JMIR Medical Education最新文献

{"title":"AI-Generated Microlearning for Plastic Surgery Residency: Single-Arm Pre-Post Feasibility Study.","authors":"Marius Drysch, Sonja Verena Schmidt, Felix Reinkemeier, Flemming Puscz, Alexander Fiedler, Maria Fueth, Marcus Lehnhardt, Alexander Sogorski, Christoph Wallner","doi":"10.2196/88695","DOIUrl":"10.2196/88695","url":null,"abstract":"<p><strong>Background: </strong>Surgical residency training faces mounting pressure from expanding subspecialty knowledge requirements alongside compressed learning opportunities. Microlearning, defined as brief, focused educational episodes, offers a pedagogically sound approach suited to fragmented clinical schedules, while large language models present capabilities for scalable content generation. However, the feasibility, quality, and educational value of large language model-generated microlearning in surgical training remain unexplored.</p><p><strong>Objective: </strong>This study aimed to assess the feasibility and acceptability of artificial intelligence (AI)-generated microlearning modules among plastic surgery residents, evaluate content quality through systematic faculty evaluation, and generate preliminary effect size estimates for self-perceived knowledge and confidence changes.</p><p><strong>Methods: </strong>A single-arm pilot feasibility study with a pre-post design was conducted at an academic plastic surgery residency program (N=11 residents) over 12 weeks. Six modules covering core subspecialties were developed using Google Gemini 2.5 Pro. From 60 AI-generated multiple-choice questions, 42 were selected following independent evaluation by 2 board-certified plastic surgeons using a 5-dimension rubric (accuracy, relevance, clarity, pedagogical value, and safety). Modules were released biweekly via Google Forms. Outcomes included retention, acceptability (7-point Likert scales), faculty evaluation ratings, item-level psychometrics, and pre-post changes in self-perceived knowledge and confidence. Composite scores were calculated as the mean change across all 6 subspecialty topics. Wilcoxon signed-rank tests served as the primary analysis for matched pairs (n=9). Analyses were conducted using Python 3.11.</p><p><strong>Results: </strong>All 11 residents completed postassessments. Acceptability was high across all 6 subitems (all medians ≥5 out of 7). Faculty evaluation confirmed high content quality (mean quality index 4.68/5); interrater reliability was poor (intraclass correlation coefficient (3,1)=0.231). Among 9 matched pairs, composite confidence improved significantly (median change 0.33; d=0.65; P=.047), while composite knowledge showed a medium effect (d=0.71; P=.09). Topic-specific gains were largest where baseline was lowest: hand surgery knowledge (d=1.48; P=.02) and confidence (d=1.41; P=.02). Resource use and sense-of-community measures remained stable.</p><p><strong>Conclusions: </strong>AI-generated microlearning modules are feasible and acceptable for plastic surgery residency education. Faculty-evaluated content achieved high quality ratings (mean 4.68/5), and residents showed strong engagement with preliminary improvements in self-perceived confidence. The intervention was integrated into existing learning ecosystems without disrupting traditional resources or peer dynamics. These findings provide effect size estim","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e88695"},"PeriodicalIF":13.9,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13416306/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148449388","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":"Video Recording of Patient-Clinician Interactions in Health Education: Scoping Review.","authors":"Mariana Morgado, Yago Leira, Tiago Leitão, José João Mendes, Luís Proença","doi":"10.2196/70324","DOIUrl":"10.2196/70324","url":null,"abstract":"<p><strong>Background: </strong>Video recordings of patient-clinician interactions (PCIs) have become an integral tool in health professions education, with authentic opportunities to enhance clinical communication and decision-making skills. Despite their educational value, ethical and logistical challenges regarding their use remain underexplored.</p><p><strong>Objective: </strong>This scoping review aims to map the use of video-recorded PCIs in health education, categorizing types and educational purposes, examining applications across disciplines, and identifying ethical and logistical issues.</p><p><strong>Methods: </strong>Comprehensive searches were conducted in MEDLINE, Embase, and ERIC (Education Resources Information Center) databases, supplemented by gray literature, with the last search performed on October 30, 2024. Two independent reviewers screened and extracted data on study design, intervention characteristics, educational objectives, and barriers to implementation. Given the scoping review nature, risk of bias assessment was not conducted. Data synthesis involved descriptive analysis and thematic categorization of findings.</p><p><strong>Results: </strong>A total of 69 studies met inclusion criteria, predominantly from medical (n=28, 41%), dental (n=15, 22%), and nursing (n=8, 12%) education. Publication frequency increased over the past decade. Studies used varied video types, including authentic consultations, simulated encounters, and procedural recordings. Main educational aims focused on clinical skills, communication, professionalism, and reflective practice. Ethical reporting was inconsistent, with variable adherence to informed consent, patient privacy, and confidentiality standards. Common logistical barriers included limitations in technical infrastructure, data management, and curriculum integration.</p><p><strong>Conclusions: </strong>Video-recorded PCIs offer valuable educational resources but face challenges in ethical standardization and logistical feasibility. Future research should prioritize the development of ethical frameworks and standardized protocols, together with the evaluation of long-term educational and psychological outcomes, to support the responsible and scalable integration of PCI recordings into health education curricula.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e70324"},"PeriodicalIF":13.9,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13361625/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148438289","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":"Prompt Framing and Evidence Requirements for AI-Generated Educational Responses in Dental Education: An Experimental Study.","authors":"Man Hung, Corban Ward, Owen Cohen, Jacob Marx, Zachary Smit, Jacob Newman, Martin S Lipsky","doi":"10.2196/90736","DOIUrl":"10.2196/90736","url":null,"abstract":"<p><strong>Background: </strong>Large language models (LLMs) are increasingly used in health professions education; however, the role of prompt design in shaping their outputs remains poorly understood in clinical training contexts. In dentistry, where the presentation of information, perceived credibility, and procedural reasoning are important, the effects of instructional framing and evidence requirements on artificial intelligence (AI)-generated educational responses are particularly relevant.</p><p><strong>Objective: </strong>This study examined whether instructional framing and evidence requirements were associated with rater-assessed perceived factuality, confidence of tone, stance orientation, citation behavior, safety notices, hedging, and response length in cavity preparation responses generated using the web-based ChatGPT-5.</p><p><strong>Methods: </strong>In a 2 × 2 factorial experiment, we manipulated instructional framing (patient-centered vs. skill-centered) and evidence requirement (evidence-required vs. no evidence) across 10 base prompt topics and four experimental conditions, yielding 40 outputs. Five trained raters independently coded each response for perceived factuality, confidence of tone, stance orientation, hedging, citation presence, safety notices, and response length. Inter-rater reliability was assessed using intra-class correlation coefficients and Fleiss' κ. Consensus scores were analyzed using factorial analyses of variance and chi-square tests.</p><p><strong>Results: </strong>Requiring evidence was associated with greater citation presence (19/20, 95%, vs. 5/20, 25%; P<.001) and longer responses (P<.001). In exploratory analyses, it was also associated with higher ratings of perceived factuality (P=.015). Hedging and confidence of tone showed non-significant patterns. Instructional framing was associated with stance orientation (P=.006) but was not associated with response length. No refusals occurred, and safety notices were infrequent across conditions. Inter-rater reliability was high for citation presence but low or variable for several subjective measures, particularly perceived factuality and safety notices.</p><p><strong>Conclusions: </strong>Prompt design was associated with differences in the presentation, structure, and stance orientation of LLM-generated educational responses in dentistry. Evidence requirements increased citation inclusion and response length, whereas instructional framing was associated with the stance emphasized in the response. These findings suggest that deliberate, pedagogically aligned prompt design may support the development and evaluation of AI-generated content in dental education. However, the effects of prompt wording on objectively verified accuracy, clinical safety, and learning outcomes require further investigation.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":" ","pages":""},"PeriodicalIF":13.9,"publicationDate":"2026-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431192","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":"e-Learning, Distance Education, and Virtual and Augmented Reality in Orthopedic Training: European Cross-Sectional Survey of Trainee Acceptance Guided by the Technology Acceptance Model and Unified Theory of Acceptance and Use of Technology.","authors":"Adam Tibor Schlegl, Marko Ostojić, Ines Unterfrauner, Gianluca Ciolli, Panayiotis D Megaloikonomos, Vasilios G Igoumenou, Michele Mercurio, Thomas Stark, David Kordic, Martijn Dietvorst, Filipe Lima Santos, Viktória Nyakas, Luca Tóth, András Komócsi, Péter Maróti, András Matuz","doi":"10.2196/79418","DOIUrl":"10.2196/79418","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Digital technologies increasingly shape postgraduate medical education, yet orthopedic and trauma training face unique challenges because of the tactile, procedurally focused skills involved. Digital tools partially address these needs, but gaps remain, particularly across diverse European contexts.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;Our primary aim was to quantitatively assess predictors of digital learning technology acceptance (e-learning, distance education, and virtual reality [VR] and augmented reality [AR]) among European orthopedic and trauma trainees, drawing on the technology acceptance model (TAM) and the unified theory of acceptance and use of technology (UTAUT) as conceptual guides. Specifically, we examined how perceived usefulness and perceived ease of use (TAM), alongside performance expectancy, effort expectancy, social influence, and facilitating conditions (UTAUT), related to trainees' acceptance of digital technologies. These constructs guided variable selection and grouping, attitudinal scale design, and interpretation of how individual and contextual factors shape acceptance of digital learning tools in orthopedic training. Secondary aims were to describe adoption and attitude patterns, identify attitudinal trainee profiles, and examine contextual associations (eg, workplace type and national gross domestic product [GDP]).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;We distributed a multinational survey via European trainee federations and used validated scales to assess digital competence and attitudes and gathered demographic data (n=217 across 29 European countries). We administered the questionnaire in English; however, respondents who self-reported English proficiency below the intermediate level were excluded from the analyses to minimize potential comprehension-related bias. The survey assessed digital experience, self-reported digital competence, and attitudes toward e-learning, distance education, and VR/AR, and collected detailed demographic and workplace data. Expert review, cognitive pretesting, and pilot testing ensured validity and clarity. Analytical methods included Wilcoxon tests, ANOVA, clustering, multinomial logistic regression, and factor analysis to ensure the reliability and validity of attitudinal measures.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;e-Learning technologies were the most widely adopted, whereas VR/AR tools were less frequently used despite high average attitude ratings (mean 4.07, SD 0.88). Cluster analysis identified 3 distinctive groups-enthusiastic, supportive, and hesitant-that differed significantly in digital competence and acceptance profiles. Digital competence and national GDP emerged as significant predictors of group membership, consistent with TAM/UTAUT expectations that perceived capability and contextual facilitating conditions shape acceptance. Variation in attitudes was further associated with workplace type and regional resource disparities, underscoring the in","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e79418"},"PeriodicalIF":13.9,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13401077/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424999","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":"Interventions to Enhance COVID-19 Pandemic Health Literacy in Health Professionals: Systematic Review.","authors":"Claudia Hasenpusch, Paula Kuper, Eva-Maria Skiba, Antonia Anabella Sprenger, Uwe Matterne, Lena Kannengießer, Esther Ivanka Grätsch, Jaekyung Shin, Mengtong Li, Christian Joachim Apfelbacher","doi":"10.2196/70400","DOIUrl":"10.2196/70400","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;The COVID-19 pandemic has placed a significant burden on health professionals (HPs). They face higher infection risks due to the nature of their work environment and patient care responsibilities. Their ability to access and apply reliable COVID-19 information affects their own preventive behavior and that of those around them. In this context, health literacy (HL) has become increasingly important. Despite extensive research, information to foster COVID-19-related HL in HPs remains limited.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This systematic review aimed to identify, appraise, and synthesize intervention studies on the effectiveness of COVID-19-related HL interventions in HPs.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Five electronic databases (eg, PubMed (MEDLINE), Embase), six clinical trials registries (eg, ISRCTN registry), one preprint server (MEDRXIV), published conference proceedings, and five gray literature databases (eg, opengrey.eu, ProQuest) were searched in May 2022 and updated in August 2025. Reference lists of included studies were screened manually. Two reviewers independently screened titles, abstracts, and full-texts according to eligibility criteria and extracted data; disagreements were resolved by discussion or consultation with a third reviewer. We included randomized controlled trials (RCTs), nonrandomized studies of interventions, and uncontrolled before-and-after studies evaluating the effectiveness of any COVID-19-related HL intervention. Primary outcomes include COVID-19-related HL, its four facets (access, understand, appraise, and apply COVID-19 information), and indicators (eg, COVID-19-related knowledge), assessed at postintervention and follow-up. When studies were sufficiently similar, random-effects meta-analyses were performed; otherwise, a narrative synthesis was provided. Risk of bias was assessed using validated tools based on study design, and the overall certainty of the evidence was evaluated by the GRADE (Grading of Recommendations, Assessment, Development, and Evaluation) approach.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;We included 15 RCTs (2034 participants), 4 nonrandomized studies of interventions (291 participants), 74 uncontrolled before-and-after studies (327,298 participants), 5 ongoing studies, and 1 study with awaiting classification. Interventions targeted a broad range of health occupational groups. Intervention type, delivery mode, methods, settings, and comparator varied widely. No outcome measure explicitly referred to an HL model. Most studies aimed to enhance COVID-19-related knowledge and skills, and had a high risk of bias. COVID-19-related interventions may increase knowledge of vaccines (standardized mean difference 1.00; 95% CI 0.33 to 1.67, I2=24%), and the infection prevention control skills, such as donning and doffing of personal protective equipment (standardized mean difference 1.95; 95% CI 1.82 to 3.09, I2=46%), but the evidence remains very uncertain.&lt;/p&gt;&lt;p&gt;&lt;str","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e70400"},"PeriodicalIF":13.9,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13360183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425020","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' Experiences With an Integrated Surgical Suturing Training Module Using Simulation Models and Asynchronous Videos: Interpretive Qualitative Study.","authors":"Álvaro Herrera Alcaíno, Consuelo Vade Martínez, Benjamín Painemal Rivera, Daniela Serey Torres, Sebastián Puentes Bravo, Ignacio Leal Lizama, Josefina Darrigol Parra, Camila Riquelme Bahamondes","doi":"10.2196/90563","DOIUrl":"10.2196/90563","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Digital educational resources, including asynchronous video-based materials and simulation models, are increasingly used in undergraduate medical education to support procedural skills training. Although both approaches have demonstrated educational value, there is limited qualitative evidence on how the pedagogical integration of these approaches is experienced in real-world clinical training environments, particularly during time-constrained surgical internships.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study aimed to explore medical students' and an instructor's experiences with an integrated suturing skills module combining asynchronous instructional videos and simulation-based practice during a surgical internship.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;An interpretive qualitative study was conducted with sixth-year medical students during a surgical internship at a medical school in Chile. The intervention consisted of a suturing simulation module supported by asynchronous instructional videos. Data were collected through 2 focus groups with 20 students and a semistructured interview with 1 instructor after completion of the module. All sessions were audio-recorded, transcribed verbatim, and pseudonymized. Data were analyzed using reflexive thematic analysis following an inductive approach. The Technological Pedagogical Content Knowledge framework was used as a sensitizing lens during the interpretive phase. Ethics approval was obtained prior to data collection, and all participants provided informed consent.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Participants described asynchronous videos as facilitating prior preparation by allowing flexible, self-paced review of procedural steps, which supported students' perceived readiness for hands-on practice. The integration of video-based resources with simulation-based training was perceived as enabling more focused engagement during supervised sessions, shifting attention from procedural recall to technical execution. Participants also reported perceived increases in confidence when approaching early clinical tasks. However, logistical constraints, including limited time for individualized feedback and challenges related to the physical learning environment, were identified. Some participants also expressed ongoing uncertainty regarding specific techniques despite prior video exposure.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The integration of asynchronous instructional videos with simulation-based practice was perceived as a coherent educational strategy that supported students' preparation for procedural training within a demanding clinical context. The findings highlight the potential of asynchronous resources to function as preparatory scaffolding that may enable more efficient use of supervised training time. This study contributes to the qualitative understanding of how integrated digital and simulation-based approaches are experienced in surgical internships, supporting their c","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e90563"},"PeriodicalIF":13.9,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13348991/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425018","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":"Youth-Elder Co-Learning Model in Psychiatric Long-Term Care Education: Mixed Methods Evaluation of Communication and Empathy Outcomes.","authors":"Ke-Hsin Chueh, Jeng-Wen Chen, Li-Ang Lee, Hsiang-I Hsu, Yen-Ju Lin, Hsiao-Tzu Wang","doi":"10.2196/82812","DOIUrl":"10.2196/82812","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Taiwan is projected to become a \"super-aged\" society by 2025, leading to an increasing demand for community psychiatric long-term care (LTC). This demographic shift necessitates frontline professionals equipped with specialized communication skills and deep empathy. However, traditional didactic teaching often fails to adequately prepare students for the complex emotional and practical challenges of real-world psychiatric caregiving.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Objective: &lt;/strong&gt;This study aimed to evaluate the effectiveness of the innovative youth-elder co-learning instructional model, which uniquely integrates micro-movie discussions and an intergenerational empathy board game, on adult learners' professional knowledge, communication competence, empathic development, and overall learning satisfaction.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;A mixed methods, single-group, pre-post design was used. The educational intervention was implemented within an 18-week elective community psychiatric LTC course. Participants included 38 adult learners and continuing education students (aged 19-64 years). Notably, the majority of the cohort (n=29, 76.3%) had no prior practical experience in LTC. Quantitative data were collected using self-assessed and peer-evaluated scales for professional knowledge, communication competence, and empathy at pre-, mid-, and post-course time points, alongside an end-of-semester course student feedback survey. Qualitative data were systematically gathered through structured reflective journals and analyzed using a rigorous 6-phase thematic analysis framework.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Students reported high course satisfaction rates, ranging from 92.4% to 95.3%. Quantitative analysis revealed a notable divergence: there were significant improvements in peer-evaluated outcomes (P&lt;.001) and self-assessed communication competence (P=.004), but there was more conservative, statistically nonsignificant growth in self-assessed scores for professional knowledge (P=.14) and empathy (P=.09). This discrepancy likely reflects adult learners' heightened awareness of professional complexity and self-reflective humility. Furthermore, the qualitative thematic analysis uncovered the following three narrative shifts: (1) the dismantling of generational stereotypes through authentic, face-to-face interaction with real older adults; (2) an empathic awakening regarding the often-invisible burden of family caregivers, catalyzed by the micro-movies; and (3) the successful translation of theoretical nonviolent communication concepts into real-time clinical problem-solving during board game role-plays.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The youth-elder co-learning model shows promise as an innovative, experiential pedagogical approach. By bridging theoretical frameworks with authentic intergenerational contact, the intervention supported students in translating general empathic concepts into actionable communication competencies. H","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e82812"},"PeriodicalIF":13.9,"publicationDate":"2026-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13392526/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148406195","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":"The Relationship Between Sense of Community and Collaborative Learning: Quantitative Study in Medical Education.","authors":"Harald Knof, Markus Berndt, Anne Herrmann-Werner, Bernhard Hirt, Thomas Shiozawa","doi":"10.2196/86893","DOIUrl":"10.2196/86893","url":null,"abstract":"<p><strong>Background: </strong>Medical education has shifted from an individual, teacher-led process to an interactive, group-oriented approach, fostering clinical reasoning and teamwork. Sense of Community (SoC) appears to be a key factor in this process; however, its link to collaborative learning and academic success is underexplored.</p><p><strong>Objective: </strong>This study investigates this relationship, focusing on SoC dimensions (connectedness and learning) as well as the different forms of initiative collaborative learning and subordinate collaborative learning.</p><p><strong>Methods: </strong>The German form of the Classroom Community Scale (CCS-D) was used to assess SoC. The extent of collaborative learning was measured using the Learning Strategies in Study questionnaire. A total of 331 first-year medical students participated. Data analysis included exploratory factor analysis, correlation analysis, and regression analysis.</p><p><strong>Results: </strong>SoC showed a moderate positive correlation with the use of collaborative learning strategies (r=0.466; P<.001). Connectedness emerged as a significant predictor of collaborative learning (R²=0.257, adjusted R²=0.255; F1,329=113.990; P<.001). Both initiative collaborative learning and subordinate collaborative learning are based more strongly on feelings of connectedness. The feeling that members of the course depend on oneself had the strongest predictive value for collaborative learning (R²=0.188, adjusted R²=0.185; F1,329=75.956; P<.001).</p><p><strong>Conclusions: </strong>A strong SoC promotes the use of collaborative learning strategies, particularly through social connectedness. The lesser importance of the learning dimension suggests that social bonds appear more influential than shared academic goals, particularly during help seeking, where trust and psychological safety are critical. Targeted support of learning communities may enhance didactic approaches and foster both initiative collaborative learning and subordinate collaborative learning. Cultivating connectedness and responsibility may support academic adaptation and emotional well-being in the critical early phase of medical education.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e86893"},"PeriodicalIF":13.9,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13334800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148391857","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":"Methodological Concerns in AI Medical Education Frameworks.","authors":"Syeda Urooj Fatima, Emaan Fatima, Ragni Kumari","doi":"10.2196/101696","DOIUrl":"10.2196/101696","url":null,"abstract":"","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e101696"},"PeriodicalIF":13.9,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13335939/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148399619","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":"Authors' Reply: Methodological Concerns in AI Medical Education Frameworks.","authors":"Juan S Izquierdo-Condoy, Marlon Arias-Intriago, Laura Montero Corrales, Esteban Ortiz-Prado","doi":"10.2196/104447","DOIUrl":"10.2196/104447","url":null,"abstract":"","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e104447"},"PeriodicalIF":13.9,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13335937/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148399574","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}