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Other studies have demonstrated that other motivational design strategies, such as using narration in online modules, can impact learner motivation [11,12].
Motivational design strategies work by influencing various motivational constructs—cognitive factors that shape learners’ moment-to-moment motivation [4]. Broad categories of motivational constructs include goals (“What am I aiming to do?”), competence beliefs (“Can I do it?”), value beliefs (“Do I want to do it? Why?”)
JMIR Med Educ 2025;11:e64179
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The literature demonstrates a significant variability in the duration of retention depending on the type of skills taught and the learner population. In an HF simulation study on the cricothyroidotomy technique involving already qualified anesthetists, retention lasted up to a year after training [27]. This may be attributed to the complexity of the taught task and the high expertise of the learners.
JMIR Serious Games 2025;13:e57057
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Similarly, we identified only 1 study examining learner attitudes toward generative AI in medical education [29]. The authors noted generally positive opinions albeit limited by unfamiliarity with these tools. A key component in developing curricula for learners related to AI will be a comprehensive needs assessment, including an assessment of attitudes.
JMIR Med Educ 2023;9:e48785
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Learners’ Perspectives of Professionalism: Protocol for a Mixed Methods Systematic Review
The shifting debate in medical education emphasizes that education remains learner centered and should be guided by learner needs [9].
The perspective of learners is underrepresented in the literature, with few studies focusing on learners. In recent years, a number of investigations have presented evidence on how certain types of medical education, such as longitudinal integrated clerkships [1-3], can support professionalism and patient-centered approaches.
JMIR Res Protoc 2022;11(8):e37473
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Benefits of Massive Open Online Course Participation: Deductive Thematic Analysis
For example, in their review, Pilli and Admiraal [19] investigated MOOC learner outcomes with the intention of informing MOOC course design. Joksimovic et al [14] argued that outcomes and learner engagement are commonly differentiated in the MOOC literature; however, their systematic review proposes an approach that reconnects the two, especially for MOOCs that do not include assessments (eg, c MOOCs as originally conceived).
J Med Internet Res 2020;22(7):e17318
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