TY  - JOUR
AU  - Ozkan, Ecem
AU  - Tekin, Aysun
AU  - Ozkan, Can Mahmut
AU  - Cabrera, Daniel
AU  - Niven, Alexander
AU  - Dong, Yue
PY  - 2025/5/12
TI  - Global Health care Professionals? Perceptions of Large Language Model Use In Practice: Cross-Sectional Survey Study
JO  - JMIR Med Educ
SP  - e58801
VL  - 11
KW  - ChatGPT
KW  - LLM
KW  - global
KW  - health care professionals
KW  - large language model
KW  - language model
KW  - chatbot
KW  - AI
KW  - diagnostic accuracy
KW  - efficiency
KW  - treatment planning
KW  - patient outcome
KW  - patient care
KW  - survey
KW  - physicians
KW  - nurses
KW  - educators
KW  - patient communication
KW  - clinical
KW  - educational
KW  - utilization
KW  - artificial intelligence
N2  - Background: ChatGPT is a large language model-based chatbot developed by OpenAI. ChatGPT has many potential applications to health care, including enhanced diagnostic accuracy and efficiency, improved treatment planning, and better patient outcomes. However, health care professionals? perceptions of ChatGPT and similar artificial intelligence tools are not well known. Understanding these attitudes is important to inform the best approaches to exploring their use in medicine. Objective: Our aim was to evaluate the health care professionals? awareness and perceptions regarding potential applications of ChatGPT in the medical field, including potential benefits and challenges of adoption. Methods: We designed a 33-question online survey that was distributed among health care professionals via targeted emails and professional Twitter and LinkedIn accounts. The survey included a range of questions to define respondents? demographic characteristics, familiarity with ChatGPT, perceptions of this tool?s usefulness and reliability, and opinions on its potential to improve patient care, research, and education efforts. Results: One hundred and fifteen health care professionals from 21 countries responded to the survey, including physicians, nurses, researchers, and educators. Of these, 101 (87.8%) had heard of ChatGPT, mainly from peers, social media, and news, and 77 (76.2%) had used ChatGPT at least once. Participants found ChatGPT to be helpful for writing manuscripts (n=31, 45.6%), emails (n=25, 36.8%), and grants (n=12, 17.6%); accessing the latest research and evidence-based guidelines (n=21, 30.9%); providing suggestions on diagnosis or treatment (n=15, 22.1%); and improving patient communication (n=12, 17.6%). Respondents also felt that the ability of ChatGPT to access and summarize research articles (n=22, 46.8%), provide quick answers to clinical questions (n=15, 31.9%), and generate patient education materials (n=10, 21.3%) was helpful. However, there are concerns regarding the use of ChatGPT, for example, the accuracy of responses (n=14, 29.8%), limited applicability in specific practices (n=18, 38.3%), and legal and ethical considerations (n=6, 12.8%), mainly related to plagiarism or copyright violations. Participants stated that safety protocols such as data encryption (n=63, 62.4%) and access control (n=52, 51.5%) could assist in ensuring patient privacy and data security. Conclusions: Our findings show that ChatGPT use is widespread among health care professionals in daily clinical, research, and educational activities. The majority of our participants found ChatGPT to be useful; however, there are concerns about patient privacy, data security, and its legal and ethical issues as well as the accuracy of its information. Further studies are required to understand the impact of ChatGPT and other large language models on clinical, educational, and research outcomes, and the concerns regarding its use must be addressed systematically and through appropriate methods. 
UR  - https://mededu.jmir.org/2025/1/e58801
UR  - http://dx.doi.org/10.2196/58801
ID  - info:doi/10.2196/58801
ER  - 

TY  - JOUR
AU  - Monzon, Noahlana
AU  - Hays, Alan Franklin
PY  - 2025/3/11
TI  - Leveraging Generative Artificial Intelligence to Improve Motivation and Retrieval in Higher Education Learners
JO  - JMIR Med Educ
SP  - e59210
VL  - 11
KW  - educational technology
KW  - retrieval practice
KW  - flipped classroom
KW  - cognitive engagement
KW  - personalized learning
KW  - generative artificial intelligence
KW  - higher education
KW  - university education
KW  - learners
KW  - instructors
KW  - curriculum structure
KW  - learning
KW  - technologies
KW  - innovation
KW  - academic misconduct
KW  - gamification
KW  - self-directed
KW  - socio-economic disparities
KW  - interactive approach
KW  - medical education
KW  - chatGPT
KW  - machine learning
KW  - AI
KW  - large language models
UR  - https://mededu.jmir.org/2025/1/e59210
UR  - http://dx.doi.org/10.2196/59210
ID  - info:doi/10.2196/59210
ER  - 

TY  - JOUR
AU  - Iyer, S. Maya
AU  - Moe, Aubrey
AU  - Massick, Susan
AU  - Davis, Jessica
AU  - Ballinger, Megan
AU  - Townsend, Kristy
PY  - 2025/1/23
TI  - Development of the Big Ten Academic Alliance Collaborative for Women in Medicine and Biomedical Science: ?We Built the Airplane While Flying It?
JO  - JMIR Form Res
SP  - e65561
VL  - 9
KW  - collaborative
KW  - gender equity
KW  - women in medicine
KW  - women in science
KW  - biomedical science
KW  - women
KW  - women+
KW  - gender
KW  - medicine
KW  - university
KW  - faculty
KW  - accessibility
KW  - career
KW  - equity
KW  - networking
KW  - opportunity
KW  - retaining
KW  - programming
KW  - Big Ten Academic Alliance
KW  - BTAA
KW  - academic alliance
UR  - https://formative.jmir.org/2025/1/e65561
UR  - http://dx.doi.org/10.2196/65561
ID  - info:doi/10.2196/65561
ER  - 

TY  - JOUR
AU  - Lachman, Peter
AU  - Fitzsimons, John
PY  - 2025/1/17
TI  - Transforming Medical Education to Make Patient Safety Part of the Genome of a Modern Health Care Worker
JO  - JMIR Med Educ
SP  - e68046
VL  - 11
KW  - patient safety
KW  - psychological safety
KW  - medical curriculum
KW  - professional competence
KW  - clinical competence
UR  - https://mededu.jmir.org/2025/1/e68046
UR  - http://dx.doi.org/10.2196/68046
ID  - info:doi/10.2196/68046
ER  - 

TY  - JOUR
AU  - Kim, JaeYong
AU  - Vajravelu, Narayan Bathri
PY  - 2025/1/16
TI  - Assessing the Current Limitations of Large Language Models in Advancing Health Care Education
JO  - JMIR Form Res
SP  - e51319
VL  - 9
KW  - large language model
KW  - generative pretrained transformer
KW  - health care education
KW  - health care delivery
KW  - artificial intelligence
KW  - LLM
KW  - ChatGPT
KW  - AI
UR  - https://formative.jmir.org/2025/1/e51319
UR  - http://dx.doi.org/10.2196/51319
ID  - info:doi/10.2196/51319
ER  - 

TY  - JOUR
AU  - Mun, Michelle
AU  - Byrne, Samantha
AU  - Shaw, Louise
AU  - Lyons, Kayley
PY  - 2025/1/8
TI  - Digital Dentists: A Curriculum for the 21st Century
JO  - JMIR Med Educ
SP  - e54153
VL  - 11
KW  - digital health
KW  - digital transformation
KW  - informatics
KW  - ehealth
KW  - dentistry
KW  - dental informatics
KW  - curriculum
KW  - competence
KW  - capability
KW  - dental education
UR  - https://mededu.jmir.org/2025/1/e54153
UR  - http://dx.doi.org/10.2196/54153
ID  - info:doi/10.2196/54153
ER  - 

TY  - JOUR
AU  - Ogundiya, Oluwadamilola
AU  - Rahman, Jasmine Thahmina
AU  - Valnarov-Boulter, Ioan
AU  - Young, Michael Tim
PY  - 2024/12/19
TI  - Looking Back on Digital Medical Education Over the Last 25 Years and Looking to the Future: Narrative Review
JO  - J Med Internet Res
SP  - e60312
VL  - 26
KW  - digital health
KW  - digital medical education
KW  - health education
KW  - medical education
KW  - mobile phone
KW  - artificial intelligence
KW  - AI
N2  - Background: The last 25 years have seen enormous progression in digital technologies across the whole of the health service, including health education. The rapid evolution and use of web-based and digital techniques have been significantly transforming this field since the beginning of the new millennium. These advancements continue to progress swiftly, even more so after the COVID-19 pandemic. Objective: This narrative review aims to outline and discuss the developments that have taken place in digital medical education across the defined time frame. In addition, evidence for potential opportunities and challenges facing digital medical education in the near future was collated for analysis. Methods: Literature reviews were conducted using PubMed, Web of Science Core Collection, Scopus, Google Scholar, and Embase. The participants and learners in this study included medical students, physicians in training or continuing professional development, nurses, paramedics, and patients. Results: Evidence of the significant steps in the development of digital medical education in the past 25 years was presented and analyzed in terms of application, impact, and implications for the future. The results were grouped into the following themes for discussion: learning management systems; telemedicine (in digital medical education); mobile health; big data analytics; the metaverse, augmented reality, and virtual reality; the COVID-19 pandemic; artificial intelligence; and ethics and cybersecurity. Conclusions: Major changes and developments in digital medical education have occurred from around the start of the new millennium. Key steps in this journey include technical developments in teleconferencing and learning management systems, along with a marked increase in mobile device use for accessing learning over this time. While the pace of evolution in digital medical education accelerated during the COVID-19 pandemic, further rapid progress has continued since the resolution of the pandemic. Many of these changes are currently being widely used in health education and other fields, such as augmented reality, virtual reality, and artificial intelligence, providing significant future potential. The opportunities these technologies offer must be balanced against the associated challenges in areas such as cybersecurity, the integrity of web-based assessments, ethics, and issues of digital privacy to ensure that digital medical education continues to thrive in the future. 
UR  - https://www.jmir.org/2024/1/e60312
UR  - http://dx.doi.org/10.2196/60312
UR  - http://www.ncbi.nlm.nih.gov/pubmed/
ID  - info:doi/10.2196/60312
ER  - 

TY  - JOUR
AU  - Gupta, Vikash
AU  - Erdal, Barbaros
AU  - Ramirez, Carolina
AU  - Floca, Ralf
AU  - Genereaux, Bradley
AU  - Bryson, Sidney
AU  - Bridge, Christopher
AU  - Kleesiek, Jens
AU  - Nensa, Felix
AU  - Braren, Rickmer
AU  - Younis, Khaled
AU  - Penzkofer, Tobias
AU  - Bucher, Michael Andreas
AU  - Qin, Melvin Ming
AU  - Bae, Gigon
AU  - Lee, Hyeonhoon
AU  - Cardoso, Jorge M.
AU  - Ourselin, Sebastien
AU  - Kerfoot, Eric
AU  - Choudhury, Rahul
AU  - White, D. Richard
AU  - Cook, Tessa
AU  - Bericat, David
AU  - Lungren, Matthew
AU  - Haukioja, Risto
AU  - Shuaib, Haris
PY  - 2024/12/9
TI  - Current State of Community-Driven Radiological AI Deployment in Medical Imaging
JO  - JMIR AI
SP  - e55833
VL  - 3
KW  - radiology
KW  - open-source
KW  - radiology in practice
KW  - deep learning
KW  - artificial intelligence
KW  - imaging informatics
KW  - clinical deployment
KW  - imaging
KW  - medical informatics
KW  - workflow
KW  - operation
KW  - implementation
KW  - adoption
KW  - taxonomy
KW  - use case
KW  - model
KW  - integration
KW  - machine learning
KW  - mobile phone
UR  - https://ai.jmir.org/2024/1/e55833
UR  - http://dx.doi.org/10.2196/55833
UR  - http://www.ncbi.nlm.nih.gov/pubmed/
ID  - info:doi/10.2196/55833
ER  - 

TY  - JOUR
AU  - Alli, Rabia Sauliha
AU  - Hossain, Qahh?r Soaad
AU  - Das, Sunit
AU  - Upshur, Ross
PY  - 2024/11/4
TI  - The Potential of Artificial Intelligence Tools for Reducing Uncertainty in Medicine and Directions for Medical Education
JO  - JMIR Med Educ
SP  - e51446
VL  - 10
KW  - artificial intelligence
KW  - machine learning
KW  - uncertainty
KW  - clinical decision-making
KW  - medical education
KW  - generative AI
KW  - generative artificial intelligence
UR  - https://mededu.jmir.org/2024/1/e51446
UR  - http://dx.doi.org/10.2196/51446
ID  - info:doi/10.2196/51446
ER  - 

TY  - JOUR
AU  - Mun, Michelle
AU  - Chanchlani, Sonia
AU  - Lyons, Kayley
AU  - Gray, Kathleen
PY  - 2024/10/31
TI  - Transforming the Future of Digital Health Education: Redesign of a Graduate Program Using Competency Mapping
JO  - JMIR Med Educ
SP  - e54112
VL  - 10
KW  - digital health
KW  - digital transformation
KW  - health care
KW  - clinical informatics
KW  - competencies
KW  - graduate education
UR  - https://mededu.jmir.org/2024/1/e54112
UR  - http://dx.doi.org/10.2196/54112
ID  - info:doi/10.2196/54112
ER  - 

TY  - JOUR
AU  - Claman, Daniel
AU  - Sezgin, Emre
PY  - 2024/9/27
TI  - Artificial Intelligence in Dental Education: Opportunities and Challenges of Large Language Models and Multimodal Foundation Models
JO  - JMIR Med Educ
SP  - e52346
VL  - 10
KW  - artificial intelligence
KW  - large language models
KW  - dental education
KW  - GPT
KW  - ChatGPT
KW  - periodontal health
KW  - AI
KW  - LLM
KW  - LLMs
KW  - chatbot
KW  - natural language
KW  - generative pretrained transformer
KW  - innovation
KW  - technology
KW  - large language model
UR  - https://mededu.jmir.org/2024/1/e52346
UR  - http://dx.doi.org/10.2196/52346
ID  - info:doi/10.2196/52346
ER  - 

TY  - JOUR
AU  - Lawrence, Katharine
AU  - Levine, L. Defne
PY  - 2024/8/29
TI  - The Digital Determinants of Health: A Guide for Competency Development in Digital Care Delivery for Health Professions Trainees
JO  - JMIR Med Educ
SP  - e54173
VL  - 10
KW  - digital health
KW  - digital determinants of health
KW  - digital health competencies
KW  - medical education curriculum
KW  - competency development
KW  - digital health education
KW  - training competencies
KW  - digital health skills
KW  - digital care delivery
KW  - health professions training
UR  - https://mededu.jmir.org/2024/1/e54173
UR  - http://dx.doi.org/10.2196/54173
ID  - info:doi/10.2196/54173
ER  - 

TY  - JOUR
AU  - Tong, Wenting
AU  - Zhang, Xiaowen
AU  - Zeng, Haiping
AU  - Pan, Jianping
AU  - Gong, Chao
AU  - Zhang, Hui
PY  - 2024/8/15
TI  - Reforming China?s Secondary Vocational Medical Education: Adapting to the Challenges and Opportunities of the AI Era
JO  - JMIR Med Educ
SP  - e48594
VL  - 10
KW  - secondary vocational medical education
KW  - artificial intelligence
KW  - practical skills
KW  - critical thinking
KW  - AI
UR  - https://mededu.jmir.org/2024/1/e48594
UR  - http://dx.doi.org/10.2196/48594
ID  - info:doi/10.2196/48594
ER  - 

TY  - JOUR
AU  - Curran, Vernon
AU  - Glynn, Robert
AU  - Whitton, Cindy
AU  - Hollett, Ann
PY  - 2024/8/8
TI  - An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care
JO  - JMIR Med Educ
SP  - e52906
VL  - 10
KW  - virtual care
KW  - continuing professional development
KW  - needs assessment
KW  - remote care
KW  - medical education
KW  - continuing medical education
KW  - CME
KW  - CPD
KW  - PD
KW  - professional development
KW  - integration
KW  - implementation
KW  - training
KW  - eHealth
KW  - e-health
KW  - telehealth
KW  - telemedicine
KW  - ICT
KW  - information and communication technology
KW  - provider
KW  - providers
KW  - healthcare professional
KW  - healthcare professionals
KW  - accreditation
KW  - instructional
KW  - teaching
KW  - module
KW  - modules
KW  - e-learning
KW  - eLearning
KW  - online learning
KW  - distance learning
UR  - https://mededu.jmir.org/2024/1/e52906
UR  - http://dx.doi.org/10.2196/52906
ID  - info:doi/10.2196/52906
ER  - 

TY  - JOUR
AU  - Sendra-Portero, Francisco
AU  - Lorenzo-Álvarez, Rocío
AU  - Rudolphi-Solero, Teodoro
AU  - Ruiz-Gómez, José Miguel
PY  - 2024/8/6
TI  - The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century
JO  - J Med Internet Res
SP  - e59005
VL  - 26
KW  - medical education
KW  - medical students
KW  - postgraduate
KW  - computer simulation
KW  - virtual worlds
KW  - metaverse
UR  - https://www.jmir.org/2024/1/e59005
UR  - http://dx.doi.org/10.2196/59005
UR  - http://www.ncbi.nlm.nih.gov/pubmed/
ID  - info:doi/10.2196/59005
ER  - 

TY  - JOUR
AU  - Hersh, William
PY  - 2024/8/6
TI  - A Quarter-Century of Online Informatics Education: Learners Served and Lessons Learned
JO  - J Med Internet Res
SP  - e59066
VL  - 26
KW  - distance education
KW  - online learning
KW  - asynchronous education
KW  - biomedical and health informatics
KW  - learning
KW  - biomedical
KW  - health informatics
KW  - education
KW  - educational
KW  - educational technology
KW  - online program
KW  - online course
KW  - teaching
KW  - students
UR  - https://www.jmir.org/2024/1/e59066
UR  - http://dx.doi.org/10.2196/59066
UR  - http://www.ncbi.nlm.nih.gov/pubmed/
ID  - info:doi/10.2196/59066
ER  - 

TY  - JOUR
AU  - Jafari, Mahtab
PY  - 2024/7/22
TI  - Can an Online Course, Life101: Mental and Physical Self-Care, Improve the Well-Being of College Students?
JO  - JMIR Med Educ
SP  - e50111
VL  - 10
KW  - self-care course
KW  - stress management
KW  - student mental health
KW  - multimodal online course
KW  - mental health interventions
UR  - https://mededu.jmir.org/2024/1/e50111
UR  - http://dx.doi.org/10.2196/50111
ID  - info:doi/10.2196/50111
ER  - 

TY  - JOUR
AU  - Jalali, Alireza
AU  - Nyman, Jacline
AU  - Loeffelholz, Ouida
AU  - Courtney, Chantelle
PY  - 2024/7/22
TI  - Data-Driven Fundraising: Strategic Plan for Medical Education
JO  - JMIR Med Educ
SP  - e53624
VL  - 10
KW  - fundraising
KW  - philanthropy
KW  - crowdfunding
KW  - funding
KW  - charity
KW  - higher education
KW  - university
KW  - medical education
KW  - educators
KW  - advancement
KW  - data analytics
KW  - ethics
KW  - ethical
KW  - education
KW  - medical school
KW  - school
KW  - support
KW  - financial
KW  - community
UR  - https://mededu.jmir.org/2024/1/e53624
UR  - http://dx.doi.org/10.2196/53624
ID  - info:doi/10.2196/53624
ER  - 

TY  - JOUR
AU  - Aqib, Ayma
AU  - Fareez, Faiha
AU  - Assadpour, Elnaz
AU  - Babar, Tubba
AU  - Kokavec, Andrew
AU  - Wang, Edward
AU  - Lo, Thomas
AU  - Lam, Jean-Paul
AU  - Smith, Christopher
PY  - 2024/6/20
TI  - Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education
JO  - JMIR Med Educ
SP  - e47438
VL  - 10
KW  - medical education
KW  - objective structured clinical examination
KW  - OSCE
KW  - e-OSCE
KW  - Medical Council of Canada
KW  - MCC
KW  - virtual health
KW  - exam
KW  - examination
KW  - utility
KW  - usability
KW  - online learning
KW  - e-learning
KW  - medical student
KW  - medical students
KW  - clinical practice
KW  - clinical skills
KW  - clinical skill
KW  - OSCE tool
UR  - https://mededu.jmir.org/2024/1/e47438
UR  - http://dx.doi.org/10.2196/47438
ID  - info:doi/10.2196/47438
ER  - 

TY  - JOUR
AU  - Doll, Joy
AU  - Anzalone, Jerrod A.
AU  - Clarke, Martina
AU  - Cooper, Kathryn
AU  - Polich, Ann
AU  - Siedlik, Jacob
PY  - 2024/6/17
TI  - A Call for a Health Data?Informed Workforce Among Clinicians
JO  - JMIR Med Educ
SP  - e52290
VL  - 10
KW  - health data?informed workforce
KW  - health data
KW  - health informaticist
KW  - data literacy
KW  - workforce development
UR  - https://mededu.jmir.org/2024/1/e52290
UR  - http://dx.doi.org/10.2196/52290
ID  - info:doi/10.2196/52290
ER  - 

TY  - JOUR
AU  - Arango-Ibanez, Pablo Juan
AU  - Posso-Nuñez, Alejandro Jose
AU  - Díaz-Solórzano, Pablo Juan
AU  - Cruz-Suárez, Gustavo
PY  - 2024/5/24
TI  - Evidence-Based Learning Strategies in Medicine Using AI
JO  - JMIR Med Educ
SP  - e54507
VL  - 10
KW  - artificial intelligence
KW  - large language models
KW  - ChatGPT
KW  - active recall
KW  - memory cues
KW  - LLMs
KW  - evidence-based
KW  - learning strategy
KW  - medicine
KW  - AI
KW  - medical education
KW  - knowledge
KW  - relevance
UR  - https://mededu.jmir.org/2024/1/e54507
UR  - http://dx.doi.org/10.2196/54507
ID  - info:doi/10.2196/54507
ER  - 

TY  - JOUR
AU  - Timpka, Toomas
PY  - 2024/5/24
TI  - Time for Medicine and Public Health to Leave Platform X
JO  - JMIR Med Educ
SP  - e53810
VL  - 10
KW  - internet
KW  - social media
KW  - medical informatics
KW  - knowledge translation
KW  - digital technology
KW  - clinical decision support
KW  - health services research
KW  - public health
KW  - digital health
KW  - perspective
KW  - medicine
UR  - https://mededu.jmir.org/2024/1/e53810
UR  - http://dx.doi.org/10.2196/53810
ID  - info:doi/10.2196/53810
ER  - 

TY  - JOUR
AU  - Thiesmeier, Robert
AU  - Orsini, Nicola
PY  - 2024/4/15
TI  - Rolling the DICE (Design, Interpret, Compute, Estimate): Interactive Learning of Biostatistics With Simulations
JO  - JMIR Med Educ
SP  - e52679
VL  - 10
KW  - learning statistics
KW  - Monte Carlo simulation
KW  - simulation-based learning
KW  - survival analysis
KW  - Weibull
UR  - https://mededu.jmir.org/2024/1/e52679
UR  - http://dx.doi.org/10.2196/52679
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38619866
ID  - info:doi/10.2196/52679
ER  - 

TY  - JOUR
AU  - Wu, Yijun
AU  - Zheng, Yue
AU  - Feng, Baijie
AU  - Yang, Yuqi
AU  - Kang, Kai
AU  - Zhao, Ailin
PY  - 2024/4/10
TI  - Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students
JO  - JMIR Med Educ
SP  - e52483
VL  - 10
KW  - artificial intelligence
KW  - AI
KW  - ChatGPT
KW  - medical education
KW  - doctors
KW  - medical students
UR  - https://mededu.jmir.org/2024/1/e52483
UR  - http://dx.doi.org/10.2196/52483
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38598263
ID  - info:doi/10.2196/52483
ER  - 

TY  - JOUR
AU  - Chen, Chih-Wei
AU  - Walter, Paul
AU  - Wei, Cheng-Chung James
PY  - 2024/2/27
TI  - Using ChatGPT-Like Solutions to Bridge the Communication Gap Between Patients With Rheumatoid Arthritis and Health Care Professionals
JO  - JMIR Med Educ
SP  - e48989
VL  - 10
KW  - rheumatoid arthritis
KW  - ChatGPT
KW  - artificial intelligence
KW  - communication gap
KW  - privacy
KW  - data management
UR  - https://mededu.jmir.org/2024/1/e48989
UR  - http://dx.doi.org/10.2196/48989
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38412022
ID  - info:doi/10.2196/48989
ER  - 

TY  - JOUR
AU  - Weidener, Lukas
AU  - Fischer, Michael
PY  - 2024/2/9
TI  - Proposing a Principle-Based Approach for Teaching AI Ethics in Medical Education
JO  - JMIR Med Educ
SP  - e55368
VL  - 10
KW  - artificial intelligence
KW  - AI
KW  - ethics
KW  - artificial intelligence ethics
KW  - AI ethics
KW  - medical education
KW  - medicine
KW  - medical artificial intelligence ethics
KW  - medical AI ethics
KW  - medical ethics
KW  - public health ethics
UR  - https://mededu.jmir.org/2024/1/e55368
UR  - http://dx.doi.org/10.2196/55368
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38285931
ID  - info:doi/10.2196/55368
ER  - 

TY  - JOUR
AU  - Kuo, I-Hsien Nicholas
AU  - Perez-Concha, Oscar
AU  - Hanly, Mark
AU  - Mnatzaganian, Emmanuel
AU  - Hao, Brandon
AU  - Di Sipio, Marcus
AU  - Yu, Guolin
AU  - Vanjara, Jash
AU  - Valerie, Cerelia Ivy
AU  - de Oliveira Costa, Juliana
AU  - Churches, Timothy
AU  - Lujic, Sanja
AU  - Hegarty, Jo
AU  - Jorm, Louisa
AU  - Barbieri, Sebastiano
PY  - 2024/1/16
TI  - Enriching Data Science and Health Care Education: Application and Impact of Synthetic Data Sets Through the Health Gym Project
JO  - JMIR Med Educ
SP  - e51388
VL  - 10
KW  - medical education
KW  - generative model
KW  - generative adversarial networks
KW  - privacy
KW  - antiretroviral therapy (ART)
KW  - human immunodeficiency virus (HIV)
KW  - data science
KW  - educational purposes
KW  - accessibility
KW  - data privacy
KW  - data sets
KW  - sepsis
KW  - hypotension
KW  - HIV
KW  - science education
KW  - health care AI
UR  - https://mededu.jmir.org/2024/1/e51388
UR  - http://dx.doi.org/10.2196/51388
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38227356
ID  - info:doi/10.2196/51388
ER  - 

TY  - JOUR
AU  - Blease, Charlotte
AU  - Torous, John
AU  - McMillan, Brian
AU  - Hägglund, Maria
AU  - Mandl, D. Kenneth
PY  - 2024/1/4
TI  - Generative Language Models and Open Notes: Exploring the Promise and Limitations
JO  - JMIR Med Educ
SP  - e51183
VL  - 10
KW  - ChatGPT
KW  - generative language models
KW  - large language models
KW  - medical education
KW  - Open Notes
KW  - online record access
KW  - patient-centered care
KW  - empathy
KW  - language model
KW  - documentation
KW  - communication tool
KW  - clinical documentation
UR  - https://mededu.jmir.org/2024/1/e51183
UR  - http://dx.doi.org/10.2196/51183
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38175688
ID  - info:doi/10.2196/51183
ER  - 

TY  - JOUR
AU  - Erren, C. Thomas
PY  - 2024/1/4
TI  - Patients, Doctors, and Chatbots
JO  - JMIR Med Educ
SP  - e50869
VL  - 10
KW  - chatbot
KW  - ChatGPT
KW  - medical advice
KW  - ethics
KW  - patients
KW  - doctors
UR  - https://mededu.jmir.org/2024/1/e50869
UR  - http://dx.doi.org/10.2196/50869
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38175695
ID  - info:doi/10.2196/50869
ER  - 

TY  - JOUR
AU  - Knopp, I. Michelle
AU  - Warm, J. Eric
AU  - Weber, Danielle
AU  - Kelleher, Matthew
AU  - Kinnear, Benjamin
AU  - Schumacher, J. Daniel
AU  - Santen, A. Sally
AU  - Mendonça, Eneida
AU  - Turner, Laurah
PY  - 2023/12/25
TI  - AI-Enabled Medical Education: Threads of Change, Promising Futures, and Risky Realities Across Four Potential Future Worlds
JO  - JMIR Med Educ
SP  - e50373
VL  - 9
KW  - artificial intelligence
KW  - medical education
KW  - scenario planning
KW  - future of healthcare
KW  - ethics and AI
KW  - future
KW  - scenario
KW  - ChatGPT
KW  - generative
KW  - GPT-4
KW  - ethic
KW  - ethics
KW  - ethical
KW  - strategic planning
KW  - Open-AI
KW  - OpenAI
KW  - privacy
KW  - autonomy
KW  - autonomous
N2  - Background: The rapid trajectory of artificial intelligence (AI) development and advancement is quickly outpacing society's ability to determine its future role. As AI continues to transform various aspects of our lives, one critical question arises for medical education: what will be the nature of education, teaching, and learning in a future world where the acquisition, retention, and application of knowledge in the traditional sense are fundamentally altered by AI? Objective: The purpose of this perspective is to plan for the intersection of health care and medical education in the future. Methods: We used GPT-4 and scenario-based strategic planning techniques to craft 4 hypothetical future worlds influenced by AI's integration into health care and medical education. This method, used by organizations such as Shell and the Accreditation Council for Graduate Medical Education, assesses readiness for alternative futures and effectively manages uncertainty, risk, and opportunity. The detailed scenarios provide insights into potential environments the medical profession may face and lay the foundation for hypothesis generation and idea-building regarding responsible AI implementation. Results: The following 4 worlds were created using OpenAI?s GPT model: AI Harmony, AI conflict, The world of Ecological Balance, and Existential Risk. Risks include disinformation and misinformation, loss of privacy, widening inequity, erosion of human autonomy, and ethical dilemmas. Benefits involve improved efficiency, personalized interventions, enhanced collaboration, early detection, and accelerated research. Conclusions: To ensure responsible AI use, the authors suggest focusing on 3 key areas: developing a robust ethical framework, fostering interdisciplinary collaboration, and investing in education and training. A strong ethical framework emphasizes patient safety, privacy, and autonomy while promoting equity and inclusivity. Interdisciplinary collaboration encourages cooperation among various experts in developing and implementing AI technologies, ensuring that they address the complex needs and challenges in health care and medical education. Investing in education and training prepares professionals and trainees with necessary skills and knowledge to effectively use and critically evaluate AI technologies. The integration of AI in health care and medical education presents a critical juncture between transformative advancements and significant risks. By working together to address both immediate and long-term risks and consequences, we can ensure that AI integration leads to a more equitable, sustainable, and prosperous future for both health care and medical education. As we engage with AI technologies, our collective actions will ultimately determine the state of the future of health care and medical education to harness AI's power while ensuring the safety and well-being of humanity. 
UR  - https://mededu.jmir.org/2023/1/e50373
UR  - http://dx.doi.org/10.2196/50373
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38145471
ID  - info:doi/10.2196/50373
ER  - 

TY  - JOUR
AU  - Jacobs, Marie Sarah
AU  - Lundy, Nicole Neva
AU  - Issenberg, Barry Saul
AU  - Chandran, Latha
PY  - 2023/12/19
TI  - Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence
JO  - JMIR Med Educ
SP  - e50903
VL  - 9
KW  - artificial intelligence
KW  - entrustable professional activities
KW  - medical education
KW  - competency-based education
KW  - educational technology
KW  - machine learning
UR  - https://mededu.jmir.org/2023/1/e50903
UR  - http://dx.doi.org/10.2196/50903
UR  - http://www.ncbi.nlm.nih.gov/pubmed/38052721
ID  - info:doi/10.2196/50903
ER  - 

TY  - JOUR
AU  - Wong, Shin-Yee Rebecca
AU  - Ming, Chiau Long
AU  - Raja Ali, Affendi Raja
PY  - 2023/11/21
TI  - The Intersection of ChatGPT, Clinical Medicine, and Medical Education
JO  - JMIR Med Educ
SP  - e47274
VL  - 9
KW  - ChatGPT
KW  - clinical research
KW  - large language model
KW  - artificial intelligence
KW  - ethical considerations
KW  - AI
KW  - OpenAI
UR  - https://mededu.jmir.org/2023/1/e47274
UR  - http://dx.doi.org/10.2196/47274
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37988149
ID  - info:doi/10.2196/47274
ER  - 

TY  - JOUR
AU  - Blomberg, Debra
AU  - Stephenson, Christopher
AU  - Atkinson, Teresa
AU  - Blanshan, Anissa
AU  - Cabrera, Daniel
AU  - Ratelle, T. John
AU  - Mohabbat, B. Arya
PY  - 2023/11/15
TI  - Continuing Medical Education in the Post COVID-19 Pandemic Era
JO  - JMIR Med Educ
SP  - e49825
VL  - 9
KW  - continuing medical education
KW  - post COVID-19 pandemic
KW  - content development
KW  - collaboration
KW  - audience
KW  - marketing
KW  - budgeting
KW  - accreditation
KW  - evaluation and outcomes
KW  - competitive assessment
KW  - education
KW  - development
KW  - assessment
KW  - continuing education
KW  - medical education
KW  - framework
UR  - https://mededu.jmir.org/2023/1/e49825
UR  - http://dx.doi.org/10.2196/49825
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37966881
ID  - info:doi/10.2196/49825
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  - Martindale, M. Jaclyn
AU  - Carrasquillo, A. Rachel
AU  - Otallah, Ireland Scott
AU  - Brooks, K. Amber
AU  - Denizard-Thompson, Nancy
AU  - Pharr, Emily
AU  - Choate, Nakiea
AU  - Sokolosky, Mitchell
AU  - Strauss, Doyle Lauren
PY  - 2023/9/11
TI  - Local Culture and Community Through a Digital Lens: Viewpoint on Designing and Implementing a Virtual Second Look Event for Residency Applicants
JO  - JMIR Med Educ
SP  - e44240
VL  - 9
KW  - medical education
KW  - graduate medical education
KW  - residency application
KW  - virtual interviews
KW  - match
KW  - recruitment
N2  - Background: The COVID-19 pandemic altered how residency interviews occur. Despite 2 years of web-based interviews, these are still perceived as inferior to in-person experiences. Showcasing a program and location is critical for recruitment; however, it is difficult to highlight the program?s location and community digitally. This article presents the authors? viewpoints on designing and implementing a virtual second look for residency applicants. Objective: Our objective was to host a web-based event to feature the benefits of living in Winston-Salem, North Carolina, for residency applicants, enhance recruitment efforts, and ensure a successful residency match. The goal was to cover topics that interested all applicants, highlight how Winston-Salem is a special place to live, involve current residents, and engage community members. Methods: Three programs?child neurology, neurology, and family medicine were chosen for a pilot virtual second look. All residency program directors? were asked to recommend community contacts and help identify residents and faculty who may serve as content experts on one of the topics in the panel discussions. A total of 24 community leaders from restaurants, venues, schools, and businesses were contacted, and 18 agreed to participate. The panel discussions included living in and raising a family in Winston-Salem, experiencing Winston-Salem arts and music, where to eat and drink like a local, and enjoying sports and outdoors in the area. The 2-hour event was hosted on Zoom. Postevent feedback assessments were automatically sent to each registrant through Research Electronic Data Capture (REDCap). This study was deemed exempt from Wake Forest University Health Sciences institutional review board review (IRB00088703). Results: There were 51 registrants for the event, and 28 of 48 registrants provided postevent feedback, which was positive. The authors found in the MATCH residency results that 2 of 2 child neurology positions, 4 of 6 adult neurology positions, and 1 of 10 family medicine positions attended our second look event. One adult neurology resident who did not participate was an internal candidate. All respondents agreed or strongly agreed that the session was valuable, well organized, and met their expectations or goals. Furthermore, all respondents gained new information during this web-based event not obtained during their interview day. Conclusions: The virtual second look event for residency attendees featured the benefits of living in Winston-Salem, and the perspectives of current residents. Feedback from the session was overall positive; however, a top desire would be devoting more time for the applicants to ask questions directly to the community leaders and our resident trainees. This program could be reproducible by other institutions. It could be broadened to a graduate medical education?wide virtual second look event where all medical and surgical programs could opt to participate, facilitating an equitable opportunity for prospective applicants. 
UR  - https://mededu.jmir.org/2023/1/e44240
UR  - http://dx.doi.org/10.2196/44240
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37695665
ID  - info:doi/10.2196/44240
ER  - 

TY  - JOUR
AU  - Sow, Yacine
AU  - Gangal, Ameya
AU  - Yeung, Howa
AU  - Blalock, Travis
AU  - Stoff, Benjamin
PY  - 2023/8/17
TI  - Additional Considerations for US Residency Selection After Pass/Fail USMLE Step 1. Comment on ?The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators?
JO  - JMIR Med Educ
SP  - e47763
VL  - 9
KW  - admission
KW  - assessment
KW  - postgraduate training
KW  - selection
KW  - standardized testing
KW  - USMLE
KW  - medical school
KW  - medical students
KW  - residency application
KW  - research training
UR  - https://mededu.jmir.org/2023/1/e47763
UR  - http://dx.doi.org/10.2196/47763
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37590047
ID  - info:doi/10.2196/47763
ER  - 

TY  - JOUR
AU  - Miao, H. Julia
PY  - 2023/7/25
TI  - Cultivating Agents of Change in Medical Students: Addressing the Overdose Epidemic in the United States Through Enhancing Knowledge of Multimodal Pain Medicine and Increasing Accessibility via Open-Access, Web-Based Medical Education and Technology
JO  - JMIR Med Educ
SP  - e46784
VL  - 9
KW  - medical education
KW  - overdose epidemic
KW  - opioid epidemic
KW  - pain medicine
KW  - pain management
KW  - opioid use disorder
KW  - open-access
KW  - telemedicine
KW  - teletherapy
KW  - technology
KW  - public health
KW  - opioid
KW  - substance use
KW  - substance abuse
KW  - overdose
KW  - SUD
KW  - substance use disorder
KW  - analgesic
KW  - pain
KW  - medication management
UR  - https://mededu.jmir.org/2023/1/e46784
UR  - http://dx.doi.org/10.2196/46784
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37490329
ID  - info:doi/10.2196/46784
ER  - 

TY  - JOUR
AU  - Hsiang, Y. Esther
AU  - Ganeshan, Smitha
AU  - Patel, Saharsh
AU  - Yurkovic, Alexandra
AU  - Parekh, Ami
PY  - 2023/7/14
TI  - Training Physicians in the Digital Health Era: How to Leverage the Residency Elective
JO  - JMIR Med Educ
SP  - e46752
VL  - 9
KW  - digital health
KW  - care delivery innovation
KW  - physician-leader
KW  - medical training
KW  - residency education
KW  - eHealth
KW  - residency
KW  - medical education
KW  - software
KW  - elective
KW  - intern
KW  - telehealth
KW  - telemedicine
UR  - https://mededu.jmir.org/2023/1/e46752
UR  - http://dx.doi.org/10.2196/46752
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37450323
ID  - info:doi/10.2196/46752
ER  - 

TY  - JOUR
AU  - Seth, Puneet
AU  - Hueppchen, Nancy
AU  - Miller, D. Steven
AU  - Rudzicz, Frank
AU  - Ding, Jerry
AU  - Parakh, Kapil
AU  - Record, D. Janet
PY  - 2023/7/11
TI  - Data Science as a Core Competency in Undergraduate Medical Education in the Age of Artificial Intelligence in Health Care
JO  - JMIR Med Educ
SP  - e46344
VL  - 9
KW  - data science
KW  - medical education
KW  - machine learning
KW  - health data
KW  - artificial intelligence
KW  - AI
KW  - application
KW  - health care delivery
KW  - health care
KW  - develop
KW  - medical educators
KW  - physician
KW  - education
KW  - training
KW  - barriers
KW  - optimize
KW  - integration
KW  - competency
UR  - https://mededu.jmir.org/2023/1/e46344
UR  - http://dx.doi.org/10.2196/46344
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37432728
ID  - info:doi/10.2196/46344
ER  - 

TY  - JOUR
AU  - Fridman, Ilona
AU  - Johnson, Skyler
AU  - Elston Lafata, Jennifer
PY  - 2023/6/7
TI  - Health Information and Misinformation: A Framework to Guide Research and Practice
JO  - JMIR Med Educ
SP  - e38687
VL  - 9
KW  - misinformation
KW  - social networks
KW  - decision-making
KW  - information validation
KW  - policy
KW  - health information
KW  - web-based
UR  - https://mededu.jmir.org/2023/1/e38687
UR  - http://dx.doi.org/10.2196/38687
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37285192
ID  - info:doi/10.2196/38687
ER  - 

TY  - JOUR
AU  - Abd-alrazaq, Alaa
AU  - AlSaad, Rawan
AU  - Alhuwail, Dari
AU  - Ahmed, Arfan
AU  - Healy, Mark Padraig
AU  - Latifi, Syed
AU  - Aziz, Sarah
AU  - Damseh, Rafat
AU  - Alabed Alrazak, Sadam
AU  - Sheikh, Javaid
PY  - 2023/6/1
TI  - Large Language Models in Medical Education: Opportunities, Challenges, and Future Directions
JO  - JMIR Med Educ
SP  - e48291
VL  - 9
KW  - large language models
KW  - artificial intelligence
KW  - medical education
KW  - ChatGPT
KW  - GPT-4
KW  - generative AI
KW  - students
KW  - educators
UR  - https://mededu.jmir.org/2023/1/e48291
UR  - http://dx.doi.org/10.2196/48291
UR  - http://www.ncbi.nlm.nih.gov/pubmed/37261894
ID  - info:doi/10.2196/48291
ER  - 

TY  - JOUR
AU  - Liu, Shalom David
AU  - Abu-Shaban, Kamil
AU  - Halabi, S. Safwan
AU  - Cook, Sundaram Tessa
PY  - 2023/3/20
TI  - Changes in Radiology Due to Artificial Intelligence That Can Attract Medical Students to the Specialty
JO  - JMIR Med Educ
SP  - e43415
VL  - 9
KW  - artificial intelligence
KW  - AI
KW  - radiology
KW  - medical students
KW  - residency
KW  - medical education
KW  - students
KW  - automated
KW  - clinical informatics
KW  - patient
KW  - care
KW  - innovation
KW  - radiologist
UR  - https://mededu.jmir.org/2023/1/e43415
UR  - http://dx.doi.org/10.2196/43415
UR  - http://www.ncbi.nlm.nih.gov/pubmed/36939823
ID  - info:doi/10.2196/43415
ER  - 

TY  - JOUR
AU  - Ozair, Ahmad
AU  - Bhat, Vivek
AU  - Detchou, E. Donald K.
PY  - 2023/1/6
TI  - The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators
JO  - JMIR Med Educ
SP  - e37069
VL  - 9
KW  - admission
KW  - assessment
KW  - postgraduate training
KW  - selection
KW  - standardized testing
UR  - https://mededu.jmir.org/2023/1/e37069
UR  - http://dx.doi.org/10.2196/37069
UR  - http://www.ncbi.nlm.nih.gov/pubmed/36607718
ID  - info:doi/10.2196/37069
ER  - 

TY  - JOUR
AU  - Kamat, Samir
AU  - Danias, George
AU  - Agarwal, Aneesh
AU  - Chennareddy, Sumanth
AU  - Han, Joseph
AU  - Lee, Samuel
PY  - 2022/12/9
TI  - Incorporating Paid Caregivers Into Medical Education to Enhance Medical Student Exposure to This Essential Workforce
JO  - JMIR Med Educ
SP  - e38329
VL  - 8
IS  - 4
KW  - medical education
KW  - education
KW  - student
KW  - communication
KW  - perspective
KW  - medical student
KW  - paid caregiver
KW  - caregiver
KW  - health care model
KW  - home-based health care
KW  - patient care
KW  - health care provider
KW  - student experience
KW  - training
KW  - care team
KW  - integration
KW  - clinical decision
UR  - https://mededu.jmir.org/2022/4/e38329
UR  - http://dx.doi.org/10.2196/38329
UR  - http://www.ncbi.nlm.nih.gov/pubmed/36485028
ID  - info:doi/10.2196/38329
ER  - 

TY  - JOUR
AU  - Faruki, A. Adeel
AU  - Zane, D. Richard
AU  - Wiler, L. Jennifer
PY  - 2022/11/9
TI  - The Role of Academic Health Systems in Leading the ?Third Wave? of Digital Health Innovation
JO  - JMIR Med Educ
SP  - e32679
VL  - 8
IS  - 4
KW  - innovation
KW  - academic hospitals
KW  - academic health systems
KW  - health technology
KW  - entrepreneur
KW  - disruption
KW  - digital health
KW  - research programs
KW  - cost
KW  - investment
KW  - intrapreneur
UR  - https://mededu.jmir.org/2022/4/e32679
UR  - http://dx.doi.org/10.2196/32679
UR  - http://www.ncbi.nlm.nih.gov/pubmed/36350700
ID  - info:doi/10.2196/32679
ER  - 

TY  - JOUR
AU  - Balapal, Neha
AU  - Ankem, Amala
AU  - Shyamsundar, Saishravan
AU  - He, Shuhan
PY  - 2022/7/18
TI  - Opioid Use Disorder Education for Students and the Future of Opioid Overdose Treatment
JO  - JMIR Med Educ
SP  - e37081
VL  - 8
IS  - 3
KW  - opioid use disorder
KW  - students
KW  - buprenorphine
KW  - education
KW  - public health
KW  - opioid
KW  - health care providers
KW  - healthcare providers
KW  - medication-assisted treatment
KW  - youth
KW  - substance use
KW  - opioid agonist
KW  - overdose
UR  - https://mededu.jmir.org/2022/3/e37081
UR  - http://dx.doi.org/10.2196/37081
UR  - http://www.ncbi.nlm.nih.gov/pubmed/35849432
ID  - info:doi/10.2196/37081
ER  - 

TY  - JOUR
AU  - Grunhut, Joel
AU  - Marques, Oge
AU  - Wyatt, M. Adam T.
PY  - 2022/6/7
TI  - Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum
JO  - JMIR Med Educ
SP  - e35587
VL  - 8
IS  - 2
KW  - artificial intelligence
KW  - AI
KW  - medical education
KW  - medical student
UR  - https://mededu.jmir.org/2022/2/e35587
UR  - http://dx.doi.org/10.2196/35587
UR  - http://www.ncbi.nlm.nih.gov/pubmed/35671077
ID  - info:doi/10.2196/35587
ER  - 

TY  - JOUR
AU  - Jalali, Alireza
AU  - Nyman, A. Jacline
AU  - Hamelin-Mitchell, Elaine
PY  - 2022/4/5
TI  - Fundraising in Education: Road Map to Involving Medical Educators in Fundraising
JO  - JMIR Med Educ
SP  - e32597
VL  - 8
IS  - 2
KW  - fundraising
KW  - philanthropy
KW  - crowdfunding
KW  - funding
KW  - charity
KW  - higher education
KW  - university
KW  - business model
KW  - revenue streams
KW  - medical education
KW  - educators
KW  - academia
KW  - academic environments
UR  - https://mededu.jmir.org/2022/2/e32597
UR  - http://dx.doi.org/10.2196/32597
UR  - http://www.ncbi.nlm.nih.gov/pubmed/35380542
ID  - info:doi/10.2196/32597
ER  - 

TY  - JOUR
AU  - Cabrera, Daniel
AU  - Nickson, P. Christopher
AU  - Roland, Damian
AU  - Hall, Elissa
AU  - Ankel, Felix
PY  - 2022/1/4
TI  - Distributed Autonomous Organization of Learning: Future Structure for Health Professions Education Institutions
JO  - JMIR Med Educ
SP  - e28770
VL  - 8
IS  - 1
KW  - blockchain
KW  - multidisciplinary
KW  - credentialing
KW  - medical education
KW  - health professionals
KW  - education
KW  - decentralization
KW  - training
KW  - curriculum
KW  - instruction
UR  - https://mededu.jmir.org/2022/1/e28770
UR  - http://dx.doi.org/10.2196/28770
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34982722
ID  - info:doi/10.2196/28770
ER  - 

TY  - JOUR
AU  - Karabacak, Mert
AU  - Ozkara, Berksu Burak
AU  - Ozcan, Zeynep
PY  - 2021/11/12
TI  - Adjusting to the Reign of Webinars: Viewpoint
JO  - JMIR Med Educ
SP  - e33861
VL  - 7
IS  - 4
KW  - virtual conference
KW  - student-based organization
KW  - neuroscience conference
KW  - COVID-19
KW  - medical education
KW  - webinars
KW  - web-based education
N2  - Background: With the integration of COVID-19 into our lives, the way events are organized has changed. The Cerrahpa?a Neuroscience Days held on May 8-9, 2021, was one of the conferences that was affected. The annual conference of the student-based Cerrahpa?a Neuroscience Society transitioned to the internet for the first time and had the premise of going international. Objective: With this study, we aim to both discuss how a virtual conference is organized and perceived, and where our conference stands within the literature as a completely student-organized event. Methods: The conference was planned in accordance with virtual standards and promoted to primarily medical schools. During the execution, there were no major issues. The feedback was collected via a form developed with Google Forms. Results: Out of 2195 registrations, 299 qualified to receive a certificate. The feedback forms revealed a general satisfaction; the overall quality of the event was rated an average of 4.6 out of 5, and the ratings of various Likert scale?based questions were statistically analyzed. Open-ended questions provided improvement suggestions for future events. Conclusions: The virtual Cerrahpa?a Neuroscience Days was a success in organization and received positive feedback from the participants. We aim to ground future events on this experience. 
UR  - https://mededu.jmir.org/2021/4/e33861
UR  - http://dx.doi.org/10.2196/33861
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34766916
ID  - info:doi/10.2196/33861
ER  - 

TY  - JOUR
AU  - Price, Amy
AU  - Damaraju, Aishini
AU  - Kushalnagar, Poorna
AU  - Brunoe, Summer
AU  - Srivastava, Ujwal
AU  - Debidda, Marcella
AU  - Chu, Larry
PY  - 2021/11/3
TI  - Coproduction, Coeducation, and Patient Involvement: Everyone Included Framework for Medical Education Across Age Groups and Cultures
JO  - JMIR Med Educ
SP  - e31846
VL  - 7
IS  - 4
KW  - medical education
KW  - coproduction
KW  - public and patient involvement
KW  - education
KW  - patient
KW  - involvement
KW  - age
KW  - demographic
KW  - model
KW  - framework
KW  - culture
KW  - exploratory
KW  - engagement
UR  - https://mededu.jmir.org/2021/4/e31846
UR  - http://dx.doi.org/10.2196/31846
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34730539
ID  - info:doi/10.2196/31846
ER  - 

TY  - JOUR
AU  - Bragin, Ilya
AU  - Cohen, T. Dylan
PY  - 2021/10/6
TI  - Certified Examination Assistants in the Age of Telemedicine: A Blueprint Through Neurology
JO  - JMIR Med Educ
SP  - e28335
VL  - 7
IS  - 4
KW  - telemedicine
KW  - physical examination
KW  - neurological exam
KW  - telemedicine assistants
KW  - telemedicine implementation
KW  - telemedicine certification
KW  - telemedicine jobs
KW  - telemedicine education
KW  - telehealth
KW  - teleneurology
UR  - https://mededu.jmir.org/2021/4/e28335
UR  - http://dx.doi.org/10.2196/28335
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34612828
ID  - info:doi/10.2196/28335
ER  - 

TY  - JOUR
AU  - Manteghinejad, Amirreza
PY  - 2021/8/9
TI  - Web-Based Medical Examinations During the COVID-19 Era: Reconsidering Learning as the Main Goal of Examination
JO  - JMIR Med Educ
SP  - e25355
VL  - 7
IS  - 3
KW  - COVID-19
KW  - online exam
KW  - e-learning
KW  - medical education
KW  - medical student
KW  - online learning
KW  - online platform
KW  - cheating
KW  - web-based examination
UR  - https://mededu.jmir.org/2021/3/e25355
UR  - http://dx.doi.org/10.2196/25355
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34329178
ID  - info:doi/10.2196/25355
ER  - 

TY  - JOUR
AU  - Du Plessis, S. Stefan
AU  - Otaki, Farah
AU  - Zaher, Shroque
AU  - Zary, Nabil
AU  - Inuwa, Ibrahim
AU  - Lakhtakia, Ritu
PY  - 2021/7/23
TI  - Taking a Leap of Faith: A Study of Abruptly Transitioning an Undergraduate Medical Education Program to Distance-Learning Owing to the COVID-19 Pandemic
JO  - JMIR Med Educ
SP  - e27010
VL  - 7
IS  - 3
KW  - action research
KW  - change management
KW  - COVID-19
KW  - curriculum content
KW  - curriculum delivery
KW  - distance-learning
KW  - learning
KW  - medical education
KW  - pandemic
KW  - teaching
UR  - https://mededu.jmir.org/2021/3/e27010
UR  - http://dx.doi.org/10.2196/27010
UR  - http://www.ncbi.nlm.nih.gov/pubmed/34227994
ID  - info:doi/10.2196/27010
ER  - 

TY  - JOUR
AU  - Pilabré, Hermann Arzouma
AU  - Ngangue, Patrice
AU  - Barro, Abibata
AU  - Pafadnam, Yacouba
PY  - 2021/5/18
TI  - An Imperative for the National Public Health School in Burkina Faso to Promote the Use of Information and Communication Technologies in Education During the COVID-19 Pandemic: Critical Analysis
JO  - JMIR Med Educ
SP  - e27169
VL  - 7
IS  - 2
KW  - Burkina Faso
KW  - teaching
KW  - learning
KW  - ICT
KW  - COVID-19
KW  - critical analysis
KW  - public health
KW  - online learning
KW  - e-learning
KW  - information and communication technology
KW  - challenge
N2  - Background: Several studies have reported the positive impact of information and communication technologies (ICTs) on academic performance and outcomes. Although some equipment is available, the ICTs for education at the National Public Health School (NPHS) of Burkina Faso have many shortcomings. These shortcomings were clearly revealed during the search for responses to the crisis caused by the COVID-19 pandemic. Indeed, to curb the spread of COVID-19, some measures were taken, such as closure of educational institutions. This resulted in a 2.5-month suspension of educational activities. Despite its willingness, the NPHS was unable to use ICTs to continue teaching during the closure period of educational institutions. Objective: In this paper, we aim to propose practical solutions to promote ICT use in teaching at the NPHS by analyzing the weaknesses and challenges related to its use. Methods: We conducted a critical analysis based on information from the gray literature of NPHS. This critical analysis was preceded by a review of systematic reviews on barriers and facilitating factors to using ICTs in higher education and a systematic review of ICT use during the COVID-19 pandemic in higher education. An ICT integration model and a clustering of ICT integration factors guided the analysis. Results: The weaknesses and challenges identified relate to the infrastructure and equipment for the use of ICTs in pedagogical situations in face-to-face and distance learning; training of actors, namely the teachers and students; availability of qualified resource persons and adequate and specific financial resources; motivation of teachers; and stage of use of ICTs. Conclusions: To promote the use of ICTs in teaching at the NPHS, actions must be performed to strengthen the infrastructure and equipment, human resources, the skills of actors and the motivation of teachers in the pedagogical use of ICTs. 
UR  - https://mededu.jmir.org/2021/2/e27169
UR  - http://dx.doi.org/10.2196/27169
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33970868
ID  - info:doi/10.2196/27169
ER  - 

TY  - JOUR
AU  - Alcocer Alkureishi, Maria
AU  - Lenti, Gena
AU  - Choo, Zi-Yi
AU  - Castaneda, Jason
AU  - Weyer, George
AU  - Oyler, Julie
AU  - Lee, Wei Wei
PY  - 2021/4/29
TI  - Teaching Telemedicine: The Next Frontier for Medical Educators
JO  - JMIR Med Educ
SP  - e29099
VL  - 7
IS  - 2
KW  - telemedicine
KW  - virtual visits
KW  - patient-centered care
KW  - graduate medical education
KW  - medical education
KW  - telehealth
KW  - virtual health
KW  - graduate students
KW  - education
KW  - COVID-19
KW  - pandemic
UR  - https://mededu.jmir.org/2021/2/e29099
UR  - http://dx.doi.org/10.2196/29099
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33878011
ID  - info:doi/10.2196/29099
ER  - 

TY  - JOUR
AU  - Wamsley, Maria
AU  - Cornejo, Laeesha
AU  - Kryzhanovskaya, Irina
AU  - Lin, W. Brian
AU  - Sullivan, Joseph
AU  - Yoder, Jordan
AU  - Ziv, Tali
PY  - 2021/4/21
TI  - Best Practices for Integrating Medical Students Into Telehealth Visits
JO  - JMIR Med Educ
SP  - e27877
VL  - 7
IS  - 2
KW  - telehealth
KW  - undergraduate medical education
KW  - workplace learning
KW  - ambulatory care
KW  - telehealth competencies
KW  - medical education
KW  - student education
KW  - digital learning
KW  - online learning
KW  - ambulatory
KW  - digital health
UR  - https://mededu.jmir.org/2021/2/e27877
UR  - http://dx.doi.org/10.2196/27877
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33881407
ID  - info:doi/10.2196/27877
ER  - 

TY  - JOUR
AU  - Liu, Lisa
AU  - Woo, P. Benjamin K.
PY  - 2021/1/19
TI  - Twitter as a Mental Health Support System for Students and Professionals in the Medical Field
JO  - JMIR Med Educ
SP  - e17598
VL  - 7
IS  - 1
KW  - Twitter
KW  - social media
KW  - mental health
KW  - health professionals
KW  - community
KW  - social support
KW  - depression
KW  - physician suicide
UR  - http://mededu.jmir.org/2021/1/e17598/
UR  - http://dx.doi.org/10.2196/17598
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33464210
ID  - info:doi/10.2196/17598
ER  - 

TY  - JOUR
AU  - Myers, Madeleine
AU  - Bloss, Cinnamon
PY  - 2020/12/8
TI  - The Need for Education and Clinical Best Practice Guidelines in the Era of Direct-to-Consumer Genomic Testing
JO  - JMIR Med Educ
SP  - e21787
VL  - 6
IS  - 2
KW  - personal genome testing
KW  - direct-to-consumer
KW  - primary care
KW  - patient-physician relationship
KW  - medical education
UR  - http://mededu.jmir.org/2020/2/e21787/
UR  - http://dx.doi.org/10.2196/21787
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33289492
ID  - info:doi/10.2196/21787
ER  - 

TY  - JOUR
AU  - Paul, Nadine
AU  - Kohara, Sae
AU  - Khera, Kaur Gursharan
AU  - Gunawardena, Ramith
PY  - 2020/11/18
TI  - Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students? Viewpoint
JO  - JMIR Med Educ
SP  - e22926
VL  - 6
IS  - 2
KW  - clinical education
KW  - curriculum development
KW  - personal characteristics
KW  - physician/patient relationship
KW  - professional development
KW  - education
KW  - medical student
KW  - telemedicine
KW  - simulation
KW  - COVID-19
UR  - http://mededu.jmir.org/2020/2/e22926/
UR  - http://dx.doi.org/10.2196/22926
UR  - http://www.ncbi.nlm.nih.gov/pubmed/33112760
ID  - info:doi/10.2196/22926
ER  - 

TY  - JOUR
AU  - De Gagne, C. Jennie
AU  - Yang, Yesol
AU  - Rushton, Sharron
AU  - Koppel, D. Paula
AU  - Hall, Katherine
PY  - 2020/6/1
TI  - Email Use Reconsidered in Health Professions Education: Viewpoint
JO  - JMIR Med Educ
SP  - e19300
VL  - 6
IS  - 1
KW  - communication
KW  - electronic mail
KW  - professionalism
KW  - faculty
KW  - health occupations
KW  - health occupations students
UR  - http://mededu.jmir.org/2020/1/e19300/
UR  - http://dx.doi.org/10.2196/19300
UR  - http://www.ncbi.nlm.nih.gov/pubmed/32478659
ID  - info:doi/10.2196/19300
ER  - 

TY  - JOUR
AU  - Paranjape, Ketan
AU  - Schinkel, Michiel
AU  - Nannan Panday, Rishi
AU  - Car, Josip
AU  - Nanayakkara, Prabath
PY  - 2019/12/3
TI  - Introducing Artificial Intelligence Training in Medical Education
JO  - JMIR Med Educ
SP  - e16048
VL  - 5
IS  - 2
KW  - algorithm
KW  - artificial intelligence
KW  - black box
KW  - deep learning
KW  - machine learning
KW  - medical education
KW  - continuing education
KW  - data sciences
KW  - curriculum
UR  - http://mededu.jmir.org/2019/2/e16048/
UR  - http://dx.doi.org/10.2196/16048
UR  - http://www.ncbi.nlm.nih.gov/pubmed/31793895
ID  - info:doi/10.2196/16048
ER  - 

TY  - JOUR
AU  - Wilkinson, Aimee
AU  - Ashcroft, James
PY  - 2019/11/27
TI  - Opportunities and Obstacles for Providing Medical Education Through Social Media
JO  - JMIR Med Educ
SP  - e15297
VL  - 5
IS  - 2
KW  - medical education
KW  - social media
KW  - innovation
UR  - http://mededu.jmir.org/2019/2/e15297/
UR  - http://dx.doi.org/10.2196/15297
UR  - http://www.ncbi.nlm.nih.gov/pubmed/31774407
ID  - info:doi/10.2196/15297
ER  - 

TY  - JOUR
AU  - Abbas, Nadine
AU  - Ojha, Utkarsh
PY  - 2019/05/06
TI  - Not Just a Medical Student: Delivering Medical Education Through a Short Video Series on Social Media
JO  - JMIR Med Educ
SP  - e11971
VL  - 5
IS  - 1
KW  - social media
KW  - medical student
KW  - medical education
KW  - innovation
KW  - videos
KW  - Facebook
UR  - http://mededu.jmir.org/2019/1/e11971/
UR  - http://dx.doi.org/10.2196/11971
UR  - http://www.ncbi.nlm.nih.gov/pubmed/31066690
ID  - info:doi/10.2196/11971
ER  - 

TY  - JOUR
AU  - Habboush, Yacob
AU  - Hoyt, Robert
AU  - Beidas, Sary
PY  - 2018/11/12
TI  - Electronic Health Records as an Educational Tool: Viewpoint
JO  - JMIR Med Educ
SP  - e10306
VL  - 4
IS  - 2
KW  - electronic health records
KW  - education
KW  - teaching
KW  - learning
N2  - Background: Electronic health records (EHRs) have been adopted by most hospitals and medical offices in the United States. Because of the rapidity of implementation, health care providers have not been able to leverage the full potential of the EHR for enhancing clinical care, learning, and teaching. Physicians are spending an average of 49% of their working hours on EHR documentation, chart review, and other indirect tasks related to patient care, which translates into less face time with patients. Objective: The purpose of this article is to provide a preliminary framework to guide the use of EHRs in teaching and evaluation of residents. Methods: First we discuss EHR educational capabilities that have not been reviewed in sufficient detail in the literature and expand our discussion for each educational activity with examples. We emphasize quality improvement of clinical notes as a basic foundational skill using a spreadsheet-based application as an assessment tool. Next, we integrate the six Accreditation Council for Graduate Medical Education (ACGME) Core Competencies and Milestones (CCMs) framework with the Reporter-Interpreter-Manager-Educator (RIME) model to expand our assessments of other areas of resident performance related to EHR use. Finally, we discuss how clinical utility, clinical outcome, and clinical reasoning skills can be assessed in the EHR. Results: We describe a pilot conceptual framework?CCM framework?to guide and demonstrate the use of the EHR for education in a clinical setting. Conclusions: As EHRs and other supporting technologies evolve, medical educators should continue to look for new opportunities within the EHR for education. Our framework is flexible to allow adaptation and use in most training programs. Future research should assess the validity of such methods on trainees? education. 
UR  - http://mededu.jmir.org/2018/2/e10306/
UR  - http://dx.doi.org/10.2196/10306
UR  - http://www.ncbi.nlm.nih.gov/pubmed/30425025
ID  - info:doi/10.2196/10306
ER  - 

TY  - JOUR
AU  - Tambi, Richa
AU  - Bayoumi, Riad
AU  - Lansberg, Peter
AU  - Banerjee, Yajnavalka
PY  - 2018/10/25
TI  - Blending Gagne?s Instructional Model with Peyton?s Approach to Design an Introductory Bioinformatics Lesson Plan for Medical Students: Proof-of-Concept Study
JO  - JMIR Med Educ
SP  - e11122
VL  - 4
IS  - 2
KW  - bioinformatics
KW  - Gagne?s instructional model
KW  - genetics
KW  - lesson plan
KW  - medical education
KW  - Peyton?s approach
KW  - undergraduate medical education
N2  - Background: With the rapid integration of genetics into medicine, it has become evident that practicing physicians as well as medical students and clinical researchers need to be updated on the fundamentals of bioinformatics. To achieve this, the following gaps need to be addressed: a lack of defined learning objectives for ?Bioinformatics for Medical Practitioner? courses, an absence of a structured lesson plan to disseminate the learning objectives, and no defined step-by-step strategy to teach the essentials of bioinformatics in the medical curriculum. Objective: The objective of this study was to address these gaps to design a streamlined pedagogical strategy for teaching basics of bioinformatics in the undergraduate medical curriculum. Methods: The established instructional design strategies employed in medical education?Gagne?s 9 events of instruction?were followed with further contributions from Peyton?s four-step approach to design a structured lesson plan in bioinformatics. Results: First, we defined the specifics of bioinformatics that a medical student or health care professional should be introduced to use this knowledge in a clinical context. Second, we designed a structured lesson plan using a blended approach from both Gagne?s and Peyton?s instructional models. Lastly, we delineated a step-by-step strategy employing free Web-based bioinformatics module, combining it with a clinical scenario of familial hypercholesterolemia to disseminate the defined specifics of bioinformatics. Implementation of Schon?s reflective practice model indicated that the activity was stimulating for the students with favorable outcomes regarding their basic training in bioinformatics. Conclusions: To the best of our knowledge, the present lesson plan is the first that outlines an effective dissemination strategy for integrating introductory bioinformatics into a medical curriculum. Further, the lesson plan blueprint can be used to develop similar skills in workshops, continuing professional development, or continuing medical education events to introduce bioinformatics to practicing physicians. 
UR  - http://mededu.jmir.org/2018/2/e11122/
UR  - http://dx.doi.org/10.2196/11122
UR  - http://www.ncbi.nlm.nih.gov/pubmed/30361192
ID  - info:doi/10.2196/11122
ER  - 

TY  - JOUR
AU  - Singh, Manisha
PY  - 2018/04/20
TI  - Value of Face-to-Face Interactions Between Clinician-Educators and Patients or Students to Improve Health Care Education
JO  - JMIR Hum Factors
SP  - e15
VL  - 5
IS  - 2
KW  - medical education
KW  - human factor
KW  - value in human interactions
UR  - http://humanfactors.jmir.org/2018/2/e15/
UR  - http://dx.doi.org/10.2196/humanfactors.9859
UR  - http://www.ncbi.nlm.nih.gov/pubmed/29678803
ID  - info:doi/10.2196/humanfactors.9859
ER  - 

TY  - JOUR
AU  - Vaitsis, Christos
AU  - Stathakarou, Natalia
AU  - Barman, Linda
AU  - Zary, Nabil
AU  - McGrath, Cormac
PY  - 2016/07/07
TI  - Using Competency-Based Digital Open Learning Activities to Facilitate and Promote Health Professions Education (OLAmeD): A Proposal
JO  - JMIR Res Protoc
SP  - e143
VL  - 5
IS  - 3
KW  - medical education
KW  - competency frameworks
KW  - technical standards
KW  - open learning activities
KW  - massive open online courses
KW  - learning management systems
N2  - Background: Traditional learning in medical education has been transformed with the advent of information technology. We have recently seen global initiatives to produce online activities in an effort to scale up learning opportunities through learning management systems and massive open online courses for both undergraduate and continued professional education. Despite the positive impact of such efforts, factors such as cost, time, resources, and the specificity of educational contexts restrict the design and exchange of online medical educational activities. Objective: The goal is to address the stated issues within the health professions education context while promoting learning by proposing the Online Learning Activities for Medical Education (OLAmeD) concept which builds on unified competency frameworks and generic technical standards for education. Methods: We outline how frameworks used to describe a set of competencies for a specific topic in medical education across medical schools in the United States and Europe can be compared to identify commonalities that could result in a unified set of competencies representing both contexts adequately. Further, we examine how technical standards could be used to allow standardization, seamless sharing, and reusability of educational content. Results: The entire process of developing and sharing OLAmeD is structured and presented in a set of steps using as example Urology as a part of clinical surgery specialization. Conclusions: Beyond supporting the development, sharing, and repurposing of educational content, we expect OLAmeD to work as a tool that promotes learning and sets a base for a community of medical educational content developers across different educational contexts. 
UR  - http://www.researchprotocols.org/2016/3/e143/
UR  - http://dx.doi.org/10.2196/resprot.4974
UR  - http://www.ncbi.nlm.nih.gov/pubmed/27390226
ID  - info:doi/10.2196/resprot.4974
ER  - 

TY  - JOUR
AU  - Shenson, Andrew Jared
AU  - Adams, Christopher Ryan
AU  - Ahmed, Toufeeq S.
AU  - Spickard, Anderson
PY  - 2015/09/17
TI  - Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee
JO  - JMIR Medical Education
SP  - e9
VL  - 1
IS  - 2
KW  - committee membership
KW  - educational technology
KW  - medical education
KW  - medical students
KW  - organizational innovation
KW  - organizational models
N2  - Background: As technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today?s digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges. Objective: The objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students? valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed. Methods: A committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students. Results: The committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field?s understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students? needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee?s success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives. Conclusions: Students should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community. 
UR  - http://mededu.jmir.org/2015/2/e9/
UR  - http://dx.doi.org/10.2196/mededu.4676
UR  - http://www.ncbi.nlm.nih.gov/pubmed/27731843
ID  - info:doi/10.2196/mededu.4676
ER  - 

TY  - JOUR
AU  - Badran, Hani
AU  - Pluye, Pierre
AU  - Grad, Roland
PY  - 2015/02/27
TI  - Advantages and Disadvantages of Educational Email Alerts for Family Physicians: Viewpoint
JO  - J Med Internet Res
SP  - e49
VL  - 17
IS  - 2
KW  - theory of planned behavior
KW  - continuing medical education
KW  - educational email alerts
KW  - electronic knowledge resources
KW  - family physicians
KW  - health informatics
KW  - knowledge translation
KW  - primary health care
N2  - Background: Electronic knowledge resources constitute an important channel for accredited Continuing Medical Education (CME) activities. However, email usage for educational purposes is controversial. On the one hand, family physicians become aware of new information, confirm what they already know, and obtain reassurance by reading educational email alerts. Email alerts can also encourage physicians to search Web-based resources. On the other hand, technical difficulties and privacy issues are common obstacles. Objective: The purpose of this discussion paper, informed by a literature review and a small qualitative study, was to understand family physicians? knowledge, attitudes, and behavior in regard to email in general and educational emails in particular, and to explore the advantages and disadvantages of educational email alerts. In addition, we documented participants? suggestions to improve email alert services for CME. Methods: We conducted a qualitative descriptive study using the ?Knowledge, Attitude, Behavior? model. We conducted semi-structured face-to-face interviews with 15 family physicians. We analyzed the collected data using inductive-deductive thematic qualitative data analysis. Results: All 15 participants scanned and prioritized their email, and 13 of them checked their email daily. Participants mentioned (1) advantages of educational email alerts such as saving time, convenience and valid information, and (2) disadvantages such as an overwhelming number of emails and irrelevance. They offered suggestions to improve educational email. Conclusions: The advantages of email alerts seem to compensate for their disadvantages. Suggestions proposed by family physicians can help to improve educational email alerts. 
UR  - http://www.jmir.org/2015/2/e49/
UR  - http://dx.doi.org/10.2196/jmir.3773
UR  - http://www.ncbi.nlm.nih.gov/pubmed/25803184
ID  - info:doi/10.2196/jmir.3773
ER  -