JMIR Medical Education最新文献_第2页

Global Learner Feedback on Continuing Medical Education-Accredited e-Learning Modules in Pediatric Endocrinology and Diabetes: Cross-Sectional Study. 儿童内分泌学和糖尿病继续医学教育认证电子学习模块的全球学习者反馈：横断面研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-30 DOI: 10.2196/67332

Yvonne G van der Zwan, Conny van Wijngaard-de Vugt, Abdulsalam Abu-Libdeh, Evangelia Kalaitzoglou, Zacharoula Karabouta, Stenvert L S Drop, Annemieke M Boot, Sze May Ng, Jan Idkowiak

Background: The European Society for Paediatric Endocrinology (ESPE) e-Learning wesite is a free, globally accessible online resource to enhance learning in pediatric endocrinology and pediatric diabetes. The content is created by world-leading experts in pediatric endocrinology and pediatric diabetes and is closely aligned with published international consensus guidelines. In August 2022, 30 hours of e-learning courses received accreditation from the European Accreditation Council for Continuing Medical Education (CME). These CME courses cover three categories: (1) pediatric endocrinology, (2) pediatric diabetes, and (3) pediatric endocrinology in resource-limited settings.

Objective: This study aimed to assess learners' demographics and feedback from mandatory surveys after completion of CME e-learning courses and to identify areas for improvement.

Methods: The ESPE e-learning committee created a mandatory survey for each CME e-learning module. The survey includes baseline demographics and feedback on the quality of the learning content, assessed using a 5-point Likert scale. Data were extracted from the start of the CME modules in August 2022 until September 2025.

Results: A total of 567 surveys were completed: 286 (50.4%) in the category pediatric endocrinology, 225 (39.7%) in the category pediatric diabetes based on the International Society for Pediatric and Adolescent Diabetes guidelines, and 56 (9.9%) in the category pediatric endocrinology in resource-limited settings. There was global participation, with most learners practicing in Europe (n=333, 59%), followed by Asia (n=124, 22%), Africa (n=53, 9%), the Americas (North America, n=45, 8%; and South America, n=11, 2%), and Oceania (n=1, 0%). Most of the users indicated that they were medical experts (n=210, 37%), followed by fellows or residents (n=223, 39%), and medical students and nurses (n=29, 5% and n=32, 6%, respectively); overall, 10% (n=56) of learners practice in resource-limited countries. Overall, the learning content was well received for all modules regarding accessibility, organization, level of interest, improvement of learners' clinical practice, appropriateness of content, and provision of feedback (median Likert score 4, IQR 4-5). Learners' free-text feedback identified some areas for improvement, including reducing text-heavy content and providing more graphical content and more interactive case reports. Most learners' free-text feedback consisted of encouraging and thankful comments.

Conclusions: The ESPE CME-accredited e-learning modules are well received, providing globally free CME education in pediatric endocrinology and pediatric diabetes. These findings support the continued development and promotion of open-access CME platforms, with the aim of improving global equity in specialist medical education and focusing on educational impact.

背景：欧洲儿科内分泌学会（ESPE）在线学习网站是一个免费的、全球可访问的在线资源，旨在加强儿科内分泌学和儿科糖尿病的学习。内容由世界领先的儿科内分泌学和儿科糖尿病专家创建，并与已发布的国际共识指南密切相关。2022年8月，30小时的电子学习课程获得了欧洲继续医学教育认证委员会的认证。这些继续教育课程包括三个类别：(1)儿科内分泌学，(2)儿科糖尿病，(3)资源有限的儿科内分泌学。目的：本研究旨在评估完成CME电子学习课程后学习者的人口统计数据和强制性调查的反馈，并确定需要改进的领域。方法：ESPE电子学习委员会为每个CME电子学习模块创建了一个强制性调查。该调查包括基线人口统计数据和对学习内容质量的反馈，使用5分李克特量表进行评估。数据是从CME模块开始的2022年8月到2025年9月提取的。结果：共完成567项调查：儿童内分泌类286项（50.4%），根据国际儿科与青少年糖尿病学会指南儿科糖尿病类225项（39.7%），资源有限地区儿科内分泌类56项（9.9%）。全球参与，大多数学习者在欧洲练习（n= 333,59%），其次是亚洲（n= 124,22%），非洲（n= 53,9%），美洲（北美，n= 45,8%；南美，n= 11,2%）和大洋洲（n= 1,0%）。大多数用户表示他们是医学专家（n=210, 37%），其次是研究员或住院医师（n=223, 39%），医学院学生和护士（n= 29.5%和n= 32,6%）；总体而言，10% （n=56）的学习者在资源有限的国家进行实践。总体而言，所有模块的学习内容在可访问性、组织、兴趣水平、学习者临床实践的改善、内容的适当性和提供反馈方面都得到了很好的评价（Likert中位数得分为4，IQR 4-5）。学习者的自由文本反馈确定了一些需要改进的领域，包括减少文本繁重的内容，提供更多的图形内容和更具互动性的案例报告。大多数学习者的自由文本反馈包括鼓励和感谢的评论。结论：ESPE CME认证的在线学习模块在全球范围内提供了免费的儿科内分泌学和儿科糖尿病继续教育。这些发现支持继续开发和推广开放的CME平台，目的是改善专科医学教育的全球公平性，并注重教育影响。

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引用次数: 0

Enhancing Engagement With Endocrine Guidelines and Fostering Medical Student Interest Through Concise Medical Information Cines: Qualitative Co-Design Study. 通过简明的医学信息增强对内分泌指南的参与并培养医学生的兴趣：定性共同设计研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-27 DOI: 10.2196/83711

Rahul Sagu, Sangamithra Ravi, Aspasia Manta, Punith Kempegowda

Background: There is a need to modernize the dissemination of clinical guidelines, making them more accessible and engaging for health care professionals. Concise Medical Information Cines (CoMICs) are peer-reviewed videos created by medical students that distill complex guidelines into learner-friendly visuals.

Objective: This study aimed to describe the process of co-designing an audiovisual version of a clinical guideline and explore the experiences of co-designing audiovisual guideline summaries using the CoMICs model.

Methods: A 4-part CoMICs series on glucocorticoid-induced adrenal insufficiency was codeveloped by clinicians and medical students through 10 iterative steps. A patient version of these CoMICs was then created in multiple languages. Semistructured interviews with authors, reviewers, and student collaborators assessed the clarity, usability, trustworthiness, and educational value of these CoMICs. Reflexive thematic analysis then identified key themes.

Results: CoMICs improved guideline accessibility, comprehension, and global adaptability, while the collaborative process promoted interdisciplinary learning and underscored the efficacy of audiovisual tools for complex content. Student collaborators reported greater confidence in interpreting and communicating clinical guidance, renewed interest in endocrinology, and a deeper appreciation of its academic dimensions.

Conclusions: Cocreating audiovisual resources, such as CoMICs, enhances guideline dissemination. Student involvement can foster curiosity, encourage academic career pathways, and reshape engagement with evidence-based medicine.

背景：有必要使临床指南的传播现代化，使它们更容易获得并吸引卫生保健专业人员。简明医学信息视频（CoMICs）是由医科学生制作的同行评审的视频，它将复杂的指导方针提炼成对学习者友好的视觉效果。目的：本研究旨在描述临床指南视听版本的共同设计过程，并探讨使用CoMICs模型共同设计指南视听摘要的经验。方法：临床医生和医学生通过10个迭代步骤共同开发了一个由4部分组成的关于糖皮质激素诱导的肾上腺功能不全的CoMICs系列。然后用多种语言创建了这些漫画的耐心版本。对作者、审稿人和学生合作者的半结构化访谈评估了这些漫画的清晰度、可用性、可信度和教育价值。反身性主题分析然后确定关键主题。结果：CoMICs提高了指南的可及性、可理解性和全局适应性，而协作过程促进了跨学科学习，并强调了视听工具对复杂内容的有效性。学生合作者报告说，在解释和交流临床指导方面有了更大的信心，对内分泌学重新产生了兴趣，并对其学术层面有了更深的理解。结论：共同创建像CoMICs这样的视听资源，可以促进指南的传播。学生的参与可以培养好奇心，鼓励学术职业道路，重塑对循证医学的参与。

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引用次数: 0

Virtual Reality in Training and Assessment Among Clinical Students and Lecturers at a Nigerian University: A Phenomenological Study. 虚拟现实在培训和评估临床学生和讲师在尼日利亚大学：现象学研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-26 DOI: 10.2196/75021

Abiola Olubusola Komolafe, Omotade Adebimpe Ijarotimi, Oluseye Ademola Okunola, Olufemi Mayowa Adetutu, Ayodeji Oludola Oluwatope, Olatunde Abiona, Ojo Melvin Agunbiade, Adeboye Titus Ayinde, Stephen Babatunde Aregbesola, Olawale Babatunde Akinwale, Babatope Ayodeji Kolawole, Lanre Idowu, Alaba Adeyemi Adediwura, Olayinka Donald Otuyemi

Background: Virtual reality (VR) technology is increasingly used in health care professionals' education as a novel tool for teaching, learning, and assessment.

Objective: This study explored the experiences of clinical students and lecturers with VR for training and assessment at a Nigerian institution. It also explored students' perceptions of the usefulness of VR in improving their clinical abilities, knowledge retention, engagement, and overall learning experience.

Methods: A qualitative research study was conducted among 24 clinical students and 8 clinical lecturers. A developed Virtual reality model to TRain and Assess Clinical Students (VTRACS) was used to train and assess clinical students using clinical scenarios. Data were collected through 4 focus group discussions conducted among the clinical students and 8 in-depth interviews conducted among the clinical lecturers. Trustworthiness was maintained, and ethical approval for the study was obtained. The focus group discussions and in-depth interviews were audio-recorded, transcribed verbatim, and analyzed using NVivo (version 11; QSR International).

Results: Many of the participants had no previous experience with VR in teaching and learning activities, but judging from their engagement with VTRACS, they defined VR as an alternative learning method (alternative to the traditional physical method). Major themes emerging from the study were expression of excitement, simple and useful innovation, proficiency enhancement, challenges with innovation, and uniformity. The clinical students adjudged VTRACS as an educational supplement with a feeling of unlimited learning access, enhancing clinical abilities while positively impacting their confidence and reducing clinical errors. The participants also described the objectivity and standardization of clinical scenarios as drivers of uniformity in training and assessment of clinical students. The participants were, however, concerned about the loss of empathy with the use of VTRACS, which may negatively impact the affective domain of learning.

Conclusions: The use of VR in the teaching and assessment of clinical students at a Nigerian university is perceived as a complementary method of learning that increases skill acquisition, provides unlimited access to training, and enhances proficiency. While VR is considered to be engaging and beneficial to health care professionals' education, there is a need for its effective incorporation into clinical courses and mitigation of challenges such as cost and technology to ensure the realization of the full potential of VR in health care professionals' education.

背景：虚拟现实技术作为一种新的教学、学习和评估工具，越来越多地应用于卫生保健专业人员的教育中。目的：本研究探讨了尼日利亚某机构临床学生和讲师使用VR进行培训和评估的经验。它还探讨了学生对VR在提高他们的临床能力、知识保留、参与度和整体学习体验方面的有用性的看法。方法：对24名临床学生和8名临床讲师进行定性研究。开发了一种虚拟现实模型来训练和评估临床学生（VTRACS），通过临床场景来训练和评估临床学生。通过对临床学生进行4次焦点小组讨论和对临床讲师进行8次深度访谈收集数据。保持了可信度，并获得了对该研究的伦理批准。焦点小组讨论和深度访谈被录音，逐字转录，并使用NVivo （version 11; QSR International）进行分析。结果：许多参与者之前没有VR在教学活动中的经验，但从他们对VTRACS的参与程度来看，他们将VR定义为一种替代学习方法（传统物理方法的替代方法）。从研究中出现的主要主题是兴奋的表达、简单而有用的创新、熟练程度的提高、创新的挑战和一致性。临床学生认为VTRACS是一种教育补充，有无限的学习机会，在提高临床能力的同时积极影响他们的信心，减少临床错误。参与者还描述了临床情景的客观性和标准化，作为临床学生培训和评估一致性的驱动因素。然而，参与者担心使用VTRACS会失去同理心，这可能会对学习的情感领域产生负面影响。结论：在尼日利亚一所大学临床学生的教学和评估中使用虚拟现实被认为是一种补充学习方法，可以增加技能习得，提供无限制的培训机会，并提高熟练程度。虽然虚拟现实被认为对卫生保健专业人员的教育具有吸引力和益处，但有必要将其有效地纳入临床课程，并缓解成本和技术等挑战，以确保在卫生保健专业人员的教育中充分发挥虚拟现实的潜力。

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引用次数: 0

Exploring the Icarus Paradox in Indonesia's Specialist Medical Education System Using the Public Perspective From Online Media: Convergent Mixed Methods Study. 从网络媒体的公众视角探索印尼专科医学教育体系中的伊卡洛斯悖论：融合混合方法研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-26 DOI: 10.2196/60452

Mohammad Hamsal

Background: The Icarus Paradox in health care refers to the tension between the ambition to succeed as a specialist doctor and the limitations of the medical education system. Indonesia aspires to produce quality doctors, yet limited infrastructure and resources hinder the educational journey of prospective specialists.

Objective: This study aimed to identify the Icarus Paradox in Indonesia's specialist medical education by examining prospective specialist medical students and the quality of health services and by analyzing how this paradox is reflected in society's perspectives.

Methods: Using a convergent mixed methods design, this study integrated quantitative content analysis of 5047 online reviews across multiple platforms with qualitative thematic and cognitive analysis using NVivo 14, combining sentiment classification and topic coding.

Results: Twitter contributed 573 (11.3%) of 5047 reviews, with 218 (38%) negative, 251 (43.8%) neutral, and 104 (18.2%) positive entries. TikTok generated 282 (5.6%) reviews, the majority being neutral (n=225, 79.5%). YouTube produced 96 (1.9%) reviews, with 89 (92.7%) neutral entries. News platforms exhibited the largest volume (n=3040, 60.2%) of reviews, with 2885 (94.9%) neutral, 105 (3.5%) positive, and 50 (1.6%) negative entries. Blogs and websites contributed 353 (7%) and 692 (11.3%) reviews, respectively, with neutral sentiment dominating (n=329, 93.2%, for blogs and n=599, 86.6%, for websites). Three cognitive perspectives demonstrated the Icarus Paradox in the Indonesian medical education system: education system, society's views of students, and health care services. Although there are aspirations to improve education and health care quality, these ambitions often collide with structural challenges, such as resource shortages, heavy workloads, and limited accessibility, which link directly to cognitive themes of stress, resilience, and ethical dilemmas. We proposed a conceptual model to illustrate these dynamics.

Conclusions: Our findings offer insights into the Icarus Paradox in Indonesia's medical education system, highlighting its complexity and reinforcing the need for systemic reform. Beyond academic relevance, the findings also emphasize the importance of strengthening student mental health support, ensuring equitable access to health care, and enhancing regulatory oversight of training. This was not a clinical trial. Although limited by reliance on online reviews, the results underscore the urgent need for targeted policy interventions in medical education and health care services.

背景：医疗保健中的伊卡洛斯悖论是指作为一名专科医生取得成功的雄心与医学教育系统的局限性之间的紧张关系。印度尼西亚渴望培养高质量的医生，但有限的基础设施和资源阻碍了未来专家的教育之旅。目的：本研究旨在通过检查未来的专科医学生和卫生服务质量，并分析这种悖论如何在社会观点中反映出来，从而确定印度尼西亚专科医学教育中的伊卡洛斯悖论。方法：采用融合混合方法设计，采用NVivo 14软件，结合情感分类和主题编码，将多平台5047条在线评论的定量内容分析与定性主题和认知分析相结合。结果：Twitter在5047条评论中贡献了573条（11.3%），其中218条（38%）是负面评论，251条（43.8%）是中性评论，104条（18.2%）是正面评论。TikTok产生了282条（5.6%）评论，其中大多数是中性的（n=225, 79.5%）。YouTube上有96条（1.9%）评论，其中89条（92.7%）是中立的。新闻平台的评论数量最多（n=3040, 60.2%），其中中性评论2885条（94.9%），正面评论105条（3.5%），负面评论50条（1.6%）。博客和网站分别贡献了353条（7%）和692条（11.3%）评论，中立情绪占主导地位（n=329，博客占93.2%，网站占599,86.6%）。三个认知角度证明了印尼医学教育系统中的伊卡洛斯悖论：教育系统、社会对学生的看法和卫生保健服务。尽管人们渴望提高教育和医疗质量，但这些抱负往往与结构性挑战相冲突，例如资源短缺、繁重的工作量和有限的可及性，这些挑战与压力、弹性和道德困境等认知主题直接相关。我们提出了一个概念模型来说明这些动态。结论：我们的研究结果为印尼医学教育体系中的伊卡洛斯悖论提供了见解，突出了其复杂性，并加强了系统性改革的必要性。除了学术相关性之外，研究结果还强调了加强学生心理健康支持、确保公平获得医疗保健以及加强培训监管的重要性。这不是一个临床试验。尽管由于依赖在线评论而受到限制，但研究结果强调了在医学教育和卫生保健服务中进行有针对性的政策干预的迫切需要。

{"title":"Exploring the Icarus Paradox in Indonesia's Specialist Medical Education System Using the Public Perspective From Online Media: Convergent Mixed Methods Study.","authors":"Mohammad Hamsal","doi":"10.2196/60452","DOIUrl":"https://doi.org/10.2196/60452","url":null,"abstract":"Background: The Icarus Paradox in health care refers to the tension between the ambition to succeed as a specialist doctor and the limitations of the medical education system. Indonesia aspires to produce quality doctors, yet limited infrastructure and resources hinder the educational journey of prospective specialists.Objective: This study aimed to identify the Icarus Paradox in Indonesia's specialist medical education by examining prospective specialist medical students and the quality of health services and by analyzing how this paradox is reflected in society's perspectives.Methods: Using a convergent mixed methods design, this study integrated quantitative content analysis of 5047 online reviews across multiple platforms with qualitative thematic and cognitive analysis using NVivo 14, combining sentiment classification and topic coding.Results: Twitter contributed 573 (11.3%) of 5047 reviews, with 218 (38%) negative, 251 (43.8%) neutral, and 104 (18.2%) positive entries. TikTok generated 282 (5.6%) reviews, the majority being neutral (n=225, 79.5%). YouTube produced 96 (1.9%) reviews, with 89 (92.7%) neutral entries. News platforms exhibited the largest volume (n=3040, 60.2%) of reviews, with 2885 (94.9%) neutral, 105 (3.5%) positive, and 50 (1.6%) negative entries. Blogs and websites contributed 353 (7%) and 692 (11.3%) reviews, respectively, with neutral sentiment dominating (n=329, 93.2%, for blogs and n=599, 86.6%, for websites). Three cognitive perspectives demonstrated the Icarus Paradox in the Indonesian medical education system: education system, society's views of students, and health care services. Although there are aspirations to improve education and health care quality, these ambitions often collide with structural challenges, such as resource shortages, heavy workloads, and limited accessibility, which link directly to cognitive themes of stress, resilience, and ethical dilemmas. We proposed a conceptual model to illustrate these dynamics.Conclusions: Our findings offer insights into the Icarus Paradox in Indonesia's medical education system, highlighting its complexity and reinforcing the need for systemic reform. Beyond academic relevance, the findings also emphasize the importance of strengthening student mental health support, ensuring equitable access to health care, and enhancing regulatory oversight of training. This was not a clinical trial. Although limited by reliance on online reviews, the results underscore the urgent need for targeted policy interventions in medical education and health care services.","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":"12 ","pages":"e60452"},"PeriodicalIF":3.2,"publicationDate":"2026-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146053862","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}

引用次数: 0

Implementation and Evaluation of a Cancer Immunotherapy Elective for Medical Students: Mixed Methods Descriptive Study. 医学生癌症免疫治疗选修课的实施与评价：混合方法描述性研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-21 DOI: 10.2196/71628

Mark Raynor, Rivers Hock, Brandon Godinich, Satish Maharaj, Houriya Ayoubieh, Cynthia Perry, Jessica Chacon

Background: Cancer immunotherapy represents a transformative advancement in oncology, offering new avenues for treating malignancies by harnessing the immune system. Despite its growing clinical relevance, immunotherapy remains underrepresented in undergraduate medical education, particularly in curricula integrating foundational immunology with clinical application. To address this gap, we developed and implemented a fully online elective for fourth-year medical students focused on core immunology concepts, immunotherapy mechanisms, Food and Drug Administration-approved treatments, immune-related adverse events, and patient-centered therapeutic decision-making.Objective: This study aimed to evaluate the effectiveness of an asynchronous-synchronous online cancer immunotherapy elective in improving medical student knowledge, engagement, and critical-thinking skills. We hypothesized that participation in the elective would be associated with perceived improvements in knowledge and clinical preparedness and inform future strategies for integrating cancer immunotherapy into medical curricula.Methods: We conducted a mixed methods study with fourth-year medical students enrolled in a 2-week elective at a US medical school. The curriculum included a self-paced foundational module, online discussion board, and a capstone oral presentation requiring students to propose a novel immunotherapy approach. Participants completed pre- and postcourse quizzes assessing immunotherapy knowledge and an anonymous postcourse Likert-scale survey. Quantitative data were summarized descriptively, and Likert responses were reported using medians and IQRs. Due to the small sample size, 2-tailed unpaired t tests comparing pre- and postcourse quiz averages were underpowered to detect statistically significant differences. Qualitative data were analyzed using inductive thematic analysis with investigator triangulation.Results: A total of 35 students completed the elective, and 20 submitted the postcourse survey (response rate: 57%). Across all Likert-scale items, students reported a median response of 5 (Strongly Agree), with IQR values ranging from 0 to 1, indicating uniformly positive perceptions and minimal variability in their evaluation of the course. Descriptively, average postcourse quiz scores were higher than precourse scores, suggesting improved conceptual understanding. Qualitative thematic analysis revealed three major themes: (1) increased confidence engaging with complex immunotherapy mechanisms, (2) appreciation for the flexibility and interactivity afforded by the hybrid asynchronous-synchronous model, and (3) enhanced understanding of the real-world clinical application of immunotherapy across interdisciplinary settings.Conclusions: Descriptive quantitative and qualitative findings suggest that a targeted online cancer immunotherapy elective may

背景：癌症免疫治疗代表了肿瘤学的变革进步，为利用免疫系统治疗恶性肿瘤提供了新的途径。尽管免疫疗法的临床意义越来越大，但在本科医学教育中，特别是在将基础免疫学与临床应用相结合的课程中，免疫疗法的代表性仍然不足。为了解决这一差距，我们为四年级医学生开发并实施了一门完全在线选修课程，重点是核心免疫学概念、免疫治疗机制、食品和药物管理局批准的治疗方法、免疫相关不良事件和以患者为中心的治疗决策。目的：本研究旨在评估异步同步在线癌症免疫治疗选修课在提高医学生知识、参与度和批判性思维技能方面的有效性。我们假设参加选修课将与认知知识和临床准备的改善有关，并为将癌症免疫治疗纳入医学课程的未来策略提供信息。方法：我们对在美国一所医学院参加为期两周选修课的四年级医学生进行了一项混合方法研究。课程包括一个自定进度的基础模块，在线讨论板，以及要求学生提出一种新的免疫治疗方法的顶级口头报告。参与者完成了课程前和课程后的测验，评估免疫治疗知识和匿名课程后李克特量表调查。定量数据进行描述性总结，使用中位数和iqr报告李克特反应。由于样本量小，比较课前和课后测验平均值的双尾非配对t检验不足以检测到统计学上显著的差异。定性数据分析采用归纳专题分析与调查员三角法。结果：35名学生完成了选修课，20名学生提交了课后调查，回复率为57%。在所有李克特量表项目中，学生报告的中位数反应为5（非常同意），IQR值从0到1不等，表明他们对课程的评价一致积极，变化最小。描述性地说，课后测验的平均分数高于课前分数，表明概念理解有所提高。定性专题分析揭示了三个主要主题：(1)增强了参与复杂免疫治疗机制的信心；(2)对异步-同步混合模式提供的灵活性和互动性的赞赏；(3)增强了对跨学科环境中免疫治疗的实际临床应用的理解。结论：描述性定量和定性研究结果表明，有针对性的在线癌症免疫治疗选修课可以增强学习者对新兴癌症治疗方法的认知知识和批判性思维能力。该课程的混合结构提供了灵活性、可访问性和潜在的可扩展性。随着免疫疗法在临床实践中的不断扩展，这种模式为整合到医学课程中提供了一个有希望的框架。未来的工作应该包括更大的队列和住院医师的纵向随访，以更严格地评估教育的影响。

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引用次数: 0

Fostering Inductive and Deductive Learning in Oral Microbiology and Immunology With a Dual-Role Duel Card Game: Explanatory Sequential Mixed Methods Study. 用双角色纸牌游戏培养口腔微生物学和免疫学的归纳和演绎学习：解释性顺序混合方法研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-21 DOI: 10.2196/80048

Kawin Sipiyaruk, Ratchapin Laovanitch Srisatjaluk, Ponpentip Chaisiri, Kanokwan Jantawatchai, Jidapha Srihatai, Chutikarn Sonyaem, Thanaphat Traikorakot, Suphasuta Pookboonmee

Background: Game-based learning has emerged as an effective learning strategy in health care education. However, no games have been specifically designed to support cognitive improvement for diverse learning styles in oral microbiology and immunology.

Objective: This study aimed to develop and evaluate an educational card game designed to support diverse learning styles in oral microbiology and immunology, using a duel-style format.

Methods: An explanatory sequential mixed methods study was conducted with 40 third-year dental students, where half of them were assigned to the first group, starting as the host, while those in the other group began as the microbe. Participants alternated between the microbe and host roles during gameplay. Active engagement through playing as the microbe facilitated knowledge acquisition through observation, supporting inductive learning. On the other hand, the host role aimed to promote the application of knowledge for decision-making, facilitating deductive learning. Quantitative data were collected using pre- and postknowledge assessments and satisfaction questionnaires. Qualitative insights were obtained through semistructured interviews exploring learning experiences when playing as the microbe compared to the host.

Results: Students demonstrated significant improvements in knowledge scores across the 3 assessments (P<.001), with no difference between groups (P=.85). They also perceived the game positively in all 3 aspects (usefulness, ease of use, and enjoyment). Qualitative findings revealed that role variation supported both inductive and deductive learning processes. Participants valued the combination of pedagogical and entertaining components, leading to the game's motivation and engagement. A conceptual framework demonstrated key emerging themes relevant to the game design and implementation, including learner profile, learning setting, game design, learning process, and learning outcomes.

Conclusions: The card game demonstrated its potential in enhancing knowledge acquisition and student engagement in oral microbiology and immunology. Role-switching between the host and microbe was perceived by participants to facilitate different learning experiences. Further research is recommended to investigate long-term retention and broader practicality.

背景：基于游戏的学习已成为卫生保健教育中一种有效的学习策略。然而，在口腔微生物学和免疫学中，没有专门设计的游戏来支持不同学习方式的认知改善。目的：本研究旨在开发和评估一种教育卡牌游戏，旨在支持口腔微生物学和免疫学的不同学习方式，采用双重风格的格式。方法：对40名三年级牙科学生进行解释性顺序混合方法研究，其中一半被分配到第一组，从宿主开始，而另一组则从微生物开始。参与者在游戏过程中轮流扮演微生物和宿主角色。通过扮演微生物的积极参与，促进了通过观察获得知识，支持归纳学习。另一方面，主持人角色旨在促进知识在决策中的应用，促进演绎学习。定量数据收集使用前和后知识评估和满意度问卷。定性的见解是通过半结构化的访谈来获得的，这些访谈探讨了在扮演微生物和扮演宿主时的学习经验。结果：学生在三项评估中的知识得分均有显著提高(p结论：纸牌游戏显示了其在促进口腔微生物学和免疫学知识获取和学生参与方面的潜力。参与者认为宿主和微生物之间的角色转换促进了不同的学习体验。建议进一步研究长期保留和更广泛的实用性。

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引用次数: 0

Impact of Community-Oriented Medical Education on Medical Students' Perceptions of Community Health Care: Qualitative Study. 社区医学教育对医学生社区卫生服务认知的影响：质性研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-19 DOI: 10.2196/84406

Kiyoshi Shikino, Kazuyo Yamauchi, Nobuyuki Araki, Naoto Ozaki, Yu Kamata, Shinya Aoki, Yota Katsuyama, Daichi Sogai, Mai Miyamoto, Kensuke Yoshimura, Takeshi Oki, Shoichi Ito

Background: Physician maldistribution remains a global challenge, with Japan's rural regions facing critical health care shortages. Regional quota programs aim to attract medical students to underserved areas; however, their effectiveness in fostering long-term commitment is uncertain. Community-oriented medical education (COME) programs aim to address this issue by developing students' understanding and dedication to rural health care.Objective: This study investigated the impact of an enhanced COME program, featuring increased early clinical exposure and faculty development, on first-year regional quota medical students' perception of community health care at Chiba University.Methods: We conducted a cross-sectional qualitative study comparing 2 cohorts, 20 students enrolled from the existing COME course (April-December 2021) and 20 from the revised course (April-December 2022). The revised course included an additional day of community-based clinical exposure supervised by COME-trained attending physicians. Students' written reflections were analyzed using qualitative content analysis and categorized according to the Fink Taxonomy of significant learning, comprising 6 domains, including foundational knowledge, application, integration, human dimension, caring, and learning how to learn. Reflections were synthesized into higher-order themes crosswalked to the Fink domains.Results: Demographics were similar between the 2021 and 2022 cohorts. In 2021, 311 learning codes were identified across foundational knowledge (n=128), application (n=91), integration (n=40), human dimension (n=16), caring (n=30), and learning how to learn (n=6). In 2022, codes increased to 385, with notable growth in caring (n=58) and human dimension (n=57), alongside increases in learning how to learn (n=15) and integration (n=45). Theme-based synthesis identified four overarching themes: (1) community health care as an interconnected, resource-constrained system; (2) patient-centered relationships and trust through communication and teamwork; (3) emerging professional identity and responsibility toward community service; and (4) developing a self-directed learning orientation for community practice. Qualitative analysis revealed that students gained a deeper understanding of patient-centered care, interprofessional collaboration, and social challenges in rural health care. The consistency in the foundational knowledge domain underscored a stable conceptual foundation, while the increase in affective and reflective domains reflected greater emphasis on interpersonal, value-oriented, and reflective learning in the revised cohort.Conclusions: Enhancements of the COME program, including additional early clinical exposure and faculty development, were associated with improved students' perceptions of community health care. The increased focus on the caring and huma

背景：医生分布不均仍然是一个全球性的挑战，日本农村地区面临着严重的卫生保健短缺。地区配额计划旨在吸引医学学生到服务不足的地区；然而，它们在促进长期承诺方面的有效性是不确定的。社区医学教育（COME）项目旨在通过培养学生对农村卫生保健的理解和奉献精神来解决这一问题。目的：本研究探讨了以早期临床接触和教师发展为特征的增强的COME计划对千叶大学一年级地区配额医科学生对社区卫生保健的看法的影响。方法：我们进行了一项横断面定性研究，比较了两个队列，20名学生来自现有的COME课程（2021年4月至12月）和20名来自修订课程（2022年4月至12月）。修订后的课程包括额外一天的社区临床暴露，由经过come培训的主治医生监督。采用定性内容分析对学生的书面反思进行分析，并根据Fink重要学习分类法对其进行分类，包括基础知识、应用、整合、人文维度、关怀和学习如何学习6个领域。反射被合成为高阶主题，并与芬克域交叉。结果：2021年和2022年队列的人口统计数据相似。2021年，共发现311个学习代码，涉及基础知识（128个）、应用（91个）、整合（40个）、人文维度（16个）、关怀（30个）和学习如何学习（6个）。到2022年，守则增加到385个，其中关怀（n=58）和人的维度（n=57）显著增长，同时学习如何学习（n=15）和整合（n=45）也有所增加。基于主题的综合确定了四个总体主题：(1)社区卫生保健是一个相互关联的、资源受限的系统；(2)通过沟通和团队合作建立以患者为中心的关系和信任；(3)对社区服务的职业认同和责任逐渐显现；(4)形成社区实践的自主学习导向。定性分析显示，学生对以患者为中心的护理、跨专业合作和农村卫生保健的社会挑战有了更深的理解。基础知识领域的一致性强调了一个稳定的概念基础，而情感和反思领域的增加反映了在修订后的队列中更强调人际关系、价值导向和反思学习。结论：COME项目的增强，包括额外的早期临床接触和教师发展，与提高学生对社区卫生保健的看法有关。对关怀和人类维度领域的日益关注强调了实践经验在促进协作、沟通和以患者为中心的护理方面的作用。基于主题的综合进一步表明，修订后的课程在保持社区卫生保健概念稳定基础的同时，促使学生更频繁地反思职业认同的形成和自主学习。社区医院主治医生的指导，加上有组织的临床接触，似乎对塑造医学生对农村医学的理解和承诺至关重要。正在进行的纵向评估是有必要的，以评估COME项目对服务不足地区职业轨迹的持续影响。

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引用次数: 0

The Effect of a Traditional Chinese Medicine Course on Western Medicine Students' Attitudes Toward Traditional Chinese Medicine: Self-Controlled Pre-Post Questionnaire Study. 中医课程对西医学生中医态度的影响：自我控制的前后问卷研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-16 DOI: 10.2196/55972

Haoyu He, Hanjin Cui, Li Guo, Yanhui Liao

Background: Traditional Chinese medicine (TCM) hasbeen widely used to treat various diseases in China for thousands of years and has shown satisfactory effectiveness. However, many surveys found that TCM receives little recognition from Western medicine (WM) physicians and students. At present, TCM is offered as a compulsory course for WM students in WM schools.

Objective: This study aimed to investigate whether TCM courses can affect the WM students' attitude toward TCM.

Methods: WM students from Xiangya Medical School were invited to completeaweb-based questionnaire before and immediately after a TCM course. Their attitude toward TCM and treatment preferences for different kinds of diseases were tested. The Attitude Scale of TCM (ASTCM) was used. The main part of the ASTCM was designed to measure the attitude of medical students towardTCM. It consisted of 18 items, divided into cognitive dimension (5 terms), emotional dimension (8 terms), and behavioral tendencyfactor (5 terms).

Results: Finally, the results of 118 five-year program (FYP) and 36 eight-year program (EYP) students were included. For FYP students, there was a significant increase in the total mean score (66.42, SD 7.66 vs 71.43, SD 7.38;P<.001) of ASTCM after the TCM course. Significant increases in mean scores of the 3 factors of attitude (cognition: 21.64, SD 2.08 vs 22.90, SD 1.94; affection: 25.21, SD 4.39 vs 27.96, SD 4.4; and behavioral tendency: 19.577, SD 3.02 vs 20.58, SD 2.76; P<.001)were also observed. Except for the score of behavioral tendency (17.50, SD 3.54 vs 18.78, SD 3.22; P=.02), a significant increase was not detected in total score, cognition, and affection in EPY students (total score: mean 60.36, SD 10.53 vs mean 62.92, SD 10.05; cognition: mean 20.50, SD 2.73 vs mean 20.69, SD 2.73; and affection: mean 22.36, SD 6.32 vs mean 23.44, SD 5.84; all P>.05). The treatment preference of FYP students in acute (P=.02), chronic (P=.003), and physical diseases (P=.02) showed remarkable change. A major change was also detected in internal diseases (P=.02), surgical diseases (perioperative period; P=.01), and mental illnesses (P=.02) in EYP students. This change mainly appeared as a decline in WM preference and an increase in TCM and WM preference.

Conclusions: The study showed that earlier exposure to the TCM course increased the positive attitude toward TCM in students majoring in WM. The results provide some suggestions for arraging TCM courses in WM schools.

背景：几千年来，中医在中国被广泛用于治疗各种疾病，并显示出令人满意的效果。然而，许多调查发现，中医很少得到西医医生和学生的认可。目前，中医已成为中医院校中西医学生的必修课程。目的：本研究旨在探讨中医课程是否会影响中医学生对中医的态度。方法：邀请湘雅医学院中医专业学生在中医课程前后分别填写网络问卷。调查了他们对中医的态度和对不同疾病的治疗偏好。采用中医态度量表（ASTCM）。ASTCM的主体部分旨在测量医学生对中医的态度。量表由18个条目组成，分为认知维度（5项）、情感维度（8项）和行为倾向因素（5项）。结果：最终纳入118名五年制（FYP）学生和36名八年制（EYP）学生的结果。五年期学生的总平均得分显著提高（66.42,SD 7.66 vs 71.43, SD 7.38；P.05）。五年级学生对急性（P= 0.02）、慢性（P= 0.003）和躯体疾病（P= 0.02）的治疗偏好有显著变化。EYP学生的内科疾病（P= 0.02）、外科疾病（围手术期P= 0.01）和精神疾病（P= 0.02）也发生了重大变化。这种变化主要表现为对中西医结合的偏好下降，对中西医结合的偏好增加。结论：研究表明，早期接触中医课程增加了中医专业学生对中医的积极态度。研究结果为中医院校中医课程的安排提供了一些建议。

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引用次数: 0

Data Science Education for Residents, Researchers, and Students in Psychiatry and Psychology: Program Development and Evaluation Study. 精神病学和心理学的居民、研究人员和学生的数据科学教育：项目开发和评估研究。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-16 DOI: 10.2196/75125

Hayoung K Donnelly, David Mandell, Sy Hwang, Emily Schriver, Ugurcan Vurgun, Graydon Neill, Esha Patel, Megan E Reilly, Michael Steinberg, Amber Calloway, Robert Gallop, Maria A Oquendo, Gregory K Brown, Danielle L Mowery

Background: The use of artificial intelligence (AI) to analyze health care data has become common in behavioral health sciences. However, the lack of training opportunities for mental health professionals limits clinicians' ability to adopt AI in clinical settings. AI education is essential for trainees, equipping them with the literacy needed to implement AI tools in practice, collaborate effectively with data scientists, and develop skills as interdisciplinary researchers with computing skills.Objective: As part of the Penn Innovation in Suicide Prevention Implementation Research Center, we developed, implemented, and evaluated a virtual workshop to educate psychiatry and psychology trainees on using AI for suicide prevention research.Methods: The workshop introduced trainees to natural language processing (NLP) concepts and Python coding skills using Jupyter notebooks within a secure Microsoft Azure Databricks cloud computing and analytics environment. We designed a 3-hour workshop that covered 4 key NLP topics: data characterization, data standardization, concept extraction, and statistical analysis. To demonstrate real-world applications, we processed chief complaints from electronic health records to compare the prevalence of suicide-related encounters across populations by race, ethnicity, and age. Training materials were developed based on standard NLP techniques and domain-specific tasks, such as preprocessing psychiatry-related acronyms. Two researchers drafted and demonstrated the code, incorporating feedback from the Methods Core of the Innovation in Suicide Prevention Implementation Research to refine the materials. To evaluate the effectiveness of the workshop, we used the Kirkpatrick program evaluation model, focusing on participants' reactions (level 1) and learning outcomes (level 2). Confidence changes in knowledge and skills before and after the workshop were assessed using paired t tests, and open-ended questions were included to gather feedback for future improvements.Results: A total of 10 trainees participated in the workshop virtually, including residents, postdoctoral researchers, and graduate students from the psychiatry and psychology departments. The participants found the workshop helpful (mean 3.17 on a scale of 1-4, SD 0.41). Their overall confidence in NLP knowledge significantly increased (P=.002) from 1.35 (SD 0.47) to 2.79 (SD 0.46). Confidence in coding abilities also improved significantly (P=.01), increasing from 1.33 (SD 0.60) to 2.25 (SD 0.42). Open-ended feedback suggested incorporating thematic analysis and exploring additional datasets for future workshops.Conclusions: This study illustrates the effectiveness of a tailored data science workshop for trainees in psychiatry and psychology, focusing on applying NLP techniques for suicide prevention research. The workshop significantly enhanced

背景：使用人工智能（AI）来分析医疗保健数据在行为健康科学中已经变得很普遍。然而，精神卫生专业人员缺乏培训机会限制了临床医生在临床环境中采用人工智能的能力。人工智能教育对受训者至关重要，使他们具备在实践中应用人工智能工具所需的素养，与数据科学家有效合作，并培养具有计算技能的跨学科研究人员的技能。目的：作为宾夕法尼亚大学自杀预防实施创新研究中心的一部分，我们开发、实施并评估了一个虚拟研讨会，以教育精神病学和心理学学员使用人工智能进行自杀预防研究。方法：研讨会在安全的Microsoft Azure Databricks云计算和分析环境中使用Jupyter笔记本向学员介绍自然语言处理（NLP）概念和Python编码技能。我们设计了一个3小时的研讨会，涵盖了4个关键的NLP主题：数据表征、数据标准化、概念提取和统计分析。为了展示现实世界的应用，我们对电子健康记录中的主诉进行了处理，以比较不同种族、民族和年龄人群中与自杀相关的遭遇的流行程度。培训材料是基于标准的NLP技术和特定领域的任务开发的，例如预处理与精神病学相关的首字母缩略词。两位研究人员起草并演示了代码，并结合自杀预防实施创新研究方法核心的反馈对材料进行了完善。为了评估研讨会的有效性，我们使用了Kirkpatrick项目评估模型，重点关注参与者的反应（第一级）和学习成果（第二级）。使用配对t检验评估研讨会前后知识和技能的信心变化，并包括开放式问题，以收集反馈以供未来改进。结果：有住院医师、博士后、精神科、心理科研究生共10名学员虚拟参与。参与者发现研讨会有帮助（在1-4的范围内平均3.17，标准差0.41）。他们对NLP知识的整体信心从1.35 （SD 0.47）显著增加到2.79 (SD 0.46) （P= 0.002）。对编码能力的信心也显著提高（P= 0.01），从1.33 （SD 0.60）增加到2.25 （SD 0.42）。开放式反馈建议纳入专题分析并为今后的讲习班探索更多的数据集。结论：本研究说明了为精神病学和心理学学员量身定制的数据科学研讨会的有效性，重点是将NLP技术应用于自杀预防研究。工作坊大大提升参加者进行数据科学研究的信心。未来的研讨会将涵盖更多感兴趣的主题，如使用大型语言模型、专题分析、不同的数据集和多方面的结果。这包括检查参与者的学习如何影响他们的实践和研究，以及通过案例研究等方法评估自我报告信心之外的知识和技能，以获得更深入的见解。

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引用次数: 0

Implementing Large Language Models to Support Misconception-Based Collaborative Learning in Health Care Education. 在卫生保健教育中实施大型语言模型以支持基于误解的协作学习。

IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

JMIR Medical Education

Pub Date : 2026-01-16 DOI: 10.2196/81875

Brandon C J Cheah, Shefaly Shorey, Jun Hong Ch'ng, Chee Wah Tan

Unlabelled: This paper proposes a framework for leveraging large language models (LLMs) to generate misconceptions as a tool for collaborative learning in health care education. While misconceptions-particularly those generated by AI-are often viewed as detrimental to learning, we present an alternative perspective: that LLM-generated misconceptions, when addressed through structured peer discussion, can promote conceptual change and critical thinking. The paper outlines use cases across health care disciplines, including both clinical and basic science contexts, and a practical 10-step guidance for educators to implement the framework. It also highlights the need for medium- to long-term research to evaluate the impact of LLM-supported learning on student outcomes. This framework may support health care educators globally in integrating emerging AI technologies into their teaching, regardless of the disciplinary focus.

未标记：本文提出了一个框架，利用大型语言模型（llm）来产生误解，作为卫生保健教育协作学习的工具。虽然误解——尤其是人工智能产生的误解——通常被认为对学习有害，但我们提出了另一种观点：法学硕士产生的误解，通过结构化的同行讨论来解决，可以促进观念的改变和批判性思维。该文件概述了跨卫生保健学科的用例，包括临床和基础科学背景，并为教育工作者实施该框架提供了实用的10步指导。它还强调需要进行中长期研究，以评估法学硕士支持的学习对学生成绩的影响。该框架可支持全球卫生保健教育工作者将新兴的人工智能技术纳入其教学，无论其学科重点如何。

引用次数: 0