ArticleJMIR medical education2015
Formation of a New Entity to Support Effective Use of Technology in Medical Education: The Student Technology Committee.
Article in JMIR medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed, 12 citations in OpenAlex.
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- Podcasting as an Innovative Tool for National Physical Therapy Examination Preparation.Medical science educator · 2023Article
- Engaging Housestaff as Informatics Collaborators: Educational and Operational Opportunities.Applied clinical informatics · 2021Article
- How an Environment of Stress and Social Risk Shapes Student Engagement With Social Media as Potential Digital Learning Platforms: Qualitative Study.JMIR medical education · 2018Article
- eHealth Literacy and Health Behaviors Affecting Modern College Students: A Pilot Study of Issues Identified by the American College Health Association.Journal of medical Internet research · 2017Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today's digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges.
objectiveThe objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students' valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed.
methodsA committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students.
resultsThe committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field's understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students' needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee's success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives.
conclusionsStudents should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.