameworks %K technical standards %K open learning activities %K massive open online courses %K learning management systems %D 2016 %7 07.07.2016 %9 Proposal %J JMIR Res Protoc %G English %X Background: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. Objective: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. Methods: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. Results: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Conclusions: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts. %M 27390226 %R 10.2196/resprot.4974 %U http://www.researchprotocols.org/2016/3/e143/ %U https://doi.org/10.2196/resprot.4974 %U http://www.ncbi.nlm.nih.gov/pubmed/27390226 %0 Journal Article %@ 2369-3762 %I JMIR Publications Inc. %V 1 %N 2 %P e9 %T Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee %A Shenson,Jared Andrew %A Adams,Ryan Christopher %A Ahmed,S. Toufeeq %A Spickard,Anderson %+ School of Medicine, Vanderbilt University, 3402 Medical Research Building IV, 2213 Garland Ave., Nashville, TN, 37232, United States, 1 4153288586, jared.shenson@gmail.com %K committee membership %K educational technology %K medical education %K medical students %K organizational innovation %K organizational models %D 2015 %7 17.09.2015 %9 Original Paper %J JMIR Medical Education %G English %X Background: As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today’s digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. Objective: The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students’ valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. Methods: A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. Results: The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field’s understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students’ needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee’s success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Conclusions: Students should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community. %M 27731843 %R 10.2196/mededu.4676 %U http://mededu.jmir.org/2015/2/e9/ %U https://doi.org/10.2196/mededu.4676 %U http://www.ncbi.nlm.nih.gov/pubmed/27731843 %0 Journal Article %@ 1438-8871 %I JMIR Publications Inc. %V 17 %N 2 %P e49 %T Advantages and Disadvantages of Educational Email Alerts for Family Physicians: Viewpoint %A Badran,Hani %A Pluye,Pierre %A Grad,Roland %+ Information Technology Primary Healthcare Research Group, Department of Family Medicine, McGill University, 5858, chemin de la Côte-des-Neige, 3rd floor, Montreal, QC, H3S 1Z1, Canada, 1 (514) 398 8483, pierre.pluye@mcgill.ca %K theory of planned behavior %K continuing medical education %K educational email alerts %K electronic knowledge resources %K family physicians %K health informatics %K knowledge translation %K primary health care %D 2015 %7 27.02.2015 %9 Viewpoint %J J Med Internet Res %G English %X Background: Electronic knowledge resources constitute an important channel for accredited Continuing Medical Education (CME) activities. However, email usage for educational purposes is controversial. On the one hand, family physicians become aware of new information, confirm what they already know, and obtain reassurance by reading educational email alerts. Email alerts can also encourage physicians to search Web-based resources. On the other hand, technical difficulties and privacy issues are common obstacles. Objective: The purpose of this discussion paper, informed by a literature review and a small qualitative study, was to understand family physicians’ knowledge, attitudes, and behavior in regard to email in general and educational emails in particular, and to explore the advantages and disadvantages of educational email alerts. In addition, we documented participants’ suggestions to improve email alert services for CME. Methods: We conducted a qualitative descriptive study using the “Knowledge, Attitude, Behavior” model. We conducted semi-structured face-to-face interviews with 15 family physicians. We analyzed the collected data using inductive-deductive thematic qualitative data analysis. Results: All 15 participants scanned and prioritized their email, and 13 of them checked their email daily. Participants mentioned (1) advantages of educational email alerts such as saving time, convenience and valid information, and (2) disadvantages such as an overwhelming number of emails and irrelevance. They offered suggestions to improve educational email. Conclusions: The advantages of email alerts seem to compensate for their disadvantages. Suggestions proposed by family physicians can help to improve educational email alerts. %M 25803184 %R 10.2196/jmir.3773 %U http://www.jmir.org/2015/2/e49/ %U https://doi.org/10.2196/jmir.3773 %U http://www.ncbi.nlm.nih.gov/pubmed/25803184