JMIR Medical Education

The coronavirus disease 2019 (COVID-19) pandemic challenged medical educators due to social distancing. Podcasts and asynchronous learning platforms help distill medical education in a socially distanced environment. Medical educators interested in providing asynchronous teaching should know how these methods performed during the pandemic.

Since the COVID-19 pandemic, residency candidates have moved from attending traditional in-person interviews to virtual interviews with residency training programs. This transition spurred increased social media engagement by both residency candidates, in an effort to learn about prospective programs, and by residency programs, to improve recruitment efforts. There is a paucity of literature on the effectiveness of social media outreach, and its impact on candidates’ perceptions of residency programs.

With the rapid development of artificial intelligence technologies, there is a growing interest in the potential use of artificial intelligence–based tools like ChatGPT in medical education. However, there is limited research on the initial perceptions and experiences of faculty and students with ChatGPT, particularly in Saudi Arabia.

Student development is currently taking place in an environment governed by new technologies and social media. Some platforms, such as Instagram or X (previously known as “Twitter”), have been incorporated as additional tools for teaching and learning processes in higher education, especially in the framework of image-based applied disciplines, including radiology and pathology. Nevertheless, the role of social media in the teaching of core subjects such as histology has hardly been studied, and there are very few reports on this issue.

Mobile apps designed for teaching human anatomy offer a flexible, interactive, and personalized learning platform, enriching the educational experience for both students and health care professionals.

Interest has recently increased in Generative AI (GenAI), a subset of artificial intelligence that can create new content. Though the publicly available GenAI tools are not specifically trained in the medical domain, they have demonstrated proficiency in a wide range of medical assessments. The future integration of GenAI in medicine remains unknown. However, the rapid availability of GenAI with a chat interface, and the potential risks and benefits are the focus of great interest. As with any significant medical advancement or change, medical schools must adapt their curricula to equip students with the skills necessary to become successful physicians. Additionally, medical schools must ensure faculty members have the skills to harness these new opportunities to increase their effectiveness as educators. How medical schools currently fulfill their responsibilities is unclear. Colleges of Osteopathic Medicine (COM) in the United States currently train a significant proportion of the total number of medical students. These COMs are in academic settings ranging from large public research universities to small private institutions. Therefore, studying COMs will offer a representative sample of the current GenAI integration in medical education.

Improved long-term learning retention leads to higher exam scores and overall course grades, which is crucial for success in pre-clinical coursework in any Podiatric Medicine curriculum. Audiovisual mnemonics, in conjunction with text-based materials and an interactive user interface have been shown to increase memory retention and higher-order thinking.

Virtual reality simulation (VRS) teaching offers nursing students a safe, immersive learning environment with immediate feedback, enhancing learning outcomes. Before the COVID-19 pandemic, nursing students had limited training and opportunities to care for patients in isolation units with infectious diseases. However, the pandemic highlighted the ongoing global priority of providing care for patients with infectious diseases.

The shift to online education due to the COVID-19 pandemic posed significant challenges and opportunities for students, affecting their academic performance, mental well-being, and engagement.

Forensic medicine requires background medical knowledge and the ability to apply it to legal cases. Medical students have different levels of medical knowledge and are therefore likely to perform differently when learning forensic medicine. However, different medical curricula in Thailand deliver this course at different stages of medical study, mostly in the clinical years, while others are offer it in the preclinical years. This raises questions about the differences in learning effectiveness.

Technological advancements have significantly reshaped healthcare, introducing digital solutions that enhance diagnostics and patient care. Artificial Intelligence (AI) stands out, offering unprecedented capabilities in data analysis, diagnostic support, and personalized medicine. However, effectively integrating AI into healthcare necessitates specialized competencies among professionals, an area still in its infancy in terms of comprehensive literature and formalized training programs

Japan faces a health care delivery challenge due to physician maldistribution, with insufficient physicians practicing in rural areas. This issue impacts health care access in remote areas and affects patient outcomes. Educational interventions targeting students’ career decision-making can potentially address this problem by promoting interest in rural medicine. We hypothesized that community-based problem-based learning (PBL) using real-patient videos could foster students’ understanding of community health care and encourage positive attitudes toward rural health care.