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A Pilot Project to Promote Research Competency in Medical Students Through Journal Clubs: Mixed Methods Study

A Pilot Project to Promote Research Competency in Medical Students Through Journal Clubs: Mixed Methods Study

Finally, dividing tasks among participants posed challenges in ensuring full research competency for all, as each participant focused on specific aspects of the project. This project effectively capitalized on the widespread accessibility of information to educate and enable students to partake in medical research, irrespective of their lack of direct hands-on experience.

Mert Karabacak, Zeynep Ozcan, Burak Berksu Ozkara, Zeynep Sude Furkan, Sotirios Bisdas

JMIR Med Educ 2024;10:e51173

Creation of an Automated and Comprehensive Resident Progress System for Residents and to Save Hours of Faculty Time: Mixed Methods Study

Creation of an Automated and Comprehensive Resident Progress System for Residents and to Save Hours of Faculty Time: Mixed Methods Study

In addition, it was designed to provide faculty involved in medical education a place to access all resident data for the ACGME-mandated clinical competency committee (CCC) meetings [7]. This study aims to introduce and describe the system, as well as provide evaluations regarding whether residents use and find it useful, and whether the faculty like the system and perceive that it helps them save time with administrative duties.

Rimma Perotte, Alyssa Berns, Lana Shaker, Chayapol Ophaswongse, Joseph Underwood, Christina Hajicharalambous

JMIR Form Res 2024;8:e53314

Digital Competencies and Training Approaches to Enhance the Capacity of Practitioners to Support the Digital Transformation of Public Health: Rapid Review of Current Recommendations

Digital Competencies and Training Approaches to Enhance the Capacity of Practitioners to Support the Digital Transformation of Public Health: Rapid Review of Current Recommendations

We also extracted competency recommendations and mapped them onto the existing competency categories of the 2007 PHAC framework [32-43] for core competencies for public health and created new categories for recommendations not fitting into existing categories [16]. For competency recommendations applicable to more than 1 category, we mapped the recommendations into multiple categories.

Swathi Ramachandran, Hsiu-Ju Chang, Catherine Worthington, Andre Kushniruk, Francisco Ibáñez-Carrasco, Hugh Davies, Geoffrey McKee, Adalsteinn Brown, Mark Gilbert, Ihoghosa Iyamu

JMIR Public Health Surveill 2024;10:e52798

Developing Health Management Competency for Digital Health Transformation: Protocol for a Qualitative Study

Developing Health Management Competency for Digital Health Transformation: Protocol for a Qualitative Study

Third competency (effective performance), health service managers need to be able to demonstrate competency, so what approach is recommended to measure the attainment of health informatics competencies for health service managers? Digital competence and the demonstration of these competencies are context-sensitive [27,28].

Mark Brommeyer, Zhanming Liang, Maxine Whittaker, Mark Mackay

JMIR Res Protoc 2023;12:e51884

Structure of Health Information With Different Information Models: Evaluation Study With Competency Questions

Structure of Health Information With Different Information Models: Evaluation Study With Competency Questions

This work also aims to assess the usability of competency questions (CQs) for the evaluation of information models within health care. The objective of this study was to answer the following 2 research questions: How does the content of health care information differ between information models? Is the method of CQs a feasible way of comparing content in information models? There are quantitative methods to evaluate information structures in use today.

Anna Rossander, Daniel Karlsson

JMIR Med Inform 2023;11:e46477

Data Science as a Core Competency in Undergraduate Medical Education in the Age of Artificial Intelligence in Health Care

Data Science as a Core Competency in Undergraduate Medical Education in the Age of Artificial Intelligence in Health Care

While postgraduate programs and continuing education for advanced studies in data science for health care providers are available and while some medical schools are sporadically incorporating some related topics [8,9], the broad and rapidly evolving application of data science in health care demands a baseline competency in the subject for all clinicians.

Puneet Seth, Nancy Hueppchen, Steven D Miller, Frank Rudzicz, Jerry Ding, Kapil Parakh, Janet D Record

JMIR Med Educ 2023;9:e46344

Introduction to the Coproduction of Supervision Standards for Digital Peer Support: Qualitative Study

Introduction to the Coproduction of Supervision Standards for Digital Peer Support: Qualitative Study

The eleven themes in order of most frequent to least frequent included: (1) education on technology competency; (2) education on privacy, security, and confidentiality in digital devices and platforms; (3) education on peer support competencies and how they relate to digital peer support; (4) administrative guidelines; (5) education on the digital delivery of peer support; (6) education on technology access; (7) supervisor support of work-life balance; (8) emotional support (emerging); (9) administrative documentation

Caroline Collins-Pisano, Michael Johnson, George Mois, Jessica Brooks, Amanda Myers, Deanna Mazina, Marianne Storm, Maggie Wright, Nancy Berger, Ann Kasper, Anthony Fox, Sandi MacDonald, Sarah Schultze, Andrew Bohm, Julia Hill, Karen Fortuna

JMIR Hum Factors 2023;10:e40607

Considering Clinician Competencies for the Implementation of Artificial Intelligence–Based Tools in Health Care: Findings From a Scoping Review

Considering Clinician Competencies for the Implementation of Artificial Intelligence–Based Tools in Health Care: Findings From a Scoping Review

Studies were excluded if they did not report on competency-based clinical education to provide either an evaluation of a program and its outcomes related to learner achievement; a framework for assessing competency including a performance level (ie, appraisal) for each competency; or information related to instructional design, skills validation, or attitudes related to competency mastery. The results were tracked in Distiller SR [17].

Kim V Garvey, Kelly Jean Thomas Craig, Regina Russell, Laurie L Novak, Don Moore, Bonnie M Miller

JMIR Med Inform 2022;10(11):e37478