%0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e34369 %T Trauma Care Training in Vietnam: Narrative Scoping Review %A Nguyen,Ba Tuan %A Phung,Toi Lam %A Khuc,Thi Hong Hanh %A Nguyen,Van Anh Thi %A Blizzard,Christopher Leigh %A Palmer,Andrew %A Nguyen,Huu Tu %A Cong Quyet,Thang %A Nelson,Mark %+ Menzies Institute for Medical Research, University of Tasmania, 17 Liverpool Street, Hobart, 7000, Australia, 61 460918919, batuan.nguyen@utas.edu.au %K trauma training %K Vietnamese medical education system %K medical curricula %K short course %D 2022 %7 24.1.2022 %9 Review %J JMIR Med Educ %G English %X Background: The model of trauma in Vietnam has changed significantly over the last decade and requires reforming medical education to deal with new circumstances. Our aim is to evaluate this transition regarding the new target by analyzing trauma and the medical training system as a whole. Objective: This study aimed to establish if medical training in the developing country of Vietnam has adapted to the new disease pattern of road trauma emerging in its economy. Methods: A review was performed of Vietnamese medical school, Ministry of Health, and Ministry of Education and Training literature on trauma education. The review process and final review paper were prepared following the guidelines on scoping reviews and using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flowchart. Results: The current trauma training at the undergraduate level is minimal and involves less than 5% of the total credit. At the postgraduate level, only the specialties of surgery and anesthesia have a significant and increasing trauma training component ranging from 8% to 22% in the content. Trauma training, which focuses on practical skills, accounts for 31% and 32% of the training time of orientation courses for young doctors in “basic surgery” and “basic anesthesia,” respectively. Other relevant short course trainings, such as continuing medical education, in trauma are available, but they vary in topics, facilitators, participants, and formats. Conclusions: Medical training in Vietnam has not adapted to the new emerging disease pattern of road trauma. In the interim, the implementation of short courses, such as basic trauma life support and primary trauma care, can be considered as an appropriate method to compensate for the insufficient competency-related trauma care among health care workers while waiting for the effectiveness of medical training reformation. %M 34967756 %R 10.2196/34369 %U https://mededu.jmir.org/2022/1/e34369 %U https://doi.org/10.2196/34369 %U http://www.ncbi.nlm.nih.gov/pubmed/34967756 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e34860 %T Virtual Reality in Medical Students’ Education: Scoping Review %A Jiang,Haowen %A Vimalesvaran,Sunitha %A Wang,Jeremy King %A Lim,Kee Boon %A Mogali,Sreenivasulu Reddy %A Car,Lorainne Tudor %+ Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, 11 Mandalay Road Singapore, Singapore, 308232, Singapore, 65 69041258, lorainne.tudor.car@ntu.edu.sg %K virtual reality %K medical education %K medical students %K virtual worlds %K digital health education %D 2022 %7 2.2.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. Objective: The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. Methods: We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results: Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. Conclusions: Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. International Registered Report Identifier (IRRID): RR2-10.1136/bmjopen-2020-046986 %M 35107421 %R 10.2196/34860 %U https://mededu.jmir.org/2022/1/e34860 %U https://doi.org/10.2196/34860 %U http://www.ncbi.nlm.nih.gov/pubmed/35107421 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e32747 %T Digital Teaching in Medical Education: Scientific Literature Landscape Review %A Yeung,Andy Wai Kan %A Parvanov,Emil D %A Hribersek,Mojca %A Eibensteiner,Fabian %A Klager,Elisabeth %A Kletecka-Pulker,Maria %A Rössler,Bernhard %A Schebesta,Karl %A Willschke,Harald %A Atanasov,Atanas G %A Schaden,Eva %+ Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Spitalgasse 23, Vienna, 1090, Austria, 43 664 1929 852, Atanas.Atanasov@dhps.lbg.ac.at %K medical education %K digital teaching %K virtual reality %K augmented reality %K anatomy %K basic life support %K satisfaction %K bibliometric %K medicine %K life support %K online learning %K literature %K trend %K citation %D 2022 %7 9.2.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Digital teaching in medical education has grown in popularity in the recent years. However, to the best of our knowledge, no bibliometric report to date has been published that analyzes this important literature set to reveal prevailing topics and trends and their impacts reflected in citation counts. Objective: We used a bibliometric approach to unveil and evaluate the scientific literature on digital teaching research in medical education, demonstrating recurring research topics, productive authors, research organizations, countries, and journals. We further aimed to discuss some of the topics and findings reported by specific highly cited works. Methods: The Web of Science electronic database was searched to identify relevant papers on digital teaching research in medical education. Basic bibliographic data were obtained by the “Analyze” and “Create Citation Report” functions of the database. Complete bibliographic data were exported to VOSviewer for further analyses. Visualization maps were generated to display the recurring author keywords and terms mentioned in the titles and abstracts of the publications. Results: The analysis was based on data from 3978 papers that were identified. The literature received worldwide contributions with the most productive countries being the United States and United Kingdom. Reviews were significantly more cited, but the citations between open access vs non–open access papers did not significantly differ. Some themes were cited more often, reflected by terms such as virtual reality, innovation, trial, effectiveness, and anatomy. Different aspects in medical education were experimented for digital teaching, such as gross anatomy education, histology, complementary medicine, medicinal chemistry, and basic life support. Some studies have shown that digital teaching could increase learning satisfaction, knowledge gain, and even cost-effectiveness. More studies were conducted on trainees than on undergraduate students. Conclusions: Digital teaching in medical education is expected to flourish in the future, especially during this era of COVID-19 pandemic. %M 35138260 %R 10.2196/32747 %U https://mededu.jmir.org/2022/1/e32747 %U https://doi.org/10.2196/32747 %U http://www.ncbi.nlm.nih.gov/pubmed/35138260 %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 8 %N 1 %P e31634 %T Comparing Web-Based and In-Person Educational Workshops for Canadian Occupational Therapists and Understanding Their Learning Experiences: Mixed Methods Study %A Kim,Sungha %A Bayer,Ilana %A Gewurtz,Rebecca %A Larivière,Nadine %A Letts,Lori %+ School of Rehabilitation Science, McMaster University, 1280 Main St W, Hamilton, ON, L8S 4L8, Canada, 1 289 659 7787, kims130@mcmaster.ca %K online education %K occupational therapy %K occupational therapist %K continuing education %D 2022 %7 4.1.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: The Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Occupational therapists (OTs) have been interested in training opportunities regarding this framework. Traditionally, in-person continuing educational interventions are the main way that OTs obtain knowledge, but web-based learning has become popular among health care professionals. However, its effectiveness and learners’ experience in web-based learning have not been well-studied in occupational therapy education. Objective: This study aims to evaluate the effectiveness of the web-based and in-person educational DLW workshops for Canadian OTs and to understand their experiences in both workshop types. Methods: An explanatory sequential mixed methods study design was used, where quantitative data were collected first, then qualitative data were used to explain the quantitative findings. A quasi-experimental design and interpretative description methodology were used in the quantitative and qualitative phases, respectively. Results: Quantitative results were as follows: a total of 43 OTs completed pre-, post-, and follow-up evaluations (in-person group: 21/43, 49%; web-based group: 22/43, 51%). Practice settings of the participants varied, including geriatric, hospital, long-term, mental health, pediatric, and primary settings. The primary outcome was as follows: there were no statistically significant differences in knowledge changes at the 3 time points (P=.57 to P=.99) between the groups. In the web-based group, the knowledge scores at follow-up were lower compared with the posttest results, meaning that knowledge gain was reduced over time (P=.001). The secondary outcomes were as follows: there were statistically significant differences between the groups in factors influencing DLW adoption at posttest (P=.001) and in satisfaction with the workshop (P<.001) at posttest in favor of the in-person group. Qualitative results were as follows: a total of 18 OTs (9/18, 50% from each group) participated in an individual interview. Five themes were identified regarding learners’ workshop experiences: relevance to their practices and interests may improve learning, a familiar learning environment may facilitate learning, synchronous in-person interaction is valuable in the learning process, ease of access to learning should be considered, and flexibility in web-based learning can be both beneficial and challenging. Conclusions: The quantitative results of this study reported no difference in knowledge acquisition between the in-person and web-based groups, indicating that web-based education is as effective as in-person workshops. However, participants’ satisfaction with the workshop was statistically significantly higher for the in-person workshop. The qualitative findings described the participants’ perceived benefits and challenges of each educational format. The participants in both the web-based and in-person workshop groups valued in-person interactions in learning, but the participants in the web-based workshop group expressed web-based learning lacked in-person-like interactions. Thus, adding synchronous in-person interactions to web-based learning may improve learners’ educational experiences in web-based occupational therapy and continuing education. %M 34982719 %R 10.2196/31634 %U https://mededu.jmir.org/2022/1/e31634 %U https://doi.org/10.2196/31634 %U http://www.ncbi.nlm.nih.gov/pubmed/34982719 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e32818 %T Social Determinants of Health Screening by Preclinical Medical Students During the COVID-19 Pandemic: Service-Based Learning Case Study %A Herrera,Tara %A Fiori,Kevin P %A Archer-Dyer,Heather %A Lounsbury,David W %A Wylie-Rosett,Judith %+ Department of Epidemiology and Population Health, Albert Einstein College of Medicine, 1310 Belfer Building, 1300 Morris Park Avenue, Bronx, NY, 10461, United States, 1 516 737 4345, judith.wylie-rosett@einsteinmed.edu %K social determinants of health %K service-based learning %K telehealth %K preclinical education %K screening %K referral %K community health workers %K determinant %K medical student %K case study %K service %K preparation %K pilot %K feasibility %K training %K assessment %K needs %K electronic health record %K questionnaire %D 2022 %7 17.1.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: The inclusion of social determinants of health is mandated for undergraduate medical education. However, little is known about how to prepare preclinical students for real-world screening and referrals for addressing social determinants of health. Objective: This pilot project’s objective was to evaluate the feasibility of using a real-world, service-based learning approach for training preclinical students to assess social needs and make relevant referrals via the electronic medical record during the COVID-19 pandemic (May to June 2020). Methods: This project was designed to address an acute community service need and to teach preclinical, second-year medical student volunteers (n=11) how to assess social needs and make referrals by using the 10-item Social Determinants of Health Screening Questionnaire in the electronic health record (EHR; Epic platform; Epic Systems Corporation). Third-year medical student volunteers (n=3), who had completed 6 clinical rotations, led the 2-hour skills development orientation and were available for ongoing mentoring and peer support. All student-patient communication was conducted by telephone, and bilingual (English and Spanish) students called the patients who preferred to communicate in Spanish. We analyzed EHR data extracted from Epic to evaluate screening and data extracted from REDCap (Research Electronic Data Capture; Vanderbilt University) to evaluate community health workers’ notes. We elicited feedback from the participating preclinical students to evaluate the future use of this community-based service learning approach in our preclinical curriculum. Results: The preclinical students completed 45 screening interviews. Of the 45 screened patients, 20 (44%) screened positive for at least 1 social need. Almost all of these patients (19/20, 95%) were referred to the community health worker. Half (8/16, 50%) of the patients who had consultations with the community health worker were connected with a relevant social service resource. The preclinical students indicated that project participation increased their ability to assess social needs and make needed EHR referrals. Food insecurity was the most common social need. Conclusions: Practical exposure to social needs assessment has the potential to help preclinical medical students develop the ability to address social concerns prior to entering clinical clerkships in their third year of medical school. The students can also become familiar with the EHR prior to entering third-year clerkships. Physicians, who are aware of social needs and have the electronic medical record tools and staff resources needed to act, can create workflows to make social needs assessments and services integral components of health care. Research studies and quality improvement initiatives need to investigate how to integrate screening for social needs and connecting patients to the appropriate social services into routine primary care procedures. %M 35037885 %R 10.2196/32818 %U https://mededu.jmir.org/2022/1/e32818 %U https://doi.org/10.2196/32818 %U http://www.ncbi.nlm.nih.gov/pubmed/35037885 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e31080 %T Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study %A Nozari,Ala %A Mukerji,Shivali %A Lok,Ling-Ling %A Gu,Qingrou %A Buhl,Lauren %A Jain,Sanjay %A Ortega,Rafael %+ Boston University School of Medicine, 72 E Concord St, Boston, MA, United States, 1 6176386956, smukerji@bu.edu %K resident education %K COVID-19 %K barriers to education %K didactic %K medical education %K online education %K web-based education %K virtual training %K anesthesiology residents %K medical residents %K pandemic %K virtual didactics %D 2022 %7 31.3.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Physical and social distancing recommendations aimed at limiting exposure during the COVID-19 pandemic have forced residency programs to increasingly rely on videoconferencing and web-based resources. Objective: In this pilot study, we aimed to explore the effects of the COVID-19 pandemic on residency training experience, and to delineate the perceived barriers to the successful implementation of web-based medical education. Methods: A 19-item survey was compiled and distributed electronically using Qualtrics. This anonymous survey included information on the training level of each resident, their participation in formal didactics before and during the pandemic, and their perception of the ease and limitations of virtual didactics. The resident’s opinions on specific educational resources were assessed, and the effectiveness of new delivery methods on resident engagement and learning was examined. Results: Thirty anesthesiology residents were surveyed, 19 of whom agreed to participate in the pilot study. One participant with incomplete responses was excluded, yielding a final cohort of 18 respondents. Most residents (56%, 10/18) reported that the COVID-19 pandemic negatively affected their residency training. The time spent on didactic training and independent studies was, nevertheless, not affected by the pandemic for 90% (16/18) of respondents. Nonetheless, 72% (13/18) of residents were less engaged during virtual lectures in comparison to in-person didactics. Important limitations included distraction from the physical environment (67%, 12/18), internet instability (67%, 12/18), less obligation to participate (44%, 8/18), technical difficulty and unmuted microphones (33%, 6/18, each), and people speaking over each other (28%, 5/18). Despite these limitations, most residents stated that they would like to keep a combination of virtual didactics including live Zoom lectures (56%, 10/18), prerecorded web didactics (56%, 10/18), and virtual ground rounds via Zoom (50%, 9/18) as the “new normal.” Conclusions: Despite important limitations listed in this report, anesthesia residents would like to keep a combination of virtual lectures and presentations as the new normal after the COVID-19 pandemic. %M 35275840 %R 10.2196/31080 %U https://mededu.jmir.org/2022/1/e31080 %U https://doi.org/10.2196/31080 %U http://www.ncbi.nlm.nih.gov/pubmed/35275840 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e33390 %T Health Care Students’ Perspectives on Artificial Intelligence: Countrywide Survey in Canada %A Teng,Minnie %A Singla,Rohit %A Yau,Olivia %A Lamoureux,Daniel %A Gupta,Aurinjoy %A Hu,Zoe %A Hu,Ricky %A Aissiou,Amira %A Eaton,Shane %A Hamm,Camille %A Hu,Sophie %A Kelly,Dayton %A MacMillan,Kathleen M %A Malik,Shamir %A Mazzoli,Vienna %A Teng,Yu-Wen %A Laricheva,Maria %A Jarus,Tal %A Field,Thalia S %+ School of Occupational Science and Occupational Therapy, Faculty of Medicine, University of British Columbia, 2211 Wesbrook Mall T325, Vancouver, BC, V6T 2B5, Canada, 1 (604) 822 7392, minnie.teng@ubc.ca %K medical education %K artificial intelligence %K allied health education %K medical students %K health care students %K medical curriculum %K education %D 2022 %7 31.1.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Artificial intelligence (AI) is no longer a futuristic concept; it is increasingly being integrated into health care. As studies on attitudes toward AI have primarily focused on physicians, there is a need to assess the perspectives of students across health care disciplines to inform future curriculum development. Objective: This study aims to explore and identify gaps in the knowledge that Canadian health care students have regarding AI, capture how health care students in different fields differ in their knowledge and perspectives on AI, and present student-identified ways that AI literacy may be incorporated into the health care curriculum. Methods: The survey was developed from a narrative literature review of topics in attitudinal surveys on AI. The final survey comprised 15 items, including multiple-choice questions, pick-group-rank questions, 11-point Likert scale items, slider scale questions, and narrative questions. We used snowball and convenience sampling methods by distributing an email with a description and a link to the web-based survey to representatives from 18 Canadian schools. Results: A total of 2167 students across 10 different health professions from 18 universities across Canada responded to the survey. Overall, 78.77% (1707/2167) predicted that AI technology would affect their careers within the coming decade and 74.5% (1595/2167) reported a positive outlook toward the emerging role of AI in their respective fields. Attitudes toward AI varied by discipline. Students, even those opposed to AI, identified the need to incorporate a basic understanding of AI into their curricula. Conclusions: We performed a nationwide survey of health care students across 10 different health professions in Canada. The findings would inform student-identified topics within AI and their preferred delivery formats, which would advance education across different health care professions. %M 35099397 %R 10.2196/33390 %U https://mededu.jmir.org/2022/1/e33390 %U https://doi.org/10.2196/33390 %U http://www.ncbi.nlm.nih.gov/pubmed/35099397 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e32017 %T Piloting an Innovative Concept of e–Mental Health and mHealth Workshops With Medical Students Using a Participatory Co-design Approach and App Prototyping: Case Study %A Dederichs,Melina %A Nitsch,Felix Jan %A Apolinário-Hagen,Jennifer %+ Institute of Occupational, Social and Environmental Medicine, Centre for Health and Society, Faculty of Medicine, Heinrich Heine University Düsseldorf, Moorenstraße 5, Düsseldorf, 40225, Germany, 49 211 81 06477, meded100@hhu.de %K participatory design %K co-design %K mHealth %K medical student %K eHealth %K medical education %K mental health %K mobile phone %D 2022 %7 10.1.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Medical students show low levels of e–mental health literacy. Moreover, there is a high prevalence of common mental illnesses among medical students. Mobile health (mHealth) apps can be used to maintain and promote medical students’ well-being. To date, the potential of mHealth apps for promoting mental health among medical students is largely untapped because they seem to lack familiarity with mHealth. In addition, little is known about medical students’ preferences regarding mHealth apps for mental health promotion. There is a need for guidance on how to promote competence-based learning on mHealth apps in medical education. Objective: The aim of this case study is to pilot an innovative concept for an educative workshop following a participatory co-design approach and to explore medical students’ preferences and ideas for mHealth apps through the design of a hypothetical prototype. Methods: We conducted a face-to-face co-design workshop within an elective subject with 26 participants enrolled at a medical school in Germany on 5 consecutive days in early March 2020. The aim of the workshop was to apply the knowledge acquired from the lessons on e–mental health and mHealth app development. Activities during the workshop included group work, plenary discussions, storyboarding, developing personas (prototypical users), and designing prototypes of mHealth apps. The workshop was documented in written and digitalized form with the students’ permission. Results: The participants’ feedback suggests that the co-design workshop was well-received. The medical students presented a variety of ideas for the design of mHealth apps. Among the common themes that all groups highlighted in their prototypes were personalization, data security, and the importance of scientific evaluation. Conclusions: Overall, this case study indicates the feasibility and acceptance of a participatory design workshop for medical students. The students made suggestions for improvements at future workshops (eg, use of free prototype software, shift to e-learning, and more time for group work). Our results can be (and have already been) used as a starting point for future co-design workshops to promote competence-based collaborative learning on digital health topics in medical education. %M 35006085 %R 10.2196/32017 %U https://mededu.jmir.org/2022/1/e32017 %U https://doi.org/10.2196/32017 %U http://www.ncbi.nlm.nih.gov/pubmed/35006085 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e34171 %T An Online International Collaborative Learning Program During the COVID-19 Pandemic for Nursing Students: Mixed Methods Study %A Jung,Dukyoo %A De Gagne,Jennie C %A Choi,Eunju %A Lee,Kyuri %+ College of Nursing, University of Iowa, 50 Newton Road, Iowa City, IA, 52242, United States, 1 3199369033, kyurilee2501@gmail.com %K COVID-19 %K distance education %K global competencies %K nursing students %K program evaluation %K synchronous virtual classroom %K video conferencing %D 2022 %7 24.1.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Given the limitations imposed by the COVID-19 pandemic, a better understanding of how nursing programs around the globe have implemented distance education methods and related initiatives to provide international collaborative learning opportunities as well as complementary aspects of practical education would be constructive for nursing students. It is expected that international collaboratives through web-based communication will continue to be increasingly utilized after the pandemic; therefore, it is time to discuss the effects and direction of these developments. Objective: We aimed to examine the impact of an online international collaborative learning program on prelicensure nursing students’ international and global competencies in South Korea. Methods: We conducted a mixed methods study (web-based surveys and focus group interviews). A total of 15 students participated in the study. The surveys were used to examine changes in participants’ global leadership competencies, and the focus group interviews were used to evaluate the program’s effectiveness and to identify opportunities for improvement. The online international collaborative program consisted of 7 synchronous web-based classroom sessions. Each session ran for 60 to 90 minutes. Faculty experts and nurses working in the United States discussed various topics with students, such as nursing education in the United States and evidence-based teaching and learning. The students gave presentations on the South Korean nursing education system. Data were analyzed with descriptive statistics, the Mann-Whitney U test, and content analysis methods. Results: Participants reported improvement in their global leadership competencies. Four main categories emerged from analysis of the focus interviews: (1) realistic applicability, (2) clarification, (3) expansion of perspectives, and (4) initiative. Conclusions: The online international collaborative learning program had a positive impact on the development of students’ international competencies. The findings support the further development of international exchange programs through web-based meetings in the postpandemic era. %M 34982035 %R 10.2196/34171 %U https://mededu.jmir.org/2022/1/e34171 %U https://doi.org/10.2196/34171 %U http://www.ncbi.nlm.nih.gov/pubmed/34982035 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e33934 %T Leveraging Machine Learning to Understand How Emotions Influence Equity Related Education: Quasi-Experimental Study %A Sukhera,Javeed %A Ahmed,Hasan %+ Institute of Living, Hartford Hospital, 200 Retreat Avenue, Hartford, CT, 06106, United States, 1 8605457629, javeedsukhera@gmail.com %K bias %K equity %K sentiment analysis %K medical education %K emotion %K education %D 2022 %7 30.3.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Teaching and learning about topics such as bias are challenging due to the emotional nature of bias-related discourse. However, emotions can be challenging to study in health professions education for numerous reasons. With the emergence of machine learning and natural language processing, sentiment analysis (SA) has the potential to bridge the gap. Objective: To improve our understanding of the role of emotions in bias-related discourse, we developed and conducted a SA of bias-related discourse among health professionals. Methods: We conducted a 2-stage quasi-experimental study. First, we developed a SA (algorithm) within an existing archive of interviews with health professionals about bias. SA refers to a mechanism of analysis that evaluates the sentiment of textual data by assigning scores to textual components and calculating and assigning a sentiment value to the text. Next, we applied our SA algorithm to an archive of social media discourse on Twitter that contained equity-related hashtags to compare sentiment among health professionals and the general population. Results: When tested on the initial archive, our SA algorithm was highly accurate compared to human scoring of sentiment. An analysis of bias-related social media discourse demonstrated that health professional tweets (n=555) were less neutral than the general population (n=6680) when discussing social issues on professionally associated accounts (χ2 [2, n=555)]=35.455; P<.001), suggesting that health professionals attach more sentiment to their posts on Twitter than seen in the general population. Conclusions: The finding that health professionals are more likely to show and convey emotions regarding equity-related issues on social media has implications for teaching and learning about sensitive topics related to health professions education. Such emotions must therefore be considered in the design, delivery, and evaluation of equity and bias-related education. %M 35353048 %R 10.2196/33934 %U https://mededu.jmir.org/2022/1/e33934 %U https://doi.org/10.2196/33934 %U http://www.ncbi.nlm.nih.gov/pubmed/35353048 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e23845 %T A Comprehensive COVID-19 Daily News and Medical Literature Briefing to Inform Health Care and Policy in New Mexico: Implementation Study %A Jarratt,LynnMarie %A Situ,Jenny %A King,Rachel D %A Montanez Ramos,Estefania %A Groves,Hannah %A Ormesher,Ryen %A Cossé,Melissa %A Raboff,Alyse %A Mahajan,Avanika %A Thompson,Jennifer %A Ko,Randy F %A Paltrow-Krulwich,Samantha %A Price,Allison %A Hurwitz,Ariel May-Ling %A CampBell,Timothy %A Epler,Lauren T %A Nguyen,Fiona %A Wolinsky,Emma %A Edwards-Fligner,Morgan %A Lobo,Jolene %A Rivera,Danielle %A Langsjoen,Jens %A Sloane,Lori %A Hendrix,Ingrid %A Munde,Elly O %A Onyango,Clinton O %A Olewe,Perez K %A Anyona,Samuel B %A Yingling,Alexandra V %A Lauve,Nicolas R %A Kumar,Praveen %A Stoicu,Shawn %A Nestsiarovich,Anastasiya %A Bologa,Cristian G %A Oprea,Tudor I %A Tollestrup,Kristine %A Myers,Orrin B %A Anixter,Mari %A Perkins,Douglas J %A Lambert,Christophe Gerard %+ Center for Global Health, Division of Translational Informatics, Department of Internal Medicine, University of New Mexico Health Sciences Center, BRF #323A, MSC10-5550, 915 Camino de Salud NE, Albuquerque, NM, 87131, United States, 1 505 272 9709, cglambert@unm.edu %K COVID-19 %K pandemic %K daily report %K policy %K epidemics %K global health %K SARS-CoV-2 %K New Mexico %K medical education %D 2022 %7 23.2.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: On March 11, 2020, the New Mexico Governor declared a public health emergency in response to the COVID-19 pandemic. The New Mexico medical advisory team contacted University of New Mexico (UNM) faculty to form a team to consolidate growing information on severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) and its disease to facilitate New Mexico’s pandemic management. Thus, faculty, physicians, staff, graduate students, and medical students created the “UNM Global Health COVID-19 Intelligence Briefing.” Objective: In this paper, we sought to (1) share how to create an informative briefing to guide public policy and medical practice and manage information overload with rapidly evolving scientific evidence; (2) determine the qualitative usefulness of the briefing to its readers; and (3) determine the qualitative effect this project has had on virtual medical education. Methods: Microsoft Teams was used for manual and automated capture of COVID-19 articles and composition of briefings. Multilevel triaging saved impactful articles to be reviewed, and priority was placed on randomized controlled studies, meta-analyses, systematic reviews, practice guidelines, and information on health care and policy response to COVID-19. The finalized briefing was disseminated by email, a listserv, and posted on the UNM digital repository. A survey was sent to readers to determine briefing usefulness and whether it led to policy or medical practice changes. Medical students, unable to partake in direct patient care, proposed to the School of Medicine that involvement in the briefing should count as course credit, which was approved. The maintenance of medical student involvement in the briefings as well as this publication was led by medical students. Results: An average of 456 articles were assessed daily. The briefings reached approximately 1000 people by email and listserv directly, with an unknown amount of forwarding. Digital repository tracking showed 5047 downloads across 116 countries as of July 5, 2020. The survey found 108 (95%) of 114 participants gained relevant knowledge, 90 (79%) believed it decreased misinformation, 27 (24%) used the briefing as their primary source of information, and 90 (79%) forwarded it to colleagues. Specific and impactful public policy decisions were informed based on the briefing. Medical students reported that the project allowed them to improve on their scientific literature assessment, stay current on the pandemic, and serve their community. Conclusions: The COVID-19 briefings succeeded in informing and guiding New Mexico policy and clinical practice. The project received positive feedback from the community and was shown to decrease information burden and misinformation. The virtual platforms allowed for the continuation of medical education. Variability in subject matter expertise was addressed with training, standardized article selection criteria, and collaborative editing led by faculty. %M 35142625 %R 10.2196/23845 %U https://mededu.jmir.org/2022/1/e23845 %U https://doi.org/10.2196/23845 %U http://www.ncbi.nlm.nih.gov/pubmed/35142625 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e34751 %T Real-life Evaluation of an Interactive Versus Noninteractive e-Learning Module on Chronic Obstructive Pulmonary Disease for Medical Licentiate Students in Zambia: Web-Based, Mixed Methods Randomized Controlled Trial %A Schnieders,Elena %A Röhr,Freda %A Mbewe,Misho %A Shanzi,Aubrey %A Berner-Rodoreda,Astrid %A Barteit,Sandra %A Louis,Valérie R %A Andreadis,Petros %A Syakantu,Gardner %A Neuhann,Florian %+ Heidelberg Institute of Global Health (HIGH), Faculty of Medicine and University Hospital, Heidelberg University, Im Neuenheimer Feld 672, Heidelberg, 69120, Germany, 49 6221 564904, E.Schnieders@stud.uni-heidelberg.de %K distance education %K randomized controlled trial %K personal satisfaction %K knowledge %K user-centered design %K chronic obstructive pulmonary disease %K interactive %K noninteractive %K low- and middle-income country %K LMIC %K mobile phone %D 2022 %7 24.2.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: e-Learning for health professionals in many low- and middle-income countries (LMICs) is still in its infancy, but with the advent of COVID-19, a significant expansion of digital learning has occurred. Asynchronous e-learning can be grouped into interactive (user-influenceable content) and noninteractive (static material) e-learning. Studies conducted in high-income countries suggest that interactive e-learning is more effective than noninteractive e-learning in increasing learner satisfaction and knowledge; however, there is a gap in our understanding of whether this also holds true in LMICs. Objective: This study aims to validate the hypothesis above in a resource-constrained and real-life setting to understand e-learning quality and delivery by comparing interactive and noninteractive e-learning user satisfaction, usability, and knowledge gain in a new medical university in Zambia. Methods: We conducted a web-based, mixed methods randomized controlled trial at the Levy Mwanawasa Medical University (LMMU) in Lusaka, Zambia, between April and July 2021. We recruited medical licentiate students (second, third, and fourth study years) via email. Participants were randomized to undergo asynchronous e-learning with an interactive or noninteractive module for chronic obstructive pulmonary disease and informally blinded to their group allocation. The interactive module included interactive interfaces, quizzes, and a virtual patient, whereas the noninteractive module consisted of PowerPoint slides. Both modules covered the same content scope. The primary outcome was learner satisfaction. The secondary outcomes were usability, short- and long-term knowledge gain, and barriers to e-learning. The mixed methods study followed an explanatory sequential design in which rating conferences delivered further insights into quantitative findings, which were evaluated through web-based questionnaires. Results: Initially, 94 participants were enrolled in the study, of whom 41 (44%; 18 intervention participants and 23 control participants) remained in the study and were analyzed. There were no significant differences in satisfaction (intervention: median 33.5, first quartile 31.3, second quartile 35; control: median 33, first quartile 30, second quartile 37.5; P=.66), usability, or knowledge gain between the intervention and control groups. Challenges in accessing both e-learning modules led to many dropouts. Qualitative data suggested that the content of the interactive module was more challenging to access because of technical difficulties and individual factors (eg, limited experience with interactive e-learning). Conclusions: We did not observe an increase in user satisfaction with interactive e-learning. However, this finding may not be generalizable to other low-resource settings because the post hoc power was low, and the e-learning system at LMMU has not yet reached its full potential. Consequently, technical and individual barriers to accessing e-learning may have affected the results, mainly because the interactive module was considered more difficult to access and use. Nevertheless, qualitative data showed high motivation and interest in e-learning. Future studies should minimize technical barriers to e-learning to further evaluate interactive e-learning in LMICs. %M 35200149 %R 10.2196/34751 %U https://mededu.jmir.org/2022/1/e34751 %U https://doi.org/10.2196/34751 %U http://www.ncbi.nlm.nih.gov/pubmed/35200149 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e24372 %T Learning Analytics Applied to Clinical Diagnostic Reasoning Using a Natural Language Processing–Based Virtual Patient Simulator: Case Study %A Furlan,Raffaello %A Gatti,Mauro %A Mene,Roberto %A Shiffer,Dana %A Marchiori,Chiara %A Giaj Levra,Alessandro %A Saturnino,Vincenzo %A Brunetta,Enrico %A Dipaola,Franca %+ Department of Biomedical Sciences, Humanitas University, 4 Via Rita Levi Montalcini, Milan, 20090, Italy, 39 0282247228, raffaello.furlan@hunimed.eu %K clinical diagnostic reasoning %K learning analytics %K natural language processing %K virtual patient simulator %K medical education %K medical knowledge %D 2022 %7 3.3.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Virtual patient simulators (VPSs) log all users’ actions, thereby enabling the creation of a multidimensional representation of students’ medical knowledge. This representation can be used to create metrics providing teachers with valuable learning information. Objective: The aim of this study is to describe the metrics we developed to analyze the clinical diagnostic reasoning of medical students, provide examples of their application, and preliminarily validate these metrics on a class of undergraduate medical students. The metrics are computed from the data obtained through a novel VPS embedding natural language processing techniques. Methods: A total of 2 clinical case simulations (tests) were created to test our metrics. During each simulation, the students’ step-by-step actions were logged into the program database for offline analysis. The students’ performance was divided into seven dimensions: the identification of relevant information in the given clinical scenario, history taking, physical examination, medical test ordering, diagnostic hypothesis setting, binary analysis fulfillment, and final diagnosis setting. Sensitivity (percentage of relevant information found) and precision (percentage of correct actions performed) metrics were computed for each issue and combined into a harmonic mean (F1), thereby obtaining a single score evaluating the students’ performance. The 7 metrics were further grouped to reflect the students’ capability to collect and to analyze information to obtain an overall performance score. A methodological score was computed based on the discordance between the diagnostic pathway followed by students and the reference one previously defined by the teacher. In total, 25 students attending the fifth year of the School of Medicine at Humanitas University underwent test 1, which simulated a patient with dyspnea. Test 2 dealt with abdominal pain and was attended by 36 students on a different day. For validation, we assessed the Spearman rank correlation between the performance on these scores and the score obtained by each student in the hematology curricular examination. Results: The mean overall scores were consistent between test 1 (mean 0.59, SD 0.05) and test 2 (mean 0.54, SD 0.12). For each student, the overall performance was achieved through a different contribution in collecting and analyzing information. Methodological scores highlighted discordances between the reference diagnostic pattern previously set by the teacher and the one pursued by the student. No significant correlation was found between the VPS scores and hematology examination scores. Conclusions: Different components of the students’ diagnostic process may be disentangled and quantified by appropriate metrics applied to students’ actions recorded while addressing a virtual case. Such an approach may help teachers provide students with individualized feedback aimed at filling competence drawbacks and methodological inconsistencies. There was no correlation between the hematology curricular examination score and any of the proposed scores as these scores address different aspects of students’ medical knowledge. %M 35238786 %R 10.2196/24372 %U https://mededu.jmir.org/2022/1/e24372 %U https://doi.org/10.2196/24372 %U http://www.ncbi.nlm.nih.gov/pubmed/35238786 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e22096 %T e-Learning in Medical Education in Sri Lanka: Survey of Medical Undergraduates and New Graduates %A Samarasekara,Keshinie %+ University Medical Unit, National Hospital of Sri Lanka, EW Perera Mawatha, Colombo, 00700, Sri Lanka, 94 779124748, k_samarasekara@yahoo.com %K medical education %K e-learning %K Sri Lanka %K medical students %D 2022 %7 10.2.2022 %9 Original Paper %J JMIR Med Educ %G English %X Background: Medical education has undergone drastic changes with the advent of novel technologies that enable e-learning. Medical students are increasingly using e-learning methods, and universities have incorporated them into their curricula. Objective: This study aimed at delineating the pattern of use of e-learning methods among medical undergraduates and new graduates of the Faculty of Medicine, University of Colombo, and identifying the challenges faced by these students in using e-learning methods. Methods: A cross-sectional descriptive study was conducted in the Faculty of Medicine, University of Colombo, in April 2020, with the participation of current undergraduates and pre-intern medical graduates, using a self-administered questionnaire that collected data on sociodemographic details, pattern of use of learning methods, and challenges faced using e-learning methods. Results: There were 778 respondents, with a response rate of 65.1% (778/1195). All the study participants used e-learning resources with varying frequencies, and all of them had at least 1 smart device with access to the internet. Electronic versions of standard textbooks (e-books), nonmedical websites, online lectures, medical websites, and medical phone apps were used by the majority. When comparing the extent of use of different learning methods, it appeared that students preferentially used traditional learning methods. The preference was influenced by the year of study and family income. The 3 most commonly used modalities for learning new study material and revising previously learned content were notes on paper material, textbooks (paper version), and e-books. The majority (98.7% [n=768]) of participants have encountered problems using e-learning resources. The most commonly faced problems were unavailability of free-of-charge access to some e-learning methods, expenses related to internet connection, poor connectivity of mobile internet, distractions while using online resources, and lack of storage space on electronic devices. Conclusions: There is a high uptake of e-learning methods among Sri Lankan medical students. However, when comparing the extent of use of different learning methods, it appeared that students preferentially used traditional learning methods. A majority of the students have encountered problems when using e-learning methods, and most of these problems were related to poor economic status. Universities should take these factors into consideration when developing curricula in medical education. %M 35142626 %R 10.2196/22096 %U https://mededu.jmir.org/2022/1/e22096 %U https://doi.org/10.2196/22096 %U http://www.ncbi.nlm.nih.gov/pubmed/35142626 %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 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 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 e30703 %T Techniques to Teach Students Effectively Using Telemedicine. Comment on “Incorporating Medical Students Into Primary Care Telehealth Visits: Tutorial” %A Kandola,Hardeep %A Minhas,Sonica %+ Barts and the London School of Medicine and Dentistry, Queen Mary University of London, Turner Street, London, E1 2AD, United Kingdom, 44 02078822239, h.kandola@smd18.qmul.ac.uk %K medical student %K education %K primary care %K telehealth %K video visits %K internal medicine %K medical education %K teleconsultation %K digital health %K COVID-19 %K teaching %K telemedicine %K clerkships %D 2022 %7 11.3.2022 %9 Letter to the Editor %J JMIR Med Educ %G English %X %M 35191846 %R 10.2196/30703 %U https://mededu.jmir.org/2022/1/e30703 %U https://doi.org/10.2196/30703 %U http://www.ncbi.nlm.nih.gov/pubmed/35191846 %0 Journal Article %@ 2369-3762 %I JMIR Publications %V 8 %N 1 %P e37401 %T Authors’ Reply to: Techniques to Teach Students Effectively Using Telemedicine. Comment on “Incorporating Medical Students Into Primary Care Telehealth Visits: Tutorial” %A Balaji,Aanika %A Clever,Sarah Lou %+ Johns Hopkins University School of Medicine, 1600 McElderry, Baltimore, MD, 21287, United States, 1 4109555000, sclever@jhmi.edu %K medical student %K education %K primary care %K telehealth %K video visits %K internal medicine %K medical education %K teleconsultation %K digital health %K COVID-19 %K teaching %K telemedicine %K clerkships %D 2022 %7 11.3.2022 %9 Letter to the Editor %J JMIR Med Educ %G English %X   %M 35191840 %R 10.2196/37401 %U https://mededu.jmir.org/2022/1/e37401 %U https://doi.org/10.2196/37401 %U http://www.ncbi.nlm.nih.gov/pubmed/35191840