JMIR Medical Education最新文献

{"title":"Examining Multimodal AI Resources in Medical Education: The Role of Immersion, Motivation, and Fidelity in AI Narrative Learning.","authors":"Chris Jacobs","doi":"10.2196/72190","DOIUrl":"10.2196/72190","url":null,"abstract":"","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e72190"},"PeriodicalIF":3.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11936301/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658198","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":"Impact of Clinical Decision Support Systems on Medical Students' Case-Solving Performance: Comparison Study with a Focus Group.","authors":"Marco Montagna, Filippo Chiabrando, Rebecca De Lorenzo, Patrizia Rovere Querini","doi":"10.2196/55709","DOIUrl":"10.2196/55709","url":null,"abstract":"<p><strong>Background: </strong>Health care practitioners use clinical decision support systems (CDSS) as an aid in the crucial task of clinical reasoning and decision-making. Traditional CDSS are online repositories (ORs) and clinical practice guidelines (CPG). Recently, large language models (LLMs) such as ChatGPT have emerged as potential alternatives. They have proven to be powerful, innovative tools, yet they are not devoid of worrisome risks.</p><p><strong>Objective: </strong>This study aims to explore how medical students perform in an evaluated clinical case through the use of different CDSS tools.</p><p><strong>Methods: </strong>The authors randomly divided medical students into 3 groups, CPG, n=6 (38%); OR, n=5 (31%); and ChatGPT, n=5 (31%); and assigned each group a different type of CDSS for guidance in answering prespecified questions, assessing how students' speed and ability at resolving the same clinical case varied accordingly. External reviewers evaluated all answers based on accuracy and completeness metrics (score: 1-5). The authors analyzed and categorized group scores according to the skill investigated: differential diagnosis, diagnostic workup, and clinical decision-making.</p><p><strong>Results: </strong>Answering time showed a trend for the ChatGPT group to be the fastest. The mean scores for completeness were as follows: CPG 4.0, OR 3.7, and ChatGPT 3.8 (P=.49). The mean scores for accuracy were as follows: CPG 4.0, OR 3.3, and ChatGPT 3.7 (P=.02). Aggregating scores according to the 3 students' skill domains, trends in differences among the groups emerge more clearly, with the CPG group that performed best in nearly all domains and maintained almost perfect alignment between its completeness and accuracy.</p><p><strong>Conclusions: </strong>This hands-on session provided valuable insights into the potential perks and associated pitfalls of LLMs in medical education and practice. It suggested the critical need to include teachings in medical degree courses on how to properly take advantage of LLMs, as the potential for misuse is evident and real.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e55709"},"PeriodicalIF":3.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11936302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658326","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":"Feedback From Dental Students Using Two Alternate Coaching Methods: Qualitative Focus Group Study.","authors":"Lulwah Alreshaid, Rana Alkattan","doi":"10.2196/68309","DOIUrl":"10.2196/68309","url":null,"abstract":"<p><strong>Background: </strong>Student feedback is crucial for evaluating the effectiveness of institutions. However, implementing feedback can be challenging due to practical difficulties. While student feedback on courses can improve teaching, there is a debate about its effectiveness if not well-written to provide helpful information to the receiver.</p><p><strong>Objective: </strong>This study aimed to evaluate the impact of coaching on proper feedback given by dental students in Saudi Arabia.</p><p><strong>Methods: </strong>A total of 47 first-year dental students from a public dental school in Riyadh, Saudi Arabia, completed 3 surveys throughout the academic year. The surveys assessed their feedback on a Dental Anatomy and Operative Dentistry course, including their feedback on the lectures, practical sessions, examinations, and overall experience. The surveys focused on assessing student feedback on the knowledge, understanding, and practical skills achieved during the course, as aligned with the defined course learning outcomes. The surveys were distributed without coaching, after handout coaching and after workshop coaching on how to provide feedback, designated as survey #1, survey #2, and survey #3, respectively. The same group of students received all 3 surveys consecutively (repeated measures design). The responses were then rated as neutral, positive, negative, or constructive by 2 raters. The feedback was analyzed using McNemar test to compare the effectiveness of the different coaching approaches.</p><p><strong>Results: </strong>While no significant changes were found between the first 2 surveys, a significant increase in constructive feedback was observed in survey #3 after workshop coaching compared with both other surveys (P<.001). The results also showed a higher proportion of desired changes in feedback, defined as any change from positive, negative, or neutral to constructive, after survey #3 (P<.001). Overall, 20.2% reported desired changes at survey #2% and 41.5% at survey #3 compared with survey #1.</p><p><strong>Conclusions: </strong>This study suggests that workshops on feedback coaching can effectively improve the quality of feedback provided by dental students. Incorporating feedback coaching into dental school curricula could help students communicate their concerns more effectively, ultimately enhancing the learning experience.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e68309"},"PeriodicalIF":3.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11936305/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658325","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":"Author's Reply: Examining Multimodal AI Resources in Medical Education: The Role of Immersion, Motivation, and Fidelity in AI Narrative Learning.","authors":"Tyler Bland","doi":"10.2196/72336","DOIUrl":"10.2196/72336","url":null,"abstract":"","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e72336"},"PeriodicalIF":3.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11936300/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658025","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 Role of Immersive Virtual Reality Simulation in Health Professions Education: Thematic Analysis.","authors":"Jordan Talan, Molly Forster, Leian Joseph, Deepak Pradhan","doi":"10.2196/62803","DOIUrl":"10.2196/62803","url":null,"abstract":"<p><strong>Background: </strong>Although technology is rapidly advancing in immersive virtual reality (VR) simulation, there is a paucity of literature to guide its implementation into health professions education, and there are no described best practices for the development of this evolving technology.</p><p><strong>Objective: </strong>We conducted a qualitative study using semistructured interviews with early adopters of immersive VR simulation technology to investigate use and motivations behind using this technology in educational practice, and to identify the educational needs that this technology can address.</p><p><strong>Methods: </strong>We conducted 16 interviews with VR early adopters. Data were analyzed via directed content analysis through the lens of the Unified Theory of Acceptance and Use of Technology.</p><p><strong>Results: </strong>The main themes that emerged included focus on cognitive skills, access to education, resource investment, and balancing immersion. These findings help to clarify the intended role of VR simulation in health professions education. Based on our data, we synthesized a set of research questions that may help define best practices for future VR development and implementation.</p><p><strong>Conclusions: </strong>Immersive VR simulation technology primarily serves to teach cognitive skills, expand access to educational experiences, act as a collaborative repository of widely relevant and diverse simulation scenarios, and foster learning through deep immersion. By applying the Unified Theory of Acceptance and Use of Technology theoretical framework to the context of VR simulation, we not only collected validation evidence for this established theory, but also proposed several modifications to better explain use behavior in this specific setting.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e62803"},"PeriodicalIF":3.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11922489/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143617458","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 of a Simulation Program for Providing Telenursing Training to Nursing Students: Cohort Study.","authors":"Ola Ali-Saleh, Layalleh Massalha, Ofra Halperin","doi":"10.2196/67804","DOIUrl":"10.2196/67804","url":null,"abstract":"<p><strong>Background: </strong>Telenursing has become prevalent in providing care to diverse populations experiencing different health conditions both in Israel and globally. The nurse-patient relationship aims to improve the condition of individuals requiring health services.</p><p><strong>Objectives: </strong>This study aims to evaluate nursing graduates' skills and knowledge regarding remote nursing care prior to and following a simulation-based telenursing training program in an undergraduate nursing degree.</p><p><strong>Methods: </strong>A cohort study assessed 114 third-year nursing students using comprehensive evaluation measures of knowledge, skills, attitudes, self-efficacy, and clinical skills regarding remote nursing care. Assessments were conducted at 2 critical time points: prior to and following a structured simulation-based training intervention.</p><p><strong>Results: </strong>Participant demographics revealed a predominantly female sample (101/114, 88.6%), aged 20-50 years (mean 25.68, SD 4.59 years), with moderate to advanced computer and internet proficiency. Notably, 91.2% (104/114) had no telenursing exposure, yet 75.4% (86/114) expressed training interest. Statistical analyses demonstrated significant improvements across all measured variables, characterized by moderate to high effect sizes. Key findings included substantial increases in telenursing awareness, knowledge, skills, attitudes and self-efficacy; significant reduction in perceived barriers to remote care delivery; and complex interrelation dynamics between variables. A multivariate analysis revealed nuanced correlations: higher awareness and knowledge were consistently associated with more positive attitudes and increased self-efficacy. Positive attitudes correlated with enhanced self-efficacy and reduced perceived barriers. Change score analyses further indicated that increased awareness and knowledge facilitated more positive attitudinal shifts, while heightened awareness and positive attitudes corresponded with decreased implementation barriers.</p><p><strong>Conclusions: </strong>The study underscores the critical importance of integrating targeted telenursing training into nursing education. By providing comprehensive preparation, educational programs can equip students to deliver optimal remote care services. The COVID-19 pandemic has definitively demonstrated that remote nursing will be central to future health care delivery, emphasizing the urgent need to prepare nursing students for this emerging health care paradigm.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e67804"},"PeriodicalIF":3.2,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11922488/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143617456","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":"Leveraging Generative Artificial Intelligence to Improve Motivation and Retrieval in Higher Education Learners.","authors":"Noahlana Monzon, Franklin Alan Hays","doi":"10.2196/59210","DOIUrl":"10.2196/59210","url":null,"abstract":"<p><strong>Unlabelled: </strong>Generative artificial intelligence (GenAI) presents novel approaches to enhance motivation, curriculum structure and development, and learning and retrieval processes for both learners and instructors. Though a focus for this emerging technology is academic misconduct, we sought to leverage GenAI in curriculum structure to facilitate educational outcomes. For instructors, GenAI offers new opportunities in course design and management while reducing time requirements to evaluate outcomes and personalizing learner feedback. These include innovative instructional designs such as flipped classrooms and gamification, enriching teaching methodologies with focused and interactive approaches, and team-based exercise development among others. For learners, GenAI offers unprecedented self-directed learning opportunities, improved cognitive engagement, and effective retrieval practices, leading to enhanced autonomy, motivation, and knowledge retention. Though empowering, this evolving landscape has integration challenges and ethical considerations, including accuracy, technological evolution, loss of learner's voice, and socioeconomic disparities. Our experience demonstrates that the responsible application of GenAI's in educational settings will revolutionize learning practices, making education more accessible and tailored, producing positive motivational outcomes for both learners and instructors. Thus, we argue that leveraging GenAI in educational settings will improve outcomes with implications extending from primary through higher and continuing education paradigms.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e59210"},"PeriodicalIF":3.2,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11918979/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606674","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":"Organizational Leaders' Views on Digital Health Competencies in Medical Education: Qualitative Semistructured Interview Study.","authors":"Humairah Zainal, Xin Xiao Hui, Julian Thumboo, Fong Kok Yong","doi":"10.2196/64768","DOIUrl":"10.2196/64768","url":null,"abstract":"<p><strong>Background: </strong>Digital technologies (DTs) have profoundly impacted health care delivery globally and are increasingly used in clinical practice. Despite this, there is a scarcity of guidelines for implementing training in digital health competencies (DHC) in medical schools, especially for clinical practice. A lack of sustained integration of DHC risks creating knowledge gaps due to a limited understanding of how DT should be used in health care. Furthermore, few studies have explored reasons for this lag, both within and beyond the medical school curriculum. Current frameworks to address these barriers are often specific to individual countries or schools and focus primarily on curriculum design and delivery. A comprehensive framework is therefore required to ensure consistent implementation of DHC across various contexts and times.</p><p><strong>Objective: </strong>This study aims to use Singapore as a case study and examine the perspectives of doctors in organizational leadership positions to identify and analyze the barriers to DHC implementation in the undergraduate curriculum of Singapore's medical schools. It also seeks to apply the Normalization Process Theory (NPT) to address these barriers and bridge the gap between health care systems and digital health education (DHE) training.</p><p><strong>Methods: </strong>Individual semistructured interviews were conducted with doctors in executive and organizational leadership roles. Participants were recruited through purposive sampling, and the data were interpreted using qualitative thematic analysis.</p><p><strong>Results: </strong>A total of 33 doctors participated, 26 of whom are currently in organizational leadership roles and 7 of whom have previously held such positions. A total of 6 barriers were identified: bureaucratic inertia, lack of opportunities to pursue nontraditional career pathways, limited protective mechanisms for experiential learning and experimentation, lack of clear policy guidelines for clinical practice, insufficient integration between medical school education and clinical experience, and poor IT integration within the health care industry.</p><p><strong>Conclusions: </strong>These barriers are also present in other high-income countries experiencing health care digitalization, highlighting the need for a theoretical framework that broadens the generalizability of existing recommendations. Applying the NPT underscores the importance of addressing these barriers to effectively integrate DHC into the curriculum. The active involvement of multiple stakeholders and the incorporation of continuous feedback mechanisms are essential. Our proposed framework provides concrete, evidence-based, and step-by-step recommendations for implementation practice, supporting the introduction of DHC in undergraduate medical education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e64768"},"PeriodicalIF":3.2,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11928772/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575864","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 Health Care Professionals' Perspectives on Education, Awareness, and Preferences for Digital Educational Resources to Support Transgender, Nonbinary, and Intersex Care: Interview Study.","authors":"Sravya Katta, Nadia Davoody","doi":"10.2196/67993","DOIUrl":"10.2196/67993","url":null,"abstract":"<p><strong>Background: </strong>Health care professionals often face challenges in providing affirming and culturally competent care to transgender, nonbinary, and intersex (TNBI) patients due to a lack of understanding and training in TNBI health care. This gap highlights the opportunity for tailored educational resources to enhance health care professionals' interactions with TNBI individuals.</p><p><strong>Objective: </strong>This study aimed to explore health care professionals' perspectives on education and awareness of health issues related to TNBI individuals. Specifically, it aimed to identify their needs, challenges, and preferences in accessing and using digital educational resources to enhance their knowledge and competence in providing inclusive and effective care for this population.</p><p><strong>Methods: </strong>A qualitative research approach was used in this study. In total, 15 health care professionals were recruited via convenience sampling to participate in semistructured interviews. Thematic analysis was applied to identify recurring codes and themes.</p><p><strong>Results: </strong>The study identified several themes and subthemes related to gender diversity awareness, inclusive communication and understanding the needs of TNBI individuals, societal and structural challenges, regulatory gaps in training and support infrastructure, education and training needs for health care professionals on TNBI care, educational resources and training tools for TNBI care, challenges and design considerations for eHealth tools integrations, and evaluating eHealth impact. Participants identified communication barriers, the need for health care providers to use inclusive language, and gaps in both health care system infrastructure and specialized training for gender-affirming care. In addition, participants expressed a need for comprehensive education on transgender and nonbinary health issues, resources for mental health professionals, user-friendly design, and accessibility features in eHealth tools.</p><p><strong>Conclusions: </strong>The study revealed substantial deficiencies in health care professionals' knowledge of gender diversity, cultural competency, and the importance of inclusive communication. Addressing the identified barriers and challenges through targeted interventions, such as providing training and support for health care professionals, investing in user-friendly design and data security, and promoting cultural competence in TNBI health care, is essential. Despite integration challenges, eHealth tools have the potential to improve patient-health care professional relationships and access to care.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e67993"},"PeriodicalIF":3.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11926451/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575844","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: A 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":"https://doi.org/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 institutes (HEIs).</p><p><strong>Objective: </strong>Our review seeks to identify and explore the existing literature on gender equality training interventions for third level students, with a particular emphasis on training content, methodology and outcome evaluation.</p><p><strong>Methods: </strong>The Arskey & O'Malley's six-stage framework was employed 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 3140 titles, 33 abstracts, and 52 full-text articles were screened for eligibility with 14 articles selected for inclusion in this review. A theory of change lens was applied to provide a structured approach to examine their focus and relevance within the context of gender equality training in higher education.</p><p><strong>Results: </strong>The selected studies detail 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 one year. Most articles reviewed do not explicitly state their study aims or research question, and the theoretical underpinnings are generally vaguely described. The longer-term impact of most interventions is 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 third level students lacks coherence, highlighting the need for further work to evaluate its impact. This work provides a foundation for developing training design recommendations.</p><p><strong>Clinicaltrial: </strong>JMIR Res Protoc 2023;12:e44584 doi: 10.2196/44584.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711535","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}