JMIR Medical Education最新文献

{"title":"Mono-Professional Simulation-Based Obstetric Training in a Low-Resource Setting: Stepped-Wedge Cluster Randomized Trial.","authors":"Anne A C van Tetering, Ella L de Vries, Peter Ntuyo, E R van den Heuvel, Annemarie F Fransen, M Beatrijs van der Hout-van der Jagt, Imelda Namagembe, Josaphat Byamugisha, S Guid Oei","doi":"10.2196/54911","DOIUrl":"10.2196/54911","url":null,"abstract":"<p><strong>Background: </strong>Emergency obstetric simulation-based training has increasingly been used to improve emergency obstetric care provision in sub-Saharan Africa. For determining the optimal methodology for effective training sessions in resource-constrained settings, it is crucial to conduct high-quality research.</p><p><strong>Objective: </strong>We aim to investigate the impact of a train-the-trainer model for providing technology-enhanced, mono-professional, simulation-based training in obstetrics in a resource-constrained setting on maternal and perinatal outcomes.</p><p><strong>Methods: </strong>A stepped-wedge cluster randomized trial was conducted from October 2014 until March 2016 at the medium- to high-risk ward at Mulago National Referral Hospital, Uganda, with an annual delivery rate of over 23,000. The intervention consisted of a train-the-trainer model in which training was cascaded down from master trainers to local facilitators (obstetric senior staff members) to learners (senior house officers). The training of senior house officers was provided to 7 fixed clusters by a computer-generated random sequential roll-out. The training comprised a 1-day (8 h), mono-professional, simulation-based training in obstetrics, and half-day repetition training sessions targeted at every 7 weeks. Both medical technical skills and teamwork skills were taught. The primary outcome comprised a combined maternal and perinatal mortality rate. Secondary outcomes comprised the maternal mortality rate, the perinatal mortality rate, the percentage of births by vacuum extraction and cesarean section, and the Weighted Adverse Outcome Score.</p><p><strong>Results: </strong>Overall, there were 17,496 births. The combined mortality rate was 9.05% (95% CI 8.37%-9.77%) in the intervention group, and 8.73% (95% CI 8.21%-9.28%) in the control group (odds ratio [OR] 0.98, 95% CI 0.86-1.12; P=.81). No statistically significant change was found in the maternal mortality rate (OR 0.80, 95% CI 0.27-2.32; P=.68) or the perinatal mortality rate (OR 0.99, 95% CI 0.87-1.13; P=.87). This study did not identify any difference in the percentage of vacuum extractions, the percentage of cesarean sections, or Weighted Adverse Outcome Scores.</p><p><strong>Conclusions: </strong>This train-the-trainer model for providing technology-enhanced, mono-professional, simulation-based training in obstetrics was not able to change maternal and perinatal mortality outcomes. This study, in combination with literature, suggests that future research should consider multiprofessional team training in obstetrics involving all staff within their units.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e54911"},"PeriodicalIF":3.2,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083734/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144001409","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":"Distance Learning During the COVID-19 Lockdown and Self-Assessed Competency Development Among Radiology Residents in China: Cross-Sectional Survey.","authors":"Peicheng Wang, Ziye Wu, Jingfeng Zhang, Yanrong He, Maoqing Jiang, Jianjun Zheng, Zhenchang Wang, Zhenghan Yang, Yanhua Chen, Jiming Zhu","doi":"10.2196/54228","DOIUrl":"10.2196/54228","url":null,"abstract":"<p><strong>Background: </strong>During the COVID-19 lockdown, it was difficult for residency training programs to conduct on-site, hands-on training. Distance learning, as an alternative to in-person training, could serve as a viable option during this challenging period, but few studies have assessed its role.</p><p><strong>Objective: </strong>This study aims to investigate the impact of distance learning during the lockdown on residents' self-assessed competency development and to explore the moderating effect of poor mental health on the associations. It is hypothesized that radiology residents who were trained through distance learning during the lockdown were more likely to report higher self-assessed competency compared to those who did not receive organized, formal training.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted in 2021 among all of the radiology residents in 407 radiology residency programs across 31 provinces of China. To estimate the long-term outcomes of radiology residents' training after the initial COVID-19 outbreak, this study measured 6 core competencies developed by the US Accreditation Council for Graduate Medical Education reported by radiology residents. Multiple linear regression and moderating effect analysis were conducted to examine the associations between distance learning, mental health status, and self-assessed competencies. Mental health status moderated the association between distance learning and self-assessed competency of radiology residents.</p><p><strong>Results: </strong>A total of 2381 radiology residents (29.7% of the 8,008 nationwide) met the inclusion criteria and were included in the analysis. Among them, 71.4% (n=1699) received distance learning during the COVID-19 lockdown, and 73.2% (n=1742) reported mental health struggles ranging in severity from slight to extremely severe. Radiology residents who were trained through distance learning (β=0.35, 90% CI 0.24-0.45) were more likely to report higher self-assessed competencies. This was particularly true for the competency of \"interpersonal and communication skills\" (β=0.55, 90% CI 0.39-0.70). Whereas, the competency of \"patient care and technical skills\" (β=0.14, 90% CI 0.01-0.26) benefited the least from distance learning. Poor mental health significantly moderated the relationship between distance learning and competency (β=-0.15, 90% CI -0.27 to -0.02).</p><p><strong>Conclusions: </strong>Distance learning, a means of promoting enabling environments during the COVID-19 lockdown, serves its purpose and helps generally improve residents' self-assessed competencies, though different competency domains benefit unequally. The impact of mental health status calls for special attention so that distance learning can fulfill its potential.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e54228"},"PeriodicalIF":3.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080970/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144038526","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":"Designing Personalized Multimodal Mnemonics With AI: A Medical Student's Implementation Tutorial.","authors":"Noor Elabd, Zafirah Muhammad Rahman, Salma Ibrahim Abu Alinnin, Samiyah Jahan, Luciana Aparecida Campos, Ovidiu Constantin Baltatu","doi":"10.2196/67926","DOIUrl":"10.2196/67926","url":null,"abstract":"<p><strong>Background: </strong>Medical education can be challenging for students as they must manage vast amounts of complex information. Traditional mnemonic resources often follow a standardized approach, which may not accommodate diverse learning styles.</p><p><strong>Objective: </strong>This tutorial presents a student-developed approach to creating personalized multimodal mnemonics (PMMs) using artifical intelligence tools.</p><p><strong>Methods: </strong>This tutorial demonstrates a structured implementation process using ChatGPT (GPT-4 model) for text mnemonic generation and DALL-E 3 for visual mnemonic creation. We detail the prompt engineering framework, including zero-shot, few-shot, and chain-of-thought prompting techniques. The process involves (1) template development, (2) refinement, (3) personalization, (4) mnemonic specification, and (5) quality control. The implementation time typically ranges from 2 to 5 minutes per concept, with 1 to 3 iterations needed for optimal results.</p><p><strong>Results: </strong>Through systematic testing across 6 medical concepts, the implementation process achieved an initial success rate of 85%, improving to 95% after refinement. Key challenges included maintaining medical accuracy (addressed through specific terminology in prompts), ensuring visual clarity (improved through anatomical detail specifications), and achieving integration of text and visuals (resolved through structured review protocols). This tutorial provides practical templates, troubleshooting strategies, and quality control measures to address common implementation challenges.</p><p><strong>Conclusions: </strong>This tutorial offers medical students a practical framework for creating personalized learning tools using artificial intelligence. By following the detailed prompt engineering process and quality control measures, students can efficiently generate customized mnemonics while avoiding common pitfalls. The approach emphasizes human oversight and iterative refinement to ensure medical accuracy and educational value. The elimination of the need for developing separate databases of mnemonics streamlines the learning process.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e67926"},"PeriodicalIF":3.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022505","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":"Evolution of Learning Styles in Surgery Comparing Residents and Teachers: Cross-Sectional Study.","authors":"Gabriela Gouvea Silva, Carlos Dario da Silva Costa, Bruno Cardoso Gonçalves, Luiz Vianney Saldanha Cidrão Nunes, Emerson Roberto Dos Santos, Natalia Almeida de Arnaldo Rodriguez Castro, Alba Regina de Abreu Lima, Vânia Maria Sabadoto Brienze, Antônio Hélio Oliani, Júlio César André","doi":"10.2196/64767","DOIUrl":"10.2196/64767","url":null,"abstract":"<p><strong>Background: </strong>Studies confirm a relationship between learning style and medical career choice in the learning style patterns observed in distinct types of residency programs. Such patterns can also be applied to general surgery, from medical school to the latest stages of training. Aligning teaching strategies with the predominant learning styles in surgical residency programs has the potential to make training more effective.</p><p><strong>Objective: </strong>This study aimed to determine the learning styles of general surgery residents and professors in a Brazilian teaching hospital and compare the results with the existing literature.</p><p><strong>Methods: </strong>This was a cross-sectional study conducted in a teaching hospital of a public university in Brazil. Thirty-four general surgery residents of any year of training and 30 professors participated in the study. Participants completed a sociodemographic survey and David Kolb's Learning Style Inventory. This was used to classify participants into one of four distinct types of learners: accommodating, diverging, assimilating, and converging. The relationship between sociodemographic data and learning styles was analyzed using the Fisher test, adjusted using the Bonferroni method, and the effect size was measured using the Cramer V test.</p><p><strong>Results: </strong>The learning style distribution was similar in both groups, with 43,75% diverging, 42,18% accommodating, 10.93% assimilating, and 3.12% converging styles. A significant relationship was found between sex and learning style (P=.049) and between age and learning style for professors (P=.029). The effect sizes were strong (0.46) and very strong (0.506).</p><p><strong>Conclusions: </strong>The prevalence of learning styles among general surgery residents and professors at this Brazilian hospital differs from that observed in previous studies, with more diverging and accommodating learners and fewer converging learners, suggesting a shift in learning styles. Understanding learning styles is important for effective surgical training programs. Further research with larger and more diverse populations is needed to confirm these results and explore the factors contributing to the observed differences in learning styles.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e64767"},"PeriodicalIF":3.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12080965/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144018753","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":"Virtual Simulation Tools for Communication Skills Training in Health Care Professionals: Literature Review.","authors":"Manuel Fernández-Alcántara, Silvia Escribano, Rocío Juliá-Sanchis, Ana Castillo-López, Antonio Pérez-Manzano, M Macur, Sedina Kalender-Smajlović, Sofía García-Sanjuán, María José Cabañero-Martínez","doi":"10.2196/63082","DOIUrl":"10.2196/63082","url":null,"abstract":"<p><strong>Background: </strong>Quality clinical care is supported by effective patient-centered communication. Health care professionals can improve their communication skills through simulation-based training, but our knowledge about virtual simulation and its effectiveness and use in training health professionals and students is still growing rapidly.</p><p><strong>Objective: </strong>The objective of this study was to review the current academic literature to identify and evaluate the virtual simulation tools used to train communication skills in health care students and professionals.</p><p><strong>Methods: </strong>This review was carried out in June 2023 by collecting data from the MEDLINE/PubMed and Web of Science electronic databases. Once applicable studies were identified, we recorded data related to type of technology used, learning objectives, degree of learning autonomy, outcomes, and other details.</p><p><strong>Results: </strong>We found 35 articles that had developed and/or applied a virtual environment for training communication skills aimed at patients, in which 24 different learning tools were identified. Most had been developed to independently train communication skills in English, either generally or in the specific context of medical history (anamnesis) interviews. Many of these tools used a virtual patient that looked like a person and had the ability to vocally respond. Almost half of the tools analyzed allowed the person being trained to respond orally using natural language. Of note, not all these studies described the technology they had used in detail.</p><p><strong>Conclusions: </strong>Many different learning tools with very heterogeneous characteristics are being used for the purposes of communication skills training. Continued research will still be required to develop virtual tools that include the most advanced features to achieve high-fidelity simulation training.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63082"},"PeriodicalIF":3.2,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12074551/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042386","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":"Factors Influencing Educators' Perspectives on Accepting Extended Reality in Health Care Education: Qualitative Study.","authors":"Zuheir Khlaif, Nisreen Salama, Bilal Hamamra, Allam Mousa","doi":"10.2196/65042","DOIUrl":"10.2196/65042","url":null,"abstract":"<p><strong>Background: </strong>Palestinian higher education institutions face limitations in providing interactive practical training for medical education. Extended reality (XR), which encompasses virtual reality and augmented reality, is increasingly recognized for addressing these challenges by offering immersive learning experiences.</p><p><strong>Objective: </strong>This study investigates the factors influencing the acceptance and adoption of XR in health care education within Palestinian universities, exploring its potential to transform traditional teaching methods.</p><p><strong>Methods: </strong>A qualitative approach was used in this study to collect data through semistructured interviews and artifacts from the participants. The participants of the study were 25 faculty members from 2 large Palestinian universities who teach in the field of medical sciences.</p><p><strong>Results: </strong>Three primary categories-external, internal, and design-related factors-emerged as pivotal in influencing XR adoption. Professional development, technical support, and infrastructure were key external enablers. Internally, prior experience with digital tools and positive attitudes had a significant impact on the adoption of XR. Design factors, including ease of use and interactivity, played a crucial role but also posed challenges for less tech-savvy educators. Despite barriers such as cost and technical issues, XR demonstrated notable benefits, including enhanced learning outcomes, improved knowledge retention, and the ability to simulate complex medical scenarios.</p><p><strong>Conclusions: </strong>XR technologies offer transformative potential for health care education in Palestine. By addressing challenges and leveraging XR's strengths, educational institutions can foster innovation and improve student engagement and skill acquisition. The study contributes to the theoretical understanding of technology acceptance in education by identifying the interplay of external, internal, and design factors. Practically, it emphasizes strategic investments in infrastructure, professional training, and institutional policies to optimize XR integration.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e65042"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12082055/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144048389","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":"Effect of Immersive Virtual Reality Teamwork Training on Safety Behaviors During Surgical Cases: Nonrandomized Intervention Versus Controlled Pilot Study.","authors":"Lukasz Mazur, Logan Butler, Cody Mitchell, Shaian Lashani, Shawna Buchanan, Christi Fenison, Karthik Adapa, Xianming Tan, Selina An, Jin Ra","doi":"10.2196/66186","DOIUrl":"https://doi.org/10.2196/66186","url":null,"abstract":"<p><strong>Background: </strong>Approximately 4000 preventable surgical errors occur per year in the US operating rooms, many due to suboptimal teamwork and safety behaviors. Such errors can result in temporary or permanent harm to patients, including physical injury, emotional distress, or even death, and can also adversely affect care providers, often referred to as the \"second victim.\"</p><p><strong>Objective: </strong>Given the persistence of adverse events in the operating rooms, the objective of this study was to quantify the effect of an innovative and immersive virtual reality (VR)-based educational intervention on (1) safety behaviors of surgeons in the operating rooms and (2) sense-making regarding the overall training experience.</p><p><strong>Methods: </strong>This mixed methods pre- versus postintervention pilot study was conducted in a large academic medical center with 55 operating rooms. Safety behaviors were observed and quantified using validated Teamwork Evaluation of Non-Technical Skills instrument during surgical cases at baseline (101 observations; 83 surgeons) and postimmersive VR based intervention (postintervention: 24 observations within each group; intervention group [with VR training; 10 surgeons] and control [no VR training; 10 surgeons]). VR intervention included a 45-minute immersive VR-based training incorporating a pre- and postdebriefing based on Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) principles to improve safety behaviors. A 2-tailed, 2-sample t-test with adjustments for multiplicity of the tests was used to test for significance in observable safety behaviors between the groupings. The debriefing data underwent analysis through the phenomenological analysis method to gain insights into how participants interpreted the training.</p><p><strong>Results: </strong>Preintervention, all safety behaviors averaged slightly above \"acceptable\" scores, with an overall average of 2.2 (range 2-2.3; 0-3 scale). The 10 surgeons that underwent our intervention showed statistically significant (P<.05) improvements in 90% (18/20) of safety behaviors when compared to the 10 surgeons that did not receive the intervention (overall average 2.5, range 2.3-2.7 vs overall average 2.1, range 1.9-2.2). Our qualitative analysis based on 492 quotes from participants suggests that the observed behavioral changes are a result of an immersive experience and sense-making of key TeamSTEPPS training concepts.</p><p><strong>Conclusions: </strong>VR-based immersive training intervention focused on TeamSTEPPS principles seems effective in improving safety behaviors in the operating rooms as quantified via observations using the Teamwork Evaluation of Non-Technical Skills instrument. Further research with larger, more diverse sample sizes is needed to confirm the generalizability of these findings.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e66186"},"PeriodicalIF":3.2,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12061349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144026229","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":"Visualizing to Learn: The Impact of Self-Drawing on Residents' ECG Interpretation Skills.","authors":"Heng-You Sung, Feng-Ching Liao, Shu-I Lin, Han-En Cheng, Chun-Wei Lee","doi":"10.2196/73328","DOIUrl":"https://doi.org/10.2196/73328","url":null,"abstract":"<p><strong>Background: </strong>Although the training course of electrocardiogram (ECG) interpretation was started early in medical school, the accuracy in interpretation of 12-lead ECG is always a challenge issue. We conducted a pilot educational program to compare the effectiveness of a conventional didactic lecture, self-drawing (SD), and self-drawing following a flipped classroom approach (SDFC).</p><p><strong>Objective: </strong>To evaluate the effectiveness of three instructional strategies-traditional didactic lecture, self-drawing (SD), and self-drawing following a flipped classroom approach (SDFC)-in improving electrocardiogram (ECG) interpretation skills among first-year postgraduate (PGY-I) medical residents.</p><p><strong>Methods: </strong>This study was conducted by postgraduate-year (PGY)-I residents at MacKay Memorial Hospital over three years. The study enrolled 76 PGY-I residents, who were randomized into three groups: conventional control group (group 1), SD group (group 2) and SDFC group (group 3). All participants were provided with the same learning material and didactic lectures. Knowledge evaluation was performed using pre-tests and post-tests were conducted using questionnaires.</p><p><strong>Results: </strong>The groups involving SD, whether combined with a flipped classroom or not, demonstrated better performance on the written summative examination. These findings highlight the benefits of SD in integrating theoretical knowledge with practical approaches to ECG interpretation.</p><p><strong>Conclusions: </strong>Our study demonstrated the promising effects of SD on the recognition of ECG presentations, which could make up for the inadequacies of traditional classroom teaching. It can be incorporated into routine teaching if proven successful in a larger cohort.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144022506","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":"AIFM-ed Curriculum Framework for Postgraduate Family Medicine Education on Artificial Intelligence: Mixed Methods Study.","authors":"Raymond Tolentino, Fanny Hersson-Edery, Mark Yaffe, Samira Abbasgholizadeh-Rahimi","doi":"10.2196/66828","DOIUrl":"https://doi.org/10.2196/66828","url":null,"abstract":"<p><strong>Background: </strong>As health care moves to a more digital environment, there is a growing need to train future family doctors on the clinical uses of artificial intelligence (AI). However, family medicine training in AI has often been inconsistent or lacking.</p><p><strong>Objective: </strong>The aim of the study is to develop a curriculum framework for family medicine postgraduate education on AI called \"Artificial Intelligence Training in Postgraduate Family Medicine Education\" (AIFM-ed).</p><p><strong>Methods: </strong>First, we conducted a comprehensive scoping review on existing AI education frameworks guided by the methodological framework developed by Arksey and O'Malley and Joanna Briggs Institute methodological framework for scoping reviews. We adhered to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist for reporting the results. Next, 2 national expert panels were conducted. Panelists included family medicine educators and residents knowledgeable in AI from family medicine residency programs across Canada. Participants were purposively sampled, and panels were held via Zoom, recorded, and transcribed. Data were analyzed using content analysis. We followed the Standards for Reporting Qualitative Research for panels.</p><p><strong>Results: </strong>An integration of the scoping review results and 2 panel discussions of 14 participants led to the development of the AIFM-ed curriculum framework for AI training in postgraduate family medicine education with five key elements: (1) need and purpose of the curriculum, (2) learning objectives, (3) curriculum content, (4) organization of curriculum content, and (5) implementation aspects of the curriculum.</p><p><strong>Conclusions: </strong>Using the results of this study, we developed the AIFM-ed curriculum framework for AI training in postgraduate family medicine education. This framework serves as a structured guide for integrating AI competencies into medical education, ensuring that future family physicians are equipped with the necessary skills to use AI effectively in their clinical practice. Future research should focus on the validation and implementation of the AIFM-ed framework within family medicine education. Institutions also are encouraged to consider adapting the AIFM-ed framework within their own programs, tailoring it to meet the specific needs of their trainees and health care environments.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e66828"},"PeriodicalIF":3.2,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064963/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143989584","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":"Recruiting Medical, Dental, and Biomedical Students as First Responders in the Immediate Aftermath of the COVID-19 Pandemic: Prospective Follow-Up Study.","authors":"Nicolas Schnetzler, Victor Taramarcaz, Tara Herren, Eric Golay, Simon Regard, François Mach, Amanta Nasution, Robert Larribau, Melanie Suppan, Eduardo Schiffer, Laurent Suppan","doi":"10.2196/63018","DOIUrl":"https://doi.org/10.2196/63018","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Basic life support improves survival prognosis after out-of-hospital cardiac arrest, but is too rarely provided before the arrival of professional rescue services. First responder networks have been developed in many regions of the world to decrease the delay between collapse and initiation of resuscitation maneuvers. Their efficiency depends on the number of first responders available and many networks lack potential rescuers. Medical, dental, and biomedical students represent an almost untapped source of potential first responders, and a first study, carried out during the COVID-19 pandemic, led to the recruitment of many of these future professionals even though many restrictions were still in effect.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;The objective of this study was to determine the impact of an enhanced strategy on the recruitment of medical, dental, and biomedical students as first responders in the immediate aftermath of the COVID-19 pandemic.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This was a prospective follow-up study, conducted between November 2021 and March 2022 at the University of Geneva Faculty of Medicine, Geneva, Switzerland. A web-based study platform was used to manage consent, registrations, and certificates. A first motivational intervention was held early in the academic year and targeted all first-year medical, dental, and biomedical students. Participants first answered a questionnaire designed to assess their initial basic life support knowledge before following an e-learning module. Those who completed the module were able to register for a face-to-face training session held by senior medical students. A course certificate was awarded to those who completed these sessions, enabling them to register as first responders on the Save a Life first responder network. Since the number of students who had enlisted as first responders 2 months after the motivational intervention was markedly lower than expected, a second, unplanned motivational intervention was held in an attempt to recruit more students.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Out of a total of 674 first-year students, 19 (2.5%) students had registered as first responders after the first motivational intervention. This was significantly less than the proportion achieved through the initial study (48/529, 9.1%; P&lt;.001). The second motivational intervention led to the enrollment of 7 more students (26/674, 3.9%), a figure still significantly lower than that of the original study (P&lt;.001). At the end of the study, 76 (11.3%) students had been awarded a certificate of competence.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Contrary to expectations, an earlier presentation during the academic year outside the COVID restriction period did not increase the recruitment of medical, dental, and biomedical students as first responders in the immediate aftermath of the COVID-19 pandemic. The reasons underlying this drop in motivation should be explored to enable the","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63018"},"PeriodicalIF":3.2,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12068746/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143988346","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}