JMIR Medical Education最新文献

{"title":"Cardiac Implantable Electronic Device Educational Application for Cardiac Anesthesiology Trainees: Tutorial on App Development.","authors":"Ahmed Zaky, Aisha Waheed, Brittany Hatter, Srilakshmi Malempati, Sai Hemanth Maremalla, Ragib Hasan, Yuliang Zheng, Scott Snyder","doi":"10.2196/60087","DOIUrl":"https://doi.org/10.2196/60087","url":null,"abstract":"<p><strong>Unlabelled: </strong>Despite the exposure of cardiothoracic anesthesiology trainees to patients with cardiac implantable electronic devices (CIEDs), there is a paucity of formal curricula on this subject. Major impediments to educating cardiothoracic anesthesiology trainees on CIEDs include busy clinical schedules, short staffing, inconsistent trainees' exposure to CIEDs, multiplicity of vendors, and a \"millennial\" mentality of the new generation of learners. As a result, cardiothoracic anesthesiology trainees graduating from their residency and fellowship programs may lack the competency to manage patients with CIEDs. Herein, we report our systematic approach to designing, validating, mapping, evaluating, and delivering a CIED curriculum on the first mobile app of its kind on this subject. Development of the CIED curriculum proceeded through the Kern 6-step approach of problem identification, determining and prioritizing content, writing goals and objectives, selecting instructional strategies, implementation of the material, and evaluation and applications of lessons learned. This was followed by the delivery of the curriculum in the form of a user-study app and administrator-type app with functionalities in the assessment of the learners' gains, experience, and satisfaction as well as the administrator's capability to update the educational content based on the feedback of the learners and the emerging technology. As such, the CIED app allows asynchronous learning at the pace of the learners and allows, through a multiplicity of educational materials, the ability to digest this complex and understudied subject. We report on the pilot phase of the project. We benefit from the experience of a multidisciplinary team of anesthesiologists, computer scientists, and educators in accomplishing this project.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e60087"},"PeriodicalIF":3.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Alignment Between Classroom Education and Clinical Practice of Root Canal Treatment Among Dental Practitioners in China: Cross-Sectional Study.","authors":"XinYue Ma, JingShi Huang","doi":"10.2196/65534","DOIUrl":"https://doi.org/10.2196/65534","url":null,"abstract":"<p><strong>Background: </strong>This cross-sectional study assessed the perceived alignment between preclinical education and clinical practice in root canal treatment (RCT) among dental practitioners in China, aiming to identify systemic gaps in dental curricula and their clinical implications.</p><p><strong>Objective: </strong>Dental professionals in Eastern Coastal China. This study distributed questionnaires through hospital dental specialties and medical forums, covering the Southeastern Region of China.</p><p><strong>Methods: </strong>A validated, web-based survey was distributed to 90 dental professionals in Eastern Coastal China, focusing on 9 key stages of RCT, preoperative preparation, intraoperative procedures, postoperative care, and clinician-patient communication. Responses were measured using a 7-point Likert scale to evaluate perceived discrepancies between education and clinical practice.</p><p><strong>Results: </strong>A total of 83 valid questionnaires were recovered, which revealed significant disparities between academic training and clinical demands. The survey showed that the specialized practitioners identified pronounced mismatches in RCT operative techniques and doctor-patient communication (P<.05). Participants aged ≤29 years demonstrated heightened awareness of discrepancies in disinfection protocols and temporary filling procedures (P<.05). Shanghai-trained practitioners reported fewer educational-clinical gaps across multiple procedural stages (P<.05). Notably, 82% of respondents rated comprehensive RCT implementation as more challenging than individual procedural components. Curriculum deficiencies were identified in treatment indication diagnostics (56.6% agreement) and communication training (43.4% agreement). Emerging technologies like virtual reality and augmented reality (VR and AR) showed minimal educational penetration (3.7% exposure rate). In the free-response section, qualitative feedback highlighted equipment accessibility issues (eg, thermal gutta-percha tools) and instructor-dependent learning outcomes.</p><p><strong>Conclusions: </strong>Structural discrepancies exist in Chinese preclinical RCT education, influenced by factors such as experience level, age, and region. These findings underscore the need for curriculum reforms, emphasizing competency-based training, enhanced simulation technologies, and standardized clinical protocols, particularly in areas like periodontal pathology and communication skills.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e65534"},"PeriodicalIF":3.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applications of Artificial Intelligence in Psychiatry and Psychology Education: Scoping Review.","authors":"Julien Prégent, Van-Han-Alex Chung, Inès El Adib, Marie Désilets, Alexandre Hudon","doi":"10.2196/75238","DOIUrl":"10.2196/75238","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is increasingly integrated into health care, including psychiatry and psychology. In educational contexts, AI offers new possibilities for enhancing clinical reasoning, personalizing content delivery, and supporting professional development. Despite this emerging interest, a comprehensive understanding of how AI is currently used in mental health education, and the challenges associated with its adoption, remains limited.</p><p><strong>Objective: </strong>This scoping review aimed to identify and characterize current applications of AI in the teaching and learning of psychiatry and psychology. It also sought to document reported facilitators of and barriers to the integration of AI within educational contexts.</p><p><strong>Methods: </strong>A systematic search was conducted across 6 electronic databases (MEDLINE, PubMed, Embase, PsycINFO, EBM Reviews, and Google Scholar) from inception to October 2024. The review followed Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Studies were included if they focused on psychiatry or psychology, described the use of an AI tool, and discussed at least 1 facilitator of or barrier to its use in education. Data were extracted on study characteristics, population, AI application, educational outcomes, facilitators, and barriers. Study quality was appraised using several design-appropriate tools.</p><p><strong>Results: </strong>From 6219 records, 10 (0.2%) studies met the inclusion criteria. Eight categories of AI applications were identified: clinical decision support, educational content creation, therapeutic tools and mental health monitoring, administrative and research assistance, natural language processing (NLP), program/policy development, students' study aid, and professional development. Key facilitators included the availability of AI tools, positive learner attitudes, digital infrastructure, and time-saving features. Barriers included limited AI training, ethical concerns, lack of digital literacy, algorithmic opacity, and insufficient curricular integration. The overall methodological quality of included studies was moderate to high.</p><p><strong>Conclusions: </strong>AI is being used across a range of educational functions in psychiatry and psychology, from clinical training to assessment and administrative support. Although the potential for enhancing learning outcomes is clear, its successful integration requires addressing ethical, technical, and pedagogical barriers. Future efforts should focus on AI literacy, faculty development, and institutional policies to guide responsible and effective use. This review underscores the importance of interdisciplinary collaboration to ensure the safe, equitable, and meaningful adoption of AI in mental health education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e75238"},"PeriodicalIF":3.2,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144733670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Quo vadis, \"AI-empowered Doctor\"?","authors":"Gary Takahashi, Laurentius von Liechti, Ebrahim Tarshizi","doi":"10.2196/70079","DOIUrl":"https://doi.org/10.2196/70079","url":null,"abstract":"<p><strong>Unstructured: </strong>In the first decade of this century, physicians maintained considerable professional autonomy, enabling discretionary evaluation and implementation of these technologies according to individual practice requirements. The past decade, however, has witnessed significant restructuring of medical practice patterns, with most physicians transitioning to employed status. Concurrently, technological advances and other incentives drove the implementation of electronic systems into the clinic, which these physicians were compelled to integrate. Healthcare practitioners have now been introduced to applications based on Large Language Models, largely driven by AI developers as well as established EHR vendors eager to incorporate these innovations. While Generative AI assistance promises enhanced clinical efficiency and diagnostic precision, its rapid advancement may potentially redefine clinical provider roles and transform workflows, as it has already altered expectations of physician productivity, as well as introduced unprecedented liability considerations. Recognition of the input of physicians and other clinical stakeholders in this nascent stage of AI integration is essential. This requires a more comprehensive understanding of AI as a sophisticated clinical tool. Accordingly, we advocate for its systematic incorporation into standard medical curriculum.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144745365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating Tailored Learning Experiences in Emergency Residency Training Through a Comparative Analysis of Mobile-Based Programs Versus Paper- and Web-Based Approaches: Feasibility Cross-Sectional Questionnaire Study.","authors":"Hsin-Ling Chen, Chen-Wei Lee, Chia-Wen Chang, Yi-Ching Chiu, Tzu-Yao Hung","doi":"10.2196/57216","DOIUrl":"10.2196/57216","url":null,"abstract":"<p><strong>Background: </strong>In the rapidly changing realm of medical education, Competency-Based Medical Education is emerging as a crucial framework to ensure residents acquire essential competencies efficiently. The advent of mobile-based platforms is seen as a pivotal shift from traditional educational methods, offering more dynamic and accessible learning options. This research aims to evaluate the effectiveness of mobile-based apps in emergency residency programs compared with the traditional paper- and web-based formats. Specifically, it focuses on analyzing their roles in facilitating immediate feedback, tracking educational progress, and personalizing the learning journey to meet the unique needs of each resident.</p><p><strong>Objective: </strong>This study aimed to compare mobile-based emergency residency training programs with paper- and web-based (programs regarding competency-based medical education core elements.</p><p><strong>Methods: </strong>A cross-sectional web-based survey (Nov 2022-Jan 2023) across 23 Taiwanese emergency residency sites used stratified random sampling, yielding 74 valid responses (49 educators, 16 residents, and 9 Residency Review Committee hosts). Data were analyzed using Mann-Whitney U test, chi-squared tests, and t tests.</p><p><strong>Results: </strong>MB programs (n=14) had fewer missed assessments (P=.02) and greater ease in identifying performance trends (P<.001) and required clinical scenarios (P<.001) compared with paper- and web-based programs (n=60). In addition, mobile-based programs enabled real-time visualization of performance trends and completion rates, facilitating individualized training (P<.001).</p><p><strong>Conclusions: </strong>In our nationwide pilot study, we observed that the mobile-based interface significantly enhances emergency residency training. It accomplishes this by providing rapid, customized updates, thereby increasing satisfaction and autonomous motivation among participants. This method is markedly different from traditional paper- or web-based approaches, which tend to be slower and less responsive. This difference is particularly evident in settings with limited resources. The mobile-based interface is a crucial tool in modernizing training, as it improves efficiency, boosts engagement, and facilitates collaboration. It plays an essential role in advancing Competency-Based Medical Education, especially concerning tailored learning experiences.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e57216"},"PeriodicalIF":3.2,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12288858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovative Mobile App (CPD By the Minute) for Continuing Professional Development in Medicine: Multimethods Study.","authors":"Peter Slinger, Maram Omar, Sarah Younus, Rebecca Charow, Michael Baxter, Craig Campbell, Meredith Giuliani, Jesse Goldmacher, Tharshini Jeyakumar, Inaara Karsan, Janet Papadakos, Tina Papadakos, Alexandra Jane Rotstein, May-Sann Yee, Asad Siddiqui, Marcos Silva Restrepo, Melody Zhang, David Wiljer","doi":"10.2196/69443","DOIUrl":"10.2196/69443","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Many national medical governing bodies encourage physicians to engage in continuing professional development (CPD) activities to cultivate their knowledge and skills to ensure their clinical practice reflects the current standards and evidence base. However, physicians often encounter various barriers that hinder their participation in CPD programs, such as time constraints, a lack of centralized coordination, and limited opportunities for self-assessment. The literature has highlighted the strength of using question-based learning interventions to augment physician learning and further enable change in practice. CPD By the Minute (CPD-Min) is a smartphone-enabled web-based app that was developed to address self-assessment gaps and barriers to engagement in CPD activities.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study aimed to assess the app using four objectives: (1) engagement and use of the app throughout the study, (2) effectiveness of this tool as a CPD activity, (3) relevance of the disseminated information to physicians' practice, and (4) acceptability to physicians of this novel tool as an educational initiative.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;The CPD-Min app disseminated 2 multiple-choice questions (1-min each) each week with feedback and references. Participants included licensed staff physicians, fellows, and residents across Canada. A concurrent multimethods study was conducted, consisting of preintervention and postintervention surveys, semistructured interviews, and app analytics. Guided by the Reach, Effectiveness, Adoption, Implementation, and Maintenance framework, the qualitative data were analyzed deductively and inductively.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Of the 105 Canadian anesthesiologists participating in the study, 89 (84.8%) were staff physicians, 12 (11.4%) were fellows, and 4 (3.8%) were residents. Participants completed 110 questions each over the course of 52 weeks, with an average completion rate of 75% (SD 33%). In total, 40.9% (43/105) of participants answered &gt;90% of the questions, including 15.2% (16/105) who completed all questions. Moreover, 69% (52/75) of participants reported the app to be an effective and valuable resource for their practice and to enhance continuous learning. Most participants (63/75, 84%) who completed the postsurveys reported that they would likely continue using the app as a CPD tool. These findings were further supported by the interview data. Three key themes were identified: the practical design of the novel educational app facilitates its adoption by clinicians, the app was perceived as a useful knowledge tool for continuous learning, and the app's low-stakes testing environment cultivated independent learning attitudes.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The findings suggest the potential of the app to improve longitudinal assessments that promote lifelong learning among clinicians. The positive feedback and increased acceptance of the app supports","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e69443"},"PeriodicalIF":3.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144691853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Web-Based Training Intervention for Primary Care Providers on Preparing Patients for Cancer Treatment Decisions and Conversations About Clinical Trials: Evaluation of a Pilot Study Using Mixed Methods and Follow-Up.","authors":"Naomi D Parker, Margo Michaels, Carla L Fisher, Alyssa Crowe, Elisa S Weiss, Maria Sae-Hau, Jason Arnold, Andrea Cassells, Domenic Durante, Ji-Hyun Lee, Raymond Mailhot Vega, Ana Natale-Pereira, Taylor S Vasquez, Zhongyue Zhang, Carma L Bylund","doi":"10.2196/66892","DOIUrl":"https://doi.org/10.2196/66892","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Recruitment to cancer clinical trials (CCTs) is low, particularly for underrepresented groups such as uninsured patients, those with low-income status, and racial and ethnic minoritized individuals. A significant barrier is that treating oncologists often fail to inform patients about the possibility of CCT participation as an option for quality cancer care. Therefore, patient inquiries about trials before starting treatment should be normalized and encouraged, particularly for underrepresented groups. Primary care providers (PCPs) are uniquely suited to do this because they interact with patients at the time of cancer diagnosis, provide ongoing care, and are trusted sources of information.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study was designed to pilot an innovative web-based CCT training intervention for PCPs, including practicing clinicians and trainees, to increase their ability to prepare patients for cancer treatment decisions and conversations with oncologists about clinical trials.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We conducted an evaluation of a pilot study using a self-guided, 1-hour web-based training intervention for PCPs with survey assessments before the intervention, immediately after the intervention, and at the 3-month follow-up. We used a mixed methods approach, incorporating quantitative and qualitative data collection and analysis. The evaluation was guided by the Kirkpatrick evaluation model, focusing on levels 1 (reaction), 2 (learning), and 3 (behavior).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;A total of 29 PCPs completed the intervention and pre- and postintervention measures, with 28 (97%) PCPs completing the 3-month follow-up assessment. Of these 28 PCPs, 8 (29%) participated in a qualitative interview after the 3-month follow-up assessment. Participants reported high levels of satisfaction with the course. CCT knowledge, as well as attitudes and beliefs, improved after the course and were sustained at the 3-month follow-up. PCPs reported willingness to communicate with patients about cancer treatment options, including CCTs, and willingness to talk with their colleagues about potential changes in referral practices. However, fewer PCPs had actually engaged in these conversations by the 3-month follow-up. In the interviews, PCPs cited limited interprofessional knowledge sharing and organizational constraints as barriers. Notably, PCPs reported changes in their communication behavior with patients: a higher proportion reported communicating with patients at the time of referral about cancer treatment options and clinical trials at the 3-month follow-up than at baseline. In the interviews, PCPs reported that they felt more comfortable and empowered to have these conversations.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;This pilot study found that a self-guided, 1-hour web-based training intervention for PCPs resulted in improved knowledge, attitudes, and beliefs, as well as improved communication with pat","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e66892"},"PeriodicalIF":3.2,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Technology Acceptance Model in Medical Education: Systematic Review.","authors":"Jason Wen Yau Lee, Jenelle Yingni Tan, Fernando Bello","doi":"10.2196/67873","DOIUrl":"10.2196/67873","url":null,"abstract":"<p><strong>Background: </strong>With the growing use of technology in medical education, a framework is needed to evaluate learners' and educators' acceptance of these technologies. In this context, the Technology Acceptance Model (TAM) offers a valuable theoretical framework, providing insights into the determinants influencing users' acceptance and adoption of technology.</p><p><strong>Objective: </strong>This review aims to systematically synthesize the body of research in medical education that uses the TAM.</p><p><strong>Methods: </strong>An electronic literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach in February 2024 on the Embase, MEDLINE, PsycINFO, PubMed, and Web of Science databases, yielding 680 articles. Upon elimination of duplicates and applying the exclusion criteria, a total of 39 articles were retained. To evaluate the quality of the study, the Medical Education Research Study Quality Instrument score was calculated for each analysis with a qualitative component.</p><p><strong>Results: </strong>Studies using TAM in medical education began in 2010, with the model's application relatively rare up to 2016. Most of the studies were quantitative, operationalizing the TAM as a survey instrument, but it was also used as a research framework in qualitative data analysis. Structural equation modeling, descriptive analysis, and correlation analysis were the most common data analysis approaches in the studies. E-learning and mobile learning were the predominant learning interventions explored, but there were indications that novel learning technologies such as augmented reality, virtual reality, and 3D printing were being investigated.</p><p><strong>Conclusions: </strong>The study's findings reveal an expanding scholarly engagement with using TAM in medical education. Although the TAM has been mostly used as a survey instrument, it can also be adapted as a qualitative research framework to analyze data. This systematic review provides a foundation for future research to understand the factors influencing users' acceptance of technology, especially in medical education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e67873"},"PeriodicalIF":3.2,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12285687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation and Uptake of an Online ADHD Psychoeducation Training for Primary Care Health Care Professionals: Implementation Study.","authors":"Blandine French, Hannah Wright, David Daley, Elvira Perez Vallejos, Kapil Sayal, Charlotte L Hall","doi":"10.2196/59365","DOIUrl":"10.2196/59365","url":null,"abstract":"<p><strong>Background: </strong>Health care professionals seldom receive training on neurodevelopmental conditions such as attention-deficit/hyperactivity disorder (ADHD). An online training was co-developed to address some of the gaps in knowledge and understanding in primary care. A randomized controlled trial demonstrated that the training increased knowledge and confidence and improved practice.</p><p><strong>Objective: </strong>This report highlights the implementation of the training in practice and follow-up 4 years post evaluation.</p><p><strong>Methods: </strong>The online ADHD training comprises 2 modules: \"Understanding ADHD\" and \"The Role of the GP,\" each taking approximately 45 minutes to complete. The training targets general practitioners primarily but is open to other health care professionals and parents. Feedback was collected through a survey at the end of the training, and the training has been widely adopted by various organizations internationally and nationally.</p><p><strong>Results: </strong>Between December 2019 and January 2024, the \"Understanding ADHD\" module was accessed more than 13,486 times, while the \"Role of the GP\" module was accessed 7018 times, primarily by users from the United States and the United Kingdom. Survey results from both modules showed positive feedback with high ratings for usefulness, likelihood to inform practice, and recommendation to colleagues. Some suggestions for improvement included reducing the negative focus on ADHD consequences and incorporating more positive aspects of ADHD.</p><p><strong>Conclusions: </strong>This ADHD online training program, despite facing implementation challenges, has seen positive outcomes, including international translation and high user ratings. Suggestions for improvement were received, but some were not feasible due to regional variations in ADHD pathways. The training's impact extended beyond GPs to other health care professionals, although the COVID-19 pandemic posed obstacles to dissemination efforts. Nonetheless, ongoing plans aim to expand the training's implementation globally.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e59365"},"PeriodicalIF":3.2,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12274050/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144612392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Equality Training for Students in Higher Education: Scoping Review.","authors":"Claire Condron, Mide Power, Midhun Mathew, Siobhan Lucey, Patrick Henn, Tanya Dean, Michelle Kirrane Scott, Walter Eppich, Siobhan M Lucey","doi":"10.2196/60061","DOIUrl":"10.2196/60061","url":null,"abstract":"<p><strong>Background: </strong>Despite recent improvements, gender inequality persists within the higher education sector, as evidenced by the proportionally greater number of student and academic leadership positions occupied by male students and staff. Gender equality education and training for students may help to develop awareness, knowledge, and skills among individual students, building capacity to address biases and accelerate culture change in higher education institutions.</p><p><strong>Objective: </strong>We aimed to identify and explore the existing literature on gender equality training interventions for students in tertiary education, with a particular emphasis on training content, methodology, and outcome evaluation.</p><p><strong>Methods: </strong>The 6-stage framework developed by Arskey and O'Malley was used to map the literature related to current best practice in gender equality training for students in higher education. Systematic database searches of peer-reviewed literature were carried out and 3142 titles, 333 abstracts, and 52 full-text articles were screened for eligibility with 14 (27%) articles selected for inclusion in this review.</p><p><strong>Results: </strong>The selected studies detailed a range of pedagogical approaches, including didactic lectures, participatory and co-design workshops, reflective writing, and service-learning, with durations ranging from a single interaction to 1 year. Most articles reviewed did not explicitly state their study aims or research question, and the theoretical underpinnings were generally vaguely described. The longer-term impact of most interventions was unclear, as evaluation metrics seldom go beyond the level of adoption.</p><p><strong>Conclusions: </strong>This scoping review shows that the literature base for gender equality training for tertiary students lacks coherence, highlighting the need for further work to evaluate its impact. This work provides a foundation for developing training design recommendations.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":"e60061"},"PeriodicalIF":3.2,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12299944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}