%0 Journal Article %@ 1929-0748 %I JMIR Publications %V 13 %N %P e58084 %T Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review %A Robertson,Sandra %A Thomson,Katie %A Bannigan,Katrina %+ Glasgow Caledonian University, Cowcaddens Road, Glasgow, G4 0BA, United Kingdom, 44 141 331 8472, Sandra.Robertson@gcu.ac.uk %K student-run clinic %K student-facilitated clinic %K allied health profession %K interprofessional %K higher education %K university %K tertiary education %K preregistration %K social care environment %K practice based learning %D 2024 %7 27.11.2024 %9 Protocol %J JMIR Res Protoc %G English %X Background: Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. Objective: This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? Methods: This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. Results: An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. Conclusions: This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. International Registered Report Identifier (IRRID): PRR1-10.2196/58084 %M 39602798 %R 10.2196/58084 %U https://www.researchprotocols.org/2024/1/e58084 %U https://doi.org/10.2196/58084 %U http://www.ncbi.nlm.nih.gov/pubmed/39602798 %0 Journal Article %@ 2369-3762 %I %V 10 %N %P e57696 %T A Student’s Viewpoint on ChatGPT Use and Automation Bias in Medical Education %A Dsouza,Jeanne Maria %K AI %K artificial intelligence %K ChatGPT %K medical education %D 2024 %7 15.4.2024 %9 %J JMIR Med Educ %G English %X %R 10.2196/57696 %U https://mededu.jmir.org/2024/1/e57696 %U https://doi.org/10.2196/57696 %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 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 e39059 %T Emoji Education: How Students Can Help Increase Health Awareness by Making Emojis %A Marzouk,Sammer %A He,Shuhan %A Lee,Jarone %+ Massachusetts General Hospital, 55 Fruit Street, Boston, MA, 02114, United States, 1 617 726 2760, jarone.lee@mgh.harvard.edu %K emoji %K medical education %K technology, education %K medical students %K creativity %K student %K health awareness %K health %K awareness %K medical %K society %K innovation %K communication %K medical communication %K electronic %K artistic %K representation %D 2022 %7 11.11.2022 %9 Viewpoint %J JMIR Med Educ %G English %X Emojis can improve health communication, especially when incorporating emojis into traditionally word-only texts. Beyond improving communication, emojis also offer greater access to health care, especially for vulnerable and marginalized populations with limited health literacy. A recent study found that 94% of patients with limited health literacy preferred health reports with emojis. Moreover, health officials are considering adding emojis to cardiopulmonary resuscitation guidelines and public health guidelines for handwashing. As the world evolves with new technology and new methods of communication, we must also evolve the language and method we use to communicate health information to patients. In this viewpoint, we aim to discuss the methods health care professionals can use to develop novel communication methods using emojis and the benefits of their incorporation into health care communication. %M 36367758 %R 10.2196/39059 %U https://mededu.jmir.org/2022/4/e39059 %U https://doi.org/10.2196/39059 %U http://www.ncbi.nlm.nih.gov/pubmed/36367758 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 3 %P e39794 %T Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America %A Chartash,David %A Rosenman,Marc %A Wang,Karen %A Chen,Elizabeth %+ Center for Medical Informatics, Yale University School of Medicine, 300 George Street Suite 501, New Haven, CT, 06511, United States, 1 203 737 5325, dchartas@ieee.org %K undergraduate medical education %K medical informatics %K curriculum %K medical education %K education %K North America %K framework %K clinical %K informatics %K Canada %K United States %K US %K teaching %K management %K cognitive %D 2022 %7 13.9.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. %M 36099007 %R 10.2196/39794 %U https://mededu.jmir.org/2022/3/e39794 %U https://doi.org/10.2196/39794 %U http://www.ncbi.nlm.nih.gov/pubmed/36099007 %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 1 %P e32183 %T Technology Literacy in Undergraduate Medical Education: Review and Survey of the US Medical School Innovation and Technology Programs %A Wang,Judy Jiaqi %A Singh,Rishabh K %A Miselis,Heather Hough %A Stapleton,Stephanie Nicole %+ Department of Emergency Medicine, Boston University School of Medicine, Boston Medical Center, 1 Boston Medical Center Place, Boston, MA, 02118, United States, 1 6174144892, snstaple13@gmail.com %K curricular development %K medical innovation %K medical technology %K student engagement %D 2022 %7 31.3.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Modern innovations, like machine learning, genomics, and digital health, are being integrated into medical practice at a rapid pace. Physicians in training receive little exposure to the implications, drawbacks, and methodologies of upcoming technologies prior to their deployment. As a result, there is an increasing need for the incorporation of innovation and technology (I&T) training, starting in medical school. Objective: We aimed to identify and describe curricular and extracurricular opportunities for innovation in medical technology in US undergraduate medical education to highlight challenges and develop insights for future directions of program development. Methods: A review of publicly available I&T program information on the official websites of US allopathic medical schools was conducted in June 2020. Programs were categorized by structure and implementation. The geographic distribution of these categories across US regions was analyzed. A survey was administered to school-affiliated student organizations with a focus on I&T and publicly available contact information. The data collected included the founding year, thematic focus, target audience, activities offered, and participant turnout rate. Results: A total of 103 I&T opportunities at 69 distinct Liaison Committee on Medical Education–accredited medical schools were identified and characterized into the following six categories: (1) integrative 4-year curricula, (2) facilitated doctor of medicine/master of science dual degree programs in a related field, (3) interdisciplinary collaborations, (4) areas of concentration, (5) preclinical electives, and (6) student-run clubs. The presence of interdisciplinary collaboration is significantly associated with the presence of student-led initiatives (P=.001). “Starting and running a business in healthcare” and “medical devices” were the most popular thematic focuses of student-led I&T groups, representing 87% (13/15) and 80% (12/15) of respondents, respectively. “Career pathways exploration for students” was the only type of activity that was significantly associated with a high event turnout rate of >26 students per event (P=.03). Conclusions: Existing school-led and student-driven opportunities in medical I&T indicate growing national interest and reflect challenges in implementation. The greater visibility of opportunities, collaboration among schools, and development of a centralized network can be considered to better prepare students for the changing landscape of medical practice. %M 35357319 %R 10.2196/32183 %U https://mededu.jmir.org/2022/1/e32183 %U https://doi.org/10.2196/32183 %U http://www.ncbi.nlm.nih.gov/pubmed/35357319 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e33612 %T Student-Run Online Journal Club Initiative During a Time of Crisis: Survey Study %A Ozkara,Burak Berksu %A Karabacak,Mert %A Alpaydin,Duygu Demet %+ Cerrahpaşa Faculty of Medicine, Istanbul University-Cerrahpaşa, İstanbul Üniversitesi-Cerrahpaşa Tıp Fakültesi, Kocamustafapaşa Cd. No 53, Istanbul, 34098, Turkey, 90 5542993096, berksuozkara@gmail.com %K online journal club %K medical student %K distance learning %K COVID-19 %K undergraduate education %K student journal club %K online education %K establishment %K initiative %K literature %K research %K publishing %K education %D 2022 %7 7.3.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Since the closure of university campuses due to COVID-19 in spring 2020 necessitated a quick transition to online courses, medical students were isolated from hospitals and universities, negatively impacting their education. During this time, medical students had no opportunity to participate in academic discussions and were also socially isolated. Furthermore, medical doctors and professors of medical schools were given additional responsibilities during the pandemic because they were the frontliners in the fight against COVID-19. As a result, they did not have enough time to contribute effectively to medical student education. Objective: This paper describes the establishment of the Cerrahpasa Neuroscience Society Journal Clubs, a group of entirely student-run online journal clubs at Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa. Methods: The website, mass emailing, and social media accounts were used to announce the online journal clubs. Only medical students were eligible to apply. Journal clubs included psychiatry, neuroradiology, neurosurgery, neurology, and neuroscience. Following the last journal club meeting, a questionnaire created by the society’s board was distributed to the participants. SPSS Statistics (version 26) was used for statistical analysis. Results: Since March 15, 2021, synchronous online journal club meetings have been held every 2 weeks on a weekday using Google Meet, Microsoft Teams, or Zoom. Meetings of each journal club lasted approximately 1 hour on average. Interstudent interaction across multiple institutions was achieved since a total of 45 students from 11 different universities attended the meetings on a regular basis. Students on the society’s board served as academic mentors for the clubs. The clubs received excellent feedback from participants, with an overall contentment score of 4.32 out of 5. Conclusions: By establishing these clubs, we have created a venue for academic discussions, which helps to reduce the negative impact of the pandemic on education. In addition, we believe it greatly aided students in staying in touch with their peers, thereby reducing the sense of isolation. We realize that traditional journal clubs are run by faculty; however, we believe that this experience demonstrated that medical students could run a journal club on their own since the feedback from participants was excellent. Additionally, as a medical student, being a journal club academic mentor is a challenging responsibility; however, having this responsibility significantly improved our academic mentors’ leadership abilities. %M 35148270 %R 10.2196/33612 %U https://mededu.jmir.org/2022/1/e33612 %U https://doi.org/10.2196/33612 %U http://www.ncbi.nlm.nih.gov/pubmed/35148270 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e31392 %T Preparing Medical Students for the Final Examinations During the COVID-19 Crisis: A Bumpy Ride to the Finishing Line %A Mageswaran,Nanthini %A Ismail,Noor Akmal Shareela %+ Faculty of Medicine, Universiti Kebangsaan Malaysia, Jalan Yaacob Latif, Bandar Tun Razak, Kuala Lumpur, 56000, Malaysia, 60 391459552, nasismail@ukm.edu.my %K COVID-19 %K undergraduate medical education %K medical students %K clinical competency %K pandemic %D 2022 %7 3.2.2022 %9 Viewpoint %J JMIR Med Educ %G English %X In this viewpoint, we share and reflect on the experiences of final-year students preparing for a high-stakes examination at the Faculty of Medicine, Universiti Kebangsaan Malaysia during the COVID-19 pandemic. We highlight the new challenges faced during web-based remote learning and major differences in the clinical learning environment at our teaching hospital, which was one of the designated COVID-19 centers in Malaysia. We also document how a face-to-face professional examination was conducted for final-year medical students at our institution despite in times of a global health crisis. The lessons learned throughout this process address the importance of resilience and adaptability in unprecedented times. Further, we recommend appropriate measures that could be applied by medical schools across the world to improve the delivery of quality medical education during a crisis in the years to come. %M 35084354 %R 10.2196/31392 %U https://mededu.jmir.org/2022/1/e31392 %U https://doi.org/10.2196/31392 %U http://www.ncbi.nlm.nih.gov/pubmed/35084354 %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 e26790 %T Innovation and Inequality: A Medical Student Perspective. Comment on "The Present and Future Applications of Technology in Adapting Medical Education Amidst the COVID-19 Pandemic" %A Pan,Myat %A San,Myat %+ Cardiff University School of Medicine, Neuadd Meirionnydd, Cardiff, CF14 4YS, United Kingdom, 44 (0)29 2068 8113, panmp@cardiff.ac.uk %K medical education %K technology %K coronavirus %K medical students %K COVID-19 %K pandemic %K online lecture %K virtual reality %K education %D 2021 %7 4.10.2021 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 34081609 %R 10.2196/26790 %U https://mededu.jmir.org/2021/4/e26790 %U https://doi.org/10.2196/26790 %U http://www.ncbi.nlm.nih.gov/pubmed/34081609 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 3 %P e27856 %T Removing Educational Achievement Points From the Foundation Programme Application System: Is This the Right Decision? %A Ganesh Kumar,Abirami %A Kallikas,Georgios %A Hassan,Melihah %A Dev,Indu Kiran %A Basu,Soutrik %+ Department of Medicine, London School of Medicine and Dentistry, Queen Mary University of London Barts, Turner Street, Whitechapel, East London, E12AD, United Kingdom, 44 020 7882 5555, ha161136@qmul.ac.uk %K medical student %K medical education %K research %K academic medicine %K medical school %K United Kingdom %K achievement %K test scores %K transferable skills %D 2021 %7 4.8.2021 %9 Viewpoint %J JMIR Med Educ %G English %X The UK Foundation Programme Office has announced that medical students graduating from 2023 onward will not receive Foundation Programme Application System points for additional degrees or journal publications. In this viewpoint paper, we acknowledge the reasons for this decision, such as socioeconomically advantaged students having greater access to these achievements and the promotion of intercalated degrees for the sake of point accumulation. Additionally, the predictive value of these achievements with regard to junior doctors’ performance has been questioned when compared to that of other Foundation Programme Application System components. Conversely, we also highlight the drawbacks of the UK Foundation Programme Office’s decision, since this might discourage medical students from completing additional degrees and attempting to publish their work, thereby resulting in clinicians with little to no academic experience or interest. Finally, we attempt to provide suggestions for future improvements in this system by analyzing different medical schools’ approaches, such as the BMedSci Honors program offered at Nottingham University. Furthermore, promoting and supporting engagement with academia, especially among socioeconomically disadvantaged students, are the responsibility of all medical schools; such actions are needed in order to produce doctors who are both clinically and academically competent. We conclude that the aforementioned changes should only affect new cohorts in the interest of universities’ transparency and fairness to their students. %M 34346899 %R 10.2196/27856 %U https://mededu.jmir.org/2021/3/e27856 %U https://doi.org/10.2196/27856 %U http://www.ncbi.nlm.nih.gov/pubmed/34346899 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 3 %P e29157 %T Creation of a Student-Run Medical Education Podcast: Tutorial %A Milligan,Kevin John %A Daulton,Robert Scott %A St Clair,Zachary Taylor %A Epperson,Madison Veronica %A Holloway,Rachel Mackenzie %A Schlaudecker,Jeffrey David %+ University of Cincinnati College of Medicine, 3230 Eden Ave, Cincinnati, OH, 45267, United States, 1 5135587333, milligkj@mail.uc.edu %K podcast %K medical student %K near-peer %K medical education %D 2021 %7 8.7.2021 %9 Tutorial %J JMIR Med Educ %G English %X Background: Podcasting has become a popular medium for medical education content. Educators and trainees of all levels are turning to podcasts for high-quality, asynchronous content. Although numerous medical education podcasts have emerged in recent years, few student-run podcasts exist. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical students’ personal and professional identity formation. Student-run podcasts offer a new medium for delivering near-peer advice to medical students in an enduring and accessible manner. Objective: This paper describes the creation of the UnsCripted Medicine Podcast—a student-run medical education podcast produced at the University of Cincinnati College of Medicine. Methods: The planning and preparatory phases spanned 6 months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were directed toward securing funding; obtaining necessary equipment; and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure that high professionalism standards were met, key partnerships were created with faculty from the College of Medicine. Results: The UnsCripted Medicine Podcast published 53 episodes in its first 2 years. The number of episodes released per month ranges from 0 to 5, with a mean of 2.0 episodes. The podcast has a Twitter account with 217 followers. The number of listeners who subscribed to the podcast via Apple Podcasts grew to 86 in the first year and then to 218 in the second year. The show has an average rating of 4.8 (out of 5) on Apple Podcasts, which is based on 24 ratings. The podcast has hosted 70 unique guests, including medical students, resident physicians, attending physicians, nurses, physicians’ family members, graduate medical education leadership, and educators. Conclusions: Medical student–run podcasts are a novel approach to supporting medical students and fostering professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with lower barriers of entry compared to those of other forms of published content. Medical schools should consider supporting student podcast initiatives to allow for near-peer mentoring, augment the community, facilitate professional identity formation, and prepare the rising physician workforce for the technological frontier of medical education and practice. %M 34255694 %R 10.2196/29157 %U https://mededu.jmir.org/2021/3/e29157 %U https://doi.org/10.2196/29157 %U http://www.ncbi.nlm.nih.gov/pubmed/34255694 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e26797 %T Adapting Medical Education Initiatives Through Team-Based e-Learning, Telemedicine Objective Structured Clinical Exams, and Student-Led Community Outreach During the COVID-19 Pandemic %A Miao,Julia H %+ Department of Medicine, Renaissance School of Medicine at Stony Brook University, 100 Nicolls Rd, Stony Brook, NY, 11794, United States, 1 4083987805, jhm344@cornell.edu %K medical education %K COVID-19 %K medical student %K community service %K telemedicine %K telehealth %K community outreach %K peer teaching %K student-led initiative %K clinical assessment %K adaptability %K team-based learning %D 2021 %7 14.6.2021 %9 Viewpoint %J JMIR Med Educ %G English %X Although the COVID-19 pandemic has quickly prompted medical schools and students around the world to transition from their traditional classrooms to web-based learning, the global crisis has inspired the development of innovative e-learning solutions that use existing technology and other web-based tools to continue nurturing the education of medical students while ensuring the public health and safety of both students and faculty members alike. Through the perspective of medical students, we share how the COVID-19 pandemic has impacted and transformed small team–based learning in medical education; changed objective structured clinical exam evaluations and the practice of clinical skills through telemedicine; and nurtured nationwide, web-based, student-led initiatives for community outreach, telehealth, and medical services. %M 34061763 %R 10.2196/26797 %U https://mededu.jmir.org/2021/2/e26797 %U https://doi.org/10.2196/26797 %U http://www.ncbi.nlm.nih.gov/pubmed/34061763 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e28264 %T Medical Students Learning on the COVID-19 Front Line %A Zimianiti,Ioanna %A Thanaraaj,Vyshnavi %A Watson,Francesca %A Osibona,Oluwapelumi %+ Imperial College London, School of Medicine, Level 2, Faculty Building South Kensington Campus, London, SW7 2AZ, United Kingdom, 44 (0)20 7589 5111, ioanna.zimianiti16@imperial.ac.uk %K medical education %K COVID-19 %K frontline workers %K medical student %K viewpoint %K perspective %K infectious disease %K experience %K barrier %K motivation %D 2021 %7 1.6.2021 %9 Viewpoint %J JMIR Med Educ %G English %X In this viewpoint, we share our perspectives, as medical students at Imperial College London, on our experiences during our Infectious Diseases placement at Northwick Park Hospital, touching upon other students’ experiences at other sites as well. We highlight some of the main drivers of and barriers to medical students seeing patients with COVID-19. %M 34038377 %R 10.2196/28264 %U https://mededu.jmir.org/2021/2/e28264 %U https://doi.org/10.2196/28264 %U http://www.ncbi.nlm.nih.gov/pubmed/34038377 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e29335 %T Author’s Reply to: Virtual vs Online: Insight From Medical Students. Comment on “Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review” %A Wilcha,Robyn-Jenia %+ Faculty of Biology, Medicine and Health, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom, 44 (0)161 306 0211, robynwilcha05@gmail.com %K virtual teaching %K medical student %K medical education %K COVID-19 %K review %K search term %K virus %K pandemic %K quarantine %D 2021 %7 14.5.2021 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 33852412 %R 10.2196/29335 %U https://mededu.jmir.org/2021/2/e29335 %U https://doi.org/10.2196/29335 %U http://www.ncbi.nlm.nih.gov/pubmed/33852412 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 2 %P e27020 %T Virtual vs Online: Insight From Medical Students. Comment on “Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review” %A Kaini,Shahil %A Motie,Lucinda Zahrah %+ University College London, Gower St, Bloomsbury, London, WC1E 6BT, United Kingdom, 44 020 7679 2000, shahilkaini@live.co.uk %K virtual teaching %K medical student %K medical education %K COVID-19 %K review %K search term %K virus %K pandemic %K quarantine %D 2021 %7 14.5.2021 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 33988518 %R 10.2196/27020 %U https://mededu.jmir.org/2021/2/e27020 %U https://doi.org/10.2196/27020 %U http://www.ncbi.nlm.nih.gov/pubmed/33988518 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 7 %N 1 %P e24993 %T Medical Students Respond: Question Precision and Gender Differentiation. Comment on “Understanding Medical Students’ Attitudes Toward Learning eHealth: Questionnaire Study” %A Almohtadi,Ahmad %A Van,Minh %A Seyedzenouzi,Golnoush %+ St George's University of London, Cranmer Terrace, Tooting, London, SW170RE, United Kingdom, 44 020 8672 9944, ahmad.almohtadi97@gmail.com %K eHealth %K medical students %K medical education %D 2021 %7 11.2.2021 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 33570498 %R 10.2196/24993 %U https://mededu.jmir.org/2021/1/e24993 %U https://doi.org/10.2196/24993 %U http://www.ncbi.nlm.nih.gov/pubmed/33570498 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e24989 %T Medical Students’ Corner: Barriers to Communication During the COVID-19 Pandemic %A Ogunbiyi,M Olabisi %A Obiri-Darko,Emma %+ University College London Medical School, 74 Huntley Street, London, United Kingdom, 44 7483126613, zchamoo@ucl.ac.uk %K COVID-19 %K medical education %K education %K student %K communication %K perspective %K medical student %K barrier %K culture %D 2020 %7 27.11.2020 %9 Viewpoint %J JMIR Med Educ %G English %X The COVID-19 pandemic has inspired us, as medical students, to reflect upon the communication training we have received in medical school and the obstacles we have faced in the clinic due to COVID-19. We hold the view that our communication training is inadequate; this view is driven by our limited exposure to patients, a situation that is currently being exacerbated by the pandemic. The medical curriculum must be inclusive of all groups and take into account the new challenges arising during the COVID-19 pandemic. %M 33197232 %R 10.2196/24989 %U http://mededu.jmir.org/2020/2/e24989/ %U https://doi.org/10.2196/24989 %U http://www.ncbi.nlm.nih.gov/pubmed/33197232 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e21869 %T Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team %A Tong,Anson Hei Ka %A See,Christopher %+ School of Biomedical Sciences, Faculty of Medicine, The Chinese University of Hong Kong, 610S, Choh-Ming Li Basic Medical Sciences Building, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong, China (Hong Kong), 852 39430465, christophersee@cuhk.edu.hk %K Peer learning %K medical education %K peer teaching %K peer-led learning %K peer %K education %D 2020 %7 23.11.2020 %9 Viewpoint %J JMIR Med Educ %G English %X These personal views, drawn from the experiences of a medical student and a medical school lecturer, advocate caution of the current trend for formal adoption of peer teaching into medical school curricula. Using a metaphor from physics, we highlight the need for cautious deeper exploration of the informal world of peer-teaching in medical schools, which is a complex part of the educational ecosystem, prior to incorporating such activities into faculty-led initiatives. We support a measured approach to the introduction of compulsory peer-teaching activities given the recognized theoretical and pedagogical benefits. %M 33226345 %R 10.2196/21869 %U http://mededu.jmir.org/2020/2/e21869/ %U https://doi.org/10.2196/21869 %U http://www.ncbi.nlm.nih.gov/pubmed/33226345 %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 2 %P e20963 %T Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review %A Wilcha,Robyn-Jenia %+ Faculty of Biology, Medicine and Health, University of Manchester, Oxford Road, Manchester, M13 9PL, United Kingdom, 44 (0)161 306 0211, robynwilcha05@gmail.com %K virtual teaching %K medical student %K medical education %K COVID-19 %K review %K virus %K pandemic %K quarantine %D 2020 %7 18.11.2020 %9 Review %J JMIR Med Educ %G English %X Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. %M 33106227 %R 10.2196/20963 %U http://mededu.jmir.org/2020/2/e20963/ %U https://doi.org/10.2196/20963 %U http://www.ncbi.nlm.nih.gov/pubmed/33106227 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e23604 %T Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education %A Mann,Simran %A Novintan,Shonnelly %A Hazemi-Jebelli,Yasmin %A Faehndrich,Daniel %+ School of Medicine, Imperial College London, Kensington, London, United Kingdom, 44 7964965972, sm6015@ic.ac.uk %K medical education %K COVID-19 %K student equity %K community %K adaptability %K medical student %D 2020 %7 9.10.2020 %9 Viewpoint %J JMIR Med Educ %G English %X As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it. %M 32936774 %R 10.2196/23604 %U http://mededu.jmir.org/2020/2/e23604/ %U https://doi.org/10.2196/23604 %U http://www.ncbi.nlm.nih.gov/pubmed/32936774 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e20182 %T The United States Medical Licensing Examination Step 1 Is Changing—US Medical Curricula Should Too %A Liu,Benjamin %+ Medical College of Wisconsin, 8701 W Watertown Plank Rd, Wawautosa, WI, 53226, United States, 1 414 397 1602, beliu@mcw.edu %K USMLE %K US medical students %K USMLE pass/fail %K new curricula %K medical education %K medical learning %K medical school %D 2020 %7 30.7.2020 %9 Viewpoint %J JMIR Med Educ %G English %X In recent years, US medical students have been increasingly absent from medical school classrooms. They do so to maximize their competitiveness for a good residency program, by achieving high scores on the United States Medical Licensing Examination (USMLE) Step 1. As a US medical student, I know that most of these class-skipping students are utilizing external learning resources, which are perceived to be more efficient than traditional lectures. Now that the USMLE Step 1 is adopting a pass/fail grading system, it may be tempting to expect students to return to traditional basic science lectures. Unfortunately, my experiences tell me this will not happen. Instead, US medical schools must adapt their curricula. These new curricula should focus on clinical decision making, team-based learning, and new medical decision technologies, while leveraging the validated ability of these external resources to teach the basic sciences. In doing so, faculty will not only increase student engagement but also modernize the curricula to meet new standards on effective medical learning. %M 32667900 %R 10.2196/20182 %U http://mededu.jmir.org/2020/2/e20182/ %U https://doi.org/10.2196/20182 %U http://www.ncbi.nlm.nih.gov/pubmed/32667900 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 2 %P e20190 %T The Present and Future Applications of Technology in Adapting Medical Education Amidst the COVID-19 Pandemic %A Remtulla,Ridhaa %+ Birmingham Medical School, College of Medical and Dental Sciences, University of Birmingham, Birmingham Medical School, College of Medical and Dental Sciences, Edgbaston, Birmingham, B15 2TT, United Kingdom, 44 7436 719660, rxr529@student.bham.ac.uk %K medical education %K technology %K coronavirus %K medical students %K COVID-19 %K pandemic %K online lecture %K virtual reality %D 2020 %7 17.7.2020 %9 Viewpoint %J JMIR Med Educ %G English %X The coronavirus disease (COVID-19) pandemic has not only been catastrophic toward patient health but has also proven to be incredibly disruptive to several industries and sectors, including medical education. However, many medical schools have employed various technological solutions in order to minimize the disruption to medical education during this unpredictable time. This viewpoint reviews the various current and potential applications of technology in order to adapt medical education amidst a global pandemic. %M 32634107 %R 10.2196/20190 %U http://mededu.jmir.org/2020/2/e20190/ %U https://doi.org/10.2196/20190 %U http://www.ncbi.nlm.nih.gov/pubmed/32634107 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 1 %P e19725 %T COVID-19 Can Catalyze the Modernization of Medical Education %A Chen,Cathy Hsi %A Mullen,Alexander Joseph %+ Department of Medicine, University of Mississippi Medical Center, 2500 N State St, Jackson, MS, 39216, United States, 1 6019841000, ajmullen7@gmail.com %K medical education %K health professions education %K medical school %K curriculum design %K flipped classroom %K preclinical education %K COVID-19 %K coronavirus %K medical student %D 2020 %7 12.6.2020 %9 Viewpoint %J JMIR Med Educ %G English %X Amid the coronavirus disease (COVID-19) crisis, we have witnessed true physicianship as our frontline doctors apply clinical problem-solving to an illness without a textbook algorithm. Yet, for over a century, medical education in the United States has plowed ahead with a system that prioritizes content delivery over problem-solving. As resident trainees, we are acutely aware that memorizing content is not enough. We need a preclinical system designed to steer early learners from “know” to “know how.” Education leaders have long advocated for such changes to the medical school structure. For what may be the first time, we have a real chance to effect change. In response to the COVID-19 pandemic, medical educators have scrambled to conform curricula to social distancing mandates. The resulting online infrastructures are a rare chance for risk-averse medical institutions to modernize how we train our future physicians—starting by eliminating the traditional classroom lecture. Institutions should capitalize on new digital infrastructures and curricular flexibility to facilitate the eventual rollout of flipped classrooms—a system designed to cultivate not only knowledge acquisition but problem-solving skills and creativity. These skills are more vital than ever for modern physicians. %M 32501809 %R 10.2196/19725 %U http://mededu.jmir.org/2020/1/e19725/ %U https://doi.org/10.2196/19725 %U http://www.ncbi.nlm.nih.gov/pubmed/32501809 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 6 %N 1 %P e17336 %T Using Consumer Perceptions of a Voice-Activated Speaker Device as an Educational Tool %A Chung,Siubak %A Woo,Benjamin KP %+ University of California, Los Angeles, 14445 Olive View Drive, Sylmar, CA, , United States, 1 7472103830, emitam90@gmail.com %K consumer perceptions %K voice-activated speaker device %D 2020 %7 24.4.2020 %9 Viewpoint %J JMIR Med Educ %G English %X Voice-activated smart speakers, with their ease of setup, low cost, and versatility, could be an affordable and accessible way to improve health and mental health outcomes. In 2018, there were a total of 320 comments generated from verified purchases of a voice-activated smart speaker. These comments revealed there could be potential benefits of reducing loneliness and social isolation for adult users, especially for the older population. However, further research is warranted to determine whether using such devices would be harmful to children’s physical or mental development. %M 32329740 %R 10.2196/17336 %U http://mededu.jmir.org/2020/1/e17336/ %U https://doi.org/10.2196/17336 %U http://www.ncbi.nlm.nih.gov/pubmed/32329740