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Hospital Use of a Web-Based Clinical Knowledge Support System and In-Training Examination Performance Among Postgraduate Resident Physicians in Japan: Nationwide Observational Study. 日本医院使用基于网络的临床知识支持系统与研究生住院医生的在训考试成绩:全国性观察研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-30 DOI: 10.2196/52207
Koshi Kataoka, Yuji Nishizaki, Taro Shimizu, Yu Yamamoto, Kiyoshi Shikino, Masanori Nojima, Kazuya Nagasaki, Sho Fukui, Sho Nishiguchi, Kohta Katayama, Masaru Kurihara, Rieko Ueda, Hiroyuki Kobayashi, Yasuharu Tokuda

Background: The relationship between educational outcomes and the use of web-based clinical knowledge support systems in teaching hospitals remains unknown in Japan. A previous study on this topic could have been affected by recall bias because of the use of a self-reported questionnaire.

Objective: We aimed to explore the relationship between the use of the Wolters Kluwer UpToDate clinical knowledge support system in teaching hospitals and residents' General Medicine In-Training Examination (GM-ITE) scores. In this study, we objectively evaluated the relationship between the total number of UpToDate hospital use logs and the GM-ITE scores.

Methods: This nationwide cross-sectional study included postgraduate year-1 and -2 residents who had taken the examination in the 2020 academic year. Hospital-level information was obtained from published web pages, and UpToDate hospital use logs were provided by Wolters Kluwer. We evaluated the relationship between the total number of UpToDate hospital use logs and residents' GM-ITE scores. We analyzed 215 teaching hospitals with at least 5 GM-ITE examinees and hospital use logs from 2017 to 2019.

Results: The study population consisted of 3013 residents from 215 teaching hospitals with at least 5 GM-ITE examinees and web-based resource use log data from 2017 to 2019. High-use hospital residents had significantly higher GM-ITE scores than low-use hospital residents (mean 26.9, SD 2.0 vs mean 26.2, SD 2.3; P=.009; Cohen d=0.35, 95% CI 0.08-0.62). The GM-ITE scores were significantly correlated with the total number of hospital use logs (Pearson r=0.28; P<.001). The multilevel analysis revealed a positive association between the total number of logs divided by the number of hospital physicians and the GM-ITE scores (estimated coefficient=0.36, 95% CI 0.14-0.59; P=.001).

Conclusions: The findings suggest that the development of residents' clinical reasoning abilities through UpToDate is associated with high GM-ITE scores. Thus, higher use of UpToDate may lead physicians and residents in high-use hospitals to increase the implementation of evidence-based medicine, leading to high educational outcomes.

背景:在日本,教学医院的教学成果与基于网络的临床知识支持系统的使用之间的关系尚不清楚。之前的一项相关研究由于使用了自我报告问卷,可能会受到回忆偏差的影响:我们旨在探讨教学医院使用 Wolters Kluwer UpToDate 临床知识支持系统与住院医师全科医学培训考试 (GM-ITE) 分数之间的关系。在这项研究中,我们客观评估了 UpToDate 医院使用日志总数与 GM-ITE 分数之间的关系:这项全国范围的横断面研究包括在 2020 学年参加考试的研究生一年级和二年级住院医师。医院层面的信息来自已发布的网页,UpToDate 医院使用日志由 Wolters Kluwer 提供。我们评估了 UpToDate 医院使用日志总数与住院医师 GM-ITE 分数之间的关系。我们分析了 2017 年至 2019 年期间至少有 5 名 GM-ITE 受检者和医院使用日志的 215 家教学医院:研究人群包括来自 215 家教学医院的 3013 名住院医师,这些医院在 2017 年至 2019 年期间至少有 5 名 GM-ITE 受检者和基于网络的资源使用日志数据。高使用率医院住院医师的 GM-ITE 分数明显高于低使用率医院住院医师(平均 26.9,SD 2.0 vs 平均 26.2,SD 2.3;P=.009;Cohen d=0.35,95% CI 0.08-0.62)。GM-ITE 评分与医院使用日志总数呈显著相关(Pearson r=0.28;PConclusions:研究结果表明,通过 UpToDate 培养住院医师的临床推理能力与 GM-ITE 高分相关。因此,UpToDate的高使用率可能会引导高使用率医院的医生和住院医师增加循证医学的实施,从而带来高教育成果。
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引用次数: 0
Evidence-Based Learning Strategies in Medicine Using AI. 利用人工智能的循证医学学习策略。
IF 3.6 Q1 Social Sciences Pub Date : 2024-05-24 DOI: 10.2196/54507
Juan Pablo Arango-Ibanez, Jose Alejandro Posso-Nuñez, Juan Pablo Díaz-Solórzano, Gustavo Cruz-Suárez

Unlabelled: Large language models (LLMs), like ChatGPT, are transforming the landscape of medical education. They offer a vast range of applications, such as tutoring (personalized learning), patient simulation, generation of examination questions, and streamlined access to information. The rapid advancement of medical knowledge and the need for personalized learning underscore the relevance and timeliness of exploring innovative strategies for integrating artificial intelligence (AI) into medical education. In this paper, we propose coupling evidence-based learning strategies, such as active recall and memory cues, with AI to optimize learning. These strategies include the generation of tests, mnemonics, and visual cues.

无标签:大型语言模型(LLM),如 ChatGPT,正在改变医学教育的面貌。它们提供了广泛的应用,如辅导(个性化学习)、病人模拟、生成考题和简化信息访问。医学知识的飞速发展和个性化学习的需求凸显了探索将人工智能(AI)融入医学教育的创新策略的现实意义和及时性。在本文中,我们建议将基于证据的学习策略(如主动回忆和记忆线索)与人工智能相结合,以优化学习。这些策略包括生成测试、记忆法和视觉提示。
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引用次数: 0
Time for Medicine and Public Health to Leave Platform X. 医学和公共卫生离开 X 平台的时候到了。
IF 3.6 Q1 Social Sciences Pub Date : 2024-05-24 DOI: 10.2196/53810
Toomas Timpka

Unlabelled: For more than 50 years, digital technologies have been employed for the creation and distribution of knowledge in health services. In the last decade, digital social media have been developed for applications in clinical decision support and population health monitoring. Recently, these technologies have also been used for knowledge translation, such as in the process where research findings created in academic settings are established as evidence and distributed for use in clinical practice, policy making, and health self-management. To date, it has been common for medical and public health institutions to have social media accounts for the dissemination of novel research findings and to facilitate conversations about these findings. However, recent events such as the transformation of the microblog Twitter to platform X have brought to light the need for the social media industry to exploit user data to generate revenue. In this viewpoint, it is argued that a redirection of social media use is required in the translation of knowledge to action in the fields of medicine and public health. A new kind of social internet is currently forming, known as the "fediverse," which denotes an ensemble of open social media that can communicate with each other while remaining independent platforms. In several countries, government institutions, universities, and newspapers use open social media to distribute information and enable discussions. These organizations control their own channels while being able to communicate with other platforms through open standards. Examples of medical knowledge translation via such open social media platforms, where users are less exposed to disinformation than in general platforms, are also beginning to appear. The current status of the social media industry calls for a broad discussion about the use of social technologies by health institutions involving researchers and health service practitioners, academic leaders, scientific publishers, social technology providers, policy makers, and the public. This debate should not primarily take place on social media platforms but rather at universities, in scientific journals, at public seminars, and other venues, allowing for the transparent and undisturbed communication and formation of opinions.

无标签:50 多年来,数字技术一直被用于医疗服务知识的创造和传播。在过去十年中,数字社交媒体被开发应用于临床决策支持和人口健康监测。最近,这些技术还被用于知识转化,例如在学术环境中创造的研究成果被确立为证据,并传播到临床实践、政策制定和健康自我管理中。迄今为止,医疗和公共卫生机构普遍拥有社交媒体账户来传播新的研究成果,并促进有关这些成果的对话。然而,最近发生的一些事件,如微博 Twitter 向 X 平台的转型,让人们看到了社交媒体行业利用用户数据创收的必要性。本文认为,在医学和公共卫生领域将知识转化为行动的过程中,需要对社交媒体的使用进行重新定位。目前,一种新型的社交互联网正在形成,被称为 "联邦宇宙",指的是既能相互交流又能保持独立平台的开放式社交媒体的集合体。在一些国家,政府机构、大学和报纸利用开放式社交媒体来发布信息和开展讨论。这些机构既能控制自己的渠道,又能通过开放标准与其他平台进行交流。通过此类开放式社交媒体平台进行医学知识翻译的例子也开始出现,与一般平台相比,用户在这些平台上接触到的虚假信息更少。社交媒体行业的现状要求对医疗机构使用社交技术的问题进行广泛讨论,参与者包括研究人员和医疗服务从业人员、学术带头人、科学出版商、社交技术提供商、政策制定者和公众。这种讨论不应主要在社交媒体平台上进行,而应在大学、科学杂志、公开研讨会和其他场所进行,以便在透明、不受干扰的情况下交流和形成意见。
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引用次数: 0
The Performance of ChatGPT-4V in Interpreting Images and Tables in the Japanese Medical Licensing Exam. ChatGPT-4V 在日本医师资格考试中解读图像和表格的表现。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-23 DOI: 10.2196/54283
Soshi Takagi, Masahide Koda, Takashi Watari
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引用次数: 0
Data-Driven Fundraising: A Strategic Plan for Medical Education. 数据驱动的筹资:医学教育战略计划》。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-21 DOI: 10.2196/53624
Alireza Jalali, Jacline Nyman, Ouida Loeffelholz, Chantelle Courtney

Unstructured: Higher education institutions, including medical schools, increasingly rely on fundraising to bridge funding gaps and support their missions. This manuscript presents a viewpoint on data-driven strategies in fundraising, outlining a four-step approach for effective planning while considering ethical implications. It outlines a four-step approach to creating an effective, end-to-end, data-driven fundraising plan, emphasizing the crucial stages of data collection, data analysis, goal establishment, and targeted strategy formulation. By leveraging internal and external data, schools can create tailored outreach initiatives that resonate with potential donors. However, the fundraising process must be grounded in ethical considerations. Ethical challenges, particularly when fundraising from grateful medical patients , necessitate transparent and honest practices prioritizing donors' and beneficiaries' rights and safeguarding public trust. This manuscript presents a viewpoint on the critical role of data-driven strategies in fundraising for medical education. It emphasizes integrating comprehensive data analysis with ethical considerations to enhance fundraising efforts in medical schools. By integrating data analytics with fundraising best practices and ensuring ethical practice, medical institutions can ensure financial support and foster enduring, trust-based relationships with their donor communities.

非结构化:包括医学院在内的高等教育机构越来越依赖于筹款来弥补资金缺口和支持其使命。本手稿阐述了数据驱动型筹款策略的观点,概述了有效规划的四步方法,同时考虑到了道德影响。它概述了创建有效、端到端、数据驱动型筹款计划的四步方法,强调了数据收集、数据分析、目标确立和有针对性的战略制定等关键阶段。通过利用内部和外部数据,学校可以制定有针对性的外联计划,与潜在捐赠者产生共鸣。然而,筹款过程必须以道德考虑为基础。道德方面的挑战,尤其是从心怀感激的病人那里筹款时,需要透明和诚实的做法,优先考虑捐赠者和受益者的权利,并维护公众的信任。本手稿阐述了数据驱动战略在医学教育筹款中的关键作用。它强调将综合数据分析与道德考量相结合,以加强医学院的筹款工作。通过将数据分析与筹款最佳实践相结合并确保道德实践,医疗机构可以确保财政支持,并与捐赠者群体建立持久的、基于信任的关系。
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引用次数: 0
A Proposed Decision Making Framework for the Translation of In-Person Clinical Care to Digital Care: A Tutorial. 将个人临床护理转化为数字护理的拟议决策框架:教程。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-09 DOI: 10.2196/52993
Anna DeLaRosby, Julie Mulcahy, Todd Norwood

Unstructured: The continued demand for digital health requires that providers adapt thought processes to enable sound clinical decision making in digital settings. Providers report that lack of training is a barrier to providing digital healthcare. Physical exam techniques and hands-on interventions must be adjusted in safe, reliable and feasible ways to digital care and decision making may be impacted by modifications made to these techniques. We have proposed a framework for determining if a procedure can be modified to obtain a comparable result in a digital environment or if a referral to in-person care is required. The decision making framework developed using program outcomes of a digital physical therapy platform, and aims to alleviate provider barriers to providing digital care. This paper describes the unique considerations a provider must make when collecting background information, selecting procedures, executing procedures, assessing results, and determining if they can proceed with clinical care in digital settings.

非结构化:对数字医疗的持续需求要求医疗服务提供者调整思维过程,以便在数字环境中做出合理的临床决策。医疗服务提供者表示,缺乏培训是提供数字化医疗服务的一个障碍。必须以安全、可靠和可行的方式调整体格检查技术和实践干预,以适应数字化医疗,而对这些技术的修改可能会影响决策制定。我们提出了一个框架,用于确定是否可以修改程序,以便在数字化环境中获得类似的结果,或者是否需要转诊到个人护理。该决策框架是利用数字物理治疗平台的项目成果开发的,旨在减轻提供者在提供数字护理时遇到的障碍。本文介绍了医疗服务提供者在收集背景信息、选择程序、执行程序、评估结果以及确定是否可以在数字化环境中进行临床护理时必须考虑的独特因素。
{"title":"A Proposed Decision Making Framework for the Translation of In-Person Clinical Care to Digital Care: A Tutorial.","authors":"Anna DeLaRosby, Julie Mulcahy, Todd Norwood","doi":"10.2196/52993","DOIUrl":"10.2196/52993","url":null,"abstract":"<p><strong>Unstructured: </strong>The continued demand for digital health requires that providers adapt thought processes to enable sound clinical decision making in digital settings. Providers report that lack of training is a barrier to providing digital healthcare. Physical exam techniques and hands-on interventions must be adjusted in safe, reliable and feasible ways to digital care and decision making may be impacted by modifications made to these techniques. We have proposed a framework for determining if a procedure can be modified to obtain a comparable result in a digital environment or if a referral to in-person care is required. The decision making framework developed using program outcomes of a digital physical therapy platform, and aims to alleviate provider barriers to providing digital care. This paper describes the unique considerations a provider must make when collecting background information, selecting procedures, executing procedures, assessing results, and determining if they can proceed with clinical care in digital settings.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11256212/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140904822","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}
引用次数: 0
The Scope of Virtual Reality Simulators in Radiology Education: Systematic Literature Review. 虚拟现实模拟器在放射学教育中的应用范围:系统性文献综述。
IF 3.6 Q1 Social Sciences Pub Date : 2024-05-08 DOI: 10.2196/52953
Shishir Shetty, Supriya Bhat, Saad Al Bayatti, Sausan Al Kawas, Wael Talaat, Mohamed El-Kishawi, Natheer Al Rawi, Sangeetha Narasimhan, Hiba Al-Daghestani, Medhini Madi, Raghavendra Shetty

Background: In recent years, virtual reality (VR) has gained significant importance in medical education. Radiology education also has seen the induction of VR technology. However, there is no comprehensive review in this specific area. This review aims to fill this knowledge gap.

Objective: This systematic literature review aims to explore the scope of VR use in radiology education.

Methods: A literature search was carried out using PubMed, Scopus, ScienceDirect, and Google Scholar for articles relating to the use of VR in radiology education, published from database inception to September 1, 2023. The identified articles were then subjected to a PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses)-defined study selection process.

Results: The database search identified 2503 nonduplicate articles. After PRISMA screening, 17 were included in the review for analysis, of which 3 (18%) were randomized controlled trials, 7 (41%) were randomized experimental trials, and 7 (41%) were cross-sectional studies. Of the 10 randomized trials, 3 (30%) had a low risk of bias, 5 (50%) showed some concerns, and 2 (20%) had a high risk of bias. Among the 7 cross-sectional studies, 2 (29%) scored "good" in the overall quality and the remaining 5 (71%) scored "fair." VR was found to be significantly more effective than traditional methods of teaching in improving the radiographic and radiologic skills of students. The use of VR systems was found to improve the students' skills in overall proficiency, patient positioning, equipment knowledge, equipment handling, and radiographic techniques. Student feedback was also reported in the included studies. The students generally provided positive feedback about the utility, ease of use, and satisfaction of VR systems, as well as their perceived positive impact on skill and knowledge acquisition.

Conclusions: The evidence from this review shows that the use of VR had significant benefit for students in various aspects of radiology education. However, the variable nature of the studies included in the review reduces the scope for a comprehensive recommendation of VR use in radiology education.

背景:近年来,虚拟现实(VR)在医学教育中占据了重要地位。放射学教育也引入了虚拟现实技术。然而,在这一特定领域还没有全面的综述。本综述旨在填补这一知识空白:本系统性文献综述旨在探索 VR 在放射学教育中的应用范围:使用PubMed、Scopus、ScienceDirect和Google Scholar对从数据库建立到2023年9月1日期间发表的有关在放射学教育中使用VR的文章进行文献检索。然后对确定的文章进行PRISMA(系统综述和Meta分析的首选报告项目)定义的研究筛选过程:结果:数据库搜索共发现 2503 篇非重复文章。经过 PRISMA 筛选后,17 篇文章被纳入综述进行分析,其中 3 篇(18%)为随机对照试验,7 篇(41%)为随机实验试验,7 篇(41%)为横断面研究。在 10 项随机试验中,3 项(30%)存在低偏倚风险,5 项(50%)存在一些问题,2 项(20%)存在高偏倚风险。在 7 项横断面研究中,2 项(29%)的总体质量得分 "良好",其余 5 项(71%)得分 "一般"。研究发现,在提高学生的放射学和放射学技能方面,虚拟现实技术明显比传统教学方法更有效。研究发现,使用虚拟现实系统能提高学生在整体熟练程度、病人定位、设备知识、设备操作和放射技术方面的技能。所纳入的研究还报告了学生的反馈意见。学生们普遍对 VR 系统的实用性、易用性和满意度给予了积极评价,并认为 VR 系统对技能和知识的掌握有积极影响:本综述的证据表明,在放射学教育的各个方面,使用虚拟现实技术对学生都有显著的益处。然而,由于综述中的研究性质各不相同,因此无法对放射学教育中的虚拟现实应用提出全面的建议。
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引用次数: 0
Usage of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programmes. 总结性考试中多项选择题的使用情况:德国牙科本科生培训项目问卷调查。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-05-07 DOI: 10.2196/58126
Lena Rössler, Manfred Herrmann, Annette Wiegand, Philipp Kanzow

Background: Multiple-choice examinations are frequently employed among German dental schools. However, details regarding the used item types and applied scoring methods are lacking.

Objective: We aimed to gain an insight into the current usage of multiple-choice items (ie, questions) in summative examinations in German undergraduate dental training programmes.

Methods: A paper-based 10-item questionnaire regarding the employed assessment methods, multiple-choice item types, and applied scoring methods was designed. The pilot-tested questionnaire was mailed to the Deans of Studies and to the Heads of Department of Operative/Restorative Dentistry at all 30 dental schools in Germany in February 2023. Statistical analysis was performed using Fisher's exact test (P<.05).

Results: The response rate amounted to 90.0% (27/30 dental schools). All respondent dental schools employed multiple-choice examinations for summative assessments. Examinations were delivered electronically by 70.4% (19/27) of the dental schools. Almost all dental schools used single-choice Type A items (88.9%) which accounted for the largest number of items in about half of the dental schools. Further item types (eg, conventional multiple-select items, Multiple-True-False, Pick-N) were only used by fewer dental schools (≤66.7%, up to 18 out of 27 dental schools). For the multiple-select item types, the applied scoring methods varied considerably (ie, awarding [intermediate] partial credit, requirements for partial credit). Dental schools with the possibility of electronic examinations used multiple-select items slightly more often (73.7%, 14/19 vs. 50.0%, 4/8). However, this difference was statistically not significant (P=.375). Dental schools used items either individually or as key feature problems consisting of a clinical case scenario followed by a number of items focusing on critical treatment steps (55.6%, 15/27). Not a single school employed alternative testing methods (eg, answer-until-correct). A formal item review process was established at about half of the dental schools (55.6%, 15/27).

Conclusions: Summative assessment methods among German dental schools vary widely. Especially, a large variability regarding the use and scoring of multiple-select multiple-choice items was found.

Clinicaltrial:

背景介绍德国牙科学院经常采用多项选择题考试。然而,有关所使用的题目类型和评分方法的详细信息却缺乏:我们旨在深入了解目前德国本科生口腔医学培训课程终结性考试中多项选择题(即试题)的使用情况:方法:我们设计了一份包含 10 个项目的纸质调查问卷,内容涉及所采用的评估方法、多项选择题类型以及应用的评分方法。试行问卷于 2023 年 2 月邮寄给德国所有 30 所牙科学院的院长和操作/修复牙科系主任。统计分析采用费雪精确检验(PResults:回复率为 90.0%(27/30 所牙科学校)。所有受访牙科学院均采用选择题考试进行终结性评估。70.4%的牙科学院(19/27)采用电子考试方式。几乎所有的牙科学院都使用了 A 类单项选择题(88.9%),在大约一半的牙科学院中,A 类单项选择题的数量最多。只有较少的口腔医学院(≤66.7%,27 所口腔医学院中有 18 所)使用其他类型的题目(如传统的多选题、真假多选题、N 选题)。对于多选题类型,所采用的评分方法差别很大(即授予[中间]部分学分,对部分学分的要求)。可以进行电子考试的牙科学院使用多选题的比例略高(73.7%,14/19 对 50.0%,4/8)。然而,这一差异在统计学上并不显著(P=0.375)。牙科学院使用的题目要么是单独的,要么是由临床病例情景组成的关键特征问题,然后是一些侧重于关键治疗步骤的题目(55.6%,15/27)。没有一所学校采用其他测试方法(如 "答对为止")。大约一半的牙科学院(55.6%,15/27)建立了正式的项目审查程序:结论:德国牙科学院的总结性评估方法差异很大。结论:德国牙科学院的终结性评估方法差异很大,尤其是在多选题的使用和评分方面存在很大差异:
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引用次数: 0
Digital Skills to Improve Levels of Care and Renew Health Care Professions. 提高护理水平和更新医疗保健专业的数字技能。
IF 3.6 Q1 Social Sciences Pub Date : 2024-05-01 DOI: 10.2196/58743
Massimo De Martinis, Lia Ginaldi
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引用次数: 0
Digital Health Education for the Future: The SaNuRN (Santé Numérique Rouen-Nice) Consortium's Journey. 面向未来的数字健康教育:SaNuRN (Santé Numérique Rouen-Nice)联盟的历程。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-30 DOI: 10.2196/53997
Julien Grosjean, Frank Dufour, Arriel Benis, Jean-Marie Januel, Pascal Staccini, Stéfan Jacques Darmoni

SaNuRN is a five-year project by the University of Rouen Normandy (URN) and the Côte d’Azur University (CAU) consortium to optimize digital health education for medical and paramedical students, professionals, and administrators. The project includes a skills framework, training modules, and teaching resources. In 2027, SaNuRN is expected to train a significant portion of the 400,000 health and paramedical professions students at the French national level. Our purpose is to give a synopsis of the SaNuRN initiative, emphasizing its novel educational methods and how they will enhance the delivery of digital health education. Our goals include showcasing SaNuRN as a comprehensive program consisting of a proficiency framework, instructional modules, and educational materials and explaining how SaNuRN is implemented in the participating academic institutions. SaNuRN is a project aimed at educating and training health-related and paramedics students in digital health. The project results from a cooperative effort between URN and CAU, covering four French departments. The project is based on the French National Referential on Digital Health (FNRDH), which defines the skills and competencies to be acquired and validated by every student in the health, paramedical, and social professions curricula. The SaNuRN team is currently adapting the existing URN and CAU syllabi to FNRDH and developing short-duration video capsules of 20 to 30 minutes to teach all the relevant material. The project aims to ensure that the largest student population earns the necessary skills, and it has developed a two-tier system involving facilitators who will enable the efficient expansion of the project’s educational outreach and support the students in learning the needed material efficiently. With a focus on real-world scenarios and innovative teaching activities integrating telemedicine devices and virtual professionals, SaNuRN is committed to enabling continuous learning for healthcare professionals in clinical practice. The SaNuRN team introduced new ways of evaluating healthcare professionals by shifting from a knowledge-based to a competencies-based evaluation, aligning with the Miller teaching pyramid and using the Objective Structured Clinical Examination and Script Concordance Test in digital health education. Drawing on the expertise of URN, CAU, and their public health and digital research laboratories and partners, the SaNuRN project represents a platform for continuous innovation, including telemedicine training and living labs with virtual and interactive professional activities. The SaNuRN project provides a comprehensive, personalized 30-hour training package for health and paramedical students, addressing all 70 FNRDH competencies. The program is enhanced using AI and NLP to create virtual patients and professionals for digital healthcare simulation. SaNuRN teaching materials are open-access. The project collaborates with academic institutions worldwide t

SaNuRN是鲁昂-诺曼底大学(URN)和蔚蓝海岸大学(CAU)联合开展的一个为期五年的项目,旨在优化面向医学生、医务辅助人员、专业人员和管理人员的数字健康教育。该项目包括技能框架、培训模块和教学资源。预计到 2027 年,SaNuRN 将为法国全国 40 万健康和医疗辅助专业学生提供培训。我们的目的是简要介绍 SaNuRN 计划,强调其新颖的教育方法,以及这些方法将如何加强数字健康教育的实施。我们的目标包括展示SaNuRN作为一个综合项目,由能力框架、教学模块和教材组成,并解释SaNuRN如何在参与的学术机构中实施。SaNuRN是一个旨在对健康相关专业和护理专业的学生进行数字健康教育和培训的项目。该项目是 URN 与 CAU 合作的成果,覆盖法国四个省。该项目以法国国家数字健康参考标准(FNRDH)为基础,该标准规定了健康、辅助医疗和社会专业课程中每个学生应掌握和验证的技能和能力。SaNuRN 团队目前正在根据 FNRDH 调整现有的 URN 和 CAU 教学大纲,并开发 20 至 30 分钟的短时视频胶囊,以教授所有相关材料。该项目旨在确保最广大的学生群体获得必要的技能,并开发了一个由促进者参与的双层系统,促进者将能够有效地扩大项目的教育推广范围,并支持学生高效地学习所需材料。SaNuRN 注重真实世界的场景和创新的教学活动,将远程医疗设备和虚拟专业人员结合在一起,致力于让医疗保健专业人员在临床实践中不断学习。SaNuRN团队引入了新的医护人员评估方法,从以知识为基础的评估转向以能力为基础的评估,与米勒教学金字塔保持一致,并在数字健康教育中使用客观结构化临床检查和脚本一致性测试。SaNuRN项目借鉴了URN、CAU及其公共卫生和数字研究实验室和合作伙伴的专业知识,是一个持续创新的平台,包括远程医疗培训和具有虚拟和互动专业活动的生活实验室。SaNuRN 项目为卫生和辅助医疗专业的学生提供 30 小时的综合个性化培训包,涉及 FNRDH 的全部 70 项能力。该项目利用人工智能和 NLP 增强了虚拟病人和专业人员的数字医疗模拟。SaNuRN 教学材料是开放式的。该项目与世界各地的学术机构合作,以英语和多语种格式开发数字医疗方面的教材。SaNuRN 提供了一种实用且有说服力的培训方法,以满足当前数字医疗教育的要求。
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