TY - JOUR AU - Webb, Leah AU - Masaracchia, Melissa AU - Strupp, Kim PY - 2025/5/12 TI - Enhancing Access to Neuraxial Ultrasound Phantoms for Medical Education of Pediatric Anesthesia Trainees: Tutorial JO - JMIR Med Educ SP - e63682 VL - 11 KW - anesthesiology KW - pediatric KW - ultrasound KW - education KW - neuraxial ultrasound KW - medical education KW - pediatric anesthesia trainees KW - anesthesia KW - trainees KW - ultrasound-guided KW - neuraxial techniques KW - pediatric patients KW - efficiency UR - https://mededu.jmir.org/2025/1/e63682 UR - http://dx.doi.org/10.2196/63682 ID - info:doi/10.2196/63682 ER - TY - JOUR AU - Elabd, Noor AU - Rahman, Muhammad Zafirah AU - Abu Alinnin, Ibrahim Salma AU - Jahan, Samiyah AU - Campos, Aparecida Luciana AU - Baltatu, Constantin Ovidiu PY - 2025/5/8 TI - Designing Personalized Multimodal Mnemonics With AI: A Medical Student?s Implementation Tutorial JO - JMIR Med Educ SP - e67926 VL - 11 KW - medical education KW - personalized learning KW - prompt engineering KW - multimodal learning KW - memory techniques KW - dual-coding theory KW - student-centered approach KW - student-centered KW - large language model KW - natural language processing KW - NLP KW - machine learning KW - AI KW - ChatGPT KW - medical student KW - digital literacy KW - health care professional N2 - Background: Medical education can be challenging for students as they must manage vast amounts of complex information. Traditional mnemonic resources often follow a standardized approach, which may not accommodate diverse learning styles. Objective: This tutorial presents a student-developed approach to creating personalized multimodal mnemonics (PMMs) using artifical intelligence tools. Methods: This tutorial demonstrates a structured implementation process using ChatGPT (GPT-4 model) for text mnemonic generation and DALL-E 3 for visual mnemonic creation. We detail the prompt engineering framework, including zero-shot, few-shot, and chain-of-thought prompting techniques. The process involves (1) template development, (2) refinement, (3) personalization, (4) mnemonic specification, and (5) quality control. The implementation time typically ranges from 2 to 5 minutes per concept, with 1 to 3 iterations needed for optimal results. Results: Through systematic testing across 6 medical concepts, the implementation process achieved an initial success rate of 85%, improving to 95% after refinement. Key challenges included maintaining medical accuracy (addressed through specific terminology in prompts), ensuring visual clarity (improved through anatomical detail specifications), and achieving integration of text and visuals (resolved through structured review protocols). This tutorial provides practical templates, troubleshooting strategies, and quality control measures to address common implementation challenges. Conclusions: This tutorial offers medical students a practical framework for creating personalized learning tools using artificial intelligence. By following the detailed prompt engineering process and quality control measures, students can efficiently generate customized mnemonics while avoiding common pitfalls. The approach emphasizes human oversight and iterative refinement to ensure medical accuracy and educational value. The elimination of the need for developing separate databases of mnemonics streamlines the learning process. UR - https://mededu.jmir.org/2025/1/e67926 UR - http://dx.doi.org/10.2196/67926 ID - info:doi/10.2196/67926 ER - TY - JOUR AU - Wiet, Ryan AU - Casanova, P. Madeline AU - Moore, D. Jonathan AU - Deming, M. Sarah AU - Baker Jr, T. Russell PY - 2025/3/21 TI - Creation of the ECHO Idaho Podcast: Tutorial and Pilot Assessment JO - JMIR Med Educ SP - e55313 VL - 11 KW - Project ECHO KW - ECHO Idaho KW - medical education KW - medical training KW - medication teaching KW - medical knowledge KW - rural health care KW - rural medicine KW - underserved population KW - underserved people KW - substance use KW - substance use disorder KW - SUD KW - drug abuse KW - drug use KW - alcoholism KW - addiction KW - pain KW - behavioral health KW - podcast KW - webinar N2 - Background: Project ECHO (Extension for Community Health Outcomes) is an innovative program that uses videoconferencing technology to connect health care providers with experts. The model has been successful in reaching health care providers in rural and underserved areas and positively impacting clinical practice. ECHO Idaho, a replication partner, has developed programming that has increased knowledge and confidence of health care professionals throughout the state of Idaho, United States. Although the ECHO model has a demonstrated ability to recruit, educate, and train health care providers, barriers to attending Project ECHO continuing education (CE) programs remain. The asynchronous nature of podcasts could be used as an innovative medium to help address barriers to CE access that health care professionals face. The ECHO Idaho ?Something for the Pain? podcast was developed to increase CE accessibility to rural and frontier providers, while upscaling their knowledge of and competence to treat and assess substance use disorders, pain, and behavioral health conditions. Objective: This paper describes the creation and preliminary assessment of the ECHO Idaho ?Something for the Pain? podcast. Methods: Podcast episodes consisted of interviews with individuals as well as didactic lectures. Audio from these recordings were edited for content and length and then professionally reviewed by subject matter experts (eg, featured episode speakers). Target audiences consisted of health care providers and community members interested in behavioral health and substance use disorders. Metrics on podcast listeners were assessed using SoundCloud?s RSS feed, continuing education survey completion, and iECHO. Results: The ECHO Idaho ?Something for the Pain? podcast?s inaugural season comprised 14 episodes with 626 minutes of CE material. The podcast series received a total of 2441 listens from individuals in 14 different cities across Idaho, and 63 health care providers listened and claimed CE credits. The largest professional group was social workers (n=22; 35%). Conclusions: We provide preliminary evidence that podcasts can be used to provide health care providers with opportunities to access CE material. Health care providers listened to and claimed CE credits from the ECHO Idaho ?Something for the Pain? podcast. Project ECHO programs should consider creating podcasts as an additional platform for disseminating ECHO material. UR - https://mededu.jmir.org/2025/1/e55313 UR - http://dx.doi.org/10.2196/55313 ID - info:doi/10.2196/55313 ER - TY - JOUR AU - Srinivasa, Komal AU - Charlton, Amanda AU - Moir, Fiona AU - Goodyear-Smith, Felicity PY - 2024/8/7 TI - How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production JO - JMIR Med Educ SP - e51740 VL - 10 KW - online video KW - developing video KW - procedural video KW - medical education KW - clinician educator KW - health education N2 - Background: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video. Objective: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video. Methods: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz. Results: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations. Conclusions: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements. UR - https://mededu.jmir.org/2024/1/e51740 UR - http://dx.doi.org/10.2196/51740 UR - http://www.ncbi.nlm.nih.gov/pubmed/39110488 ID - info:doi/10.2196/51740 ER - TY - JOUR AU - Grosjean, Julien AU - Benis, Arriel AU - Dufour, Jean-Charles AU - Lejeune, Émeline AU - Disson, Flavien AU - Dahamna, Badisse AU - Cieslik, Hélène AU - Léguillon, Romain AU - Faure, Matthieu AU - Dufour, Frank AU - Staccini, Pascal AU - Darmoni, Jacques Stéfan PY - 2024/3/4 TI - Sharing Digital Health Educational Resources in a One-Stop Shop Portal: Tutorial on the Catalog and Index of Digital Health Teaching Resources (CIDHR) Semantic Search Engine JO - JMIR Med Educ SP - e48393 VL - 10 KW - digital health KW - medical informatics KW - medical education KW - search engine KW - knowledge management KW - semantic web KW - language KW - teaching KW - vocabulary KW - controlled KW - students KW - educational personnel KW - French KW - curriculum N2 - Background: Access to reliable and accurate digital health web-based resources is crucial. However, the lack of dedicated search engines for non-English languages, such as French, is a significant obstacle in this field. Thus, we developed and implemented a multilingual, multiterminology semantic search engine called Catalog and Index of Digital Health Teaching Resources (CIDHR). CIDHR is freely accessible to everyone, with a focus on French-speaking resources. CIDHR has been initiated to provide validated, high-quality content tailored to the specific needs of each user profile, be it students or professionals. Objective: This study?s primary aim in developing and implementing the CIDHR is to improve knowledge sharing and spreading in digital health and health informatics and expand the health-related educational community, primarily French speaking but also in other languages. We intend to support the continuous development of initial (ie, bachelor level), advanced (ie, master and doctoral levels), and continuing training (ie, professionals and postgraduate levels) in digital health for health and social work fields. The main objective is to describe the development and implementation of CIDHR. The hypothesis guiding this research is that controlled vocabularies dedicated to medical informatics and digital health, such as the Medical Informatics Multilingual Ontology (MIMO) and the concepts structuring the French National Referential on Digital Health (FNRDH), to index digital health teaching and learning resources, are effectively increasing the availability and accessibility of these resources to medical students and other health care professionals. Methods: First, resource identification is processed by medical librarians from websites and scientific sources preselected and validated by domain experts and surveyed every week. Then, based on MIMO and FNRDH, the educational resources are indexed for each related knowledge domain. The same resources are also tagged with relevant academic and professional experience levels. Afterward, the indexed resources are shared with the digital health teaching and learning community. The last step consists of assessing CIDHR by obtaining informal feedback from users. Results: Resource identification and evaluation processes were executed by a dedicated team of medical librarians, aiming to collect and curate an extensive collection of digital health teaching and learning resources. The resources that successfully passed the evaluation process were promptly included in CIDHR. These resources were diligently indexed (with MIMO and FNRDH) and tagged for the study field and degree level. By October 2023, a total of 371 indexed resources were available on a dedicated portal. Conclusions: CIDHR is a multilingual digital health education semantic search engine and platform that aims to increase the accessibility of educational resources to the broader health care?related community. It focuses on making resources ?findable,? ?accessible,? ?interoperable,? and ?reusable? by using a one-stop shop portal approach. CIDHR has and will have an essential role in increasing digital health literacy. UR - https://mededu.jmir.org/2024/1/e48393 UR - http://dx.doi.org/10.2196/48393 UR - http://www.ncbi.nlm.nih.gov/pubmed/38437007 ID - info:doi/10.2196/48393 ER - TY - JOUR AU - Meskó, Bertalan PY - 2023/10/4 TI - Prompt Engineering as an Important Emerging Skill for Medical Professionals: Tutorial JO - J Med Internet Res SP - e50638 VL - 25 KW - artificial intelligence KW - AI KW - digital health KW - future KW - technology KW - ChatGPT KW - GPT-4 KW - large language models KW - language model KW - LLM KW - prompt KW - prompts KW - prompt engineering KW - AI tool KW - engineering KW - healthcare professional KW - decision-making KW - LLMs KW - chatbot KW - chatbots KW - conversational agent KW - conversational agents KW - NLP KW - natural language processing UR - https://www.jmir.org/2023/1/e50638 UR - http://dx.doi.org/10.2196/50638 UR - http://www.ncbi.nlm.nih.gov/pubmed/37792434 ID - info:doi/10.2196/50638 ER - TY - JOUR AU - Naef, C. Aileen AU - Jeitziner, Marie-Madlen AU - Jakob, M. Stephan AU - Müri, M. René AU - Nef, Tobias PY - 2023/9/14 TI - Creating Custom Immersive 360-Degree Videos for Use in Clinical and Nonclinical Settings: Tutorial JO - JMIR Med Educ SP - e42154 VL - 9 KW - 360-degree video KW - head-mounted display KW - healthcare KW - relaxing content KW - technology KW - video content KW - video production KW - virtual reality KW - VR UR - https://mededu.jmir.org/2023/1/e42154 UR - http://dx.doi.org/10.2196/42154 UR - http://www.ncbi.nlm.nih.gov/pubmed/37707883 ID - info:doi/10.2196/42154 ER - TY - JOUR AU - Gupta, Sanchit AU - Wilcocks, Kyle AU - Matava, Clyde AU - Wiegelmann, Julian AU - Kaustov, Lilia AU - Alam, Fahad PY - 2023/2/14 TI - Creating a Successful Virtual Reality?Based Medical Simulation Environment: Tutorial JO - JMIR Med Educ SP - e41090 VL - 9 KW - virtual reality KW - innovation KW - digital health KW - simulation KW - medical education KW - medical training KW - tutorial KW - how-to KW - curriculum UR - https://mededu.jmir.org/2023/1/e41090 UR - http://dx.doi.org/10.2196/41090 UR - http://www.ncbi.nlm.nih.gov/pubmed/36787169 ID - info:doi/10.2196/41090 ER -