TY - JOUR AU - Alreshaid, Lulwah AU - Alkattan, Rana PY - 2025/3/18 TI - Feedback From Dental Students Using Two Alternate Coaching Methods: Qualitative Focus Group Study JO - JMIR Med Educ SP - e68309 VL - 11 KW - student feedback KW - coaching KW - dental education KW - student evaluation KW - teaching methods KW - educational intervention N2 - Background: Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is a debate about its effectiveness if not well-written to provide helpful information to the receiver. Objective: This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia. Methods: A total of 47 first-year dental students from a public dental school in Riyadh, Saudi Arabia, completed 3 surveys throughout the academic year. The surveys assessed their feedback on a Dental Anatomy and Operative Dentistry course, including their feedback on the lectures, practical sessions, examinations, and overall experience. The surveys focused on assessing student feedback on the knowledge, understanding, and practical skills achieved during the course, as aligned with the defined course learning outcomes. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2, and survey #3, respectively. The same group of students received all 3 surveys consecutively (repeated measures design). The responses were then rated as neutral, positive, negative, or constructive by 2 raters. The feedback was analyzed using McNemar test to compare the effectiveness of the different coaching approaches. Results: While no significant changes were found between the first 2 surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching compared with both other surveys (P<.001). The results also showed a higher proportion of desired changes in feedback, defined as any change from positive, negative, or neutral to constructive, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2% and 41.5% at survey #3 compared with survey #1. Conclusions: This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience. UR - https://mededu.jmir.org/2025/1/e68309 UR - http://dx.doi.org/10.2196/68309 ID - info:doi/10.2196/68309 ER - TY - JOUR AU - Coican, Alexis AU - Marroquin, A. Nathaniel AU - Carboni, Alexa AU - Holt, Sara AU - Zueger, Morgan PY - 2024/11/13 TI - How Dermatologists Can Aid Nondermatologic Professionals Using the Figure 1 App: Case Analysis JO - JMIR Dermatol SP - e60500 VL - 7 KW - dermatology KW - app KW - nondermatologic professional KW - dermatologist KW - nondermatologist KW - mHealth KW - health professional KW - medical education KW - social media KW - treatment KW - diagnostic UR - https://derma.jmir.org/2024/1/e60500 UR - http://dx.doi.org/10.2196/60500 ID - info:doi/10.2196/60500 ER - TY - JOUR AU - Pang, MengWei AU - Lu, WeiYu AU - Huang, Chuling AU - Lin, Meixiu AU - Ran, Jiangsheng AU - Tang, Xiaomei AU - Huang, YuanDing AU - Yang, Sheng AU - Song, Jinlin PY - 2024/11/11 TI - Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study JO - JMIR Form Res SP - e50389 VL - 8 KW - innovative interprofessional education KW - dentistry KW - dental technology KW - positive behavior support KW - IPE KW - positive behavior KW - training system KW - dental education KW - N2 - Background: Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. Objective: This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Methods: Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students? self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. Results: A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Conclusions: Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs. UR - https://formative.jmir.org/2024/1/e50389 UR - http://dx.doi.org/10.2196/50389 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/50389 ER - TY - JOUR AU - Clavier, Thomas AU - Chevalier, Emma AU - Demailly, Zoé AU - Veber, Benoit AU - Messaadi, Imad-Abdelkader AU - Popoff, Benjamin PY - 2024/10/22 TI - Social Media Usage for Medical Education and Smartphone Addiction Among Medical Students: National Web-Based Survey JO - JMIR Med Educ SP - e55149 VL - 10 KW - medical student KW - social network KW - social media KW - smartphone addiction KW - medical education KW - mobile addiction KW - social networks N2 - Background: Social media (SoMe) have taken a major place in the medical field, and younger generations are increasingly using them as their primary source to find information. Objective: This study aimed to describe the use of SoMe for medical education among French medical students and assess the prevalence of smartphone addiction in this population. Methods: A cross-sectional web-based survey was conducted among French medical students (second to sixth year of study). The questionnaire collected information on SoMe use for medical education and professional behavior. Smartphone addiction was assessed using the Smartphone Addiction Scale Short-Version (SAS-SV) score. Results: A total of 762 medical students responded to the survey. Of these, 762 (100%) were SoMe users, spending a median of 120 (IQR 60?150) minutes per day on SoMe; 656 (86.1%) used SoMe for medical education, with YouTube, Instagram, and Facebook being the most popular platforms. The misuse of SoMe in a professional context was also identified; 27.2% (207/762) of students posted hospital internship content, and 10.8% (82/762) searched for a patient?s name on SoMe. Smartphone addiction was prevalent among 29.1% (222/762) of respondents, with a significant correlation between increased SoMe use and SAS-SV score (r=0.39, 95% CI 0.33?0.45; P<.001). Smartphone-addicted students reported a higher impact on study time (211/222, 95% vs 344/540, 63.6%; P<.001) and a greater tendency to share hospital internship content on social networks (78/222, 35.1% vs 129/540, 23.8%; P=.002). Conclusions: Our findings reveal the extensive use of SoMe for medical education among French medical students, alongside a notable prevalence of smartphone addiction. These results highlight the need for medical schools and educators to address the responsible use of SoMe and develop strategies to mitigate the risks associated with excessive use and addiction. UR - https://mededu.jmir.org/2024/1/e55149 UR - http://dx.doi.org/10.2196/55149 ID - info:doi/10.2196/55149 ER - TY - JOUR AU - Mielitz, Annabelle AU - Kulau, Ulf AU - Bublitz, Lucas AU - Bittner, Anja AU - Friederichs, Hendrik AU - Albrecht, Urs-Vito PY - 2024/9/30 TI - Teaching Digital Medicine to Undergraduate Medical Students With an Interprofessional and Interdisciplinary Approach: Development and Usability Study JO - JMIR Med Educ SP - e56787 VL - 10 KW - medical education KW - digital medicine KW - digital health N2 - Background: An integration of digital medicine into medical education can help future physicians shape the digital transformation of medicine. Objective: We aim to describe and evaluate a newly developed course for teaching digital medicine (the Bielefeld model) for the first time. Methods: The course was held with undergraduate medical students at Medical School Ostwestfalen-Lippe at Bielefeld University, Germany, in 2023 and evaluated via pretest-posttest surveys. The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective. Results: In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. The superordinate objectives were achieved well to very well?the medians for the objective achievement were 4 (IQR 4-5), 4 (IQR 3-5), and 4 (IQR 4-4) scale units for the first, second, and third objectives, respectively, and the medians for the subjective achievement of the first, second, and third objectives were 4 (IQR 3-4), 4.5 (IQR 3-5), and 4 (IQR 3-5) scale units, respectively. Participants mastered the subordinate objectives, on average, better after the course than before (presurvey median 2.5, IQR 2-3 scale units; postsurvey median 4, IQR 3-4 scale units). The course concept was rated as highly suitable for achieving the superordinate objectives (median 5, IQR 4-5 scale units for the first, second, and third objectives). On average, the students strongly liked the course (median 5, IQR 4-5 scale units) and gained a benefit from it (median 4.5, IQR 4-5 scale units). All students fully agreed that the teaching staff was a strength of the course. The category positive feedback on the course or positive personal experience with the course received the most comments. Conclusions: The course framework shows promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size and further limitations. The course concept aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical education. UR - https://mededu.jmir.org/2024/1/e56787 UR - http://dx.doi.org/10.2196/56787 UR - http://www.ncbi.nlm.nih.gov/pubmed/39189929 ID - info:doi/10.2196/56787 ER - TY - JOUR AU - Syed, Ahmed Toufeeq AU - Thompson, L. Erika AU - Latif, Zainab AU - Johnson, Jay AU - Javier, Damaris AU - Stinson, Katie AU - Saleh, Gabrielle AU - Vishwanatha, K. Jamboor PY - 2024/6/17 TI - Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis JO - J Med Internet Res SP - e47560 VL - 26 KW - online platform KW - mentorship KW - diversity KW - network analysis KW - graph database KW - online communities N2 - Background: With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain. Objective: This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences. Methods: Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021. Results: In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities?very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions. Conclusions: To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network. UR - https://www.jmir.org/2024/1/e47560 UR - http://dx.doi.org/10.2196/47560 UR - http://www.ncbi.nlm.nih.gov/pubmed/38885013 ID - info:doi/10.2196/47560 ER - TY - JOUR AU - Smith, Ben AU - Paton, Christopher AU - Ramaraj, Prashanth PY - 2023/11/15 TI - Teaching Basic Surgical Skills Using a More Frugal, Near-Peer, and Environmentally Sustainable Way: Mixed Methods Study JO - JMIR Perioper Med SP - e50212 VL - 6 KW - basic surgical skills KW - frugal KW - low cost KW - peer-assisted learning KW - near-peer learning KW - environmentally sustainable KW - free KW - surgical education N2 - Background: The Royal College of Surgeons Basic Surgical Skills (BSS) course is ubiquitous among UK surgical trainees but is geographically limited and costly. The COVID-19 pandemic has reduced training quality. Surveys illustrate reduced logbook completion and increased trainee attrition. Local, peer-led teaching has been shown to be effective at increasing confidence in surgical skills in a cost-effective manner. Qualitative data on trainee well-being, recruitment, and retention are lacking. Objective: This study aims to evaluate the impact of a novel program of weekly, lunchtime BSS sessions on both quantitative and qualitative factors. Methods: A weekly, lunchtime BSS course was designed to achieve the outcomes of the Royal College of Surgeons BSS course over a 16-week period overlapping with 1 foundation doctor rotation. All health care workers at the study center were eligible to participate. The study was advertised via the weekly, trust-wide information email. Course sessions included knot tying, suturing, abscess incision and drainage, fracture fixation with application of plaster of Paris, joint aspirations and reductions, abdominal wall closure, and basic laparoscopic skills. The hospital canteen sourced unwanted pig skin from the local butcher for suturing sessions and pork belly for abscess and abdominal wall closure sessions. Out-of-date surgical equipment was used. This concurrent, nested, mixed methods study involved descriptive analysis of perceived improvement scores in each surgical skill before and after each session, over 4 iterations of the course (May 2021 to August 2022). After the sessions, students completed a voluntary web-based feedback form scoring presession and postsession confidence levels on a 5-point Likert scale. Qualitative thematic analysis of voluntary semistructured student interview transcripts was also performed to understand the impact of a free-to-attend, local, weekly, near-peer teaching course on perceived well-being, quality of training, and interest in a surgical career. Students consented to the use of feedback and interview data for this study. Ethics approval was requested but deemed not necessary by the study center?s ethics committee. Results: There were 64 responses. Confidence was significantly improved from 47% to 73% (95% CI 15%-27%; P<.001; t13=5.3117) across all surgical skills over 4 iterations. Among the 7 semistructured interviews, 100% (7/7) of the participants reported improved perceived well-being, value added to training, and positivity toward near-peer teaching and 71% (5/7) preferred local weekly teaching. Interest in a surgical career was unchanged. Conclusions: This course was feasible around clinical workloads, resourced locally at next to no cost, environmentally sustainable, and free to attend. The course offered junior doctors not only a weekly opportunity to learn but also to teach. Peer-led, decentralized surgical education increases confidence and has a positive effect on perceptions about well-being and training. We hope to disseminate this course, leading to reproduction in other centers, refinement, and wide implementation. UR - https://periop.jmir.org/2023/1/e50212 UR - http://dx.doi.org/10.2196/50212 UR - http://www.ncbi.nlm.nih.gov/pubmed/37966886 ID - info:doi/10.2196/50212 ER - TY - JOUR AU - Ozkara, Berksu Burak AU - Karabacak, Mert AU - Ozcan, Zeynep AU - Bisdas, Sotirios PY - 2023/10/6 TI - Adaptive Peer Tutoring and Insights From a Neurooncology Course JO - JMIR Med Educ SP - e48765 VL - 9 KW - COVID-19 KW - distance learning KW - medical education KW - mentoring KW - peer teaching KW - web-based tutoring UR - https://mededu.jmir.org/2023/1/e48765 UR - http://dx.doi.org/10.2196/48765 UR - http://www.ncbi.nlm.nih.gov/pubmed/37801350 ID - info:doi/10.2196/48765 ER - TY - JOUR AU - Tat, Sonny AU - Shaukat, Haroon AU - Zaveri, Pavan AU - Kou, Maybelle AU - Jarvis, Lenore PY - 2022/12/8 TI - Developing and Integrating Asynchronous Web-Based Cases for Discussing and Learning Clinical Reasoning: Repeated Cross-sectional Study JO - JMIR Med Educ SP - e38427 VL - 8 IS - 4 KW - asynchronous learning KW - clinical reasoning KW - emergency medicine KW - pediatrics KW - web-based learning tool N2 - Background: Trainees rely on clinical experience to learn clinical reasoning in pediatric emergency medicine (PEM). Outside of clinical experience, graduate medical education provides a handful of explicit activities focused on developing skills in clinical reasoning. Objective: In this paper, we describe the development, use, and changing perceptions of a web-based asynchronous tool to facilitate clinical reasoning discussion for PEM providers. Methods: We created a case-based web-based discussion tool for PEM clinicians and fellows to post and discuss cases. We examined website analytics for site use and collected user survey data over a 3-year period to assess the use and acceptability of the tool. Results: The learning tool had more than 30,000 site visits and 172 case comments for the 55 published cases over 3 years. Self-reported engagement with the learning tool varied inversely with clinical experience in PEM. The tool was relevant to clinical practice and useful for learning PEM for most respondents. The most experienced clinicians were more likely than fellows to report posting commentary, although absolute rate of commentary was low. Conclusions: An asynchronous method of case presentation and web-based commentary may present an acceptable way to supplement clinical experience and traditional education methods for sharing clinical reasoning. UR - https://mededu.jmir.org/2022/4/e38427 UR - http://dx.doi.org/10.2196/38427 UR - http://www.ncbi.nlm.nih.gov/pubmed/36480271 ID - info:doi/10.2196/38427 ER - TY - JOUR AU - Krause-Jüttler, Grit AU - Weitz, Jürgen AU - Bork, Ulrich PY - 2022/5/4 TI - Interdisciplinary Collaborations in Digital Health Research: Mixed Methods Case Study JO - JMIR Hum Factors SP - e36579 VL - 9 IS - 2 KW - team science KW - interdisciplinary KW - research collaboration KW - digital health KW - team processes N2 - Background: Digital innovations in medicine are disruptive technologies that can change the way diagnostic procedures and treatments are delivered. Such innovations are typically designed in teams with different disciplinary backgrounds. This paper concentrates on 2 interdisciplinary research teams with 20 members from the medicine and engineering sciences working jointly on digital health solutions. Objective: The aim of this paper was to identify factors on the individual, team, and organizational levels that influence the implementation of interdisciplinary research projects elaborating on digital applications for medicine and, based on the results, to draw conclusions for the proactive design of the interdisciplinary research process to make these projects successful. Methods: To achieve this aim, 2 interdisciplinary research teams were observed, and a small case study (response rate: 15/20, 75%) was conducted using a web-based questionnaire containing both closed and open self-report questions. The Spearman rank correlation coefficient was calculated to analyze the quantitative data. The answers to the open-ended questions were subjected to qualitative content analysis. Results: With regard to the interdisciplinary research projects investigated, the influencing factors of the three levels presented (individual, team, and organization) have proven to be relevant for interdisciplinary research cooperation. Conclusions: With regard to recommendations for the future design of interdisciplinary cooperation, management aspects are addressed, that is, the installation of a coordinator, systematic definition of goals, required resources, and necessary efforts on the part of the involved interdisciplinary research partners. As only small groups were investigated, further research in this field is necessary to derive more general recommendations for interdisciplinary research teams. Trial Registration: German Clinical Trials Register, DRKS00023909, https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00023909?; German Clinical Trials Register, DRKS00025077, https://www.drks.de/drks_web/navigate.do?navigationId=trial.HTML&TRIAL_ID=DRKS00025077 UR - https://humanfactors.jmir.org/2022/2/e36579 UR - http://dx.doi.org/10.2196/36579 UR - http://www.ncbi.nlm.nih.gov/pubmed/35507400 ID - info:doi/10.2196/36579 ER - TY - JOUR AU - Ayivi-Vinz, Gloria AU - Bakwa Kanyinga, Felly AU - Bergeron, Lysa AU - Décary, Simon AU - Adisso, Lionel Évèhouénou AU - Zomahoun, Vignon Hervé Tchala AU - Daniel, J. Sam AU - Tremblay, Martin AU - Plourde, V. Karine AU - Guay-Bélanger, Sabrina AU - Légaré, France PY - 2022/5/2 TI - Use of the CPD-REACTION Questionnaire to Evaluate Continuing Professional Development Activities for Health Professionals: Systematic Review JO - JMIR Med Educ SP - e36948 VL - 8 IS - 2 KW - CPD-REACTION KW - behavior KW - intention KW - education medical KW - continuing KW - health care professionals KW - questionnaire KW - web-based KW - continuing professional development N2 - Background: Continuing professional development (CPD) is essential for physicians to maintain and enhance their knowledge, competence, skills, and performance. Web-based CPD plays an essential role. However, validated theory?informed measures of their impact are lacking. The CPD-REACTION questionnaire is a validated theory?informed tool that evaluates the impact of CPD activities on clinicians? behavioral intentions. Objective: We aimed to review the use of the CPD-REACTION questionnaire, which measures the impact of CPD activities on health professionals? intentions to change clinical behavior. We examined CPD activity characteristics, ranges of intention, mean scores, score distributions, and psychometric properties. Methods: We conducted a systematic review informed by the Cochrane review methodology. We searched 8 databases from January 1, 2014, to April 20, 2021. Gray literature was identified using Google Scholar and Research Gate. Eligibility criteria included all health care professionals, any study design, and participants? completion of the CPD-REACTION questionnaire either before, after, or before and after a CPD activity. Study selection, data extraction, and study quality evaluation were independently performed by 2 reviewers. We extracted data on characteristics of studies, the CPD activity (eg, targeted clinical behavior and format), and CPD-REACTION use. We used the Mixed Methods Appraisal Tool to evaluate the methodological quality of the studies. Data extracted were analyzed using descriptive statistics and the Student t test (2-tailed) for bivariate analysis. The results are presented as a narrative synthesis reported according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results: Overall, 65 citations were eligible and referred to 52 primary studies. The number of primary studies reporting the use of CPD-REACTION has increased continuously since 2014 from 1 to 16 publications per year (2021). It is available in English, French, Spanish, and Dutch. Most of the studies were conducted in Canada (30/52, 58%). Furthermore, 40 different clinical behaviors were identified. The most common CPD format was e-learning (34/52, 65%). The original version of the CPD-REACTION questionnaire was used in 31 of 52 studies, and an adapted version in 18 of 52 studies. In addition, 31% (16/52) of the studies measured both the pre- and postintervention scores. In 22 studies, CPD providers were university-based. Most studies targeted interprofessional groups of health professionals (31/52, 60%). Conclusions: The use of CPD-REACTION has increased rapidly and across a wide range of clinical behaviors and formats, including a web-based format. Further research should investigate the most effective way to adapt the CPD-REACTION questionnaire to a variety of clinical behaviors and contexts. Trial Registration: PROSPERO CRD42018116492; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=116492 UR - https://mededu.jmir.org/2022/2/e36948 UR - http://dx.doi.org/10.2196/36948 UR - http://www.ncbi.nlm.nih.gov/pubmed/35318188 ID - info:doi/10.2196/36948 ER - TY - JOUR AU - Ewais, Tatjana AU - Hunt, Georgia AU - Munro, Jonathan AU - Pun, Paul AU - Hogan, Christy AU - William, Leeroy AU - Teodorczuk, Andrew PY - 2022/4/27 TI - Schwartz Rounds for Staff in an Australian Tertiary Hospital: Protocol for a Pilot Uncontrolled Trial JO - JMIR Res Protoc SP - e35083 VL - 11 IS - 4 KW - Schwartz Rounds KW - compassionate care KW - health care staff well-being N2 - Background: Schwartz Rounds are a unique, organization-wide interdisciplinary intervention aimed at enhancing staff well-being, compassionate care, teamwork, and organizational culture in health care settings. They provide a safe space wherein both clinical and nonclinical health staff can connect and share their experiences about the social and emotional aspects of health care. Objective: Although Schwartz Rounds have been assessed and widely implemented in the United States and United Kingdom, they are yet to be formally evaluated in Australian health care settings. The purpose of this study is to evaluate the feasibility and impact of Schwartz Rounds on staff well-being, compassionate care, and organizational culture, in a tertiary metropolitan hospital in Brisbane, Australia. Methods: This mixed methods repeated measures pilot study will recruit 24 participants in 2 groups from 2 departments, the intensive care unit and the gastroenterology department. Participants from each group will take part in 3 unit-based Schwartz Rounds. Primary outcomes will include the study and intervention feasibility measures, while secondary outcomes will include scores on the Maslach Burnout Inventory?Human Services Survey, the Schwartz Centre Compassionate Care Scale, and the Culture of Care Barometer. Primary and secondary outcomes will be collected at baseline, after the Rounds, and 3-month follow-up. Two focus groups will be held approximately 2 months after completion of the Schwartz Rounds. Descriptive statistics, paired t tests, chi-square tests, and analysis of variance will be used to compare quantitative data across time points and groups. Qualitative data from focus groups and free-text survey questions will be analyzed using an inductive thematic analysis approach. Results: The study was approved by the Mater Hospital Human Research Ethics Committee (reference number: HREC/MML/71868) and recruitment commenced in July 2021; study completion is anticipated by May 2022. Conclusions: The study will contribute to the assessment of feasibility and preliminary efficacy of the Schwartz Rounds in a tertiary Australian hospital during the COVID-19 pandemic. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12621001473853; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=382769&isReview=true International Registered Report Identifier (IRRID): DERR1-10.2196/35083 UR - https://www.researchprotocols.org/2022/4/e35083 UR - http://dx.doi.org/10.2196/35083 UR - http://www.ncbi.nlm.nih.gov/pubmed/35475785 ID - info:doi/10.2196/35083 ER - TY - JOUR AU - Sanavro, M. Sanne AU - van der Worp, Henk AU - Jansen, Danielle AU - Koning, Paul AU - Blanker, H. Marco AU - PY - 2022/4/1 TI - Evaluation of the First Year(s) of Physicians Collaboration on an Interdisciplinary Electronic Consultation Platform in the Netherlands: Mixed Methods Observational Study JO - JMIR Hum Factors SP - e33630 VL - 9 IS - 2 KW - primary care KW - digital consultation KW - interdisciplinary KW - specialist care N2 - Background: Complexity of health problems and aging of the population create an ongoing burden on the health care system with the general practitioner (GP) being the gatekeeper in primary care. In GPs daily practice, collaboration with specialists and exchange of knowledge from the secondary care play a crucial role in this system. Communication between primary and secondary care has shortcomings for health care workers that want to practice sustainable patient-centered health care. Therefore, a new digital interactive platform was developed: Prisma. Objective: This study aims to describe the development of a digital consultation platform (Prisma) to connect GPs with hospital specialists via the Siilo application and to evaluate the first year of use, including consultations, topic diversity, and number of participating physicians. Methods: We conducted a mixed methods observational study, analyzing qualitative and quantitative data for cases posted on the platform between June 2018 and May 2020. Any GP can post questions to an interdisciplinary group of secondary care specialists, with the platform designed to facilitate discussion and knowledge exchange for all users. Results: In total, 3674 cases were posted by 424 GPs across 16 specialisms. Most questions and answers concerned diagnosis, nonmedical treatment, and medication. Mean response time was 76 minutes (range 44-252). An average of 3 users engaged with each case (up to 7 specialists). Almost half of the internal medicine cases received responses from at least two specialisms in secondary care, contrasting with about one-fifth for dermatology. Of note, the growth in consultations was steepest for dermatology. Conclusions: Digital consultations offer the possibility for GPs to receive quick responses when seeking advice. The interdisciplinary approach of Prisma creates opportunities for digital patient-centered networking. UR - https://humanfactors.jmir.org/2022/2/e33630 UR - http://dx.doi.org/10.2196/33630 UR - http://www.ncbi.nlm.nih.gov/pubmed/35363155 ID - info:doi/10.2196/33630 ER - TY - JOUR AU - Collins-Pisano, Caroline AU - Velez Court, Juan AU - Johnson, Michael AU - Mois, George AU - Brooks, Jessica AU - Myers, Amanda AU - Muralidharan, Anjana AU - Storm, Marianne AU - Wright, Maggie AU - Berger, Nancy AU - Kasper, Ann AU - Fox, Anthony AU - MacDonald, Sandi AU - Schultze, Sarah AU - Fortuna, Karen PY - 2021/12/16 TI - Core Competencies to Promote Consistency and Standardization of Best Practices for Digital Peer Support: Focus Group Study JO - JMIR Ment Health SP - e30221 VL - 8 IS - 12 KW - COVID-19 KW - peer support KW - competencies KW - training KW - digital N2 - Background: As digital peer support is quickly expanding across the globe in the wake of the COVID-19 pandemic, standardization in the training and delivery of digital peer support can advance the professionalism of this field. While telehealth competencies exist for other fields of mental health practice, such as social work, psychiatry, and psychology, limited research has been done to develop and promote digital peer support competencies. Objective: The goal of this study is to introduce the coproduction of core competencies that can guide digital peer support. Methods: Peer support specialists were recruited through an international listserv and participated in a 1-hour virtual focus group. A total of four focus groups were conducted with 59 peer support specialists from 11 US states and three countries. Results: Analysis was conducted using the rigorous and accelerated data reduction (RADaR) technique, and 10 themes were identified: (1) protecting the rights of service users, (2) technical knowledge and skills in the practice of digital peer support, (3) available technologies, (4) equity of access, (5) digital communication skills, (6) performance-based training, (7) self-care, (8) monitoring digital peer support and addressing digital crisis, (9) peer support competencies, and (10) health literacy (emerging). The authors present recommendations based on these themes. Conclusions: The introduction of digital peer support core competencies is an initial first step to promote the standardization of best practices in digital peer support. The established competencies can potentially act as a guide for training and skill development to be integrated into US state peer support specialist competencies and to enhance competencies endorsed by the Substance Abuse and Mental Health Services Administration (SAMHSA). UR - https://mental.jmir.org/2021/12/e30221 UR - http://dx.doi.org/10.2196/30221 UR - http://www.ncbi.nlm.nih.gov/pubmed/34736223 ID - info:doi/10.2196/30221 ER - TY - JOUR AU - Alzaabi, Shaikha AU - Nasaif, Mohammed AU - Khamis, Hassan Amar AU - Otaki, Farah AU - Zary, Nabil AU - Mascarenhas, Sharon PY - 2021/7/13 TI - Medical Students? Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study JO - JMIR Med Educ SP - e25875 VL - 7 IS - 3 KW - peer learning KW - assessment KW - empowerment KW - undergraduate KW - medical students KW - self-regulated learning N2 - Background: The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective: This study was conducted to assess medical students? perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods: A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students? perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students? (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis. Results: Out of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique?s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination. Conclusions: Peer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions. UR - https://mededu.jmir.org/2021/3/e25875 UR - http://dx.doi.org/10.2196/25875 UR - http://www.ncbi.nlm.nih.gov/pubmed/34021539 ID - info:doi/10.2196/25875 ER -