JMIR Medical Education最新文献

{"title":"Implementation Outcomes of Reusable Learning Objects in Health Care Education Across Three Malaysian Universities: Evaluation Using the RE-AIM Framework.","authors":"Hooi Min Lim, Chin Hai Teo, Yew Kong Lee, Ping Yein Lee, Kuhan Krishnan, Zahiruddin Fitri Abu Hassan, Phelim Voon Chen Yong, Wei Hsum Yap, Renukha Sellappans, Enna Ayub, Nurhanim Hassan, Sazlina Shariff Ghazali, Nurul Amelina Nasharuddin, Puteri Shanaz Jahn Kassim, Faridah Idris, Klas Karlgren, Natalia Stathakarou, Petter Mordt, Stathis Konstantinidis, Michael Taylor, Cherry Poussa, Heather Wharrad, Chirk Jenn Ng","doi":"10.2196/63882","DOIUrl":"10.2196/63882","url":null,"abstract":"<p><strong>Unlabelled: </strong></p><p><strong>Background: </strong>Current e- learning evaluation focuses on learners' knowledge gain, satisfaction, perceptions, and attitudes; few assess the implementation outcomes of e- learning resources in teaching and learning.</p><p><strong>Objective: </strong>In this study, we used the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework to systematically evaluate the implementation outcomes of reusable learning objects (RLOs) in the context of health care education.</p><p><strong>Methods: </strong>This study is a part of the Advancing Co-creation of RLOs to Digitise H ealthcare Curriculum (ACoRD) project, wherein we developed and implemented 23 RLOs across 3 Malaysian universities for medical, pharmacy, and biomedical curricula. Implementation and dissemination strategies were employed. Data were collected using a self-administered web-based questionnaire and Google Analytics.</p><p><strong>Results: </strong>Th is study report s a cumulative RLO access of 7622 users from 48 countries ( reach). Users rated RLOs as very helpful ( 1452/ 2071, 70.1%) or helpful ( 601/ 2071, 29.1 %). Pre assessments and postassessments showed a significant improvement in the knowledge score (21 RLOs, P < .05) and confidence level (17 RLOs, P < .05) (e ffectiveness). All 3 Malaysian universities adopted RLOs in the fields of professional development, primary care medicine, medicine, pediatrics, nursing, pharmacy, and biomedicine ( adoption). The percentage of users who completed RLOs ranged from 5.6% ( 10/ 179) to 8 5% ( 78/ 92), with nonbounced users (users who viewed more than one page) ranging from 16.3% ( 165/ 1014) to 8 8.5 % ( 3 70/ 4 18) ( implementation). In the 4 months following the completion of the AC oRD project, a total of 2107 users accessed RLOs ( maintenance).</p><p><strong>Conclusions: </strong>We systematically evaluated the implementation of e- learning resources by using the RE-AIM framework, informing future strategies to integrate e- learning innovations in real-world teaching and learning practices.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63882"},"PeriodicalIF":3.2,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12519310/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145239877","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":"A Web-Based Training Intervention for Primary Care Providers on Preparing Patients for Cancer Treatment Decisions and Conversations About Clinical Trials: Evaluation of a Pilot Study Using Mixed Methods and Follow-Up.","authors":"Naomi D Parker, Margo Michaels, Carla L Fisher, Alyssa Crowe, Elisa S Weiss, Maria Sae-Hau, Jason Arnold, Andrea Cassells, Domenic Durante, Ji-Hyun Lee, Raymond Mailhot Vega, Ana Natale-Pereira, Taylor S Vasquez, Zhongyue Zhang, Carma L Bylund","doi":"10.2196/66892","DOIUrl":"10.2196/66892","url":null,"abstract":"<p><strong>Background: </strong>Recruitment to cancer clinical trials (CCTs) is low, particularly for underrepresented groups such as uninsured patients, those with low-income status, and racial and ethnic minoritized individuals. A significant barrier is that treating oncologists often fail to inform patients about the possibility of CCT participation as an option for quality cancer care. Therefore, patient inquiries about trials before starting treatment should be normalized and encouraged, particularly for underrepresented groups. Primary care providers (PCPs) are uniquely suited to do this because they interact with patients at the time of cancer diagnosis, provide ongoing care, and are trusted sources of information.</p><p><strong>Objective: </strong>This study was designed to pilot an innovative web-based CCT training intervention for PCPs, including practicing clinicians and trainees, to increase their ability to prepare patients for cancer treatment decisions and conversations with oncologists about clinical trials.</p><p><strong>Methods: </strong>We conducted an evaluation of a pilot study using a self-guided, 1-hour web-based training intervention for PCPs with survey assessments before the intervention, immediately after the intervention, and at the 3-month follow-up. We used a mixed methods approach, incorporating quantitative and qualitative data collection and analysis. The evaluation was guided by the Kirkpatrick evaluation model, focusing on levels 1 (reaction), 2 (learning), and 3 (behavior).</p><p><strong>Results: </strong>A total of 29 PCPs completed the intervention and pre- and postintervention measures, with 28 (97%) PCPs completing the 3-month follow-up assessment. Of these 28 PCPs, 8 (29%) participated in a qualitative interview after the 3-month follow-up assessment. Participants reported high levels of satisfaction with the course. CCT knowledge, as well as attitudes and beliefs, improved after the course and were sustained at the 3-month follow-up. PCPs reported willingness to communicate with patients about cancer treatment options, including CCTs, and willingness to talk with their colleagues about potential changes in referral practices. However, fewer PCPs had actually engaged in these conversations by the 3-month follow-up. In the interviews, PCPs cited limited interprofessional knowledge sharing and organizational constraints as barriers. Notably, PCPs reported changes in their communication behavior with patients: a higher proportion reported communicating with patients at the time of referral about cancer treatment options and clinical trials at the 3-month follow-up than at baseline. In the interviews, PCPs reported that they felt more comfortable and empowered to have these conversations.</p><p><strong>Conclusions: </strong>This pilot study found that a self-guided, 1-hour web-based training intervention for PCPs resulted in improved knowledge, attitudes, and beliefs, as well as improved communication with pat","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e66892"},"PeriodicalIF":3.2,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12314468/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144660610","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":"Technology Acceptance Model in Medical Education: Systematic Review.","authors":"Jason Wen Yau Lee, Jenelle Yingni Tan, Fernando Bello","doi":"10.2196/67873","DOIUrl":"10.2196/67873","url":null,"abstract":"<p><strong>Background: </strong>With the growing use of technology in medical education, a framework is needed to evaluate learners' and educators' acceptance of these technologies. In this context, the Technology Acceptance Model (TAM) offers a valuable theoretical framework, providing insights into the determinants influencing users' acceptance and adoption of technology.</p><p><strong>Objective: </strong>This review aims to systematically synthesize the body of research in medical education that uses the TAM.</p><p><strong>Methods: </strong>An electronic literature search was conducted using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach in February 2024 on the Embase, MEDLINE, PsycINFO, PubMed, and Web of Science databases, yielding 680 articles. Upon elimination of duplicates and applying the exclusion criteria, a total of 39 articles were retained. To evaluate the quality of the study, the Medical Education Research Study Quality Instrument score was calculated for each analysis with a qualitative component.</p><p><strong>Results: </strong>Studies using TAM in medical education began in 2010, with the model's application relatively rare up to 2016. Most of the studies were quantitative, operationalizing the TAM as a survey instrument, but it was also used as a research framework in qualitative data analysis. Structural equation modeling, descriptive analysis, and correlation analysis were the most common data analysis approaches in the studies. E-learning and mobile learning were the predominant learning interventions explored, but there were indications that novel learning technologies such as augmented reality, virtual reality, and 3D printing were being investigated.</p><p><strong>Conclusions: </strong>The study's findings reveal an expanding scholarly engagement with using TAM in medical education. Although the TAM has been mostly used as a survey instrument, it can also be adapted as a qualitative research framework to analyze data. This systematic review provides a foundation for future research to understand the factors influencing users' acceptance of technology, especially in medical education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e67873"},"PeriodicalIF":3.2,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12285687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144650802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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

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

{"title":"e-Learning in Phoniatrics and Speech-Language Pathology: Exploratory Analysis of Free Access Tools in Augmentative and Alternative Communication.","authors":"Jessica Büchs, Christiane Neuschaefer-Rube","doi":"10.2196/63392","DOIUrl":"10.2196/63392","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Augmentative and alternative communication (AAC) is a therapeutic approach and modality of expression for patients with limited or no expressive language. Speech-language pathologists and phoniatricians need to be competent in AAC to treat patients with complex communication needs. For knowledge acquisition and enhancement in AAC, a significant number of e-learning tools are available. To improve e-learning in AAC, it is essential to understand the attributes of these tools, such as formats, content areas, learning styles, or learning goals. However, these structures have yet to be investigated.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;With this study, we aimed to (1) explore free access AAC e-learning tools that are appropriate for students and professionals of phoniatrics and speech-language pathology; (2) gain insight into formats, content areas, learning styles, and learning goals; and (3) investigate structural differences within and between basic and advanced learner level.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;In 2023, we conducted a systematic web-based search with defined search terms in PubMed, peDOCS, Google Scholar, Google, the Apple App Store, and the Google Play Store in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 guidelines and piloting a protocol for data abstraction and validation. Inclusion criteria were free access, a mandatory minimum AAC content, and the use of the English or the German language. Social networks, video-sharing platforms, blogs, and forums were excluded. We analyzed formats (websites, online courses, apps, and podcasts), content areas (types of AAC, diagnostics, therapy, and other content areas), learning styles (visual, auditory, and audio-visual), and learning goals (receptive and performative) within and between basic and advanced level tools.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;We identified 131 tools, of which 57 (43.5%) were basic level and 74 (56.5%) were advanced level. Of these 131 tools, 105 (80.2%) were websites, 21 (16%) were online courses, 3 (2.3%) were apps and 2 (1.5%) were podcasts. Only 12 out of 74 (16.2%) tools for advanced learners offered performative tasks. For basic learners no such tasks could be identified. For learning style, all basic tools and most of the advanced level tools were \"visual (text)\" (57/57, 100% basic vs 66/74, 89.2% advanced). In terms of content, advanced level tools pertained more often to \"diagnostics\" (28/57, 49.1% basic vs 65/74, 87.8% advanced) and \"therapy\" (17/57, 29.8% basic vs 64/74, 86.5% advanced). Advanced level courses were more likely online courses (2/57, 3.5% basic vs 19/74, 25.7% advanced) and more often showed audio-visual learning styles compared with basic level tools (5/57, 8.8% basic vs 27/74, 36.5% advanced).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Our study showed that free-access AAC tools for phoniatrics and speech-language pathology varied in formats, content areas, learni","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63392"},"PeriodicalIF":3.2,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12256706/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144508666","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":"E-Learning for Pediatric Emergency Department Staff in Point-of-Care Electroencephalogram Interpretation: A Prospective Cohort Study.","authors":"Leopold Simma, Maurice Henri Schneeberger, Stefanie von Felten, Michelle Seiler, Georgia Ramantani, Bigna Katrin Bölsterli","doi":"10.2196/69395","DOIUrl":"10.2196/69395","url":null,"abstract":"<p><strong>Background: </strong>Status epilepticus (SE) represents a critical pediatric emergency necessitating prompt treatment and monitoring. The diagnosis of nonconvulsive SE and the monitoring of convulsive SE require EEG recordings. The integration of simplified point-of-care EEG (pocEEG) may improve care in pediatric emergency departments (PEDs). Objective.</p><p><strong>Objective: </strong>This study aims to assess the efficacy of an electronic EEG self-learning module for improving the interpretation of normal cortical activity, artifacts, and seizure patterns in pocEEG by pediatric emergency medicine (PEM) providers.</p><p><strong>Methods: </strong>This prospective cohort study was conducted in a tertiary academic PED and primarily targeted senior medical staff (SMS) while also engaging junior medical staff (JMS), and registered nurses (RNs). A novel EEG e-learning module trained participants to identify normal cortical activity, artifacts, and seizure patterns. The study comprised pretest, posttest, and three-month retention assessments to evaluate the EEG Total Score as its primary outcome and basic EEG knowledge and confidence measures as secondary outcomes. Outcomes were analyzed using mixed-effects proportional odds logistic regression models.</p><p><strong>Results: </strong>Of 102 PEM providers invited, 61 individuals participated (25 SMS, 15 JMS, 21 RNs), and 29 finished the three-tiered study. In finishers, the EEG Total Score (max = 12 points), indicative of accurate EEG classification, increased substantially between pretest and posttest from a median of 7 (IQR 5-8) to 10 (IQR 7-11) points, corresponding with an increase in the odds of achieving higher EEG Total Scores at the posttest (OR 24.18, 95% CI 7.398 to 79.043, P value < .001). At the retention test the EEG total score remained elevated, although to a lesser extent (median 8 points [IQR 6-9]). Similar trends were observed in secondary outcomes.</p><p><strong>Conclusions: </strong>The implementation of an e-learning EEG module improved the ability of PEM providers to interpret EEGs. This study highlights the feasibility of imparting basic EEG skills to non-experts through targeted educational interventions. However, the sustained retention of such skills requires improvement, emphasizing the necessity for ongoing refresher training.</p><p><strong>Clinicaltrial: </strong></p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":""},"PeriodicalIF":3.2,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144340401","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":"Assessment of Large Language Model Performance on Medical School Essay-Style Concept Appraisal Questions: Exploratory Study.","authors":"Seysha Mehta, Eliot N Haddad, Indira Bhavsar Burke, Alana K Majors, Rie Maeda, Sean M Burke, Abhishek Deshpande, Amy S Nowacki, Christina C Lindenmeyer, Neil Mehta","doi":"10.2196/72034","DOIUrl":"10.2196/72034","url":null,"abstract":"<p><strong>Unlabelled: </strong>Bing Chat (subsequently renamed Microsoft Copilot)-a ChatGPT 4.0-based large language model-demonstrated comparable performance to medical students in answering essay-style concept appraisals, while assessors struggled to differentiate artificial intelligence (AI) responses from human responses. These results highlight the need to prepare students and educators for a future world of AI by fostering reflective learning practices and critical thinking.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e72034"},"PeriodicalIF":3.2,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12208947/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144310455","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":"Health Workers' Perspectives on Mobile Health Care Learning Stickiness: Mixed Methods Study.","authors":"Sabila Nurwardani, Putu Wuri Handayani","doi":"10.2196/63827","DOIUrl":"10.2196/63827","url":null,"abstract":"<p><strong>Background: </strong>Doctor-to-Doctor (D2D) is a mobile learning app that aims to support continuous learning in health care, commonly known as continuing medical education. One of the metrics of success in mobile learning is the average amount of time spent each month on the app, which is a component of stickiness, the tendency of users to use apps repeatedly. Stickiness metrics are important because stickiness has a direct effect on user retention.</p><p><strong>Objective: </strong>This study aimed to determine the factors influencing user stickiness of the D2D mobile learning app. The research framework was based on the stimulus-organism-response theory.</p><p><strong>Methods: </strong>This study used a mixed methods approach, including a web-based questionnaire (quantitative data) and interviews (qualitative data). We recruited 520 health worker respondents, including general practitioners, dentists, specialists, and medical students, as users of the D2D app. Quantitative data processing was conducted using covariance-based structural equation modeling, whereas qualitative analysis was conducted on the data from 15 respondents using the content analysis method.</p><p><strong>Results: </strong>On the basis of the web-based questionnaire (quantitative) results, we found that cognitive (P=.01) and emotional (P=.004) app relationship quality affected health workers' stickiness in mobile learning. On the other hand, factors related to the functionality of the app and health workers' experience were proven to affect cognitive and emotional app relationship quality (P<.005). In addition, according to interview (qualitative) data, the performance of apps for mobile learning is influenced by information quality and information processing speed, which are needed to deliver a more efficient learning process and reduce the possibility of misunderstanding in the interpretation of learning materials. The user experience is influenced by gamification factors to make the learning process more fun, especially for medical students who do not have to obtain professional credit units (referred to as satuan kredit profesional in Indonesia), unlike physicians or specialists.</p><p><strong>Conclusions: </strong>The results of this study will help mobile learning service providers increase user stickiness in mobile learning, for example, through processing speed, the quality of the information presented, security features, personalized content recommendations, and gamification.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e63827"},"PeriodicalIF":3.2,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12205261/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144286662","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":"Visual Learning in Electrocardiography Training for Medical Residents: Comparative Intervention Study.","authors":"Heng-You Sung, Feng-Ching Liao, Shu-I Lin, Han-En Cheng, Chun-Wei Lee","doi":"10.2196/73328","DOIUrl":"10.2196/73328","url":null,"abstract":"<p><strong>Background: </strong>Although electrocardiogram (ECG) interpretation training begins early in medical school, achieving accuracy in interpretation of 12-lead ECG remains a persistent challenge. We conducted a pilot educational program to compare the effectiveness of a conventional didactic lecture, self-drawing, and self-drawing following a flipped classroom (SDFC) approach.</p><p><strong>Unlabelled: </strong>This study aimed to evaluate the effectiveness of three instructional strategies-traditional didactic lecture, self-drawing, and SDFC approach-in improving ECG interpretation skills among first-year postgraduate (PGY-I) medical residents.</p><p><strong>Methods: </strong>This study was conducted among postgraduate-year PGY-I residents at MacKay Memorial Hospital over 3 years. The study enrolled 76 PGY-I residents, who were randomized into three groups: conventional control (group 1), self-drawing (group 2), and SDFC (group 3). All participants were provided with the same learning material and didactic lectures. Knowledge evaluation was performed using pre- and posttests, which were administered using questionnaires.</p><p><strong>Results: </strong>The groups involving self-drawing, both combined with and without a flipped classroom approach, demonstrated better performance on the written summative examination. These findings highlight the benefits of self-drawing in integrating theoretical knowledge with practical approaches to ECG interpretation.</p><p><strong>Conclusions: </strong>Our study demonstrated promising effects of self-drawing on the recognition of ECG patterns, which could address the inadequacies of traditional classroom teaching. It can be incorporated into routine teaching after validation in a larger cohort.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"11 ","pages":"e73328"},"PeriodicalIF":3.2,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12180676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144289681","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}