JMIR Medical Education

Global health-care education that cultivates international orientation is important for providing medical care in consideration of diverse backgrounds and collaboration with foreign medical professionals. Virtual international exchange programs could be a new type of global education in the present post-pandemic era.

Since January 2022, Sharjah in the United Arab Emirates has implemented the four-day week model for the first time in the public and private sectors, including universities. While this framework may enhance productivity and work-life balance for many professionals, the current study specifically explores the perceptions of students in medicine, dentistry, and health sciences programs regarding the impact of transitioning from a five-day to a four-day week on their academic performance.

The venipuncture is one of the most frequently performed procedures in healthcare. Arm phantoms are available for training, because the procedure itself can be challenging. These phantom arms do not represent a realistic setting and do not offer opportunities to train challenging scenarios.

Faculty development is a cornerstone of academic medicine, supporting personal growth, professional advancement, and departmental effectiveness across all stages of a faculty member’s career. Among the tools available, faculty retreats have increasingly emerged as a high-impact strategy to foster collaboration, advance strategic planning, and address individual and collective goals in a structured, reflective setting. While retreats are widely used in other sectors, practical guidance tailored to the academic medicine context remains limited. This tutorial offers a comprehensive, step-by-step framework for planning and implementing faculty retreats within academic departments. Key elements of effective retreat design are outlined, including conducting a pre-retreat needs assessment to align goals with faculty priorities; selecting an appropriate format (e.g., in-person, hybrid); fostering psychological safety to enhance participation; and employing facilitation techniques that promote inclusive dialogue and actionable outcomes. The tutorial also emphasizes logistical considerations such as agenda design, timing, and participant engagement strategies, alongside mechanisms to ensure follow-up and accountability after the retreat. In addition to highlighting common barriers—such as resource limitations, scheduling constraints, and engagement disparities—the tutorial provides practical solutions drawn from real-world examples in academic medicine. By integrating thoughtful planning, evidence-informed facilitation, and post-retreat follow-through, faculty retreats can serve as transformative experiences that support both individual development and departmental cohesion. This resource aims to fill a gap in the literature by equipping leaders in academic medicine with a structured approach to designing, executing, and sustaining the benefits of faculty retreats.

The increasing use of generative large language models (LLMs) necessitates a fundamental reevaluation of traditional didactic lectures in medical education, particularly within psychiatry. The specialty’s inherent diagnostic ambiguity, biopsychosocial complexity, and reliance on nuanced interpersonal skills demand an educational model that transcends mere information transfer, focusing instead on cultivating sophisticated clinical reasoning. This viewpoint argues for a shift from passive knowledge transmission to active, facilitated development of higher-order thinking, aligning with the Bloom taxonomy. We describe four core propositions: (1) shifting foundational knowledge acquisition to faculty-curated asynchronous artificial intelligence (AI)–assisted micromodules; (2) transforming synchronous time into “Ambiguity Seminars” for discussing nuanced cases, biopsychosocial formulation, and ethical dilemmas, leveraging faculty expertise in guiding reasoning; (3) integrating live LLM critical interaction drills to develop prompt engineering skills and critical appraisal of AI outputs; and (4) realigning assessment methods (eg, objective structured clinical examinations [OSCEs], reflective writing) to evaluate clinical reasoning and integrative skills rather than rote recall. Successful implementation requires comprehensive faculty development, explicit institutional investment, and a phased approach that addresses scalability across varying resource settings. This reimagined approach aims to cultivate clinical wisdom, equipping psychiatric trainees with adaptive reasoning frameworks essential for excellence in an AI-mediated future.

The Dellavalle/Dunnick Dermato-Epidemiology Lab transitioned from a single campus to a dual-campus collaboration between the University of Colorado and the University of Minnesota in 2024. Since the 2020 COVID-19 pandemic, the lab has been operating on Zoom and allows medical students from any institution to join. This innovative lab structure offers students and other researchers unique opportunities to engage in dermatological research and develop professional networks across two large academic institutions. The lab's model embraces a virtual collaborative approach, promotes inclusivity, encourages student-led inquiry, and provides a structured environment for professional development and academic output. Through its commitment to diverse student perspectives and interdisciplinary cooperation, the Dellavalle/Dunnick Lab creates a new, equitable, nationwide model for research and mentorship in dermatology, supporting medical students, residents, and fellows to navigate future careers in dermatology.

Virtual Reality based (VR) simulation is an increasingly popular tool for simulation based medical education, immersing participants in a realistic, three-dimensional world where healthcare professionals can observe nuanced exam findings, such as subtle indicators of respiratory distress and skin perfusion. However, it remains unknown how the VR environment affects participant behavior and attention.

Effective communication is fundamental to high-quality healthcare delivery, influencing patient satisfaction, adherence to treatment plans, and clinical outcomes. However, communication skills training for medical undergraduates often faces challenges in scalability, resource allocation, and personalization. Traditional methods, such as role-playing with standardized patients, are resource-intensive and may not provide consistent feedback tailored to individual learners' needs. Artificial Intelligence (AI) offers realistic patient interactions for education.

Nowadays, Generative Artificial Intelligence (GAI) drives medical education towards enhanced intelligence, personalization, and interactivity. With its vast generative abilities and diverse applications, GAI redefines how educational resources are accessed, teaching methods are implemented, and assessments are conducted.

Competency-based medical education relies heavily on high-quality narrative reflections and feedback within workplace-based assessments. However, evaluating these narratives at scale remains a significant challenge.

Team performance is crucial in crisis situations. Although the Thai version of Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) has been validated, challenges remain due to its subjective evaluation. To date, no studies have examined the relationship between electroencephalogram (EEG) activity and team performance, as assessed by TeamSTEPPS, during virtual simulation-based interprofessional education (SIMBIE), where face-to-face communication is absent.

Stomatology education has experienced substantial transformations over recent decades. Nevertheless, a comprehensive summary encompassing the entirety of this field remains absent in the literature.