TY - JOUR AU - Robertson, Sandra AU - Thomson, Katie AU - Bannigan, Katrina PY - 2024/11/27 TI - Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e58084 VL - 13 KW - student-run clinic KW - student-facilitated clinic KW - allied health profession KW - interprofessional KW - higher education KW - university KW - tertiary education KW - preregistration KW - social care environment KW - practice based learning N2 - Background: Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. Objective: This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? Methods: This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. Results: An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. Conclusions: This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. International Registered Report Identifier (IRRID): PRR1-10.2196/58084 UR - https://www.researchprotocols.org/2024/1/e58084 UR - http://dx.doi.org/10.2196/58084 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/58084 ER - TY - JOUR AU - Dsouza, Maria Jeanne PY - 2024/4/15 TI - A Student?s Viewpoint on ChatGPT Use and Automation Bias in Medical Education JO - JMIR Med Educ SP - e57696 VL - 10 KW - AI KW - artificial intelligence KW - ChatGPT KW - medical education UR - https://mededu.jmir.org/2024/1/e57696 UR - http://dx.doi.org/10.2196/57696 ID - info:doi/10.2196/57696 ER - TY - JOUR AU - Miao, H. Julia PY - 2023/7/25 TI - Cultivating Agents of Change in Medical Students: Addressing the Overdose Epidemic in the United States Through Enhancing Knowledge of Multimodal Pain Medicine and Increasing Accessibility via Open-Access, Web-Based Medical Education and Technology JO - JMIR Med Educ SP - e46784 VL - 9 KW - medical education KW - overdose epidemic KW - opioid epidemic KW - pain medicine KW - pain management KW - opioid use disorder KW - open-access KW - telemedicine KW - teletherapy KW - technology KW - public health KW - opioid KW - substance use KW - substance abuse KW - overdose KW - SUD KW - substance use disorder KW - analgesic KW - pain KW - medication management UR - https://mededu.jmir.org/2023/1/e46784 UR - http://dx.doi.org/10.2196/46784 UR - http://www.ncbi.nlm.nih.gov/pubmed/37490329 ID - info:doi/10.2196/46784 ER - TY - JOUR AU - Ozair, Ahmad AU - Bhat, Vivek AU - Detchou, E. Donald K. PY - 2023/1/6 TI - The US Residency Selection Process After the United States Medical Licensing Examination Step 1 Pass/Fail Change: Overview for Applicants and Educators JO - JMIR Med Educ SP - e37069 VL - 9 KW - admission KW - assessment KW - postgraduate training KW - selection KW - standardized testing UR - https://mededu.jmir.org/2023/1/e37069 UR - http://dx.doi.org/10.2196/37069 UR - http://www.ncbi.nlm.nih.gov/pubmed/36607718 ID - info:doi/10.2196/37069 ER - TY - JOUR AU - Kamat, Samir AU - Danias, George AU - Agarwal, Aneesh AU - Chennareddy, Sumanth AU - Han, Joseph AU - Lee, Samuel PY - 2022/12/9 TI - Incorporating Paid Caregivers Into Medical Education to Enhance Medical Student Exposure to This Essential Workforce JO - JMIR Med Educ SP - e38329 VL - 8 IS - 4 KW - medical education KW - education KW - student KW - communication KW - perspective KW - medical student KW - paid caregiver KW - caregiver KW - health care model KW - home-based health care KW - patient care KW - health care provider KW - student experience KW - training KW - care team KW - integration KW - clinical decision UR - https://mededu.jmir.org/2022/4/e38329 UR - http://dx.doi.org/10.2196/38329 UR - http://www.ncbi.nlm.nih.gov/pubmed/36485028 ID - info:doi/10.2196/38329 ER - TY - JOUR AU - Marzouk, Sammer AU - He, Shuhan AU - Lee, Jarone PY - 2022/11/11 TI - Emoji Education: How Students Can Help Increase Health Awareness by Making Emojis JO - JMIR Med Educ SP - e39059 VL - 8 IS - 4 KW - emoji KW - medical education KW - technology, education KW - medical students KW - creativity KW - student KW - health awareness KW - health KW - awareness KW - medical KW - society KW - innovation KW - communication KW - medical communication KW - electronic KW - artistic KW - representation UR - https://mededu.jmir.org/2022/4/e39059 UR - http://dx.doi.org/10.2196/39059 UR - http://www.ncbi.nlm.nih.gov/pubmed/36367758 ID - info:doi/10.2196/39059 ER - TY - JOUR AU - Chartash, David AU - Rosenman, Marc AU - Wang, Karen AU - Chen, Elizabeth PY - 2022/9/13 TI - Informatics in Undergraduate Medical Education: Analysis of Competency Frameworks and Practices Across North America JO - JMIR Med Educ SP - e39794 VL - 8 IS - 3 KW - undergraduate medical education KW - medical informatics KW - curriculum KW - medical education KW - education KW - North America KW - framework KW - clinical KW - informatics KW - Canada KW - United States KW - US KW - teaching KW - management KW - cognitive N2 - Background: With the advent of competency-based medical education, as well as Canadian efforts to include clinical informatics within undergraduate medical education, competency frameworks in the United States have not emphasized the skills associated with clinical informatics pertinent to the broader practice of medicine. Objective: By examining the competency frameworks with which undergraduate medical education in clinical informatics has been developed in Canada and the United States, we hypothesized that there is a gap: the lack of a unified competency set and frame for clinical informatics education across North America. Methods: We performed directional competency mapping between Canadian and American graduate clinical informatics competencies and general graduate medical education competencies. Directional competency mapping was performed between Canadian roles and American common program requirements using keyword matching at the subcompetency and enabling competency levels. In addition, for general graduate medical education competencies, the Physician Competency Reference Set developed for the Liaison Committee on Medical Education was used as a direct means of computing the ontological overlap between competency frameworks. Results: Upon mapping Canadian roles to American competencies via both undergraduate and graduate medical education competency frameworks, the difference in focus between the 2 countries can be thematically described as a difference between the concepts of clinical and management reasoning. Conclusions: We suggest that the development or deployment of informatics competencies in undergraduate medical education should focus on 3 items: the teaching of diagnostic reasoning, such that the information tasks that comprise both clinical and management reasoning can be discussed; precision medical education, where informatics can provide for more fine-grained evaluation; and assessment methods to support traditional pedagogical efforts (both at the bedside and beyond). Assessment using cases or structured assessments (eg, Objective Structured Clinical Examinations) would help students draw parallels between clinical informatics and fundamental clinical subjects and would better emphasize the cognitive techniques taught through informatics. UR - https://mededu.jmir.org/2022/3/e39794 UR - http://dx.doi.org/10.2196/39794 UR - http://www.ncbi.nlm.nih.gov/pubmed/36099007 ID - info:doi/10.2196/39794 ER - TY - JOUR AU - Balapal, Neha AU - Ankem, Amala AU - Shyamsundar, Saishravan AU - He, Shuhan PY - 2022/7/18 TI - Opioid Use Disorder Education for Students and the Future of Opioid Overdose Treatment JO - JMIR Med Educ SP - e37081 VL - 8 IS - 3 KW - opioid use disorder KW - students KW - buprenorphine KW - education KW - public health KW - opioid KW - health care providers KW - healthcare providers KW - medication-assisted treatment KW - youth KW - substance use KW - opioid agonist KW - overdose UR - https://mededu.jmir.org/2022/3/e37081 UR - http://dx.doi.org/10.2196/37081 UR - http://www.ncbi.nlm.nih.gov/pubmed/35849432 ID - info:doi/10.2196/37081 ER - TY - JOUR AU - Grunhut, Joel AU - Marques, Oge AU - Wyatt, M. Adam T. PY - 2022/6/7 TI - Needs, Challenges, and Applications of Artificial Intelligence in Medical Education Curriculum JO - JMIR Med Educ SP - e35587 VL - 8 IS - 2 KW - artificial intelligence KW - AI KW - medical education KW - medical student UR - https://mededu.jmir.org/2022/2/e35587 UR - http://dx.doi.org/10.2196/35587 UR - http://www.ncbi.nlm.nih.gov/pubmed/35671077 ID - info:doi/10.2196/35587 ER - TY - JOUR AU - Wang, Jiaqi Judy AU - Singh, K. Rishabh AU - Miselis, Hough Heather AU - Stapleton, Nicole Stephanie PY - 2022/3/31 TI - Technology Literacy in Undergraduate Medical Education: Review and Survey of the US Medical School Innovation and Technology Programs JO - JMIR Med Educ SP - e32183 VL - 8 IS - 1 KW - curricular development KW - medical innovation KW - medical technology KW - student engagement N2 - Background: Modern innovations, like machine learning, genomics, and digital health, are being integrated into medical practice at a rapid pace. Physicians in training receive little exposure to the implications, drawbacks, and methodologies of upcoming technologies prior to their deployment. As a result, there is an increasing need for the incorporation of innovation and technology (I&T) training, starting in medical school. Objective: We aimed to identify and describe curricular and extracurricular opportunities for innovation in medical technology in US undergraduate medical education to highlight challenges and develop insights for future directions of program development. Methods: A review of publicly available I&T program information on the official websites of US allopathic medical schools was conducted in June 2020. Programs were categorized by structure and implementation. The geographic distribution of these categories across US regions was analyzed. A survey was administered to school-affiliated student organizations with a focus on I&T and publicly available contact information. The data collected included the founding year, thematic focus, target audience, activities offered, and participant turnout rate. Results: A total of 103 I&T opportunities at 69 distinct Liaison Committee on Medical Education?accredited medical schools were identified and characterized into the following six categories: (1) integrative 4-year curricula, (2) facilitated doctor of medicine/master of science dual degree programs in a related field, (3) interdisciplinary collaborations, (4) areas of concentration, (5) preclinical electives, and (6) student-run clubs. The presence of interdisciplinary collaboration is significantly associated with the presence of student-led initiatives (P=.001). ?Starting and running a business in healthcare? and ?medical devices? were the most popular thematic focuses of student-led I&T groups, representing 87% (13/15) and 80% (12/15) of respondents, respectively. ?Career pathways exploration for students? was the only type of activity that was significantly associated with a high event turnout rate of >26 students per event (P=.03). Conclusions: Existing school-led and student-driven opportunities in medical I&T indicate growing national interest and reflect challenges in implementation. The greater visibility of opportunities, collaboration among schools, and development of a centralized network can be considered to better prepare students for the changing landscape of medical practice. UR - https://mededu.jmir.org/2022/1/e32183 UR - http://dx.doi.org/10.2196/32183 UR - http://www.ncbi.nlm.nih.gov/pubmed/35357319 ID - info:doi/10.2196/32183 ER - TY - JOUR AU - Ozkara, Berksu Burak AU - Karabacak, Mert AU - Alpaydin, Demet Duygu PY - 2022/3/7 TI - Student-Run Online Journal Club Initiative During a Time of Crisis: Survey Study JO - JMIR Med Educ SP - e33612 VL - 8 IS - 1 KW - online journal club KW - medical student KW - distance learning KW - COVID-19 KW - undergraduate education KW - student journal club KW - online education KW - establishment KW - initiative KW - literature KW - research KW - publishing KW - education N2 - Background: Since the closure of university campuses due to COVID-19 in spring 2020 necessitated a quick transition to online courses, medical students were isolated from hospitals and universities, negatively impacting their education. During this time, medical students had no opportunity to participate in academic discussions and were also socially isolated. Furthermore, medical doctors and professors of medical schools were given additional responsibilities during the pandemic because they were the frontliners in the fight against COVID-19. As a result, they did not have enough time to contribute effectively to medical student education. Objective: This paper describes the establishment of the Cerrahpasa Neuroscience Society Journal Clubs, a group of entirely student-run online journal clubs at Cerrahpasa Faculty of Medicine, Istanbul University-Cerrahpasa. Methods: The website, mass emailing, and social media accounts were used to announce the online journal clubs. Only medical students were eligible to apply. Journal clubs included psychiatry, neuroradiology, neurosurgery, neurology, and neuroscience. Following the last journal club meeting, a questionnaire created by the society?s board was distributed to the participants. SPSS Statistics (version 26) was used for statistical analysis. Results: Since March 15, 2021, synchronous online journal club meetings have been held every 2 weeks on a weekday using Google Meet, Microsoft Teams, or Zoom. Meetings of each journal club lasted approximately 1 hour on average. Interstudent interaction across multiple institutions was achieved since a total of 45 students from 11 different universities attended the meetings on a regular basis. Students on the society?s board served as academic mentors for the clubs. The clubs received excellent feedback from participants, with an overall contentment score of 4.32 out of 5. Conclusions: By establishing these clubs, we have created a venue for academic discussions, which helps to reduce the negative impact of the pandemic on education. In addition, we believe it greatly aided students in staying in touch with their peers, thereby reducing the sense of isolation. We realize that traditional journal clubs are run by faculty; however, we believe that this experience demonstrated that medical students could run a journal club on their own since the feedback from participants was excellent. Additionally, as a medical student, being a journal club academic mentor is a challenging responsibility; however, having this responsibility significantly improved our academic mentors? leadership abilities. UR - https://mededu.jmir.org/2022/1/e33612 UR - http://dx.doi.org/10.2196/33612 UR - http://www.ncbi.nlm.nih.gov/pubmed/35148270 ID - info:doi/10.2196/33612 ER - TY - JOUR AU - Mageswaran, Nanthini AU - Ismail, Shareela Noor Akmal PY - 2022/2/3 TI - Preparing Medical Students for the Final Examinations During the COVID-19 Crisis: A Bumpy Ride to the Finishing Line JO - JMIR Med Educ SP - e31392 VL - 8 IS - 1 KW - COVID-19 KW - undergraduate medical education KW - medical students KW - clinical competency KW - pandemic UR - https://mededu.jmir.org/2022/1/e31392 UR - http://dx.doi.org/10.2196/31392 UR - http://www.ncbi.nlm.nih.gov/pubmed/35084354 ID - info:doi/10.2196/31392 ER - TY - JOUR AU - Karabacak, Mert AU - Ozkara, Berksu Burak AU - Ozcan, Zeynep PY - 2021/11/12 TI - Adjusting to the Reign of Webinars: Viewpoint JO - JMIR Med Educ SP - e33861 VL - 7 IS - 4 KW - virtual conference KW - student-based organization KW - neuroscience conference KW - COVID-19 KW - medical education KW - webinars KW - web-based education N2 - Background: With the integration of COVID-19 into our lives, the way events are organized has changed. The Cerrahpa?a Neuroscience Days held on May 8-9, 2021, was one of the conferences that was affected. The annual conference of the student-based Cerrahpa?a Neuroscience Society transitioned to the internet for the first time and had the premise of going international. Objective: With this study, we aim to both discuss how a virtual conference is organized and perceived, and where our conference stands within the literature as a completely student-organized event. Methods: The conference was planned in accordance with virtual standards and promoted to primarily medical schools. During the execution, there were no major issues. The feedback was collected via a form developed with Google Forms. Results: Out of 2195 registrations, 299 qualified to receive a certificate. The feedback forms revealed a general satisfaction; the overall quality of the event was rated an average of 4.6 out of 5, and the ratings of various Likert scale?based questions were statistically analyzed. Open-ended questions provided improvement suggestions for future events. Conclusions: The virtual Cerrahpa?a Neuroscience Days was a success in organization and received positive feedback from the participants. We aim to ground future events on this experience. UR - https://mededu.jmir.org/2021/4/e33861 UR - http://dx.doi.org/10.2196/33861 UR - http://www.ncbi.nlm.nih.gov/pubmed/34766916 ID - info:doi/10.2196/33861 ER - TY - JOUR AU - Pan, Myat AU - San, Myat PY - 2021/10/4 TI - Innovation and Inequality: A Medical Student Perspective. Comment on "The Present and Future Applications of Technology in Adapting Medical Education Amidst the COVID-19 Pandemic" JO - JMIR Med Educ SP - e26790 VL - 7 IS - 4 KW - medical education KW - technology KW - coronavirus KW - medical students KW - COVID-19 KW - pandemic KW - online lecture KW - virtual reality KW - education UR - https://mededu.jmir.org/2021/4/e26790 UR - http://dx.doi.org/10.2196/26790 UR - http://www.ncbi.nlm.nih.gov/pubmed/34081609 ID - info:doi/10.2196/26790 ER - TY - JOUR AU - Ganesh Kumar, Abirami AU - Kallikas, Georgios AU - Hassan, Melihah AU - Dev, Kiran Indu AU - Basu, Soutrik PY - 2021/8/4 TI - Removing Educational Achievement Points From the Foundation Programme Application System: Is This the Right Decision? JO - JMIR Med Educ SP - e27856 VL - 7 IS - 3 KW - medical student KW - medical education KW - research KW - academic medicine KW - medical school KW - United Kingdom KW - achievement KW - test scores KW - transferable skills UR - https://mededu.jmir.org/2021/3/e27856 UR - http://dx.doi.org/10.2196/27856 UR - http://www.ncbi.nlm.nih.gov/pubmed/34346899 ID - info:doi/10.2196/27856 ER - TY - JOUR AU - Milligan, John Kevin AU - Daulton, Scott Robert AU - St Clair, Taylor Zachary AU - Epperson, Veronica Madison AU - Holloway, Mackenzie Rachel AU - Schlaudecker, David Jeffrey PY - 2021/7/8 TI - Creation of a Student-Run Medical Education Podcast: Tutorial JO - JMIR Med Educ SP - e29157 VL - 7 IS - 3 KW - podcast KW - medical student KW - near-peer KW - medical education N2 - Background: Podcasting has become a popular medium for medical education content. Educators and trainees of all levels are turning to podcasts for high-quality, asynchronous content. Although numerous medical education podcasts have emerged in recent years, few student-run podcasts exist. Student-run podcasts are a novel approach to supporting medical students. Near-peer mentoring has been shown to promote medical students? personal and professional identity formation. Student-run podcasts offer a new medium for delivering near-peer advice to medical students in an enduring and accessible manner. Objective: This paper describes the creation of the UnsCripted Medicine Podcast?a student-run medical education podcast produced at the University of Cincinnati College of Medicine. Methods: The planning and preparatory phases spanned 6 months. Defining a target audience and establishing a podcast mission were key first steps. Efforts were directed toward securing funding; obtaining necessary equipment; and navigating the technical considerations of recording, editing, and publishing a podcast. In order to ensure that high professionalism standards were met, key partnerships were created with faculty from the College of Medicine. Results: The UnsCripted Medicine Podcast published 53 episodes in its first 2 years. The number of episodes released per month ranges from 0 to 5, with a mean of 2.0 episodes. The podcast has a Twitter account with 217 followers. The number of listeners who subscribed to the podcast via Apple Podcasts grew to 86 in the first year and then to 218 in the second year. The show has an average rating of 4.8 (out of 5) on Apple Podcasts, which is based on 24 ratings. The podcast has hosted 70 unique guests, including medical students, resident physicians, attending physicians, nurses, physicians? family members, graduate medical education leadership, and educators. Conclusions: Medical student?run podcasts are a novel approach to supporting medical students and fostering professional identity formation. Podcasts are widely available and convenient for listeners. Additionally, podcast creators can publish content with lower barriers of entry compared to those of other forms of published content. Medical schools should consider supporting student podcast initiatives to allow for near-peer mentoring, augment the community, facilitate professional identity formation, and prepare the rising physician workforce for the technological frontier of medical education and practice. UR - https://mededu.jmir.org/2021/3/e29157 UR - http://dx.doi.org/10.2196/29157 UR - http://www.ncbi.nlm.nih.gov/pubmed/34255694 ID - info:doi/10.2196/29157 ER - TY - JOUR AU - Miao, H. Julia PY - 2021/6/14 TI - Adapting Medical Education Initiatives Through Team-Based e-Learning, Telemedicine Objective Structured Clinical Exams, and Student-Led Community Outreach During the COVID-19 Pandemic JO - JMIR Med Educ SP - e26797 VL - 7 IS - 2 KW - medical education KW - COVID-19 KW - medical student KW - community service KW - telemedicine KW - telehealth KW - community outreach KW - peer teaching KW - student-led initiative KW - clinical assessment KW - adaptability KW - team-based learning UR - https://mededu.jmir.org/2021/2/e26797 UR - http://dx.doi.org/10.2196/26797 UR - http://www.ncbi.nlm.nih.gov/pubmed/34061763 ID - info:doi/10.2196/26797 ER - TY - JOUR AU - Zimianiti, Ioanna AU - Thanaraaj, Vyshnavi AU - Watson, Francesca AU - Osibona, Oluwapelumi PY - 2021/6/1 TI - Medical Students Learning on the COVID-19 Front Line JO - JMIR Med Educ SP - e28264 VL - 7 IS - 2 KW - medical education KW - COVID-19 KW - frontline workers KW - medical student KW - viewpoint KW - perspective KW - infectious disease KW - experience KW - barrier KW - motivation UR - https://mededu.jmir.org/2021/2/e28264 UR - http://dx.doi.org/10.2196/28264 UR - http://www.ncbi.nlm.nih.gov/pubmed/34038377 ID - info:doi/10.2196/28264 ER - TY - JOUR AU - Wilcha, Robyn-Jenia PY - 2021/5/14 TI - Author?s Reply to: Virtual vs Online: Insight From Medical Students. Comment on ?Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review? JO - JMIR Med Educ SP - e29335 VL - 7 IS - 2 KW - virtual teaching KW - medical student KW - medical education KW - COVID-19 KW - review KW - search term KW - virus KW - pandemic KW - quarantine UR - https://mededu.jmir.org/2021/2/e29335 UR - http://dx.doi.org/10.2196/29335 UR - http://www.ncbi.nlm.nih.gov/pubmed/33852412 ID - info:doi/10.2196/29335 ER - TY - JOUR AU - Kaini, Shahil AU - Motie, Zahrah Lucinda PY - 2021/5/14 TI - Virtual vs Online: Insight From Medical Students. Comment on ?Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review? JO - JMIR Med Educ SP - e27020 VL - 7 IS - 2 KW - virtual teaching KW - medical student KW - medical education KW - COVID-19 KW - review KW - search term KW - virus KW - pandemic KW - quarantine UR - https://mededu.jmir.org/2021/2/e27020 UR - http://dx.doi.org/10.2196/27020 UR - http://www.ncbi.nlm.nih.gov/pubmed/33988518 ID - info:doi/10.2196/27020 ER - TY - JOUR AU - Almohtadi, Ahmad AU - Van, Minh AU - Seyedzenouzi, Golnoush PY - 2021/2/11 TI - Medical Students Respond: Question Precision and Gender Differentiation. Comment on ?Understanding Medical Students? Attitudes Toward Learning eHealth: Questionnaire Study? JO - JMIR Med Educ SP - e24993 VL - 7 IS - 1 KW - eHealth KW - medical students KW - medical education UR - https://mededu.jmir.org/2021/1/e24993 UR - http://dx.doi.org/10.2196/24993 UR - http://www.ncbi.nlm.nih.gov/pubmed/33570498 ID - info:doi/10.2196/24993 ER - TY - JOUR AU - Ogunbiyi, Olabisi M. AU - Obiri-Darko, Emma PY - 2020/11/27 TI - Medical Students? Corner: Barriers to Communication During the COVID-19 Pandemic JO - JMIR Med Educ SP - e24989 VL - 6 IS - 2 KW - COVID-19 KW - medical education KW - education KW - student KW - communication KW - perspective KW - medical student KW - barrier KW - culture UR - http://mededu.jmir.org/2020/2/e24989/ UR - http://dx.doi.org/10.2196/24989 UR - http://www.ncbi.nlm.nih.gov/pubmed/33197232 ID - info:doi/10.2196/24989 ER - TY - JOUR AU - Tong, Ka Anson Hei AU - See, Christopher PY - 2020/11/23 TI - Informal and Formal Peer Teaching in the Medical School Ecosystem: Perspectives From a Student-Teacher Team JO - JMIR Med Educ SP - e21869 VL - 6 IS - 2 KW - Peer learning KW - medical education KW - peer teaching KW - peer-led learning KW - peer KW - education UR - http://mededu.jmir.org/2020/2/e21869/ UR - http://dx.doi.org/10.2196/21869 UR - http://www.ncbi.nlm.nih.gov/pubmed/33226345 ID - info:doi/10.2196/21869 ER - TY - JOUR AU - Paul, Nadine AU - Kohara, Sae AU - Khera, Kaur Gursharan AU - Gunawardena, Ramith PY - 2020/11/18 TI - Integration of Technology in Medical Education on Primary Care During the COVID-19 Pandemic: Students? Viewpoint JO - JMIR Med Educ SP - e22926 VL - 6 IS - 2 KW - clinical education KW - curriculum development KW - personal characteristics KW - physician/patient relationship KW - professional development KW - education KW - medical student KW - telemedicine KW - simulation KW - COVID-19 UR - http://mededu.jmir.org/2020/2/e22926/ UR - http://dx.doi.org/10.2196/22926 UR - http://www.ncbi.nlm.nih.gov/pubmed/33112760 ID - info:doi/10.2196/22926 ER - TY - JOUR AU - Wilcha, Robyn-Jenia PY - 2020/11/18 TI - Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review JO - JMIR Med Educ SP - e20963 VL - 6 IS - 2 KW - virtual teaching KW - medical student KW - medical education KW - COVID-19 KW - review KW - virus KW - pandemic KW - quarantine N2 - Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students? confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. 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