JMIR Medical Education最新文献

Unlabelled: The rapid transformation of the health care landscape requires physicians to not only be skilled clinically but also navigate and lead a highly dynamic, innovation-driven environment. This also provides an avenue for physicians to significantly enhance their ability to help their patients, through participation in health innovation projects. Despite this growing need and opportunity, few medical schools provide formal training in innovation and entrepreneurship (I&E). In this perspective, we examine the need for I&E education in medical curricula by exploring student interest, effective program models, and implementation strategies. To better understand medical student interest in innovation and willingness to participate in I&E programs during medical school, we surveyed 480 medical students at our institution, the Johns Hopkins University School of Medicine, and received 90 responses with a 19% response rate. We observed a strong interest in health care I&E, with 97% (87/90) of respondents valuing knowledge or experience in I&E and 63% (56/90) expressing intent to incorporate I&E into their careers. To assess the real-world impact of I&E education on medical professionals, we surveyed 12 alumni of the Johns Hopkins Center for Bioengineering Innovation and Design (CBID) Master's program who had also completed medical school. Graduates reported that their experiences cultivated transferable skills-design thinking, interdisciplinary collaboration, and leadership-that shaped their professional trajectories. We propose three models for incorporating I&E education into existing medical curricula-short-term workshops, one-year gap programs, and longitudinal tracks-and discuss their advantages and trade-offs. Early and structured exposure to I&E education in medical school empowers students to identify unmet clinical needs, collaborate across disciplines, and develop real-world solutions. As the pace of innovation continues to accelerate, integration of I&E education into medical curricula offers a timely opportunity for medical schools to cultivate physician leaders in this space.

Background: Social media platforms are increasingly integrated into higher education, enabling collaborative, student-centered learning. Yet, few instruments specifically measure students' satisfaction with these activities across platforms. A brief, valid tool is needed to evaluate perceived quality and guide instructional design in social media-based learning environments.

Objective: This study investigated the use of social media as educational tools in the university environment, with the aim of designing and validating the CuSAERS (Questionnaire of Satisfaction With Educational Activities Performed on Social Media).

Methods: Using a mixed and sequential methodology, we explored the perceptions of bachelor's and master's degree students in physiotherapy who participated in teaching activities through X (formerly Twitter) and Instagram. The first phase of the project identified key dimensions of satisfaction from the literature, expert interviews, and cognitive interviews. The second phase assessed the psychometric properties of the CuSAERS in a sample of 150 students, addressing construct validity, internal reliability, concurrent validity, and discriminant validity.

Results: Exploratory factor analysis supported a 3-factor structure-perception of learning, task satisfaction/environment, and self-realization-explaining 61.9% of the variance, with acceptable overall reliability. Concurrent validity was supported by moderate correlations with the Academic Satisfaction Scale. Master's students reported higher scores than bachelor's students.

Conclusions: CuSAERS provides preliminary evidence as a promising measure of student satisfaction with social media-based learning activities; its use should remain formative and cautious until confirmatory and invariance analyses are completed.

Trial registration: No applicable.

Background: Electronic medical records (EMRs) are a potentially rich source of information on an individual's health care providers' clinical activities. These data provide an opportunity to tailor web-based learning for health care providers to align closely with their practice. There is increasing interest in the use of EMR data to understand performance and support continuous and targeted education for health care providers.

Objective: This study aims to understand the feasibility and acceptability of harnessing EMR data to adaptively deliver a web-based learning program to early-career physicians.

Methods: The intervention consisted of a microlearning program where content was adaptively delivered using an algorithm input with EMR data. The microlearning program content consisted of a library of questions covering topics related to best practice management of common emergency department presentations. Study participants were early-career physicians undergoing training in emergency care. The study design involved 3 design cycles, which iteratively changed aspects of the adaptive algorithm based on an end-of-cycle evaluation to optimize the intervention. At the end of each cycle, an online survey and analysis of learning platform metrics were used to evaluate the feasibility and acceptability of the program. Within each cycle, participants were recruited and enrolled in the adaptive program for 6 weeks, with new cohorts of participants in each cycle.

Results: Across each cycle, all 75 participants triggered at least 1 question from their EMR data, with the majority triggering 1 question per week. The majority of participants in the study indicated that the online program was engaging and the content felt aligned with clinical practice.

Conclusions: The use of EMR data to deliver an adaptive online learning program for emergency trainees is both feasible and acceptable. However, further research is required on the optimal design of such adaptive solutions to ensure training is closely aligned with clinical practice.

Background: The evolution of the health care landscape necessitates expanding the roles of pharmacists in patient-centered care to encompass direct patient management, collaborative practice, and preventive service. These responsibilities can be fulfilled by pharmacists through ongoing professional development, in which continuing education (CE) is instrumental to career advancement and improved patient care.

Objective: This cross-sectional study aimed to assess Vietnamese pharmacists' attitudes, perceptions, and preferences regarding CE.

Methods: Participants were recruited via convenience and snowball sampling, after which a validated 42-item questionnaire was administered to them through online and offline channels from December 2024 to February 2025. The data were examined via descriptive statistical analysis using SPSS (version 26.0; IBM Corp). The associations between participant characteristics and attitudinal or perception scores (P<.05) were assessed using 1-way ANOVA with 1000 bootstrap samples.

Results: This study involved 508 pharmacists, most of whom were aged 25 to 30 years (n=197, 38.8%), and the majority held university degrees (n=360, 70.9%). Their mean attitudinal score was 44.4 (SD 5.5), reflecting generally positive attitudes toward CE. However, significant differences in mean attitudinal scores were found across groups categorized by education level, job position, and frequency of overtime (P<.05). More than half of the participants derived good scores on their perceptions of CE, with their preferred CE formats including computer- and internet-based learning, as well as the use of medical search engines. Finally, the pharmacists expressed a strong preference for CE topics focusing on skill development.

Conclusions: The Vietnamese pharmacists exhibited positive attitudes toward CE, favoring flexible learning formats and practical topics. These insights can inform the efforts of policymakers and educators to enhance CE accessibility, improve pharmacists' competencies, and, ultimately, advance patient care.

Artificial intelligence (AI) is rapidly reshaping medical education, offering new opportunities to personalize learning, enhance research, and streamline administration. The aim of this study is to provide 12 practical, evidence-informed tips by drawing on current literature and real-world examples to guide the integration of AI into medical education, supporting educators across teaching, research, administration, and ethical domains. Key strategies include using adaptive learning platforms to tailor educational content, using AI tools to provide timely feedback, and incorporating AI-generated clinical scenarios in case-based learning. The importance of fostering AI literacy among students is emphasized, as well as utilizing AI-powered tools for efficient literature reviews, data analysis, and manuscript preparation. Administrative applications such as automating routine tasks, supporting strategic planning through data analysis, and enhancing faculty development with AI-driven platforms are also discussed. Ethical considerations are highlighted, with a focus on ensuring transparency, fairness, and accountability in all AI applications. By following these 12 tips, medical educators can leverage the benefits of AI to improve educational outcomes, increase efficiency, and prepare future clinicians for a technology-driven health care environment.