Journal of Medical Internet Research

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The Preferences of Patients With Cancer Regarding Apps to Help Meet Their Illness-Related Information Needs: Qualitative Interview Study

Coauthor, FW, a senior lecturer and medical sociologist, double-coded a subset of transcripts as described above. Both authors maintained an awareness of how their own personal characteristics and values may have influenced data collection or analysis. For example, neither RR nor FW has had a previous diagnosis of cancer and therefore may not fully understand participants’ experiences or the psychosocial context.

Rebecca Richards, Paul Kinnersley, Kate Brain, John Staffurth, Fiona Wood

JMIR Mhealth Uhealth 2019;7(7):e14187

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A 9-Step Theory- and Evidence-Based Postgraduate Medical Digital Education Development Model: Empirical Development and Validation

Medical educators have the responsibility to promote learning and create interventions and innovations to effectively help students develop proficiency in a broad spectrum of competencies [1]. One way of achieving this is by using digital education instruments, sometimes called e-learning or technology-enhanced learning. Digital education instruments can be defined as any educational intervention that is electronically mediated [2].

Robert Adrianus de Leeuw, Fedde Scheele, Kieran Walsh, Michiel Westerman

JMIR Med Educ 2019;5(2):e13004

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Use of the Smartphone App WhatsApp as an E-Learning Method for Medical Residents: Multicenter Controlled Randomized Trial

The primary measure was medical reasoning evaluated by the SCT.

Thomas Clavier, Julie Ramen, Bertrand Dureuil, Benoit Veber, Jean-Luc Hanouz, Hervé Dupont, Gilles Lebuffe, Emmanuel Besnier, Vincent Compere

JMIR Mhealth Uhealth 2019;7(4):e12825

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Getting to the Root of Fine Motor Skill Performance in Dentistry: Brain Activity During Dental Tasks in a Virtual Reality Haptic Simulation

One consequence of working-time directives and curriculum reform in recent years has been a reduction in health care training hours, with claims of up to a 5-fold cut in surgical training hours in some medical specialties [1,2]. In undergraduate dentistry, supervised curriculum hours dedicated to psychomotor skills training have been reduced as a consequence of overcrowding of dental curricula with new material [3].

Suzanne Perry, Susan M Bridges, Frank Zhu, W Keung Leung, Michael F Burrow, Jamie Poolton, Rich SW Masters

J Med Internet Res 2017;19(12):e371

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Digital Education in Health Professions: The Need for Overarching Evidence Synthesis

We have focused our evidence synthesis on digital education for a specific topic or condition (eg, smoking cessation [20], diabetes [21], domestic violence, and antibiotic management), discipline (eg, dermatology [10], pediatrics, geriatrics, leadership, and management [14]), roles of health professionals (eg, medical doctors [18], medical students [17], and preregistration [undergraduate] and postregistration [postgraduate] health professionals [11]), pedagogical foundations with relevant technology applications

Josip Car, Jan Carlstedt-Duke, Lorainne Tudor Car, Pawel Posadzki, Penny Whiting, Nabil Zary, Rifat Atun, Azeem Majeed, James Campbell, Digital Health Education Collaboration

J Med Internet Res 2019;21(2):e12913

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Consensus on Quality Indicators of Postgraduate Medical E-Learning: Delphi Study

E-learning, which also goes by many other names, is taking up a strong position in medical curricula because of its flexibility, richness, and potential for resource sharing and for high value in light of its cost [1]. E-learning is suggested as an eligible instrument for interprofessional learning [2], and Goh described e-learning not as just hype, but as a core aspect of medical education in the future [3]. However, the debate on what denotes good-quality e-learning is ongoing.

Robert Adrianus Adrianus de Leeuw, Kieran Walsh, Michiel Westerman, Fedde Scheele

JMIR Med Educ 2018;4(1):e13

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The Impact of a Small Private Online Course as a New Approach to Teaching Oncology: Development and Evaluation

We are also supported by improvements in communication and networking between hospitals and different caregivers, including general practitioners, nurses, physiotherapists, pharmacists, and the medical community at large. Indeed, the complexity of medical care (especially in oncology), with the multidisciplinary management of patients, is not optimal due to some ineffective communication and misinformation [8-12].

Charlotte Vaysse, Elodie Chantalat, Odile Beyne-Rauzy, Louise Morineau, Fabien Despas, Jean-Marc Bachaud, Nathalie Caunes, Muriel Poublanc, Elie Serrano, Roland Bugat, Marie-Eve Rougé Bugat, Anne-Laure Fize

JMIR Med Educ 2018;4(1):e6

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An Ethics Action Plan for Rare Disease Care: Participatory Action Research Approach

However, health care workers have limited exposure to rare diseases in their training curricula or continuing education [6,29,30]. This could be due to the scattered and scarce scientific expertise on rare diseases [30]. This lack of familiarity with rare diseases among health care workers is a potential cause of the diagnostic odysseys experienced by patients.

Ariane Quintal, Isabelle Carreau, Annie-Danielle Grenier, Caroline Hébert, Christine Yergeau, Yves Berthiaume, Eric Racine

J Particip Med 2023;15:e46607

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Emoji Education: How Students Can Help Increase Health Awareness by Making Emojis

As such, we believe that the current generation of upcoming medical students have the potential to fill this gap with new emojis. As members of a new generation that sends over 10 billion emojis a day, we have the greatest experience in knowing how to balance the artistic features of an emoji with the necessary detail to convey the information correctly. Researchers have proposed the development of new health-related emojis such as a liver emoji [7] and kidney emoji [8].

Sammer Marzouk, Shuhan He, Jarone Lee

JMIR Med Educ 2022;8(4):e39059

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Unmuting Medical Students’ Education: Utilizing Telemedicine During the COVID-19 Pandemic and Beyond

On March 23, 2020, the Association of American Medical Colleges (AAMC) issued guidance on medical student involvement during the coronavirus disease (COVID-19) pandemic, recommending that medical students not participate in direct patient care, unless there is a critical workforce need, and only on a voluntary basis [1]. The COVID-19 pandemic has generated unprecedented stress for our national health care system.

Ariella Magen Iancu, Michael Thomas Kemp, Hasan Badre Alam

J Med Internet Res 2020;22(7):e19667

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