JMIR Medical Education最新文献

Background: Despite global advocacy for its integration into medical curricula, disaster medicine (DM) education remains underdeveloped, especially in fragile settings where such training is urgently needed. In Lebanon, a country facing political and economic crises, students face significant barriers to in-person education.

Objective: This study aims to evaluate the effectiveness of e-learning versus face-to-face (F2F) approaches in improving knowledge retention and provides insight into the practical considerations of implementing DM courses in such settings.

Methods: This quasi-experimental study used a Solomon 4-group design to evaluate e-learning and F2F DM courses for second- to fifth-year medical students at the Lebanese University. A total of 205 participants, stratified by academic year, were divided between the 2 modalities. Knowledge was assessed before the course, after the course, and at 1-month follow-up. Confidence, competency, and satisfaction were evaluated after the course using validated tools.

Results: Of 205 participants, 56.6% (n=116) favored e-learning. Both modalities improved knowledge and knowledge retention, with no significant difference between the 2 groups. Fifth-year students achieved the highest gains in knowledge, particularly in the e-learning group. Similarly, no significant difference in satisfaction was observed across modalities, although F2F was preferred overall, except among fifth-year students, who preferred e-learning. Confidence levels were also similar across both modalities, but F2F scored higher for skills like triaging. Feedback emphasized the relevance of the course and advocated for integration of DM into the medical curriculum, and adding practical sessions.

Conclusions: Integrating DM education into the fifth-year curriculum, prior to externship, can enhance preparedness and promote knowledge retention and application in real-world disaster settings. The study shows that e-learning is an effective modality for improving knowledge acquisition and retention in DM. Although feasibility and efficiency were not measured directly, the successful delivery of the course to geographically dispersed students suggests potential practical advantages. Combining F2F practical sessions for specific targeted topics in a blended curriculum is recommended to further enhance medical students' confidence for future disaster response. These findings support broader policy efforts to institutionalize DM in medical curricula, particularly in fragile and resource-limited settings.

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.

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.

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.

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.

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.

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.