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 -