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mHealtha: to determine whether providing students with preloaded iPad Minis would enhance their experience and increase awareness of and access to mHealth information resources for clinical care in a rural environment |
Tablets preloaded with health apps were given to third-year students, who were also asked to complete surveys and a journal An overall positive value for participants who “accessed essential clinical information, experienced improved patient education interactions, and accessed tools and resources to assist them in their experiences” Lessons were learned regarding the project A clerkship director’s request has been made to integrate the project beyond the original pilot
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| 2 |
Web-based medical resources: to describe the effect of the integration of the OMIMb database during the first year of medical school |
The OMIM database was taught to students who later performed self-assessments of short-term and long-term learning Students’ confidence in clinical genetics skills increased after the OMIM education session Acknowledging and incorporating students’ search preferences can engage them in the importance of identifying appropriate resources
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| 3 |
Programming: to determine whether it is possible to teach medical students the basics of programming in 2 days and whether students value programming and its teaching in medical school |
The Coding for Medics course was developed. After 2 days of intensive teaching, participants were given a few weeks to submit a project Basics of programming successfully taught in 2 days Programming teaching should be offered but optional, “practical” and “relevant to clinical problems” Computational thinking learned and considered “transferable” Programming valued as an important skill for the future and oversubscribed because of enthusiasm Programming deemed necessary for the development of eHealth technologies
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Programming: to describe a new elective computing course and discuss how it prepares medical students to use computer science and technology |
A 14-month Computing for Medicine certificate course (C4M) was developed in collaboration with the Department of Computer Science, University of Toronto. The C4M included workshops, seminars, and a project Reinforced valuing and understanding of technology Programming and algorithmic and logical thinking skills were taught Medical schools should consider computer literacy as an essential skill to enhance engagement with technology, collaboration with developers, and patient care quality Questions raised about broader adoption of learn-to-code programs, whether elective or mandatory
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EHRsc: to develop a course module and evaluate it to identify and share best practices and strategies |
Mandatory participation in EHR full-day intensive training over 2 days for fifth-year students within their seminar in internal medicine Positive attitude toward EHR usage and software Higher perceived benefits of EHR for doctors and nurses than for other professionals or patients Low perceived benefits of EHR for coworking in multiprofessional team Documentation is a core competency More training, standardized examination, and awareness regarding EHR are needed
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| 6 |
Online medical resources: to verify the hypothesis that removing the subscription cost barrier to accessing EBCRsd will lead to high student uptake and to an improvement in educational outcomes |
Agreement with Wolters Kluwer to facilitate the donations of UpToDate subscriptions to students Access to devices and the internet is not a barrier The focus should be on web-based tools and evidence Higher use of EBCRs when cost barrier removed Lower UpToDate uptake by preclinical students The introduction of EBCRs during the last year of medical school may lead to habit formation Improvement in examination performance of this graduating class Equitable access to information is required
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| 7 |
mHealth: to allow students to acquire and develop skills using devices and health apps in a clinical context |
A single-semester elective option, “Computer Games and Applications for Health and Well-being,” was introduced for first-year students Students not as adept at using mHealth devices as the literature had predicted Ownership of a suitable mobile device was lacking Availability of useful, free apps was limited Key lessons were learned, which we wish will help prepare the medical curriculum
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| 8 |
Telehealth and mHealth: to deliver orthopedics education through a mobile app, MyDoc, although teaching medical students about secure communication and the Personal Data Protection Act of Singapore |
Third-year students were asked to use the MyDoc mobile app that allowed communication in the form of personal messages, case discussions, and sharing of patient details with peers Excellent acceptance and satisfaction Technical issues needed to be addressed There was a need for compliance with privacy laws in the context of the growth of telehealth, so medical schools should consider integrating this secure communication tool to their training
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| 9 |
Online medical resources: to analyze the effectiveness of a new EBM OSCEe for the end of third-year students |
In this OSCE, students were provided with computer stations and performed online searches to answer a standardized patient’s questions An average of 4 search tools were used Most commonly used websites were UpToDate and Google Most students successfully provided the patient with relevant evidence This new OSCE allowed proper assessment of student EBM skill
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| 10 |
EHRs: to verify the hypothesis that an educational intervention for second-year students improves their ability to use the EHR in a way that enhances patient-provider interaction (EHR ergonomics) during a SPf encounter |
EHR ergonomic training’s impact on patient-provider interaction during SP encounters was compared with the impact of basic EHR training with no additional EHR ergonomic training EHR use improved with EHR ergonomic training Students felt improvement in engaging the patients, articulating EHR use benefits, addressing patient concerns, positioning EHR device, and integrating EHR in patient encounter A minimum of 3 ergonomic training sessions were necessary to see overall improvement Self-perceptions were consistent with performance as observed by SPs and faculty members
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| 11 |
mHealth: to determine whether medical students, with little or no prior knowledge or training in app development, can use development tools to develop useful health apps |
Medical students were taught the fundamentals of health app design and development and asked to use the iBuildApp environment to develop an app Perceived need for such training increased Previous programming experience was the strongest influencer of a positive experience It is possible to teach medical students the fundamentals of app design so that they may contribute to health app development
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| 12 |
mHealth: to determine the ways by which third-year students used mobile technology for learning and clinical decision support |
Students were provided an iPad and information was collected with beginning and end-of-year questionnaires, iPad usage logs, weekly rounding observations, and weekly semistructured student interviews over a 12-month period Tablet computers used to enhance patient care and learning in clinical contexts Data service capability and midlevel storage capacity should be provided on each device Quarterly app training should be integrated to increase effectiveness in clinical decision support
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EHRs: to address a training gap by describing the Simg-EHR curriculum and sharing participant feedback and lessons learned |
The Sim-EHR curriculum, consisting of simulated charts for virtual patients, was implanted as part of the third-year family medicine clerkship Increased comfort with finding information, inputting orders, and updating a health maintenance tool Recognition of the value of the activity Expressed frustrations with timing and opportunity costs Improved ability to place orders and update chart No difference in ability to use a health maintenance tool to create routine disease screening, prevention, and management alerts
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