JMIR Medical Education最新文献

{"title":"Virtual Reality Simulation for Undergraduate Nursing Students for Care of Patients With Infectious Diseases: Mixed Methods Study.","authors":"Wen Chang, Chun-Chih Lin, Julia Crilly, Hui-Ling Lee, Li-Chin Chen, Chin-Yen Han","doi":"10.2196/64780","DOIUrl":"10.2196/64780","url":null,"abstract":"<p><strong>Background: </strong>Virtual reality simulation (VRS) teaching offers nursing students a safe, immersive learning environment with immediate feedback, enhancing learning outcomes. Before the COVID-19 pandemic, nursing students had limited training and opportunities to care for patients in isolation units with infectious diseases. However, the pandemic highlighted the ongoing global priority of providing care for patients with infectious diseases.</p><p><strong>Objective: </strong>This study aims to (1) examine the effectiveness of VRS in preparing nursing students to care for patients with infectious diseases by assessing its impact on their theoretical knowledge, learning motivation, and attitudes; and (2) evaluate their experiences with VRS.</p><p><strong>Methods: </strong>This 2-phased mixed methods study recruited third-year undergraduate nursing students enrolled in the Integrated Emergency and Critical Care course at a university in Taiwan. Phase 1 used a quasi-experimental design to address objective 1 by comparing the learning outcomes of students in the VRS teaching program (experimental group) with those in the traditional teaching program (control group). Tools included an infection control written test, the Instructional Materials Motivation Survey, and a learning attitude questionnaire. The experimental group participated in a VRS lesson titled \"Caring for a Patient with COVID-19 in the Negative Pressure Unit\" as part of the infection control unit. In phase 2, semistructured interviews were conducted to address objective 2, exploring students' learning experiences.</p><p><strong>Results: </strong>A total of 107 students participated in phase 1, and 18 students participated in phase 2. Both the VRS and control groups showed significant improvements in theoretical knowledge scores (for the VRS group t<sub>46</sub>=-7.47; P<.001, for the control group t<sub>59</sub>=-4.04; P<.001). However, compared with the control group, the VRS group achieved significantly higher theoretical knowledge scores (t<sub>98.13</sub>=2.70; P=.008) and greater learning attention (t<sub>105</sub>=2.30; P=.02) at T1. Additionally, the VRS group demonstrated a statistically significant higher regression coefficient for learning confidence compared with the control group (β=.29; P=.03). The students' learning experiences in the VRS group were categorized into 4 themes: Applying Professional Knowledge to Patient Care, Enhancing Infection Control Skills, Demonstrating Patient Care Confidence, and Engaging in Real Clinical Cases. The core theme identified was Strengthening Clinical Patient Care Competencies.</p><p><strong>Conclusions: </strong>The findings suggest that VRS teaching significantly enhanced undergraduate nursing students' infection control knowledge, learning attention, and confidence. Qualitative insights reinforced the quantitative results, highlighting the holistic benefits of VRS teaching in nursing education, including improved learnin","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e64780"},"PeriodicalIF":3.2,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11862763/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400086","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":"Generative Artificial Intelligence in Medical Education-Policies and Training at US Osteopathic Medical Schools: Descriptive Cross-Sectional Survey.","authors":"Tsunagu Ichikawa, Elizabeth Olsen, Arathi Vinod, Noah Glenn, Karim Hanna, Gregg C Lund, Stacey Pierce-Talsma","doi":"10.2196/58766","DOIUrl":"10.2196/58766","url":null,"abstract":"<p><strong>Background: </strong>Interest has recently increased in generative artificial intelligence (GenAI), a subset of artificial intelligence that can create new content. Although the publicly available GenAI tools are not specifically trained in the medical domain, they have demonstrated proficiency in a wide range of medical assessments. The future integration of GenAI in medicine remains unknown. However, the rapid availability of GenAI with a chat interface and the potential risks and benefits are the focus of great interest. As with any significant medical advancement or change, medical schools must adapt their curricula to equip students with the skills necessary to become successful physicians. Furthermore, medical schools must ensure that faculty members have the skills to harness these new opportunities to increase their effectiveness as educators. How medical schools currently fulfill their responsibilities is unclear. Colleges of Osteopathic Medicine (COMs) in the United States currently train a significant proportion of the total number of medical students. These COMs are in academic settings ranging from large public research universities to small private institutions. Therefore, studying COMs will offer a representative sample of the current GenAI integration in medical education.</p><p><strong>Objective: </strong>This study aims to describe the policies and training regarding the specific aspect of GenAI in US COMs, targeting students, faculty, and administrators.</p><p><strong>Methods: </strong>Web-based surveys were sent to deans and Student Government Association (SGA) presidents of the main campuses of fully accredited US COMs. The dean survey included questions regarding current and planned policies and training related to GenAI for students, faculty, and administrators. The SGA president survey included only those questions related to current student policies and training.</p><p><strong>Results: </strong>Responses were received from 81% (26/32) of COMs surveyed. This included 47% (15/32) of the deans and 50% (16/32) of the SGA presidents (with 5 COMs represented by both the deans and the SGA presidents). Most COMs did not have a policy on the student use of GenAI, as reported by the dean (14/15, 93%) and the SGA president (14/16, 88%). Of the COMs with no policy, 79% (11/14) had no formal plans for policy development. Only 1 COM had training for students, which focused entirely on the ethics of using GenAI. Most COMs had no formal plans to provide mandatory (11/14, 79%) or elective (11/15, 73%) training. No COM had GenAI policies for faculty or administrators. Eighty percent had no formal plans for policy development. Furthermore, 33.3% (5/15) of COMs had faculty or administrator GenAI training. Except for examination question development, there was no training to increase faculty or administrator capabilities and efficiency or to decrease their workload.</p><p><strong>Conclusions: </strong>The survey revealed that most ","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e58766"},"PeriodicalIF":3.2,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11835596/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400159","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":"Exploring the Impact of the COVID-19 Pandemic on Learning Experience, Mental Health, Adaptability, and Resilience Among Health Informatics Master's Students: Focus Group Study.","authors":"Nadia Davoody, Natalia Stathakarou, Cara Swain, Stefano Bonacina","doi":"10.2196/63708","DOIUrl":"10.2196/63708","url":null,"abstract":"<p><strong>Background: </strong>The shift to online education due to the COVID-19 pandemic posed significant challenges and opportunities for students, affecting their academic performance, mental well-being, and engagement.</p><p><strong>Objective: </strong>This study aimed to explore the overall learning experience among health informatics master's students at Karolinska Institutet, Sweden, and the strategies they used to overcome learning challenges posed by the COVID-19 pandemic.</p><p><strong>Methods: </strong>Through 3 structured focus groups, this study explored health informatics master's students' experiences of shifting learning environments for classes that started in 2019, 2020, and 2021. All focus group sessions were recorded and transcribed verbatim. Inductive content analysis was used to analyze the data.</p><p><strong>Results: </strong>The results highlight the benefits of increased autonomy and flexibility and identify challenges such as technical difficulties, diminished social interactions, and psychological impacts. This study underscores the importance of effective online educational strategies, technological preparedness, and support systems to enhance student learning experiences during emergencies. The findings of this study highlight implications for educators, students, and higher education institutions to embrace adaptation and foster innovation. Implications for educators, students, and higher education institutions include the need for educators to stay current with the latest educational technologies and design teaching strategies and pedagogical approaches suited to both online and in-person settings to effectively foster student engagement. Students must be informed about the technological requirements for online learning and adequately prepared to meet them. Institutions play a critical role in ensuring equitable access to technology, guiding and supporting educators in adopting innovative tools and methods, and offering mental health resources to assist students in overcoming the challenges of evolving educational environments.</p><p><strong>Conclusions: </strong>This research contributes to understanding the complexities of transitioning to online learning in urgent circumstances and offers insights for better preparing educational institutions for future pandemics.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63708"},"PeriodicalIF":3.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11851031/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392139","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":"Comparison of Learning Outcomes Among Medical Students in Thailand to Determine the Right Time to Teach Forensic Medicine: Retrospective Study.","authors":"Ubon Chudoung, Wilaipon Saengon, Vichan Peonim, Wisarn Worasuwannarak","doi":"10.2196/57634","DOIUrl":"10.2196/57634","url":null,"abstract":"<p><strong>Background: </strong>Forensic medicine requires background medical knowledge and the ability to apply it to legal cases. Medical students have different levels of medical knowledge and are therefore likely to perform differently when learning forensic medicine. However, different medical curricula in Thailand deliver forensic medicine courses at different stages of medical study; most curricula deliver these courses in the clinical years, while others offer them in the preclinical years. This raises questions about the differences in learning effectiveness.</p><p><strong>Objective: </strong>We aimed to compare the learning outcomes of medical students in curricula that either teach forensic medicine at the clinical level or teach it at the preclinical level.</p><p><strong>Methods: </strong>This was a 5-year retrospective study that compared multiple-choice question (MCQ) scores in a forensic medicine course for fifth- and third-year medical students. The fifth-year students' program was different from that of the third-year students, but both programs were offered by Mahidol University. The students were taught forensic medicine by the same instructors, used similar content, and were evaluated via examinations of similar difficulty. Of the 1063 medical students included in this study, 782 were fifth-year clinical students, and 281 were third-year preclinical students.</p><p><strong>Results: </strong>The average scores of the fifth- and third-year medical students were 76.09% (SD 6.75%) and 62.94% (SD 8.33%), respectively. The difference was statistically significant (Kruskal-Wallis test: P<.001). Additionally, the average score of fifth-year medical students was significantly higher than that of third-year students in every academic year (all P values were <.001).</p><p><strong>Conclusions: </strong>Teaching forensic medicine during the preclinical years may be too early, and preclinical students may not understand the clinical content sufficiently. Attention should be paid to ensuring that students have the adequate clinical background before teaching subjects that require clinical applications, especially in forensic medicine.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e57634"},"PeriodicalIF":3.2,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11833191/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143400158","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":"AI in the Health Sector: Systematic Review of Key Skills for Future Health Professionals.","authors":"Javier Gazquez-Garcia, Carlos Luis Sánchez-Bocanegra, Jose Luis Sevillano","doi":"10.2196/58161","DOIUrl":"10.2196/58161","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Technological advancements have significantly reshaped health care, introducing digital solutions that enhance diagnostics and patient care. Artificial intelligence (AI) stands out, offering unprecedented capabilities in data analysis, diagnostic support, and personalized medicine. However, effectively integrating AI into health care necessitates specialized competencies among professionals, an area still in its infancy in terms of comprehensive literature and formalized training programs.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This systematic review aims to consolidate the essential skills and knowledge health care professionals need to integrate AI into their clinical practice effectively, according to the published literature.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We conducted a systematic review, across databases PubMed, Scopus, and Web of Science, of peer-reviewed literature that directly explored the required skills for health care professionals to integrate AI into their practice, published in English or Spanish from 2018 onward. Studies that did not refer to specific skills or training in digital health were not included, discarding those that did not directly contribute to understanding the competencies necessary to integrate AI into health care practice. Bias in the examined works was evaluated following Cochrane's domain-based recommendations.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The initial database search yielded a total of 2457 articles. After deleting duplicates and screening titles and abstracts, 37 articles were selected for full-text review. Out of these, only 7 met all the inclusion criteria for this systematic review. The review identified a diverse range of skills and competencies, that we categorized into 14 key areas classified based on their frequency of appearance in the selected studies, including AI fundamentals, data analytics and management, and ethical considerations.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Despite the broadening of search criteria to capture the evolving nature of AI in health care, the review underscores a significant gap in focused studies on the required competencies. Moreover, the review highlights the critical role of regulatory bodies such as the US Food and Drug Administration in facilitating the adoption of AI technologies by establishing trust and standardizing algorithms. Key areas were identified for developing competencies among health care professionals for the implementation of AI, including: AI fundamentals knowledge (more focused on assessing the accuracy, reliability, and validity of AI algorithms than on more technical abilities such as programming or mathematics), data analysis skills (including data acquisition, cleaning, visualization, management, and governance), and ethical and legal considerations. In an AI-enhanced health care landscape, the ability to humanize patient care through effective communication is paramount. This balance ensures that while AI streamlin","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e58161"},"PeriodicalIF":3.2,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11822726/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143256916","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":"Understanding Community Health Care Through Problem-Based Learning With Real-Patient Videos: Single-Arm Pre-Post Mixed Methods Study.","authors":"Kiyoshi Shikino, Kazuyo Yamauchi, Nobuyuki Araki, Ikuo Shimizu, Hajime Kasai, Tomoko Tsukamoto, Hiroshi Tajima, Yu Li, Misaki Onodera, Shoichi Ito","doi":"10.2196/68743","DOIUrl":"10.2196/68743","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Japan faces a health care delivery challenge due to physician maldistribution, with insufficient physicians practicing in rural areas. This issue impacts health care access in remote areas and affects patient outcomes. Educational interventions targeting students' career decision-making can potentially address this problem by promoting interest in rural medicine. We hypothesized that community-based problem-based learning (PBL) using real-patient videos could foster students' understanding of community health care and encourage positive attitudes toward rural health care.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study investigated the impact of community-based PBL on medical students' understanding and engagement with rural health care, focusing on their knowledge, skills, and career orientation.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Participants were 113 fourth-year medical students from Chiba University, engaged in a transition course between preclinical and clinical clerkships from October 24 to November 2, 2023. The students were randomly divided into 16 groups (7-8 participants per group). Each group participated in two 3-hour PBL sessions per week over 2 consecutive weeks. Quantitative data were collected using pre- and postintervention questionnaires, comprehension tests, and tutor-assessed rubrics. Self-assessment questionnaires evaluated the students' interest in community health care and their ability to envision community health care settings before and after the intervention. Qualitative data from the students' semistructured interviews after the PBL sessions assessed the influence of PBL experience on clinical clerkship in community hospitals. Statistical analysis included median (IQR), effect sizes, and P values for quantitative outcomes. Thematic analysis was used for qualitative data.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Of the 113 participants, 71 (62.8%) were male and 42 (37.2%) female. The total comprehension test scores improved significantly (pretest: median 4.0, IQR 2.5-5.0; posttest: median 5, IQR 4-5; P&lt;.001; effect size r=0.528). Rubric-based assessments showed increased knowledge application (pretest: median 8, IQR 7-9; posttest: median 8, IQR 8-8; P&lt;.001; r=0.494) and self-directed learning (pretest: median 8, IQR 7-9; posttest: median 8, IQR 8-8; P&lt;.001; r=0.553). Self-assessment questionnaires revealed significant improvements in the students' interest in community health care (median 3, IQR 3-4 to median 4, IQR 3-4; P&lt;.001) and their ability to envision community health care settings (median 3, IQR 3-4 to median 4, IQR 3-4; P&lt;.001). Thematic analysis revealed key themes, such as \"empathy in patient care,\" \"challenges in home health care,\" and \"professional identity formation.\"&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Community-based PBL with real-patient videos effectively enhances medical students' understanding of rural health care settings, clinician roles, and the social needs of rural patients. Thi","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e68743"},"PeriodicalIF":3.2,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11829178/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071193","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":"Assessing Familiarity, Usage Patterns, and Attitudes of Medical Students Toward ChatGPT and Other Chat-Based AI Apps in Medical Education: Cross-Sectional Questionnaire Study.","authors":"Safia Elwaleed Elhassan, Muhammad Raihan Sajid, Amina Mariam Syed, Sidrah Afreen Fathima, Bushra Shehroz Khan, Hala Tamim","doi":"10.2196/63065","DOIUrl":"10.2196/63065","url":null,"abstract":"<p><strong>Background: </strong>There has been a rise in the popularity of ChatGPT and other chat-based artificial intelligence (AI) apps in medical education. Despite data being available from other parts of the world, there is a significant lack of information on this topic in medical education and research, particularly in Saudi Arabia.</p><p><strong>Objective: </strong>The primary objective of the study was to examine the familiarity, usage patterns, and attitudes of Alfaisal University medical students toward ChatGPT and other chat-based AI apps in medical education.</p><p><strong>Methods: </strong>This was a cross-sectional study conducted from October 8, 2023, through November 22, 2023. A questionnaire was distributed through social media channels to medical students at Alfaisal University who were 18 years or older. Current Alfaisal University medical students in years 1 through 6, of both genders, were exclusively targeted by the questionnaire. The study was approved by Alfaisal University Institutional Review Board. A χ2 test was conducted to assess the relationships between gender, year of study, familiarity, and reasons for usage.</p><p><strong>Results: </strong>A total of 293 responses were received, of which 95 (32.4%) were from men and 198 (67.6%) were from women. There were 236 (80.5%) responses from preclinical students and 57 (19.5%) from clinical students, respectively. Overall, males (n=93, 97.9%) showed more familiarity with ChatGPT compared to females (n=180, 90.09%; P=.03). Additionally, males also used Google Bard and Microsoft Bing ChatGPT more than females (P<.001). Clinical-year students used ChatGPT significantly more for general writing purposes compared to preclinical students (P=.005). Additionally, 136 (46.4%) students believed that using ChatGPT and other chat-based AI apps for coursework was ethical, 86 (29.4%) were neutral, and 71 (24.2%) considered it unethical (all Ps>.05).</p><p><strong>Conclusions: </strong>Familiarity with and usage of ChatGPT and other chat-based AI apps were common among the students of Alfaisal University. The usage patterns of these apps differ between males and females and between preclinical and clinical-year students.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63065"},"PeriodicalIF":3.2,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11801772/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068401","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":"Collaborative Development of Feedback Concept Maps for Virtual Patient-Based Clinical Reasoning Education: Mixed Methods Study.","authors":"Anja Mayer, Inga Hege, Andrzej A Kononowicz, Anja Müller, Małgorzata Sudacka","doi":"10.2196/57331","DOIUrl":"10.2196/57331","url":null,"abstract":"<p><strong>Background: </strong>Concept maps are a suitable method for teaching clinical reasoning (CR). For example, in a concept map, findings, tests, differential diagnoses, and treatment options can be documented and connected to each other. When combined with virtual patients, automated feedback can be provided to the students' concept maps. However, as CR is a nonlinear process, feedback concept maps that are created together by several individuals might address this issue and cover perspectives from different health professionals.</p><p><strong>Objective: </strong>In this study, we aimed to develop a collaborative process for creating feedback concept maps in virtual patient-based CR education.</p><p><strong>Methods: </strong>Health professionals of different specialties, nationalities, and levels of experience in education individually created concept maps and afterward reached a consensus on them in structured workshops. Then, medical students discussed the health professionals' concept maps in focus groups. We performed a qualitative content analysis of the transcribed audio records and field notes and a descriptive comparison of the produced concept maps.</p><p><strong>Results: </strong>A total of 14 health professionals participated in 4 workshops, each with 3-4 participants. In each workshop, they reached a consensus on 1 concept map, after discussing content and presentation, as well as rationales, and next steps. Overall, the structure of the workshops was well-received. The comparison of the produced concept maps showed that they varied widely in their scope and content. Consensus concept maps tended to contain more nodes and connections than individual ones. A total of 9 medical students participated in 2 focus groups of 4 and 5 participants. Their opinions on the concept maps' features varied widely, balancing between the wish for an in-depth explanation and the flexibility of CR.</p><p><strong>Conclusions: </strong>Although the number of participating health professionals and students was relatively low, we were able to show that consensus workshops are a constructive method to create feedback concept maps that include different perspectives of health professionals with content that is useful to and accepted by students. Further research is needed to determine which features of feedback concept maps are most likely to improve learner outcomes and how to facilitate their construction in collaborative consensus workshops.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e57331"},"PeriodicalIF":3.2,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11801104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068460","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":"Barriers to and Facilitators of Implementing Team-Based Extracorporeal Membrane Oxygenation Simulation Study: Exploratory Analysis.","authors":"Joan Brown, Sophia De-Oliveira, Christopher Mitchell, Rachel Carmen Cesar, Li Ding, Melissa Fix, Daniel Stemen, Krisda Yacharn, Se Fum Wong, Anahat Dhillon","doi":"10.2196/57424","DOIUrl":"10.2196/57424","url":null,"abstract":"<p><strong>Intro: </strong>Extracorporeal membrane oxygenation (ECMO) is a critical tool in the care of severe cardiorespiratory dysfunction. Simulation training for ECMO has become standard practice. Therefore, Keck Medicine of the University of California (USC) holds simulation-training sessions to reinforce and improve providers knowledge.</p><p><strong>Objective: </strong>This study aimed to understand the impact of simulation training approaches on interprofessional collaboration. We believed simulation-based ECMO training would improve interprofessional collaboration through increased communication and enhance teamwork.</p><p><strong>Methods: </strong>This was a single-center, mixed methods study of the Cardiac and Vascular Institute Intensive Care Unit at Keck Medicine of USC conducted from September 2021 to April 2023. Simulation training was offered for 1 hour monthly to the clinical team focused on the collaboration and decision-making needed to evaluate the initiation of ECMO therapy. Electronic surveys were distributed before, after, and 3 months post training. The survey evaluated teamwork and the effectiveness of training, and focus groups were held to understand social environment factors. Additionally, trainee and peer evaluation focus groups were held to understand socioenvironmental factors.</p><p><strong>Results: </strong>In total, 37 trainees attended the training simulation from August 2021 to August 2022. Using 27 records for exploratory factor analysis, the standardized Cronbach α was 0.717. The survey results descriptively demonstrated a positive shift in teamwork ability. Qualitative themes identified improved confidence and decision-making.</p><p><strong>Conclusions: </strong>The study design was flawed, indicating improvement opportunities for future research on simulation training in the clinical setting. The paper outlines what to avoid when designing and implementing studies that assess an educational intervention in a complex clinical setting. The hypothesis deserves further exploration and is supported by the results of this study.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e57424"},"PeriodicalIF":3.2,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11788224/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048098","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":"Medical Students' Acceptance of Tailored e-Mental Health Apps to Foster Their Mental Health: Cross-Sectional Study.","authors":"Catharina Grüneberg, Alexander Bäuerle, Sophia Karunakaran, Dogus Darici, Nora Dörrie, Martin Teufel, Sven Benson, Anita Robitzsch","doi":"10.2196/58183","DOIUrl":"10.2196/58183","url":null,"abstract":"<p><strong>Background: </strong>Despite the high prevalence of mental health problems among medical students and physicians, help-seeking remains low. Digital mental health approaches offer beneficial opportunities to increase well-being, for example, via mobile apps.</p><p><strong>Objective: </strong>This study aimed to assess the acceptance, and its underlying predictors, of tailored e-mental health apps among medical students by focusing on stress management and the promotion of personal skills.</p><p><strong>Methods: </strong>From November 2022 to July 2023, a cross-sectional study was conducted with 245 medical students at the University of Duisburg-Essen, Germany. Sociodemographic, mental health, and eHealth-related data were assessed. The Unified Theory of Acceptance and Use of Technology (UTAUT) was applied. Differences in acceptance were examined and a multiple hierarchical regression analysis was conducted.</p><p><strong>Results: </strong>The general acceptance of tailored e-mental health apps among medical students was high (mean 3.72, SD 0.92). Students with a job besides medical school reported higher acceptance (t107.3=-2.16; P=.03; Padj=.027; Cohen d=4.13) as well as students with higher loads of anxiety symptoms (t92.4=2.36; P=.02; Padj=.03; Cohen d=0.35). The t values were estimated using a 2-tailed t test. Regression analysis revealed that acceptance was significantly predicted by anxiety symptoms (β=.11; P=.045), depressive symptoms (β=-.11; P=.05), internet anxiety (β=-.12; P=.01), digital overload (β=.1; P=.03), and the 3 UTAUT core predictors-performance expectancy (β=.24; P<.001), effort expectancy (β=.26; P<.001), and social influence (β=.43; P<.001).</p><p><strong>Conclusions: </strong>The high acceptance of e-mental health apps among medical students and its predictors lay a valuable basis for the development and implementation of tailored e-mental health apps within medical education to foster their mental health. More research using validated measures is needed to replicate our findings and to further investigate medical students' specific needs and demands regarding the framework of tailored e-mental health apps.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e58183"},"PeriodicalIF":3.2,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11785350/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048122","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}