TY - JOUR AU - Yao, Steven Michael AU - Huang, Lawrence AU - Leventhal, Emily AU - Sun, Clara AU - Stephen, J. Steve AU - Liou, Lathan PY - 2025/4/16 TI - Leveraging Datathons to Teach AI in Undergraduate Medical Education: Case Study JO - JMIR Med Educ SP - e63602 VL - 11 KW - data science education KW - datathon KW - machine learning KW - artificial intelligence KW - undergraduate medical education N2 - Background: As artificial intelligence and machine learning become increasingly influential in clinical practice, it is critical for future physicians to understand how such novel technologies will impact the delivery of patient care. Objective: We describe 2 trainee-led, multi-institutional datathons as an effective means of teaching key data science and machine learning skills to medical trainees. We offer key insights on the practical implementation of such datathons and analyze experiences gained and lessons learned for future datathon initiatives. Methods: We detail 2 recent datathons organized by MDplus, a national trainee-led nonprofit organization. To assess the efficacy of the datathon as an educational experience, an opt-in postdatathon survey was sent to all registered participants. Survey responses were deidentified and anonymized before downstream analysis to assess the quality of datathon experiences and areas for future work. Results: Our digital datathons between 2023 and 2024 were attended by approximately 200 medical trainees across the United States. A diverse array of medical specialty interests was represented among participants, with 43% (21/49) of survey participants expressing an interest in internal medicine, 35% (17/49) in surgery, and 22% (11/49) in radiology. Participant skills in leveraging Python for analyzing medical datasets improved after the datathon, and survey respondents enjoyed participating in the datathon. Conclusions: The datathon proved to be an effective and cost-effective means of providing medical trainees the opportunity to collaborate on data-driven projects in health care. Participants agreed that datathons improved their ability to generate clinically meaningful insights from data. Our results suggest that datathons can serve as valuable and effective educational experiences for medical trainees to become better skilled in leveraging data science and artificial intelligence for patient care. UR - https://mededu.jmir.org/2025/1/e63602 UR - http://dx.doi.org/10.2196/63602 ID - info:doi/10.2196/63602 ER - TY - JOUR AU - Jourdi, Georges AU - Selmi, Mayssa AU - Gaussem, Pascale AU - Truchot, Jennifer AU - Margaill, Isabelle AU - Siguret, Virginie PY - 2025/4/10 TI - Evaluation of the Inverted Classroom Approach in a Case-Study Course on Antithrombotic Drug Use in a PharmD Curriculum: French Monocentric Randomized Study JO - JMIR Med Educ SP - e67419 VL - 11 KW - antithrombotic drugs KW - case-study course KW - inverted classroom KW - pharmacy students KW - traditional educational approach KW - medical education N2 - Background: Appropriate antithrombotic drug use is crucial knowledge for pharmacy students. Objective: We sought to compare the inverted classroom (IC) approach to a traditional question-and-answer educational approach with the aim of enhancing pharmacy students? engagement with a case-study course on antithrombotic drug use. Methods: Third-year PharmD (Doctor of Pharmacy) students from Paris Cité University were randomly assigned to control (n=171) and IC (n=175) groups. The latter were instructed to read and prepare the preprovided course material 1 week before the in-class session to assume the instructor role on the target day, whereas students of the control group attended a traditional case-study course carried out by the same instructor. All students completed pre- and posttest multiple-choice questions surveys assessing their knowledge levels as well as stress, empathy, and satisfaction questionnaires. Results: A significantly higher participation rate was observed in the control group (93/171, 54%) compared to the IC group (65/175, 37%; P=.002). Women (110/213, 52%) participated more than men (48/133, 36%; P=.002) whatever the group was. Students? knowledge scores from both groups had similar results with no difference neither in the prescore (1.17, SD 0.66 and 1.24, SD 0.72 of 5, respectively) nor in the short-term knowledge retention (2.45, SD 0.61 and 2.35, SD 0.73, respectively). The IC approach did not increase student stress or enhance their empathy for the instructor. It increased the preclass workload (P=.02) and was not well received among students. Conclusions: This study showed that the traditional educational approach remains an efficient method for case-study courses in the early stages (ie, third-year) of the 6-year PharmD curriculum, yet dynamic methods improving the active role of students in the learning process are still needed. UR - https://mededu.jmir.org/2025/1/e67419 UR - http://dx.doi.org/10.2196/67419 ID - info:doi/10.2196/67419 ER - TY - JOUR AU - Davoody, Nadia AU - Stathakarou, Natalia AU - Swain, Cara AU - Bonacina, Stefano PY - 2025/2/10 TI - Exploring the Impact of the COVID-19 Pandemic on Learning Experience, Mental Health, Adaptability, and Resilience Among Health Informatics Master?s Students: Focus Group Study JO - JMIR Med Educ SP - e63708 VL - 11 KW - COVID-19 pandemic KW - eHealth KW - blended learning KW - health informatics KW - higher education adaptation N2 - Background: The shift to online education due to the COVID-19 pandemic posed significant challenges and opportunities for students, affecting their academic performance, mental well-being, and engagement. Objective: This study aimed to explore the overall learning experience among health informatics master?s students at Karolinska Institutet, Sweden, and the strategies they used to overcome learning challenges posed by the COVID-19 pandemic. Methods: Through 3 structured focus groups, this study explored health informatics master?s students? experiences of shifting learning environments for classes that started in 2019, 2020, and 2021. All focus group sessions were recorded and transcribed verbatim. Inductive content analysis was used to analyze the data. Results: The results highlight the benefits of increased autonomy and flexibility and identify challenges such as technical difficulties, diminished social interactions, and psychological impacts. This study underscores the importance of effective online educational strategies, technological preparedness, and support systems to enhance student learning experiences during emergencies. The findings of this study highlight implications for educators, students, and higher education institutions to embrace adaptation and foster innovation. Implications for educators, students, and higher education institutions include the need for educators to stay current with the latest educational technologies and design teaching strategies and pedagogical approaches suited to both online and in-person settings to effectively foster student engagement. Students must be informed about the technological requirements for online learning and adequately prepared to meet them. Institutions play a critical role in ensuring equitable access to technology, guiding and supporting educators in adopting innovative tools and methods, and offering mental health resources to assist students in overcoming the challenges of evolving educational environments. Conclusions: This research contributes to understanding the complexities of transitioning to online learning in urgent circumstances and offers insights for better preparing educational institutions for future pandemics. UR - https://mededu.jmir.org/2025/1/e63708 UR - http://dx.doi.org/10.2196/63708 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/63708 ER - TY - JOUR AU - Izquierdo-Condoy, S. Juan AU - Paz, Clara AU - Nati-Castillo, A. H. AU - Gollini-Mihalopoulos, Ricardo AU - Aveiro-Róbalo, Raul Telmo AU - Valeriano Paucar, Renson Jhino AU - Laura Mamami, Erika Sandra AU - Caicedo, Felipe Juan AU - Loaiza-Guevara, Valentina AU - Mejía, Camila Diana AU - Salazar-Santoliva, Camila AU - Villavicencio-Gomezjurado, Melissa AU - Hall, Cougar AU - Ortiz-Prado, Esteban PY - 2025/2/10 TI - Impact of Mobile Phone Usage on Sleep Quality Among Medical Students Across Latin America: Multicenter Cross-Sectional Study JO - J Med Internet Res SP - e60630 VL - 27 KW - mobile phone KW - addiction behavior KW - sleep quality KW - medical students KW - Latin America N2 - Background: The ubiquitous use of mobile phones among medical students has been linked to potential health consequences, including poor sleep quality. Objective: This study investigates the prevalence of mobile phone addiction and its association with sleep quality among medical students across 6 Latin American countries. Methods: A descriptive, cross-sectional, multicenter study was conducted between December 2023 and March 2024 using a self-administered online survey. The survey incorporated the Mobile Phone Addiction Scale and the Pittsburgh Sleep Quality Index to evaluate mobile phone addiction and sleep quality among 1677 medical students. A multiple regression model was applied to analyze the relationship between mobile phone addiction and poor sleep quality, adjusting for sex, age, and educational level to ensure robust results. Results: Mobile phone addiction was identified in 32.5% (545/1677) of participants, with significant differences across countries. The overall mean Pittsburgh Sleep Quality Index score was 7.26, indicating poor sleep quality. Multiple regression analysis revealed a strong association between mobile phone addiction and poor sleep, controlled for demographic variables (?=1.4, 95% CI 1.05-1.74). Conclusions: This study underscores a significant prevalence of mobile phone addiction among medical students and its detrimental association with sleep quality in Latin America. The findings advocate for the need to address mobile phone usage to mitigate its negative implications on student health and academic performance. Strategies to enhance digital literacy and promote healthier usage habits could benefit medical education and student well-being. UR - https://www.jmir.org/2025/1/e60630 UR - http://dx.doi.org/10.2196/60630 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/60630 ER - TY - JOUR AU - Levites Strekalova, A. Yulia AU - Liu-Galvin, Rachel AU - Border, Samuel AU - Midence, Sara AU - Khan, Mishal AU - VanZanten, Maya AU - Tomaszewski, John AU - Jain, Sanjay AU - Sarder, Pinaki PY - 2025/2/3 TI - Summer Research Internship Curriculum to Promote Self-Efficacy, Researcher Identity, and Peer-to-Peer Learning: Retrospective Cohort Study JO - JMIR Form Res SP - e54167 VL - 9 KW - artificial intelligence KW - biomedical research KW - curriculum KW - training programs KW - workforce N2 - Background: Common barriers to students? persistence in research include experiencing feelings of exclusion and a lack of belonging, difficulties developing a robust researcher identity, perceptions of racial and social stigma directed toward them, and perceived gaps in research skills, which are particularly pronounced among trainees from groups traditionally underrepresented in research. To address these known barriers, summer research programs have been shown to increase the participation and retention of undergraduate students in research. However, previous programs have focused predominantly on technical knowledge and skills, without integrating an academic enrichment curriculum that promotes professional development by improving students? academic and research communication skills. Objective: This retrospective pre-then-post study aimed to evaluate changes in self-reported ratings of research abilities among a cohort of undergraduate students who participated in a summer research program. Methods: The Human BioMolecular Atlas Program (HuBMAP) piloted the implementation of a web-based academic enrichment curriculum for the Summer 2023 Research Internship cohort, which was comprised of students from groups underrepresented in biomedical artificial intelligence research. HuBMAP, a 400-member research consortium funded by the Common Fund at the National Institutes of Health, offered a 10-week summer research internship that included an academic enrichment curriculum delivered synchronously via the web to all students across multiple sites. The curriculum is intended to support intern self-efficacy, researcher identity development, and peer-to-peer learning. At the end of the internship, students were invited to participate in a web-based survey in which they were asked to rate their academic and research abilities before the internship and as a result of the internship using a modified Entering Research Learning Assessment instrument. Wilcoxon matched-pairs signed rank test was performed to assess the difference in the mean scores per respondent before and after participating in the internship. Results: A total of 14 of the 22 undergraduate students who participated in the internship responded to the survey. The results of the retrospective pre-then-post survey indicated that there was a significant increase in students? self-rated research abilities, evidenced by a significant improvement in the mean scores of the respondents when comparing reported skills self-assessment before and after the internship (improvement: median 1.09, IQR 0.88-1.65; W=52.5, P<.001). After participating in the HuBMAP web-based academic enrichment curriculum, students? self-reported research abilities, including their confidence, their communication and collaboration skills, their self-efficacy in research, and their abilities to set research career goals, increased. Conclusions: Summer internship programs can incorporate an academic enrichment curriculum with small-group peer learning in addition to a laboratory-based experience to facilitate increased student engagement, self-efficacy, and a sense of belonging in the research community. Future research should investigate the impact of academic enrichment curricula and peer mentoring on the long-term retention of students in biomedical research careers, particularly retention of students underrepresented in biomedical fields. UR - https://formative.jmir.org/2025/1/e54167 UR - http://dx.doi.org/10.2196/54167 ID - info:doi/10.2196/54167 ER - TY - JOUR AU - Iembo, Tatiane AU - Cristóvão, Gonçalves Helena Landim AU - Santos, dos Emerson Roberto AU - Cristóvão, Gonçalves André Bavaresco AU - Cristóvão, Gonçalves Nathália Bavaresco AU - Martins, Canato Cíntia AU - Castro, Rodrigues Natália Almeida de Arnaldo Silva AU - Facio Júnior, Nestor Fernando AU - Oliani, Hélio Antônio AU - Lima, Abreu Alba Regina de AU - Brienze, Sabadoto Vânia Maria AU - Souza, Silva Doroteia Rossi AU - André, César Júlio PY - 2025/1/31 TI - Challenges and Strategies Adopted for Remote Teaching of Biochemistry During the COVID-19 Pandemic: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e59552 VL - 14 KW - COVID-19 KW - biochemistry KW - education, distance KW - teaching KW - educational technology KW - review KW - digital learning KW - virtual education KW - teaching tools KW - remote learning KW - social support KW - distance learning KW - remote teaching N2 - Background: In March 2020, the global landscape witnessed widespread upheavals in both socioeconomic and educational spheres due to the onset of the COVID-19 pandemic. With measures imposed to control the virus?s spread, educational institutions around the world embraced digital learning, introducing challenges in the adaptation to virtual education. This shift proved especially daunting in resource-limited nations with limited digital infrastructure. Objective: This scoping review aims to explore the experiences of biochemistry educators during the COVID-19 pandemic, focusing on successful pedagogical strategies used to overcome challenges in remote teaching. The goal is to compile valuable information applicable to health-related undergraduate and postgraduate courses. Methods: This review considers studies and experiences related to the transition to remote biochemistry education during the pandemic. It encompasses a variety of pedagogical approaches, including online teaching tools, interactive methods, and alternatives to practical laboratory classes. The search spans databases such as MEDLINE, the Cochrane Database of Systematic Reviews, and Joanna Briggs Institute (JBI) Evidence Synthesis, with a focus on identifying systematic or scoping reviews; however, none were identified in the preliminary search. Results: Starting in February 2022, the scoping review protocol was scheduled for completion by July 2024. From an initial pool of 1171 results, 85 articles were selected, with duplicate verification pending for the subsequent phase of the project. The findings from this review on biochemistry teaching strategies will be communicated using a combination of descriptive narrative, graphical, and tabular formats, emphasizing diverse pedagogical approaches pertinent to the subject. Dissemination will occur through regional and national scientific conference presentations, alongside publication in a peer-reviewed journal. Conclusions: This review aims to generate innovative pedagogical approaches and pinpoint learning activities, materials, and tools that support social and collaborative learning across various subjects, including biochemistry. Moreover, it will offer perspectives from students and educators on the implemented activities, with the intention of integrating them as supplementary methods to boost student participation, and thereby, improve learning outcomes and skill development. Trial Registration: Open Science Framework VZSA7; https://osf.io/VZSA7/ International Registered Report Identifier (IRRID): DERR1-10.2196/59552 UR - https://www.researchprotocols.org/2025/1/e59552 UR - http://dx.doi.org/10.2196/59552 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/59552 ER - TY - JOUR AU - Nijkamp, Nick AU - Calleja, Pauline AU - Sahay, Ashlyn AU - Jack, Leanne PY - 2025/1/23 TI - Evaluation of the Transition-to-Practice Arrangements for Novice Perioperative Nurses: Protocol for a Mixed Methods Study JO - JMIR Res Protoc SP - e64970 VL - 14 KW - transition to practice KW - perioperative nursing KW - novice nurses KW - nurse educators KW - mixed methods research KW - protocol KW - document analysis KW - semistructured interviews KW - pedagogy N2 - Background: Transitioning into the first year of clinical practice as a nurse or changing specialties in the nursing career presents a critical phase for novice nurses characterized by excitement, apprehension, and the phenomenon of ?transition shock.? Within perioperative nursing, this transition phase takes on distinctive challenges. However, there is a lack of empirical evidence on transition programs and arrangements. Objective: This study aimed to evaluate the current transition-to-practice (TTP) arrangements available to new graduate and novice nurses within Australian perioperative nursing settings. Methods: This study uses an exploratory mixed-method, multilevel triangulation with a sequential phase design to address 4 research questions. Phases 1 to 3 will use document analysis, surveys, and semistructured interviews to establish the findings of the research questions. Phase 4 will use meta-inference and triangulation to aggregate and analyze the data from all preceding phases. These findings will be the foundation for developing a framework to inform future TTP arrangements. This robust framework will embed empirical evidence, existing literature, and sound learning and teaching pedagogy. Results emerging from this study will be reported using the Good Reporting of Mixed Methods Study guidelines. Results: This project received approval in June 2023. Following this, Human Research Ethics Committee approval was sought for phases 1 and 2, and recruitment began. As of August 2024, phase 1 has collected 50 responses and phase 2 has collected 69 responses. Data collection for phase 3 is projected to commence in May 2025 once data from phases 1 and 2 have been analyzed. Phase 4 is projected to occur in 2026. Each phase is anticipated to have a results manuscript submitted for publication once data are analyzed and written up. Conclusions: The findings of this study will provide an in-depth exploration of TTP arrangements within perioperative nursing in Australia and provide a framework to guide the future development of TTP arrangements. Trial Registration: OSF Registries osf.io/zm432; https://osf.io/54s36 International Registered Report Identifier (IRRID): DERR1-10.2196/64970 UR - https://www.researchprotocols.org/2025/1/e64970 UR - http://dx.doi.org/10.2196/64970 UR - http://www.ncbi.nlm.nih.gov/pubmed/39847424 ID - info:doi/10.2196/64970 ER - TY - JOUR AU - Thimmapuram, Jayaram AU - Patel, D. Kamlesh AU - Bhatt, Deepti AU - Chauhan, Ajay AU - Madhusudhan, Divya AU - Bhatt, K. Kashyap AU - Deshpande, Snehal AU - Budhbhatti, Urvi AU - Joshi, Chaitanya PY - 2024/12/16 TI - Effect of a Web-Based Heartfulness Program on the Mental Well-Being, Biomarkers, and Gene Expression Profile of Health Care Students: Randomized Controlled Trial JO - JMIR Bioinform Biotech SP - e65506 VL - 5 KW - heartfulness KW - meditation KW - stress KW - anxiety KW - depression KW - interleukins KW - gene expression KW - dehydroepiandrosterone KW - DHEA KW - gene KW - mental health KW - randomized study KW - web-based program KW - mental well-being KW - well-being KW - mental KW - health care students KW - student KW - mRNA KW - messenger ribonucleic acid KW - youth KW - young adults KW - web-based KW - biomarker KW - RNA KW - bioinformatics KW - randomized KW - statistical analysis KW - nursing KW - physiotherapy KW - pharmacy N2 - Background: Health care students often experience high levels of stress, anxiety, and mental health issues, making it crucial to address these challenges. Variations in stress levels may be associated with changes in dehydroepiandrosterone sulfate (DHEA-S) and interleukin-6 (IL-6) levels and gene expression. Meditative practices have demonstrated effectiveness in reducing stress and improving mental well-being. Objective: This study aims to assess the effects of Heartfulness meditation on mental well-being, DHEA-S, IL-6, and gene expression profile. Methods: The 78 enrolled participants were randomly assigned to the Heartfulness meditation (n=42, 54%) and control (n=36, 46%) groups. The participants completed the Perceived Stress Scale (PSS) and Depression Anxiety Stress Scale (DASS-21) at baseline and after week 12. Gene expression with messenger RNA sequencing and DHEA-S and IL-6 levels were also measured at baseline and the completion of the 12 weeks. Statistical analysis included descriptive statistics, paired t test, and 1-way ANOVA with Bonferroni correction. Results: The Heartfulness group exhibited a significant 17.35% reduction in PSS score (from mean 19.71, SD 5.09 to mean 16.29, SD 4.83; P<.001) compared to a nonsignificant 6% reduction in the control group (P=.31). DASS-21 scores decreased significantly by 27.14% in the Heartfulness group (from mean 21.15, SD 9.56 to mean 15.41, SD 7.87; P<.001) while it increased nonsignificantly by 17% in the control group (P=.04). For the DASS-21 subcomponents?the Heartfulness group showed a statistically significant 28.53% reduction in anxiety (P=.006) and 27.38% reduction in stress (P=.002) versus an insignificant 22% increase in anxiety (P=.02) and 6% increase in stress (P=.47) in the control group. Further, DHEA-S levels showed a significant 20.27% increase in the Heartfulness group (from mean 251.71, SD 80.98 to mean 302.74, SD 123.56; P=.002) compared to an insignificant 9% increase in the control group (from mean 285.33, SD 112.14 to mean 309.90, SD 136.90; P=.10). IL-6 levels showed a statistically significant difference in both the groups (from mean 4.93, SD 1.35 to mean 3.67, SD 1.0; 28.6%; P<.001 [Heartfulness group] and from mean 4.52, SD 1.40 to mean 2.72, SD 1.74; 40%; P<.001 [control group]). Notably, group comparison at 12 weeks revealed a significant difference in perceived stress, DASS-21 and its subcomponents, and IL-6 (all P<.05/4). The gene expression profile with messenger RNA sequencing identified 875 upregulated genes and 1539 downregulated genes in the Heartfulness group compared to baseline, and there were 292 upregulated genes and 1180 downregulated genes in the Heartfulness group compared to the control group after the intervention. Conclusions: Heartfulness practice was associated with decreased depression, anxiety, and stress scores and improved health measures in DHEA-S and IL-6 levels. The gene expression data point toward possible mechanisms of alleviation of symptoms of stress, anxiety and depression. Trial Registration: ISRCTN Registry ISRCTN82860715; https://doi.org/10.1186/ISRCTN82860715 UR - https://bioinform.jmir.org/2024/1/e65506 UR - http://dx.doi.org/10.2196/65506 UR - http://www.ncbi.nlm.nih.gov/pubmed/39680432 ID - info:doi/10.2196/65506 ER - TY - JOUR AU - Mariappan, Vijandran AU - Mukhtar, Firdaus PY - 2024/12/11 TI - Effects of Internet Cognitive Behavioral Therapy for Insomnia and Internet Sleep Hygiene Education on Sleep Quality and Executive Function Among Medical Students in Malaysia: Protocol for a Randomized Controlled Trial JO - JMIR Res Protoc SP - e59288 VL - 13 KW - sleep quality KW - cognitive behavioral therapy KW - sleep hygiene KW - medical students KW - executive function KW - Malaysia KW - insomnia N2 - Background: Medical students are frequently affected by poor sleep quality. Since poor sleep quality has negative physiological and psychological consequences such as on executive function, there is an opportunity to improve sleep quality and executive functions using non-pharmacological intervention such as cognitive behavioural therapy. Objective: The aim of this study therefore is to determine if improving sleep quality could improve executive functions in medical students with poor sleep quality by comparing cognitive behavioural therapy for insomnia (CBT-I) with sleep hygiene education (SHE) in a randomized controlled trial (RCT). Methods: A parallel group, RCT with a target sample of 120 medical students recruited from government-based medical universities in Malaysia. Eligible participants will be randomized to internet group CBT-I or internet group SHE in a 1:1 ratio. Assessments will be performed at baseline, post-intervention, 1 month, 3-months, and 6-months. The primary outcome is between-group differences in sleep quality and executive function post-baseline. The secondary outcomes include pre-sleep worry, attitude about sleep, sleep hygiene and sleep parameters. Results: This study received approval from the Research Ethics Committee in Universiti Putra Malaysia (JKEUPM-2023-1446) and Universiti Kebangsaan Malaysia (JEP-2024-669). The clinical trial was also registered in Australian New Zealand Clinical Trial Registry (ACTRN1264000243516). As of June 2024, the recruitment process is ongoing and a total of 48 and 49 students have been enrolled from the universities into the CBT-I and ISHE groups, respectively. All the participants provided signed and informed consent to participate in the study. Data collection has been completed for the baseline (pre-treatment assessment), and follow-up assessments for T1 and T2 for all the participants in both groups, while T3 and T4 assessments will be completed by July 2025. Data analysis will be performed by August 2025 and the research will be completed by December 2025. Conclusions: This study is the first attempt to design a CBT intervention to ameliorate poor sleep quality and its related negative effects among medical students. This research is also the first large-scale exploring the relationship between health status and CBT-mediated sleep improvement among medical students. Trial Registration: Australian New Zealand Clinical Trials Registry ACTRN12624000243516; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=387030 International Registered Report Identifier (IRRID): PRR1-10.2196/59288 UR - https://www.researchprotocols.org/2024/1/e59288 UR - http://dx.doi.org/10.2196/59288 UR - http://www.ncbi.nlm.nih.gov/pubmed/39661437 ID - info:doi/10.2196/59288 ER - TY - JOUR AU - Oliveira, de Nathalia Hanany Silva AU - Oliveira, de Renata Fonsêca Sousa AU - Soares, Pontes Juliana AU - Castro, de Janete Lima PY - 2024/12/9 TI - Sustainability of Interprofessional Education: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e60763 VL - 13 KW - college education KW - health training KW - interprofessional education KW - IPE KW - sustainability KW - collaborative practice KW - training of human resources in health KW - undergraduate medical education KW - students KW - student learners KW - professional development KW - health care professional training N2 - Background: Interprofessional education (IPE) is an approach that can improve health care quality, contribute to the qualification of health care professionals, and train undergraduate students. Although this strategy has made significant progress in the last decade, integration, sustainability, and institutional growth are still priorities worldwide. Thus, maintaining strategies is essential for their full development and evolution. Objective: This study aimed to identify discussions about the sustainability of IPE and map its actions or strategies (or both). Methods: The scoping review will follow the Joanna Briggs Institute methodology. This scoping review protocol follows the JBI Reviewers? Manual, with 6 stages: identifying the research question; identifying relevant studies; study selection; data extraction and coding; analysis and interpretation of results; and consultation with stakeholders. Two independent and blind reviewers will evaluate and select studies available in English, Portuguese, and Spanish based on the eligibility criteria. Searches will be conducted on LILACS, Embase, Scopus, PubMed/MEDLINE, ERIC, Web of Science, CINAHL, Google Scholar databases; ProQuest Dissertations & Theses Global, and Brazilian Digital Library of Theses and Dissertations. The main research question is as follows: What have been the sustainability strategies for IPE actions? This scoping review will incorporate studies (empirical or theoretical-reflective) that address strategies or actions (or both) for IPE sustainability. They must present a quantitative, qualitative, or mixed methods approach and be available in full text. Data on strategies or actions for IPE sustainability will be extracted and inserted into a spreadsheet for analysis. Quantitative data will be analyzed using descriptive statistics, while qualitative analysis will identify meanings and patterns through thematic analysis. Thus, the aim is to present the compiled findings in tables and charts. Results: The database search was conducted on March 22, 2024. In April and May 2024, duplicate studies were excluded. From July to November 2024, study selection will be carried out. In December 2024, data extraction and tabulation will take place, as well as consultation with stakeholders. The aim is to publish the results in scientific journals in January 2025. Conclusions: This protocol will guide this scoping review to identify discussions on the sustainability of IPE and map its actions or strategies (or both); summarize the definitions and institutions that develop or promote IPE; and present the main recommendations for the area under study. Additionally, possible research gaps can be identified to guide future studies. This review will shed light on existing knowledge gaps and the current state of research, which could provide support for future research, programs, and policy responses to foster collaboration and interprofessional practice and, consequently, improve the quality of user care. This information will be useful in supporting decision-making by government officials, managers, teachers, facilitators, and students in the implementation, maintenance, and development of IPE. Trial Registration: Open Science Framework 5VNJS; https://osf.io/5vnjs/ International Registered Report Identifier (IRRID): DERR1-10.2196/60763 UR - https://www.researchprotocols.org/2024/1/e60763 UR - http://dx.doi.org/10.2196/60763 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/60763 ER - TY - JOUR AU - Wang, Difan AU - Lin, Bingyan AU - Zhang, Shuangxi AU - Xu, Wei AU - Liu, Xinying PY - 2024/12/4 TI - Effectiveness of an Internet-Based Self-Help Acceptance and Commitment Therapy Program on Medical Students? Mental Well-Being: Follow-Up Randomized Controlled Trial JO - J Med Internet Res SP - e50664 VL - 26 KW - internet-delivered self-help acceptance and commitment therapy KW - depression KW - anxiety KW - stress KW - psychological inflexibility KW - obsessive-compulsive symptoms KW - medical students KW - iACT 2.0 program N2 - Background: Psychological distress is a growing problem among medical students worldwide. This highlights the need for psychological interventions to focus on mental health and improve well-being in this population. Objective: This study developed an internet-based, self-help, acceptance and commitment therapy program (iACT 2.0), aiming to examine its effectiveness in reducing depression, anxiety, stress, psychological inflexibility (PI), and obsessive-compulsive symptoms (OCSs) among medical students. Methods: A total of 520 Chinese postgraduate medical students were randomly assigned to either an iACT 2.0 intervention group (n=260; six online lessons, once every 5 days) or a control condition (n=260; without intervention). Participants completed questionnaires including the 21-item Depression Anxiety Stress Scale, the revised Obsessive-Compulsive Inventory, and the Multidimensional Psychological Flexibility Inventory at the preintervention (T1), postintervention (T2), and 1-month follow-up time points (T3). No therapist support was provided during the 1-month iACT 2.0 intervention period. Data were collected via an online platform and analyzed using repeated-measures ANOVA. Results: Participants in the intervention group demonstrated a significant decrease in depression, anxiety, stress, PI, and OCSs compared to the control group after the intervention (F=22.9-672.04, all P<.001). Specifically, the intervention group showed significant reductions in all measured outcomes from the preintervention to postintervention time point and at the 1-month follow-up (all P<.001). In contrast, no significant changes were observed in the control group over the same period (all P>.05). The groups did not differ significantly at baseline (all P>.05). Significant differences were noted at both the postintervention and follow-up time points (all P<.001). Conclusions: This study demonstrated that the newly developed iACT 2.0 was effective in reducing depression, anxiety, stress, PI, and OCSs. Notably, the positive effects of the intervention persisted at the 1-month follow-up. This program can offer a useful addition to existing mental illness treatment and lead to improvements in clinical and psychotherapy planning while simultaneously reducing the burden on traditional counseling and services. Trial Registration: Chinese Clinical Trial Registry ChiCTR2300070725; https://tinyurl.com/2h75wx8n UR - https://www.jmir.org/2024/1/e50664 UR - http://dx.doi.org/10.2196/50664 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/50664 ER - TY - JOUR AU - Bonnin, Gabriel AU - Kröber, Svea AU - Schneider, Silvia AU - Margraf, Jürgen AU - Pflug, Verena AU - Gerlach, L. Alexander AU - Slotta, Timo AU - Christiansen, Hanna AU - Albrecht, Björn AU - Chavanon, Mira-Lynn AU - Hirschfeld, Gerrit AU - In-Albon, Tina AU - Thielsch, T. Meinald AU - von Brachel, Ruth PY - 2024/11/27 TI - A Blended Learning Course on the Diagnostics of Mental Disorders: Multicenter Cluster Randomized Noninferiority Trial JO - J Med Internet Res SP - e54176 VL - 26 KW - diagnosis KW - structured clinical interviews KW - blended learning KW - dissemination KW - therapist training KW - clinical interview KW - clinical diagnosis KW - clinical practice KW - psychology students KW - diagnostic test KW - health personnel KW - mental health services KW - mental health N2 - Background: Clinical diagnoses determine if and how therapists treat their patients. As misdiagnoses can have severe adverse effects, disseminating evidence-based diagnostic skills into clinical practice is highly important. Objective: This study aimed to develop and evaluate a blended learning course in a multicenter cluster randomized controlled trial. Methods: Undergraduate psychology students (N=350) enrolled in 18 university courses at 3 universities. The courses were randomly assigned to blended learning or traditional synchronous teaching. The primary outcome was the participants? performances in a clinical diagnostic interview after the courses. The secondary outcomes were diagnostic knowledge and participants? reactions to the courses. All outcomes were analyzed on the individual participant level using noninferiority testing. Results: Compared with the synchronous course (74.6% pass rate), participation in the blended learning course (89% pass rate) increased the likelihood of successfully passing the behavioral test (odds ratio 2.77, 95% CI 1.55-5.13), indicating not only noninferiority but superiority of the blended learning course. Furthermore, superiority of the blended learning over the synchronous course could be found regarding diagnostic knowledge (?=.13, 95% CI 0.01-0.26), course clarity (?=.40, 95% CI 0.27-0.53), course structure (?=.18, 95% CI 0.04-0.32), and informativeness (?=.19, 95% CI 0.06-0.32). Conclusions: Blended learning can help to improve the diagnostic skills and knowledge of (future) clinicians and thus make an important contribution to improving mental health care. Trial Registration: ClinicalTrials.gov NCT05294094; https://clinicaltrials.gov/study/NCT05294094 UR - https://www.jmir.org/2024/1/e54176 UR - http://dx.doi.org/10.2196/54176 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/54176 ER - TY - JOUR AU - Mørk, Gry AU - Bonsaksen, Tore AU - Larsen, Sønnik Ole AU - Kunnikoff, Martin Hans AU - Lie, Stangeland Silje PY - 2024/11/19 TI - Virtual Reality Simulation in Undergraduate Health Care Education Programs: Usability Study JO - JMIR Med Educ SP - e56844 VL - 10 KW - 360° videos KW - health professions education KW - virtual reality KW - usability study KW - undergraduates KW - university KW - students KW - simulation N2 - Background: Virtual reality (VR) is increasingly being used in higher education for clinical skills training and role-playing among health care students. Using 360° videos in VR headsets, followed by peer debrief and group discussions, may strengthen students? social and emotional learning. Objective: This study aimed to explore student-perceived usability of VR simulation in three health care education programs in Norway. Methods: Students from one university participated in a VR simulation program. Of these, students in social education (n=74), nursing (n=45), and occupational therapy (n=27) completed a questionnaire asking about their perceptions of the usability of the VR simulation and the related learning activities. Differences between groups of students were examined with Pearson chi-square tests and with 1-way ANOVA. Qualitative content analysis was used to analyze data from open-ended questions. Results: The nursing students were most satisfied with the usability of the VR simulation, while the occupational therapy students were least satisfied. The nursing students had more often prior experience from using VR technology (60%), while occupational therapy students less often had prior experience (37%). Nevertheless, high mean scores indicated that the students experienced the VR simulation and the related learning activities as very useful. The results also showed that by using realistic scenarios in VR simulation, health care students can be prepared for complex clinical situations in a safe environment. Also, group debriefing sessions are a vital part of the learning process that enhance active involvement with peers. Conclusions: VR simulation has promise and potential as a pedagogical tool in health care education, especially for training soft skills relevant for clinical practice, such as communication, decision-making, time management, and critical thinking. UR - https://mededu.jmir.org/2024/1/e56844 UR - http://dx.doi.org/10.2196/56844 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/56844 ER - TY - JOUR AU - Chubaci, Fazuoli Eliana AU - Costa, Silva Carlos Dario da AU - Santos Neto, dos Martins Fideles AU - dos Santos, Roberto Emerson AU - Engel, Carvalho Ana Maria Rita Pedroso Vilela Torres de AU - Costa, Santos Ana Caroline dos AU - Silva, da Taisa Morete AU - Cristóvão, Gonçalves Helena Landin AU - Quitério, Bertolazzo Alex AU - Lima, Abreu Alba Regina de AU - Brienze, Sabadoto Vânia Maria AU - Fácio Jr, Nestor Fernando AU - André, César Júlio PY - 2024/10/22 TI - Development of Leadership Skills in Medical Education: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e62810 VL - 13 KW - leadership skills KW - medical education KW - undergraduate curriculum KW - health care management KW - professional development KW - scoping review protocol N2 - Background: Leadership is recognized as an essential competency in health care and science, being central for professionals to face health challenges. Few physicians feel prepared to serve as leaders in the health care environment, and few receive training in the leadership skills needed to be successful. Teaching leadership skills together with extensive, longitudinal, clinical education in an authentic and nurturing environment can effectively develop students for leadership in medicine. Studies on the subject still do not show the best way to implement it in medical education, and an updated review is necessary. Objective: The aim of this study is to identify the types of available evidence on the teaching of leadership skills in undergraduate courses in the health area, analyze them, determine knowledge gaps, and disseminate the research results. Methods: This is a scoping review that will consider studies on leadership skills in medical and health undergraduate courses. Primary studies published in English, Spanish, and Portuguese since 2019 will be considered. The search will be performed in 8 databases, and reference lists will be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will examine the titles, abstracts, and full texts of the selected studies. Data extraction will be performed using a tool developed by the researchers. Results: The scoping review is currently in progress. The preliminary database search has been completed, yielding a total of 1213 articles across multiple databases. The next stages, including deduplication, title and abstract screening, and full-text review, are scheduled to be completed by December 2024. Data extraction and analysis are expected to be finalized by March 2025, with the final report anticipated to be ready for submission by June 2025. Conclusions: This scoping review on leadership in the medical curriculum can significantly contribute to the literature by organizing and synthesizing the available evidence on teaching leadership skills in undergraduate courses in the health area. Furthermore, by analyzing evidence and identifying knowledge gaps, the study can provide valuable insights to develop more efficient and comprehensive medical education programs, thus preparing students to take on leadership roles in the complex environment of health care. Trial Registration: Open Science Framework YEXKB; https://osf.io/yexkb International Registered Report Identifier (IRRID): PRR1-10.2196/62810 UR - https://www.researchprotocols.org/2024/1/e62810 UR - http://dx.doi.org/10.2196/62810 UR - http://www.ncbi.nlm.nih.gov/pubmed/39436686 ID - info:doi/10.2196/62810 ER - TY - JOUR AU - Martinengo, Laura AU - Ng, Peng Matthew Song AU - Ng, Rong Tony De AU - Ang, Yi-Ian AU - Jabir, Ishqi Ahmad AU - Kyaw, Myint Bhone AU - Tudor Car, Lorainne PY - 2024/10/10 TI - Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis JO - J Med Internet Res SP - e57760 VL - 26 KW - digital education KW - e-learning KW - spaced education KW - spaced learning KW - spaced digital education KW - spaced simulation KW - health care professionals KW - continuous medical education KW - systematic review KW - meta-analysis N2 - Background: Spaced digital education applies digital tools to deliver educational content via multiple, repeated learning sessions separated by prespecified time intervals. Spaced digital education appears to promote acquisition and long-term retention of knowledge, skills, and change in clinical behavior. Objective: The aim of this review was to assess the effectiveness of spaced digital education in improving pre- and postregistration health care professionals? knowledge, skills, attitudes, satisfaction, and change in clinical behavior. Methods: This review followed Cochrane?s methodology and PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) reporting guidelines. We searched MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses databases from January 1990 to February 2023. We included randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs comparing spaced digital education with nonspaced education, spaced nondigital education, traditional learning, or no intervention for pre- or postregistration health care professionals. Study selection, data extraction, study quality, and certainty of evidence were assessed by 2 independent reviewers. Meta-analyses were conducted using random effect models. Results: We included 23 studies evaluating spaced online education (n=17, 74%) or spaced digital simulation (n=6, 26%) interventions. Most studies assessed 1 or 2 outcomes, including knowledge (n=15, 65%), skills (n=9, 39%), attitudes (n=8, 35%), clinical behavior change (n=8, 35%), and satisfaction (n=7, 30%). Most studies had an unclear or a high risk of bias (n=19, 83%). Spaced online education was superior to massed online education for postintervention knowledge (n=9, 39%; standardized mean difference [SMD] 0.32, 95% CI 0.13-0.51, I2=66%, moderate certainty of evidence). Spaced online education (n=3, 13%) was superior to massed online education (n=2, 9%) and no intervention (n=1, 4%; SMD 0.67, 95% CI 0.43-0.91, I2=5%, moderate certainty of evidence) for postintervention clinical behavior change. Spaced digital simulation was superior to massed simulation for postintervention surgical skills (n=2, 9%; SMD 1.15, 95% CI 0.34-1.96, I2=74%, low certainty of evidence). Spaced digital education positively impacted confidence and satisfaction with the intervention. Conclusions: Spaced digital education is effective in improving knowledge, particularly in substantially improving surgical skills and promoting clinical behavior change in pre- and postregistration health care professionals. Our findings support the use of spaced digital education interventions in undergraduate and postgraduate health profession education.Trial Registration: PROSPERO CRD42021241969; Trial Registration: PROSPERO CRD42021241969; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=241969 UR - https://www.jmir.org/2024/1/e57760 UR - http://dx.doi.org/10.2196/57760 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/57760 ER - TY - JOUR AU - Carrillo, Irene AU - Skoumalová, Ivana AU - Bruus, Ireen AU - Klemm, Victoria AU - Guerra-Paiva, Sofia AU - Kne?evi?, Bojana AU - Jankauskiene, Augustina AU - Jocic, Dragana AU - Tella, Susanna AU - Buttigieg, C. Sandra AU - Srulovici, Einav AU - Madarasová Gecková, Andrea AU - Põlluste, Kaja AU - Strametz, Reinhard AU - Sousa, Paulo AU - Odalovic, Marina AU - Mira, Joaquín José PY - 2024/10/7 TI - Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study JO - JMIR Med Educ SP - e64125 VL - 10 KW - psychological safety KW - speaking up KW - professional competence KW - patient safety KW - education KW - adverse event N2 - Background: In the field of research, psychological safety has been widely recognized as a contributing factor to improving the quality of care and patient safety. However, its consideration in the curricula and traineeship pathways of residents and health care students is scarce. Objective: This study aims to determine the extent to which health care trainees acquire psychological safety competencies during their internships in clinical settings and identify what measures can be taken to promote their learning. Methods: A mixed methods observational study based on a consensus conference and an open-ended survey among a sample of health care trainee mentors from health care institutions in a pan-European context was conducted. First, we administered an ad hoc questionnaire to assess the perceived degree of acquisition or implementation and significance of competencies (knowledge, attitudes, and skills) and institutional interventions in psychological safety. Second, we asked mentors to propose measures to foster among trainees those competencies that, in the first phase of the study, obtained an average acquisition score of <3.4 (scale of 1-5). A content analysis of the information collected was carried out, and the spontaneity of each category and theme was determined. Results: In total, 173 mentors from 11 pan-European countries completed the first questionnaire (response rate: 173/256, 67.6%), of which 63 (36.4%) participated in the second consultation. The competencies with the lowest acquisition level were related to warning a professional that their behavior posed a risk to the patient, managing their possible bad reaction, and offering support to a colleague who becomes a second victim. The mentors? proposals for improvement of this competency gap referred to training in communication skills and patient safety, safety culture, work climate, individual attitudes, a reference person for trainees, formal incorporation into the curricula of health care degrees and specialization pathways, specific systems and mechanisms to give trainees a voice, institutional risk management, regulations, guidelines and standards, supervision, and resources to support trainees. In terms of teaching methodology, the mentors recommended innovative strategies, many of them based on technological tools or solutions, including videos, seminars, lectures, workshops, simulation learning or role-playing with or without professional actors, case studies, videos with practical demonstrations or model situations, panel discussions, clinical sessions for joint analysis of patient safety incidents, and debriefings to set and discuss lessons learned. Conclusions: This study sought to promote psychological safety competencies as a formal part of the training of future health care professionals, facilitating the translation of international guidelines into practice and clinical settings in the pan-European context. UR - https://mededu.jmir.org/2024/1/e64125 UR - http://dx.doi.org/10.2196/64125 UR - http://www.ncbi.nlm.nih.gov/pubmed/39374073 ID - info:doi/10.2196/64125 ER - TY - JOUR AU - Doueiri, Nadeem Zakaria AU - Bajra, Rika AU - Srinivasan, Malathi AU - Schillinger, Erika AU - Cuan, Nancy PY - 2024/10/1 TI - Bridging the Telehealth Digital Divide With Collegiate Navigators: Mixed Methods Evaluation Study of a Service-Learning Health Disparities Course JO - JMIR Med Educ SP - e57077 VL - 10 KW - service learning KW - medical education KW - access to care KW - telehealth KW - telemedicine KW - health disparities KW - social determinants of health KW - digital literacy KW - vulnerable populations KW - community engagement KW - value-added medical education KW - digital health KW - digital divide KW - health equity KW - collegiate navigator KW - experimental KW - education KW - student KW - qualitative analysis KW - technology KW - mobile phone N2 - Background: Limited digital literacy is a barrier for vulnerable patients accessing health care. Objective: The Stanford Technology Access Resource Team (START), a service-learning course created to bridge the telehealth digital divide, trained undergraduate and graduate students to provide hands-on patient support to improve access to electronic medical records (EMRs) and video visits while learning about social determinants of health. Methods: START students reached out to 1185 patients (n=711, 60% from primary care clinics of a large academic medical center and n=474, 40% from a federally qualified health center). Registries consisted of patients without an EMR account (at primary care clinics) or patients with a scheduled telehealth visit (at a federally qualified health center). Patient outcomes were evaluated by successful EMR enrollments and video visit setups. Student outcomes were assessed by reflections coded for thematic content. Results: Over 6 academic quarters, 57 students reached out to 1185 registry patients. Of the 229 patients contacted, 141 desired technical support. START students successfully established EMR accounts and set up video visits for 78.7% (111/141) of patients. After program completion, we reached out to 13.5% (19/141) of patients to collect perspectives on program utility. The majority (18/19, 94.7%) reported that START students were helpful, and 73.7% (14/19) reported that they had successfully connected with their health care provider in a digital visit. Inability to establish access included a lack of Wi-Fi or device access, the absence of an interpreter, and a disability that precluded the use of video visits. Qualitative analysis of student reflections showed an impact on future career goals and improved awareness of health disparities of technology access. Conclusions: Of the patients who desired telehealth access, START improved access for 78.7% (111/141) of patients. Students found that START broadened their understanding of health disparities and social determinants of health and influenced their future career goals. UR - https://mededu.jmir.org/2024/1/e57077 UR - http://dx.doi.org/10.2196/57077 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/57077 ER - TY - JOUR AU - Mielitz, Annabelle AU - Kulau, Ulf AU - Bublitz, Lucas AU - Bittner, Anja AU - Friederichs, Hendrik AU - Albrecht, Urs-Vito PY - 2024/9/30 TI - Teaching Digital Medicine to Undergraduate Medical Students With an Interprofessional and Interdisciplinary Approach: Development and Usability Study JO - JMIR Med Educ SP - e56787 VL - 10 KW - medical education KW - digital medicine KW - digital health N2 - Background: An integration of digital medicine into medical education can help future physicians shape the digital transformation of medicine. Objective: We aim to describe and evaluate a newly developed course for teaching digital medicine (the Bielefeld model) for the first time. Methods: The course was held with undergraduate medical students at Medical School Ostwestfalen-Lippe at Bielefeld University, Germany, in 2023 and evaluated via pretest-posttest surveys. The subjective and objective achievement of superordinate learning objectives and the objective achievement of subordinate learning objectives of the course, course design, and course importance were evaluated using 5-point Likert scales (1=strongly disagree; 5=strongly agree); reasons for absences were assessed using a multiple-choice format, and comments were collected. The superordinate objectives comprised (1) the understanding of factors driving the implementation of digital medical products and processes, (2) the application of this knowledge to a project, and (3) the empowerment to design such solutions in the future. The subordinate objectives comprised competencies related to the first superordinate objective. Results: In total, 10 undergraduate medical students (male: n=4, 40%; female: n=6, 60%; mean age 21.7, SD 2.1 years) evaluated the course. The superordinate objectives were achieved well to very well?the medians for the objective achievement were 4 (IQR 4-5), 4 (IQR 3-5), and 4 (IQR 4-4) scale units for the first, second, and third objectives, respectively, and the medians for the subjective achievement of the first, second, and third objectives were 4 (IQR 3-4), 4.5 (IQR 3-5), and 4 (IQR 3-5) scale units, respectively. Participants mastered the subordinate objectives, on average, better after the course than before (presurvey median 2.5, IQR 2-3 scale units; postsurvey median 4, IQR 3-4 scale units). The course concept was rated as highly suitable for achieving the superordinate objectives (median 5, IQR 4-5 scale units for the first, second, and third objectives). On average, the students strongly liked the course (median 5, IQR 4-5 scale units) and gained a benefit from it (median 4.5, IQR 4-5 scale units). All students fully agreed that the teaching staff was a strength of the course. The category positive feedback on the course or positive personal experience with the course received the most comments. Conclusions: The course framework shows promise in attaining learning objectives within the realm of digital medicine, notwithstanding the constraint of limited interpretability arising from a small sample size and further limitations. The course concept aligns with insights derived from teaching and learning research and the domain of digital medicine, albeit with identifiable areas for enhancement. A literature review indicates a dearth of publications pertaining to analogous courses in Germany. Future investigations should entail a more exhaustive evaluation of the course. In summary, this course constitutes a valuable contribution to incorporating digital medicine into medical education. UR - https://mededu.jmir.org/2024/1/e56787 UR - http://dx.doi.org/10.2196/56787 UR - http://www.ncbi.nlm.nih.gov/pubmed/39189929 ID - info:doi/10.2196/56787 ER - TY - JOUR AU - Nxumalo, Thembelenkosini Celenkosini AU - Luvuno, Zamasomi AU - Chiya, Hlolisile Wilbroda AU - Ngcobo, Joyce Silingene AU - Naidoo, Deshini AU - Zamudio-Haas, Sophia AU - Harris, Orlando PY - 2024/5/31 TI - Designing Implementation Strategies for the Inclusion of Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, and Allied and Key Populations? Content in Undergraduate Nursing Curricula in KwaZulu-Natal, South Africa: Protocol for a Multimethods Research Project JO - JMIR Res Protoc SP - e52250 VL - 13 KW - lesbian, gay, bisexual, transgender, intersex, queer, and allied KW - LGBTQIA+ KW - key populations KW - nursing curricula KW - health science education KW - South Africa KW - undergraduate KW - nursing KW - lesbian, gay, bisexual, and transgender KW - LGBT KW - legislation KW - health care KW - unmet KW - barrier KW - stigma KW - discrimination KW - threats KW - co-design N2 - Background: Lesbian, gay, bisexual, transgender, intersex, queer, and allied (LGBTQIA+) individuals encounter challenges with access and engagement with health services. Studies have reported that LGBTQIA+ individuals experience stigma, discrimination, and health workers? microaggression when accessing health care. Compelling evidence suggests that the LGBTQIA+ community faces disproportionate rates of HIV infection, mental health disorders, substance abuse, and other noncommunicable diseases. The South African National Strategic Plan for HIV or AIDS, tuberculosis, and sexually transmitted infections, 2023-2028 recognizes the need for providing affirming LGBTQIA+ health care as part of the country?s HIV or AIDS response strategy. However, current anecdotal evidence suggests paucity of LGBTQIA+ and key populations? health content in the undergraduate health science curricula in South Africa. Moreover, literature reveals a general lack of health worker training regarding the health needs of LGBTQIA+ persons and other key populations such as sex workers, people who inject drugs, and men who have sex with men. Objective: This study aimed to describe the design of a project that aims at facilitating the inclusion of health content related to the LGBTQIA+ community and other key populations in the undergraduate nursing curricula of KwaZulu-Natal, South Africa. Methods: A multimethods design encompassing collection of primary and secondary data using multiple qualitative designs and quantitative approaches will be used to generate evidence that will inform the co-design, testing, and scale-up of strategies to facilitate the inclusion of LGBTQIA+ and key populations content in the undergraduate nursing curricula in KwaZulu-Natal, South Africa. Data will be collected using a combination of convenience, purposive, and snowball sampling techniques from LGBTQIA+ persons; academic staff; undergraduate nursing students; and other key populations. Primary data will be collected through individual in-depth interviews, focus groups discussions, and surveys guided by semistructured and structured data collection tools. Data collection and analysis will be an iterative process guided by the respective research design to be adopted. The continuous quality improvement process to be adopted during data gathering and analysis will ensure contextual relevance and sustainability of the resultant co-designed strategies that are to be scaled up as part of the overarching objective of this study. Results: The proposed study is designed in response to recent contextual empirical evidence highlighting the multiplicity of health challenges experienced by LGBTQIA+ individuals and key populations in relation to health service delivery and access to health care. The potential findings of the study may be appropriate for contributing to the education of nurses as one of the means to ameliorate these problems. Data collection is anticipated to commence in June 2024. Conclusions: This research has potential implications for nursing education in South Africa and worldwide as it addresses up-to-date problems in the nursing discipline as it pertains to undergraduate students? preparedness for addressing the unique needs and challenges of the LGBTQIA+ community and other key populations. International Registered Report Identifier (IRRID): PRR1-10.2196/52250 UR - https://www.researchprotocols.org/2024/1/e52250 UR - http://dx.doi.org/10.2196/52250 UR - http://www.ncbi.nlm.nih.gov/pubmed/38598816 ID - info:doi/10.2196/52250 ER - TY - JOUR AU - Mahsusi, Mahsusi AU - Hudaa, Syihaabul AU - Nuryani, Nuryani AU - Fahmi, Mustofa AU - Tsurayya, Ghina AU - Iqhrammullah, Muhammad PY - 2024/4/15 TI - Global Rate of Willingness to Volunteer Among Medical and Health Students During Pandemic: Systemic Review and Meta-Analysis JO - JMIR Med Educ SP - e56415 VL - 10 KW - COVID-19 KW - education KW - health crisis KW - human resource management KW - volunteer N2 - Background: During health crises such as the COVID-19 pandemic, shortages of health care workers often occur. Recruiting students as volunteers could be an option, but it is uncertain whether the idea is well-accepted. Objective: This study aims to estimate the global rate of willingness to volunteer among medical and health students in response to the COVID-19 pandemic. Methods: A systematic search was conducted on PubMed, Embase, Scopus, and Google Scholar for studies reporting the number of health students willing to volunteer during COVID-19 from 2019 to November 17, 2023. The meta-analysis was performed using a restricted maximum-likelihood model with logit transformation. Results: A total of 21 studies involving 26,056 health students were included in the meta-analysis. The pooled estimate of the willingness-to-volunteer rate among health students across multiple countries was 66.13%, with an I2 of 98.99% and P value of heterogeneity (P-Het)<.001. Removing a study with the highest influence led to the rate being 64.34%. Our stratified analyses indicated that those with older age, being first-year students, and being female were more willing to volunteer (P<.001). From highest to lowest, the rates were 77.38%, 77.03%, 65.48%, 64.11%, 62.71%, and 55.23% in Africa, Western Europe, East and Southeast Asia, Middle East, and Eastern Europe, respectively. Because of the high heterogeneity, the evidence from this study has moderate strength. Conclusions: The majority of students are willing to volunteer during COVID-19, suggesting that volunteer recruitment is well-accepted. UR - https://mededu.jmir.org/2024/1/e56415 UR - http://dx.doi.org/10.2196/56415 UR - http://www.ncbi.nlm.nih.gov/pubmed/38621233 ID - info:doi/10.2196/56415 ER - TY - JOUR AU - Hsieh, Hsing-yen AU - Lin, Chyi-her AU - Huang, Ruyi AU - Lin, Guan-chun AU - Lin, Jhen-Yu AU - Aldana, Clydie PY - 2024/1/5 TI - Challenges for Medical Students in Applying Ethical Principles to Allocate Life-Saving Medical Devices During the COVID-19 Pandemic: Content Analysis JO - JMIR Med Educ SP - e52711 VL - 10 KW - virtual patient KW - virtual patients KW - medical resources distribution KW - medical ethical education KW - COVID-19 pandemic KW - ethics KW - medical student KW - medical students KW - medical ethics KW - decision-making KW - ethical dilemna KW - simulation KW - reasoning KW - decision support KW - medical guideline KW - medical guidelines KW - medical devices KW - medical device KW - life-saving KW - thematic analysis KW - virtual platform N2 - Background: The emergence of the COVID-19 pandemic has posed a significant ethical dilemma in the allocation of scarce, life-saving medical equipment to critically ill patients. It remains uncertain whether medical students are equipped to navigate this complex ethical process. Objective: This study aimed to assess the ability and confidence of medical students to apply principles of medical ethics in allocating critical medical devices through the scenario of virtual patients. Methods: The study recruited third- and fourth-year medical students during clinical rotation. We facilitated interactions between medical students and virtual patients experiencing respiratory failure due to COVID-19 infection. We assessed the students? ability to ethically allocate life-saving resources. Subsequently, we analyzed their written reports using thematic analysis to identify the ethical principles guiding their decision-making. Results: We enrolled a cohort of 67 out of 71 medical students with a mean age of 34 (SD 4.7) years, 60% (n=40) of whom were female students. The principle of justice was cited by 73% (n=49) of students while analyzing this scenario. A majority of them expressed hesitancy in determining which patient should receive life-saving resources, with 46% (n=31) citing the principle of nonmaleficence, 31% (n=21) advocating for a first-come-first-served approach, and 25% (n=17) emphasizing respect for patient autonomy as key influencers in their decisions. Notably, medical students exhibited a lack of confidence in making ethical decisions concerning the distribution of medical resources. A minority, comprising 12% (n=8), proposed the exploration of legal alternatives, while 4% (n=3) suggested medical guidelines and collective decision-making as potential substitutes for individual ethical choices to alleviate the stress associated with personal decision-making. Conclusions: This study highlights the importance of improving ethical reasoning under time constraints using virtual platforms. More than 70% of medical students identified justice as the predominant principle in allocating limited medical resources to critically ill patients. However, they exhibited a lack of confidence in making ethical determinations and leaned toward principles such as nonmaleficence, patient autonomy, adherence to legal and medical standards, and collective decision-making to mitigate the pressure associated with such decisions. UR - https://mededu.jmir.org/2024/1/e52711 UR - http://dx.doi.org/10.2196/52711 UR - http://www.ncbi.nlm.nih.gov/pubmed/38050366 ID - info:doi/10.2196/52711 ER - TY - JOUR AU - Zhang, Yue Xi AU - Arata Found, Anelyse AU - Butler, Sheila PY - 2023/11/8 TI - Effects of Distance-Learning Strategies in Dental Fixed Prosthodontics Amidst the COVID-19 Pandemic: Cross-Sectional Questionnaire Study on Preclinical Dental Students? Perspective JO - JMIR Form Res SP - e45311 VL - 7 KW - dental education KW - dental KW - dentist KW - dentistry KW - technology-based learning KW - online learning KW - pre-clinical training KW - distance learning KW - transmissibility KW - dental school KW - mental health KW - COVID-19 KW - student perception KW - online teaching KW - survey KW - teaching methods KW - training KW - isolation KW - teaching KW - module KW - education N2 - Background: COVID-19?s high transmissibility led to gathering restrictions where dental schools experienced disruptions due to restrictions on attending in-person lectures and limitations placed on applied preclinical and clinical activities. Students not only had to rapidly switch to digital technology-based learning (TB-learning) modules but also experienced high levels of social isolation and anxiety around virus transmission. Objective: This study aims to evaluate the preclinical students? perception of switching TB-learning modules amidst the COVID-19 pandemic, identifying which module parameters were associated with strong student outcomes. Methods: A web-based survey of 39 Likert scale questions was delivered to preclinical dental students (Western University) to evaluate students? perceptions concerning TB-learning, fear amidst the COVID-19 pandemic, and the impact on their preclinical training. A Spearman rank correlation coefficient was determined to estimate the relationship between 2 variables in isolation (P=.01). An ordinal regression analysis was performed on variables of interest to determine how module variables (typically within the instructor?s control) influenced the student outcomes (P=.05). Results: The response rate was 30% (n=39). TB-learning was considered vital (34/39, 87.2%) as the students? education improved (18/39, 46.2%). However, 53.8% (n=21) of students showed increased difficulties in retaining, visualizing, or understanding the materials using TB-learning, and 64.1% (n=25) found it more difficult to concentrate than in in-person classes. In total, 79.5% (n=31) of students showed different levels of agreement about feeling fatigued from TB-learning. Through Spearman ? correlation analysis, the quality of questions in quizzes (?=0.514; P<.001), relevant handouts (?=0.729; P<.001), and high-quality audiovisuals (?=0.585; P<.001) were positively correlated with students responding that the modules were useful to preclinical training. Similarly, good organization (?=0.512; P<.001), high-quality questions in quizzes (?=0.431; P=.01), and relevant handouts (?=0.551; P<.001) were positively correlated with web-based classes as an effective way to learn. In total, 91.6% (n=36) of the students agreed that COVID-19 was a dangerous disease, whereas 53.8% (n=21) showed different levels of agreement that they were afraid to be infected personally, and 69.2% (n=27) feared passing COVID-19 along to family and friends. A total of 82.1% (n=32) of the students showed that COVID-19 impacted their overall learning process and had a negative impact on their practical preclinical training (31/39, 79.5%). Conclusions: The students found a difference between TB-learning and face-to-face learning methods, where the students perceived fatigue toward the web-based method with difficulty concentrating and visualizing the subject. Moreover, there was a consensus that COVID-19 itself affected the students? overall learning process and preclinical training. As dental schools continue implementing TB-learning into their curriculum, this investigation identifies the students? struggles with the paradigm shift. In an effort to improve TB-learning, this work highlights 4 variables (organization, quizzes, quality handouts, and quality audiovisuals) within the control of instructors that can help improve content deliverance, improving the students? experience. UR - https://formative.jmir.org/2023/1/e45311 UR - http://dx.doi.org/10.2196/45311 UR - http://www.ncbi.nlm.nih.gov/pubmed/37938882 ID - info:doi/10.2196/45311 ER - TY - JOUR AU - Simmons, Lisa AU - Barker, Ruth AU - Barnett, Fiona PY - 2023/8/31 TI - Evaluating Allied Health Clinical Placement Performance: Protocol for a Modified Delphi Study JO - JMIR Res Protoc SP - e44020 VL - 12 KW - clinical placement KW - cost of placement KW - learning outcomes KW - student experience KW - student-led health care services N2 - Background: University-affiliated student-led health care services have emerged in response to the challenges faced by universities in securing quality clinical placements for health care students. Evidence of the health care benefits and challenges of student-led health care services is growing, while evidence of clinical placement performance remains variable and not generalizable. Though there have been previous attempts to develop a framework for evaluation of clinical placement performance, concerns have been raised about the applicability of these frameworks across the various placement settings. Additionally, the perspectives of all key stakeholders on the critical areas of clinical placement performance have yet to be considered. Objective: This study?s objective is to gather information on areas of measurement related to student learning outcomes, experience of placement, and costs of placement and then develop consensus on which of those areas need to be included in a framework for evaluation of clinical placement performance within the context of student-led health care services. The aim of this paper is to outline a protocol for a modified Delphi study designed to gain consensus on what is important to measure when evaluating an allied health clinical placement. Methods: We will recruit up to 30 experts to a heterogeneous expert panel in a modified Delphi study. Experts will consist of those with firsthand experience either coordinating, supervising, or undertaking clinical placement. Purposive sampling will be used to ensure maximum variation in expert panel member characteristics. Experts? opinions will be sought on measuring student learning outcomes, student experience, and cost of clinical placement, and other areas of clinical placement performance that are considered important. Three rounds will be conducted to establish consensus on what is important to measure when evaluating clinical placement. Each round is anticipated to yield both quantitative data (eg, percentage of agreement) and qualitative data (eg, free-text responses). In each round, quantitative data will be analyzed descriptively and used to determine consensus, which will be defined as ?70% agreement. Qualitative responses will be analyzed thematically and used to inform the subsequent round. Findings of each round will be presented, both consensus data and qualitative responses in each subsequent round, to inform expert panel members and to elicit further rankings on areas of measurement yet to achieve consensus. Results: Data analysis is currently underway, with a planned publication in 2024. Conclusions: The modified Delphi approach, supported by existing research and its ability to gain consensus through multiround expert engagement, provides an appropriate methodology to inform the development of a framework for the evaluation of clinical placement performance in allied health service. International Registered Report Identifier (IRRID): DERR1-10.2196/44020 UR - https://www.researchprotocols.org/2023/1/e44020 UR - http://dx.doi.org/10.2196/44020 UR - http://www.ncbi.nlm.nih.gov/pubmed/37651163 ID - info:doi/10.2196/44020 ER - TY - JOUR AU - Alsuwaidi, Laila AU - Otaki, Farah AU - Hassan Khamis, Amar AU - AlGurg, Reem AU - Lakhtakia, Ritu PY - 2023/7/4 TI - Selected Skill Sets as Building Blocks for High School-to-Medical School Bridge: Longitudinal Study Among Undergraduate Medical Students JO - JMIR Med Educ SP - e43231 VL - 9 KW - transition KW - undergraduate KW - medical KW - education KW - academic performance KW - self-regulated learning N2 - Background: The high school?to?medical school education transition is a significant milestone in the students? academic journey, which is characterized by multiple stressors. Although this crucial transition has been repetitively explored, the concept of proactively intervening to support this transition is still novel. Objective: In this study, we investigated the efficacy of a web-based multidimensional resilience building intervention in developing selected soft skills that are believed to drive the learner?s success in any learning setting. The association between the students' academic performance over time and their proficiency in selected modules addressing skill sets, including Time Management, Memory and Study, Listening and Taking Notes, and College Transition, was also assessed to test the impact of the intervention on the students? learning. Methods: A longitudinal study was conducted on 1 cohort of students of a Bachelor of Medicine, Bachelor of Surgery program (MBBS). The medical students were offered a learning intervention around 4 skill sets during the first year of the 6-year program. Quantitative analyses were conducted using deidentified data, relating to the students' proficiency in the 4 skill sets and to the students? academic performance: grade point average (GPA). Descriptive analyses constituted computing an overall score of skill sets? proficiency (of all 4 selected skill sets). The mean and SD (and percentage of the mean) were also calculated for each skill set component, independently, and for the overall score of skill sets? proficiency. Bivariate Pearson correlations were used to assess the extent to which the academic performance of the students can be explained by the corresponding students? level of proficiency in each skill set component and by all 4 sets together. Results: Out of the 63 admitted students, 28 participated in the offered intervention. The means and SDs of the annual GPA of the students for years 1 and 2 (GPA range 1-4) were 2.83 (SD 0.74) and 2.83 (SD 0.99), respectively. The mean and SD of the cumulative GPA toward the end of year 2 was 2.92 (SD 0.70). Correlation analysis showed that the overall score of skill sets proficiency was significantly associated with the annual GPA of year 1 (r=0.44; P=.02) but was not associated with their annual GPA of year 2. The cumulative GPA (toward the end of year 2) appeared to be significantly associated with the overall score (r=0.438; P=.02). Conclusions: Developing purposefully selected skill sets among medical students holds the potential of facilitating the high school?to?medical school education transition and is likely to improve their academic performance. As the medical student progresses, the acquired skills need to be continuously reinforced and effectively built upon. UR - https://mededu.jmir.org/2023/1/e43231 UR - http://dx.doi.org/10.2196/43231 UR - http://www.ncbi.nlm.nih.gov/pubmed/37402145 ID - info:doi/10.2196/43231 ER - TY - JOUR AU - Ferreira, Tomas AU - Collins, M. Alexander AU - Horvath, Rita PY - 2023/6/19 TI - Ascertaining the Career Intentions of Medical Students (AIMS) in the United Kingdom Post Graduation: Protocol for a Mixed Methods Study JO - JMIR Res Protoc SP - e45992 VL - 12 KW - medical students KW - NHS KW - National Health Service KW - career intent KW - attitude KW - opinion KW - workforce KW - workforce planning KW - medical education KW - career KW - doctor KW - medical training KW - medical graduate KW - cross-sectional KW - thematic analysis KW - degree KW - rotation N2 - Background: Among doctors in the United Kingdom, there is growing sentiment regarding delaying specialist training, emigrating to practice medicine abroad, or leaving the profession altogether. This trend may have substantial implications for the future of the profession in the United Kingdom. The extent to which this sentiment is also present in the medical student population is not well understood. Objective: Our primary outcome is to determine current medical students? career intentions after graduation and upon completing the foundation program and to establish the motivations behind these intentions. Secondary outcomes include determining which, if any, demographic factors alter the propensity to pursue different career paths available to a medical graduate, determining which specialties medical students plan on pursuing, and understanding current views on the prospect of working in the National Health Service (NHS). Methods: The Ascertaining the Career Intentions of Medical Students (AIMS) study is a national, multi-institution, and cross-sectional study in which all medical students at all medical schools in the United Kingdom are eligible to participate. It was administered via a novel, mixed methods, and web-based questionnaire and disseminated through a collaborative network of approximately 200 students recruited for this purpose. Both quantitative and thematic analyses will be performed. Results: The study was launched nationally on January 16, 2023. Data collection was closed on March 27, 2023, and data analysis has commenced. The results are expected to be available later in the year. Conclusions: Doctors? career satisfaction within the NHS is a well-researched topic; however, there is a shortage of high-powered studies that are able to offer insight into medical students? outlook on their future careers. It is anticipated that the results of this study will bring clarity to this issue. Identified areas of improvement in medical training or within the NHS could be targeted to improve doctors? working conditions and help retain medical graduates. Results may also aid future workforce-planning efforts. International Registered Report Identifier (IRRID): DERR1-10.2196/45992 UR - https://www.researchprotocols.org/2023/1/e45992 UR - http://dx.doi.org/10.2196/45992 UR - http://www.ncbi.nlm.nih.gov/pubmed/37335615 ID - info:doi/10.2196/45992 ER - TY - JOUR AU - Safari, Yahya AU - Yousefpoor, Nasrin PY - 2022/7/28 TI - The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study JO - JMIR Med Educ SP - e32185 VL - 8 IS - 3 KW - procrastination KW - metacognitive awareness KW - medical students KW - academic training N2 - Background: Academic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress. Objective: This study aimed to determine whether and to what extent academic procrastination could be predicted based on students? metacognitive beliefs. Methods: This descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs. Results: A significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=?0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the ? value of 0.45 negatively and significantly predicted the students? academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the ? value of .39 positively and significantly predicted the students? academic procrastination (P<.001). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. UR - https://mededu.jmir.org/2022/3/e32185 UR - http://dx.doi.org/10.2196/32185 UR - http://www.ncbi.nlm.nih.gov/pubmed/35900821 ID - info:doi/10.2196/32185 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 - Tudor Car, Lorainne AU - Kyaw, Myint Bhone AU - Teo, Andrew AU - Fox, Erlikh Tatiana AU - Vimalesvaran, Sunitha AU - Apfelbacher, Christian AU - Kemp, Sandra AU - Chavannes, Niels PY - 2022/4/13 TI - Outcomes, Measurement Instruments, and Their Validity Evidence in Randomized Controlled Trials on Virtual, Augmented, and Mixed Reality in Undergraduate Medical Education: Systematic Mapping Review JO - JMIR Serious Games SP - e29594 VL - 10 IS - 2 KW - virtual reality KW - augmented reality KW - mixed reality KW - outcomes KW - extended reality KW - digital education KW - randomized controlled trials KW - medical education KW - measurement instruments N2 - Background: Extended reality, which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), is increasingly used in medical education. Studies assessing the effectiveness of these new educational modalities should measure relevant outcomes using outcome measurement tools with validity evidence. Objective: Our aim is to determine the choice of outcomes, measurement instruments, and the use of measurement instruments with validity evidence in randomized controlled trials (RCTs) on the effectiveness of VR, AR, and MR in medical student education. Methods: We conducted a systematic mapping review. We searched 7 major bibliographic databases from January 1990 to April 2020, and 2 reviewers screened the citations and extracted data independently from the included studies. We report our findings in line with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. Results: Of the 126 retrieved RCTs, 115 (91.3%) were on VR and 11 (8.7%) were on AR. No RCT on MR in medical student education was found. Of the 115 studies on VR, 64 (55.6%) were on VR simulators, 30 (26.1%) on screen-based VR, 9 (7.8%) on VR patient simulations, and 12 (10.4%) on VR serious games. Most studies reported only a single outcome and immediate postintervention assessment data. Skills outcome was the most common outcome reported in studies on VR simulators (97%), VR patient simulations (100%), and AR (73%). Knowledge was the most common outcome reported in studies on screen-based VR (80%) and VR serious games (58%). Less common outcomes included participants? attitudes, satisfaction, cognitive or mental load, learning efficacy, engagement or self-efficacy beliefs, emotional state, competency developed, and patient outcomes. At least one form of validity evidence was found in approximately half of the studies on VR simulators (55%), VR patient simulations (56%), VR serious games (58%), and AR (55%) and in a quarter of the studies on screen-based VR (27%). Most studies used assessment methods that were implemented in a nondigital format, such as paper-based written exercises or in-person assessments where examiners observed performance (72%). Conclusions: RCTs on VR and AR in medical education report a restricted range of outcomes, mostly skills and knowledge. The studies largely report immediate postintervention outcome data and use assessment methods that are in a nondigital format. Future RCTs should include a broader set of outcomes, report on the validity evidence of the measurement instruments used, and explore the use of assessments that are implemented digitally. UR - https://games.jmir.org/2022/2/e29594 UR - http://dx.doi.org/10.2196/29594 UR - http://www.ncbi.nlm.nih.gov/pubmed/35416789 ID - info:doi/10.2196/29594 ER - TY - JOUR AU - Teng, Minnie AU - Singla, Rohit AU - Yau, Olivia AU - Lamoureux, Daniel AU - Gupta, Aurinjoy AU - Hu, Zoe AU - Hu, Ricky AU - Aissiou, Amira AU - Eaton, Shane AU - Hamm, Camille AU - Hu, Sophie AU - Kelly, Dayton AU - MacMillan, M. Kathleen AU - Malik, Shamir AU - Mazzoli, Vienna AU - Teng, Yu-Wen AU - Laricheva, Maria AU - Jarus, Tal AU - Field, S. Thalia PY - 2022/1/31 TI - Health Care Students? Perspectives on Artificial Intelligence: Countrywide Survey in Canada JO - JMIR Med Educ SP - e33390 VL - 8 IS - 1 KW - medical education KW - artificial intelligence KW - allied health education KW - medical students KW - health care students KW - medical curriculum KW - education N2 - Background: Artificial intelligence (AI) is no longer a futuristic concept; it is increasingly being integrated into health care. As studies on attitudes toward AI have primarily focused on physicians, there is a need to assess the perspectives of students across health care disciplines to inform future curriculum development. Objective: This study aims to explore and identify gaps in the knowledge that Canadian health care students have regarding AI, capture how health care students in different fields differ in their knowledge and perspectives on AI, and present student-identified ways that AI literacy may be incorporated into the health care curriculum. Methods: The survey was developed from a narrative literature review of topics in attitudinal surveys on AI. The final survey comprised 15 items, including multiple-choice questions, pick-group-rank questions, 11-point Likert scale items, slider scale questions, and narrative questions. We used snowball and convenience sampling methods by distributing an email with a description and a link to the web-based survey to representatives from 18 Canadian schools. Results: A total of 2167 students across 10 different health professions from 18 universities across Canada responded to the survey. Overall, 78.77% (1707/2167) predicted that AI technology would affect their careers within the coming decade and 74.5% (1595/2167) reported a positive outlook toward the emerging role of AI in their respective fields. Attitudes toward AI varied by discipline. Students, even those opposed to AI, identified the need to incorporate a basic understanding of AI into their curricula. Conclusions: We performed a nationwide survey of health care students across 10 different health professions in Canada. The findings would inform student-identified topics within AI and their preferred delivery formats, which would advance education across different health care professions. UR - https://mededu.jmir.org/2022/1/e33390 UR - http://dx.doi.org/10.2196/33390 UR - http://www.ncbi.nlm.nih.gov/pubmed/35099397 ID - info:doi/10.2196/33390 ER - TY - JOUR AU - Keith, J. Mark AU - Dean, L. Douglas AU - Gaskin, James AU - Anderson, Greg PY - 2021/12/14 TI - Team Building Through Team Video Games: Randomized Controlled Trial JO - JMIR Serious Games SP - e28896 VL - 9 IS - 4 KW - team video gaming KW - team building KW - flow KW - team cohesion KW - video games KW - gamification KW - team KW - teamwork KW - cohesion KW - theory KW - framework KW - performance N2 - Background: Organizations of all types require the use of teams. Poor team member engagement costs billions of US dollars annually. Objective: This study aimed to explain how team building can be accomplished with team video gaming based on a team cohesion model enhanced by team flow theory. Methods: In this controlled experiment, teams were randomly assigned to a team video gaming treatment or a control treatment. Team productivity was measured during both pretreatment and posttreatment team tasks. After the pretest, teams who were involved in the team video gaming treatment competed against other teams by playing the Halo or Rock Band video game for 45 minutes. After the pretest, teams in the control treatment worked alone for 45 minutes. Then, all teams completed the posttest team activity. This same experimental protocol was conducted on 2 different team tasks. Results: For both tasks, teams in the team video gaming treatment increased their productivity significantly more (F1=8.760, P=.004) on the posttest task than teams in the control treatment. Our flow-based theoretical model explained team performance improvement more than twice as well (R2=40.6%) than prior related research (R2=18.5%). Conclusions: The focused immersion caused by team video gaming increased team performance while the enjoyment component of flow decreased team performance on the posttest. Both flow and team cohesion contributed to team performance, with flow contributing more than cohesion. Team video gaming did not increase team cohesion, so team video gaming effects are independent of cohesion. Team video gaming is a valid practical method for developing and improving newly formed teams. UR - https://games.jmir.org/2021/4/e28896 UR - http://dx.doi.org/10.2196/28896 UR - http://www.ncbi.nlm.nih.gov/pubmed/34904954 ID - info:doi/10.2196/28896 ER - TY - JOUR AU - Vuku?i? Rukavina, Tea AU - Viski?, Jo?ko AU - Machala Popla?en, Lovela AU - Reli?, Danko AU - Mareli?, Marko AU - Jokic, Drazen AU - Sedak, Kristijan PY - 2021/11/17 TI - Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review JO - J Med Internet Res SP - e25770 VL - 23 IS - 11 KW - e-professionalism KW - social media KW - internet KW - health care professionals KW - physicians KW - nurses KW - students KW - medicine KW - dental medicine KW - nursing N2 - Background: As we are witnessing the evolution of social media (SM) use worldwide among the general population, the popularity of SM has also been embraced by health care professionals (HCPs). In the context of SM evolution and exponential growth of users, this scoping review summarizes recent findings of the e-professionalism of HCPs. Objective: The purpose of this scoping review is to characterize the recent original peer-reviewed research studies published between November 1, 2014, to December 31, 2020, on e-professionalism of HCPs; to assess the quality of the methodologies and approaches used; to explore the impact of SM on e-professionalism of HCPs; to recognize the benefits and dangers of SM; and to provide insights to guide future research in this area. Methods: A search of the literature published from November 1, 2014, to December 31, 2020, was performed in January 2021 using 3 databases (PubMed, CINAHL, and Scopus). The searches were conducted using the following defined search terms: ?professionalism? AND ?social media? OR ?social networks? OR ?Internet? OR ?Facebook? OR ?Twitter? OR ?Instagram? OR ?TikTok.? The search strategy was limited to studies published in English. This scoping review follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. Results: Of the 1632 retrieved papers, a total of 88 studies were finally included in this review. Overall, the quality of the studies was satisfactory. Participants in the reviewed studies were from diverse health care professions. Medical health professionals were involved in about three-quarters of the studies. Three key benefits of SM on e-professionalism of HCPs were identified: (1) professional networking and collaboration, (2) professional education and training, and (3) patient education and health promotion. For the selected studies, there were five recognized dangers of SM on e-professionalism of HCPs: (1) loosening accountability, (2) compromising confidentiality, (3) blurred professional boundaries, (4) depiction of unprofessional behavior, and (5) legal issues and disciplinary consequences. This scoping review also recognizes recommendations for changes in educational curricula regarding e-professionalism as opportunities for improvement and barriers that influence HCPs use of SM in the context of e-professionalism. Conclusions: Findings in the reviewed studies indicate the existence of both benefits and dangers of SM on e-professionalism of HCPs. Even though there are some barriers recognized, this review has highlighted existing recommendations for including e-professionalism in the educational curricula of HCPs. Based on all evidence provided, this review provided new insights and guides for future research on this area. There is a clear need for robust research to investigate new emerging SM platforms, the efficiency of guidelines and educational interventions, and the specifics of each profession regarding their SM potential and use. UR - https://www.jmir.org/2021/11/e25770 UR - http://dx.doi.org/10.2196/25770 UR - http://www.ncbi.nlm.nih.gov/pubmed/34662284 ID - info:doi/10.2196/25770 ER - TY - JOUR AU - Stunden, Chelsea AU - Zakani, Sima AU - Martin, Avery AU - Moodley, Shreya AU - Jacob, John PY - 2021/11/17 TI - Replicating Anatomical Teaching Specimens Using 3D Modeling Embedded Within a Multimodal e-Learning Course: Pre-Post Study Exploring the Impact on Medical Education During COVID-19 JO - JMIR Med Educ SP - e30533 VL - 7 IS - 4 KW - congenital heart disease KW - cardiac anatomy, pathologic anatomy KW - education KW - learning aids KW - 3D models N2 - Background: The COVID-19 pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal method of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. Objective: The aim of this study is to assess whether a multimodal e-learning course contributed to learning outcomes in a cohort of first-year undergraduate medical students studying congenital heart diseases. The secondary aim is to assess student attitudes and experiences associated with multimodal e-learning. Methods: The pre-post study design involved 290 first-year undergraduate medical students. Recruitment was conducted by course instructors. Data were collected before and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcomes included attitudes and experiences, time to complete the modules, and browser metadata. Results: A total of 141 students were included in the final analysis. Students? knowledge significantly improved by an average of 44.6% (63/141) when using the course (SD 1.7%; Z=?10.287; P<.001). Most students (108/122, 88.3%) were highly motivated to learn with the course, and most (114/122, 93.5%) reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs=0.687; P<.001; n=122). No relationships were found between the change in test scores and attitudes (P=.70) or experiences (P=.47). Students most frequently completed the e-learning course with Chrome (109/141, 77.3%) and on Apple macOS (86/141, 61%) or Windows 10 (52/141, 36.9%). Most students (117/141, 83%) had devices with high-definition screens. Most students (83/141, 58.9%) completed the course in <3 hours. Conclusions: Multimodal e-learning could be a viable solution in improving learning outcomes and experiences for undergraduate medical students who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. UR - https://mededu.jmir.org/2021/4/e30533 UR - http://dx.doi.org/10.2196/30533 UR - http://www.ncbi.nlm.nih.gov/pubmed/34787589 ID - info:doi/10.2196/30533 ER - TY - JOUR AU - Koenig, Leni Julia Felicitas AU - Buentzel, Judith AU - Jung, Wolfram AU - Truemper, Lorenz AU - Wurm-Kuczera, Isabel Rebecca PY - 2021/11/15 TI - Using Instagram to Enhance a Hematology and Oncology Teaching Module During the COVID-19 Pandemic: Cross-sectional Study JO - JMIR Med Educ SP - e30607 VL - 7 IS - 4 KW - COVID-19 KW - medical education KW - distance learning KW - undergraduate medical education KW - digital medical education KW - Instagram KW - hematology and medical oncology N2 - Background: The COVID-19 pandemic necessitated the rapid expansion of novel tools for digital medical education. At our university medical center, an Instagram account was developed as a tool for medical education and used for the first time as a supplement to the hematology and medical oncology teaching module of 2020/2021. Objective: We aimed to evaluate the acceptance and role of Instagram as a novel teaching format in the education of medical students in hematology and medical oncology in the German medical curriculum. Methods: To investigate the role of Instagram in student education of hematology and medical oncology, an Instagram account was developed as a tie-in for the teaching module of 2020/21. The account was launched at the beginning of the teaching module, and 43 posts were added over the 47 days of the teaching module (at least 1 post per day). Five categories for the post content were established: (1) engagement, (2) self-awareness, (3) everyday clinical life combined with teaching aids, (4) teaching aids, and (5) scientific resources. Student interaction with the posts was measured based on overall subscription, ?likes,? comments, and polls. Approval to conduct this retrospective study was obtained from the local ethics commission of the University Medical Center Goettingen. Results: Of 164 medical students, 119 (72.6%) subscribed to the Instagram account, showing high acceptance and interest in the use of Instagram for medical education. The 43 posts generated 325 interactions. The highest number of interactions was observed for the category of engagement (mean 15.17 interactions, SD 5.01), followed by self-awareness (mean 14 interactions, SD 7.79). With an average of 7.3 likes per post, overall interaction was relatively low. However, although the category of scientific resources garnered the fewest likes (mean 1.86, SD 1.81), 66% (27/41) of the student participants who answered the related Instagram poll question were interested in studies and reviews, suggesting that although likes aid the estimation of a general trend of interest, there are facets to interest that cannot be represented by likes. Interaction significantly differed between posting categories (P<.001, Welch analysis of variance). Comparing the first category (engagement) with categories 3 to 5 showed a significant difference (Student t test with the Welch correction; category 1 vs 3, P=.01; category 1 vs 4, P=.01; category 1 vs 5, P=.001). Conclusions: Instagram showed high acceptance among medical students participating in the hematology and oncology teaching curriculum. Students were most interested in posts on routine clinical life, self-care topics, and memory aids. More studies need to be conducted to comprehend the use of Instagram in medical education and to define the role Instagram will play in the future. Furthermore, evaluation guidelines and tools need to be developed. UR - https://mededu.jmir.org/2021/4/e30607 UR - http://dx.doi.org/10.2196/30607 UR - http://www.ncbi.nlm.nih.gov/pubmed/34779777 ID - info:doi/10.2196/30607 ER - TY - JOUR AU - Srivastava, Ujwal AU - Price, Amy AU - Chu, F. Larry PY - 2021/10/27 TI - Effects of a 2-Week Remote Learning Program on Empathy and Clinical and Communication Skills in Premedical Students: Mixed Methods Evaluation Study JO - JMIR Med Educ SP - e33090 VL - 7 IS - 4 KW - empathy KW - clinical skills KW - communication skills KW - high school KW - undergraduate KW - summer program KW - premedical program KW - remote learning N2 - Background: Expressing empathy builds trust with patients, increases patient satisfaction, and is associated with better health outcomes. Research shows that expressing empathy to patients improves patient adherence to medications and decreases patient anxiety and the number of malpractice lawsuits. However, there is a dearth of research on teaching empathy to premedical students. The Clinical Science, Technology, and Medicine Summer Internship of Stanford Medicine (also called the Stanford Anesthesia Summer Institute) is a 2-week collaborative medical internship for high school and undergraduate students to inspire learners to be compassionate health care providers. The summer 2020 program was adapted to accomplish these objectives in a fully remote environment because of the COVID-19 global pandemic. Objective: This study aims to measure the change in empathy and competencies of participants in clinical and communication skills before and after program participation. Methods: A total of 41 participants completed only the core track of this program, and 39 participants completed the core + research track of this program. Participants in both tracks received instructions in selected clinical skills and interacted directly with patients to improve their interviewing skills. Research track participants received additional instructions in research methodology. All participants completed web-based pre- and postsurveys containing Knowledge and Skills Assessment (KSA) questions. Participant empathy was assessed using the validated Consultation and Relational Empathy measure. A subset of participants completed optional focus groups to discuss empathy. The pre- and post-KSA and Consultation and Relational Empathy measure scores were compared using paired 2-tailed t tests and a linear regression model. Open-ended focus group answers were then analyzed thematically. Results: Participants in both tracks demonstrated significant improvement in empathy after the 2-week remote learning course (P=.007 in core track; P<.001 in research track). These results remained significant when controlling for gender and age. A lower pretest score was associated with a greater change in empathy. Participants in both tracks demonstrated significant improvement in KSA questions related to surgical skills (P<.001 in core track; P<.001 in research track), epinephrine pen use (P<.001 in core track; P<.001 in research track), x-ray image interpretation (P<.001 in core track; P<.001 in research track), and synthesizing information to solve problems (P<.001 in core track; P=.05 in research track). The core track participants also showed significant improvements in health communication skills (P=.001). Qualitative analysis yielded 3 themes: empathy as action, empathy as a mindset, and empathy in designing health care systems. Conclusions: Summer internships that introduce high school and undergraduate students to the field of health care through hands-on interaction and patient involvement may be an effective way to develop measurable empathy skills when combined with clinical skills training and mentorship. Notably, increases in empathy were observed in a program administered via a remote learning environment. UR - https://mededu.jmir.org/2021/4/e33090 UR - http://dx.doi.org/10.2196/33090 UR - http://www.ncbi.nlm.nih.gov/pubmed/34704956 ID - info:doi/10.2196/33090 ER - TY - JOUR AU - Qanash, Sultan AU - Al-Husayni, Faisal AU - Falata, Haneen AU - Halawani, Ohud AU - Jahra, Enas AU - Murshed, Boshra AU - Alhejaili, Faris AU - Ghabashi, Ala?a AU - Alhashmi, Hashem PY - 2021/10/6 TI - Effect of Electronic Device Addiction on Sleep Quality and Academic Performance Among Health Care Students: Cross-sectional Study JO - JMIR Med Educ SP - e25662 VL - 7 IS - 4 KW - electronic devices KW - addiction KW - sleep quality KW - grade point average KW - academic performance KW - health care students KW - medical education KW - sleep KW - student performance KW - screen time KW - well-being N2 - Background: Sleep quality ensures better physical and psychological well-being. It is regulated through endogenous hemostatic, neurogenic, and circadian processes. Nonetheless, environmental and behavioral factors also play a role in sleep hygiene. Electronic device use is increasing rapidly and has been linked to many adverse effects, raising public health concerns. Objective: This study aimed to investigate the impact of electronic device addiction on sleep quality and academic performance among health care students in Saudi Arabia. Methods: A descriptive cross-sectional study was conducted from June to December 2019 at 3 universities in Jeddah. Of the 1000 students contacted, 608 students from 5 health sciences disciplines completed the questionnaires. The following outcome measures were used: Smartphone Addiction Scale for Adolescents?short version (SAS-SV), Pittsburgh Sleep Quality Index (PSQI), and grade point average (GPA). Results: The median age of participants was 21 years, with 71.9% (437/608) being female. Almost all of the cohort used smartphones, and 75.0% (456/608) of them always use them at bedtime. Half of the students (53%) have poor sleep quality, while 32% are addicted to smartphone use. Using multivariable logistic regression, addiction to smartphones (SAS-SV score >31 males and >33 females) was significantly associated with poor sleep quality (PSQI >5) with an odds ratio of 1.8 (1.2-2.7). In addition, male gender and older students (age ?21 years) were significantly associated with lower GPA (<4.5), with an odds ratio of 1.6 (1.1-2.3) and 2.3 (1.5-3.6), respectively; however, addiction to smartphones and poor sleep quality were not significantly associated with a lower GPA. Conclusions: Electronic device addiction is associated with increased risk for poor sleep quality; however, electronic device addiction and poor sleep quality are not associated with increased risk for a lower GPA. UR - https://mededu.jmir.org/2021/4/e25662 UR - http://dx.doi.org/10.2196/25662 UR - http://www.ncbi.nlm.nih.gov/pubmed/34612827 ID - info:doi/10.2196/25662 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 - Alzaabi, Shaikha AU - Nasaif, Mohammed AU - Khamis, Hassan Amar AU - Otaki, Farah AU - Zary, Nabil AU - Mascarenhas, Sharon PY - 2021/7/13 TI - Medical Students? Perception and Perceived Value of Peer Learning in Undergraduate Clinical Skill Development and Assessment: Mixed Methods Study JO - JMIR Med Educ SP - e25875 VL - 7 IS - 3 KW - peer learning KW - assessment KW - empowerment KW - undergraduate KW - medical students KW - self-regulated learning N2 - Background: The effectiveness of peer learning in clinical skill development is well recognized and researched, given the many benefits gained such as enhanced learning, alleviation of the burden on faculty, and early development of teaching skills for future doctors. However, little is known in terms of its effectiveness as an assessment tool and the extent to which peer assessment can be relied upon in the absence of faculty support. Objective: This study was conducted to assess medical students? perception toward peer learning, which is based on self-regulated learning as a tool of assessment, and to compare peer evaluation with faculty evaluation of clinical skill performance. Methods: A cohort of 36 third-year medical students were exposed to peer learning (same-level) in clinical skills education for 3 months. A convergent mixed methods approach was adapted to collect data from 3 sources, namely, students? perception of peer learning, performance scores, and reflective observational analysis. A 5-point Likert-type scale was used to assess students? (n=28) perception on the value of peer learning. The students were asked to assess their peers by using a preset checklist on clinical skill performance, and scores were compared to faculty assessment scores. Reflective observational data were collected from observing video recordings of some of the peer learning sessions. The findings from all 3 sources were integrated using joint display analysis. Results: Out of 28 students, 25 students completed the survey and 20 students perceived peer learning as valuable in clinical skills education. The mean score of peer assessment was higher than that of faculty assessment. There was a significant difference in student performance between supervised teaching and peer learning groups (P=.003). Most students focused on the mastery of skill with little attention to the technique?s quality. Further, students were unable to appreciate the relevance of the potential clinical findings of physical examination. Conclusions: Peer learning in clinical skills education, based on self-regulated learning, empowers students to develop a more responsible approach toward their education. However, peer assessment is insufficient to evaluate clinical skill performance in the absence of faculty support. Therefore, we recommend that peer learning activities be preceded by supervised faculty-taught sessions. UR - https://mededu.jmir.org/2021/3/e25875 UR - http://dx.doi.org/10.2196/25875 UR - http://www.ncbi.nlm.nih.gov/pubmed/34021539 ID - info:doi/10.2196/25875 ER - TY - JOUR AU - De Gagne, C. Jennie AU - Cho, Eunji AU - Yamane, S. Sandra AU - Jin, Haesu AU - Nam, D. Jeehae AU - Jung, Dukyoo PY - 2021/5/13 TI - Analysis of Cyberincivility in Posts by Health Professions Students: Descriptive Twitter Data Mining Study JO - JMIR Med Educ SP - e28805 VL - 7 IS - 2 KW - cyberincivility KW - digital professionalism KW - health professions students KW - social media KW - social networking sites KW - Twitter N2 - Background: Health professions students use social media to communicate with other students and health professionals, discuss career plans or coursework, and share the results of research projects or new information. These platforms allow students to share thoughts and perceptions that are not disclosed in formal education settings. Twitter provides an excellent window through which health professions educators can observe students? sociocultural and learning needs. However, despite its merits, cyberincivility on Twitter among health professions students has been reported. Cyber means using electronic technologies, and incivility is a general term for bad manners. As such, cyberincivility refers to any act of disrespectful, insensitive, or disruptive behavior in an electronic environment. Objective: This study aims to describe the characteristics and instances of cyberincivility posted on Twitter by self-identified health professions students. A further objective of the study is to analyze the prevalence of tweets perceived as inappropriate or potentially objectionable while describing patterns and differences in the instances of cyberincivility posted by those users. Methods: We used a cross-sectional descriptive Twitter data mining method to collect quantitative and qualitative data from August 2019 to February 2020. The sample was taken from users who self-identified as health professions students (eg, medicine, nursing, dental, pharmacy, physician assistant, and physical therapy) in their user description. Data management and analysis were performed with a combination of SAS 9.4 for descriptive and inferential statistics, including logistic regression, and NVivo 12 for descriptive patterns of textual data. Results: We analyzed 20 of the most recent tweets for each account (N=12,820). A total of 639 user accounts were analyzed for quantitative analysis, including 280 (43.8%) medicine students and 329 (51.5%) nursing students in 22 countries: the United States (287/639, 44.9%), the United Kingdom (197/639, 30.8%), unknown countries (104/639, 16.3%), and 19 other countries (51/639, 8.0%). Of the 639 accounts, 193 (30.2%) were coded as having instances of cyberincivility. Of these, 61.7% (119/193), 32.6% (63/193), and 5.7% (11/193) belonged to students in nursing, medicine, and other disciplines, respectively. Among 502 instances of cyberincivility identified from 641 qualitative analysis samples, the largest categories were profanity and product promotion. Several aggressive or biased comments toward other users, politicians, or certain groups of people were also found. Conclusions: Cyberincivility is a multifaceted phenomenon that must be considered in its complexity if health professions students are to embrace a culture of mutual respect and collaboration. Students? perceptions and reports of their Twitter experiences offer insights into behavior on the web and the evolving role of cyberspace, and potentially problematic posts provide opportunities for teaching digital professionalism. Our study indicates that there is a continued need to provide students with guidance and training regarding the importance of maintaining a professional persona on the web. UR - https://mededu.jmir.org/2021/2/e28805 UR - http://dx.doi.org/10.2196/28805 UR - http://www.ncbi.nlm.nih.gov/pubmed/33983129 ID - info:doi/10.2196/28805 ER - TY - JOUR AU - Lozano-Lozano, Mario AU - Galiano-Castillo, Noelia AU - Fernández-Lao, Carolina AU - Postigo-Martin, Paula AU - Álvarez-Salvago, Francisco AU - Arroyo-Morales, Manuel AU - Cantarero-Villanueva, Irene PY - 2020/3/10 TI - The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial JO - J Med Internet Res SP - e16258 VL - 22 IS - 3 KW - undergraduate KW - OSCE KW - mHealth KW - teaching and learning strategies N2 - Background: Generation Z is starting to reach college age. They have adopted technology from an early age and have a deep dependence on it; therefore, they have become more drawn to the virtual world. M-learning has experienced huge growth in recent years, both in the medical context and in medical and health sciences education. Ultrasound imaging is an important diagnosis technique in physiotherapy, especially in sports pathology. M-learning systems could be useful tools for improving the comprehension of ultrasound concepts and the acquisition of professional competencies. Objective: The purpose of this study was to evaluate the efficacy and use of an interactive platform accessible through mobile devices?Ecofisio?using ultrasound imaging for the development of professional competencies in the evaluation and diagnosis of sports pathologies. Methods: Participants included 110 undergraduate students who were placed into one of two groups of a randomized controlled multicenter study: control group (ie, traditional learning) and experimental group (ie, Ecofisio mobile app). Participants? theoretical knowledge was assessed using a multiple-choice questionnaire (MCQ); students were also assessed by means of the Objective Structured Clinical Examination (OSCE). Moreover, a satisfaction survey was completed by the students. Results: The statistical analyses revealed that Ecofisio was effective in most of the processes evaluated when compared with the traditional learning method: all OSCE stations, P<.001; MCQ, 43 versus 15 students passed in the Ecofisio and control groups, respectively, P<.001. Moreover, the results revealed that the students found the app to be attractive and useful. Conclusions: The Ecofisio mobile app may be an effective way for physiotherapy students to obtain adequate professional competencies regarding evaluation and diagnosis of sports pathologies. Trial Registration: ClinicalTrials.gov NCT04138511; https://clinicaltrials.gov/ct2/show/NCT04138511 UR - https://www.jmir.org/2020/3/e16258 UR - http://dx.doi.org/10.2196/16258 UR - http://www.ncbi.nlm.nih.gov/pubmed/32154784 ID - info:doi/10.2196/16258 ER - TY - JOUR AU - Govender, Pragashnie AU - Chetty, Verusia AU - Naidoo, Deshini AU - Pefile, Ntsikelelo PY - 2018/01/25 TI - Integrated Decentralized Training for Health Professions Education at the University of KwaZulu-Natal, South Africa: Protocol for the I-DecT Project JO - JMIR Res Protoc SP - e19 VL - 7 IS - 1 KW - decentralized clinical training, health science, South Africa, health care N2 - Background: The Integrated Decentralized Training (i-DecT) project was created to address the current need for health care in South Africa among resource poor climates in rural and periurban settings. The University of KwaZulu-Natal (UKZN) in South Africa has embarked on a program within the School of Health Sciences (SHS) to decentralize the clinical learning platform in order to address this disparity. Framed in a pragmatic stance, this proposal is geared towards informing the roll out of decentralized clinical training (DCT) within the province of KwaZulu-Natal. There currently remains uncertainty as to how the implementation of this program will unfold, especially for the diverse SHS, which includes specialities like audiology, dentistry, occupational therapy, optometry, pharmacy, physiotherapy, speech-language pathology, and sport science. Consequently, there is a need to carefully monitor and manage this DCT in order to ensure that the participating students have a positive learning experience and achieve expected academic outcomes, and that the needs of the communities are addressed adequately. Objective: The study aims to explore the factors that will influence the roll-out of the DCT by developing an inclusive and context-specific model that will adhere to the standards set by the SHS for the DCT program at UKZN. Methods: Key role players, including but not limited to, the South African Ministry of Health policy makers, clinicians, policy makers at UKZN, clinical educators, academicians, and students of UKZN within the SHS will participate in this project. Once the infrastructural, staffing and pedagogical enablers and challenges are identified, together with a review of existing models of decentralized training, a context-specific model for DCTl will be proposed based on initial pilot data that will be tested within iterative cycles in an Action Learning Action Research (ALAR) process. Results: The study was designed to fit within the existing structures, and emerging framework and memorandum of understanding between the partners of this initiative, namely, the Ministry of Health and UKZN in order to develop health care professionals that are competent and prepared for the changing dynamics of healthcare in a developing world. Conclusions: It is envisioned that this study, the first to include a combination of health professionals in a DCT platform at UKZN, will not only contribute to effective service delivery, but may also serve to promote an interprofessional cooperation within the SHS and tertiary institutions in similar settings. UR - http://www.researchprotocols.org/2018/1/e19/ UR - http://dx.doi.org/10.2196/resprot.7551 UR - http://www.ncbi.nlm.nih.gov/pubmed/29371175 ID - info:doi/10.2196/resprot.7551 ER - TY - JOUR AU - Mostaghimi, Arash AU - Olszewski, E. Aleksandra AU - Bell, K. Sigall AU - Roberts, H. David AU - Crotty, H. Bradley PY - 2017/05/03 TI - Erosion of Digital Professionalism During Medical Students? Core Clinical Clerkships JO - JMIR Med Educ SP - e9 VL - 3 IS - 1 KW - professionalism KW - health information systems KW - undergraduate medical education KW - social media KW - medical informatics N2 - Background: The increased use of social media, cloud computing, and mobile devices has led to the emergence of guidelines and novel teaching efforts to guide students toward the appropriate use of technology. Despite this, violations of professional conduct are common. Objective: We sought to explore professional behaviors specific to appropriate use of technology by looking at changes in third-year medical students? attitudes and behaviors at the beginning and conclusion of their clinical clerkships. Methods: After formal teaching about digital professionalism, we administered a survey to medical students that described 35 technology-related behaviors and queried students about professionalism of the behavior (on a 5-point Likert scale), observation of others engaging in the behavior (yes or no), as well as personal participation in the behavior (yes or no). Students were resurveyed at the end of the academic year. Results: Over the year, perceptions of what is considered acceptable behavior regarding privacy, data security, communications, and social media boundaries changed, despite formal teaching sessions to reinforce professional behavior. Furthermore, medical students who observed unprofessional behaviors were more likely to participate in such behaviors. Conclusions: Although technology is a useful tool to enhance teaching and learning, our results reflect an erosion of professionalism related to information security that occurred despite medical school and hospital-based teaching sessions to promote digital professionalism. True alteration of trainee behavior will require a cultural shift that includes continual education, better role models, and frequent reminders for faculty, house staff, students, and staff. UR - http://mededu.jmir.org/2017/1/e9/ UR - http://dx.doi.org/10.2196/mededu.6879 UR - http://www.ncbi.nlm.nih.gov/pubmed/28468745 ID - info:doi/10.2196/mededu.6879 ER - TY - JOUR AU - Liu, Chunfeng AU - Lim, L. Renee AU - McCabe, L. Kathryn AU - Taylor, Silas AU - Calvo, A. Rafael PY - 2016/09/12 TI - A Web-Based Telehealth Training Platform Incorporating Automated Nonverbal Behavior Feedback for Teaching Communication Skills to Medical Students: A Randomized Crossover Study JO - J Med Internet Res SP - e246 VL - 18 IS - 9 KW - nonverbal communication KW - nonverbal behavior KW - clinical consultation KW - medical education KW - communication skills KW - nonverbal behavior detection KW - automated feedback KW - affective computing N2 - Background: In the interests of patient health outcomes, it is important for medical students to develop clinical communication skills. We previously proposed a telehealth communication skills training platform (EQClinic) with automated nonverbal behavior feedback for medical students, and it was able to improve medical students? awareness of their nonverbal communication. Objective: This study aimed to evaluate the effectiveness of EQClinic to improve clinical communication skills of medical students. Methods: We conducted a 2-group randomized crossover trial between February and June 2016. Participants were second-year medical students enrolled in a clinical communication skills course at an Australian university. Students were randomly allocated to complete online EQClinic training during weeks 1?5 (group A) or to complete EQClinic training during weeks 8?11 (group B). EQClinic delivered an automated visual presentation of students? nonverbal behavior coupled with human feedback from a standardized patient (SP). All students were offered two opportunities to complete face-to-face consultations with SPs. The two face-to-face consultations were conducted in weeks 6?7 and 12?13 for both groups, and were rated by tutors who were blinded to group allocation. Student-Patient Observed Communication Assessment (SOCA) was collected by blinded assessors (n=28) at 2 time points and also by an SP (n=83). Tutor-rated clinical communications skill in face-to-face consultations was the primary outcome and was assessed with the SOCA. We used t tests to examine the students? performance during face-to-face consultations pre- and postexposure to EQClinic. Results: We randomly allocated 268 medical students to the 2 groups (group A: n=133; group B: n=135). SOCA communication skills measures (score range 4?16) from the first face-to-face consultation were significantly higher for students in group A who had completed EQClinic training and reviewed the nonverbal behavior feedback, compared with group B, who had completed only the course curriculum components (P=.04). Furthermore, at the second face-to-face assessment, the group that completed a teleconsultation between the two face-to-face consultations (group B) showed improved communication skills (P=.005), and the one that had teleconsultations before the first face-to-face consultation (group A) did not show improvement. Conclusions: The EQClinic is a useful tool for medical students? clinical communication skills training that can be applied to university settings to improve students clinical communication skills development. UR - http://www.jmir.org/2016/9/e246/ UR - http://dx.doi.org/10.2196/jmir.6299 UR - http://www.ncbi.nlm.nih.gov/pubmed/27619564 ID - info:doi/10.2196/jmir.6299 ER - TY - JOUR AU - Kitts, Li Robert AU - Koleoglou, John Kyle AU - Holland, Elysia Jennifer AU - Hutchinson, Haapaniemi Eliza AU - Nang, Georgdie Quincy AU - Mehta, Marie Clare AU - Tran, Minh Chau AU - Fishman, Newman Laurie PY - 2015/11/02 TI - A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey JO - JMIR Medical Education SP - e13 VL - 1 IS - 2 KW - research assistant KW - research coordinator KW - community engagement KW - mentorship KW - preprofessional KW - training and development KW - workforce development N2 - Background: Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health. Objective: To address the needs of these future health professionals, a novel program?Program for Research Assistant Development and Achievement (PRADA)?was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals. Methods: In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met. Results: Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants. Conclusions: High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions. UR - http://mededu.jmir.org/2015/2/e13/ UR - http://dx.doi.org/10.2196/mededu.4576 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731841 ID - info:doi/10.2196/mededu.4576 ER - TY - JOUR AU - Li, Yan Tse AU - Gao, Xiaoli AU - Wong, Kin AU - Tse, Kwan Christine Shuk AU - Chan, Yee Ying PY - 2015/04/14 TI - Learning Clinical Procedures Through Internet Digital Objects: Experience of Undergraduate Students Across Clinical Faculties JO - JMIR Medical Education SP - e1 VL - 1 IS - 1 KW - clinical skills KW - distance learning KW - dentistry KW - medicine KW - nursing N2 - Background: Various digital learning objects (DLOs) are available via the World Wide Web, showing the flow of clinical procedures. It is unclear to what extent these freely accessible Internet DLOs facilitate or hamper students? acquisition of clinical competence. Objective: This study aimed to understand the experience of undergraduate students across clinical disciplines?medicine, dentistry, and nursing?in using openly accessible Internet DLOs, and to investigate the role of Internet DLOs in facilitating their clinical learning. Methods: Mid-year and final-year groups were selected from each undergraduate clinical degree program of the University of Hong Kong?Bachelor of Medicine and Bachelor of Surgery (MBBS), Bachelor of Dental Surgery (BDS), and Bachelor of Nursing (BNurs). All students were invited to complete a questionnaire on their personal and educational backgrounds, and their experiences and views on using Internet DLOs in learning clinical procedures. The questionnaire design was informed by the findings of six focus groups. Results: Among 439 respondents, 97.5% (428/439) learned a variety of clinical procedures through Internet DLOs. Most nursing students (107/122, 87.7%) learned preventive measures through Internet DLOs, with a lower percentage of medical students (99/215, 46.0%) and dental students (43/96, 45%) having learned them this way (both P<.001). Three-quarters (341/439, 77.7%) of students accessed DLOs through public search engines, whereas 93.2% (409/439) accessed them by watching YouTube videos. Students often shared DLOs with classmates (277/435, 63.7%), but rarely discussed them with teachers (54/436, 12.4%). The accuracy, usefulness, and importance of Internet DLOs were rated as 6.85 (SD 1.48), 7.27 (SD 1.53), and 7.13 (SD 1.72), respectively, out of a high score of 10. Conclusions: Self-exploration of DLOs in the unrestricted Internet environment is extremely common among current e-generation learners and was regarded by students across clinical faculties as an important supplement to their formal learning in the planned curriculum. This trend calls for a transformation of the educator?s role from dispensing knowledge to guidance and support. UR - http://mededu.jmir.org/2015/1/e1/ UR - http://dx.doi.org/10.2196/mededu.3866 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731303 ID - info:doi/10.2196/mededu.3866 ER -