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  162.                                    </span></a></li><li class="m-0" data-v-301fadf6><a href="https://apinj.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>Asian/Pacific Island Nursing Journal</span> <span class="articles-number" data-v-301fadf6>21 articles
  163.                                    </span></a></li><li class="m-0" data-v-301fadf6><a href="https://neuro.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIR Neurotechnology</span> <span class="articles-number" data-v-301fadf6>18 articles
  164.                                    </span></a></li><li class="m-0" data-v-301fadf6><a href="https://xbio.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIRx Bio</span> <span class="articles-number" data-v-301fadf6>15 articles
  165.                                    </span></a></li><li class="m-0" data-v-301fadf6><a href="https://xr.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIR XR and Spatial Computing (JMXR)</span> <span class="articles-number" data-v-301fadf6>10 articles
  166.                                    </span></a></li><li class="m-0" data-v-301fadf6><a href="https://data.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIR Data</span> <!----></a></li><li class="m-0" data-v-301fadf6><a href="https://challenges.amoxildelivery.pro" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIR Challenges</span> <!----></a></li><li class="m-0" data-v-301fadf6><a href="#" no-prefetch="" data-v-301fadf6><span data-v-301fadf6>JMIR Preprints</span> <!----></a></li></ul></li></ul></div></section> <!----></nav></div></nav></section></header></div> <div class="container-fluid" style="padding: 0px;"><div id="main-content" class="element-wrapper" data-v-44a23348><section class="journal__info-wrapper" data-v-44a23348><div class="container journal__info" data-v-44a23348><div class="row"><div class="col-12"><div class="journal__info-top"><h1 tabindex="0" aria-label="Amoxil best buy journal" class="journal__info-h1">
  167.                   Amoxil Best Price
  168.                </h1> <h4><p>Technology, innovation, and openness in medical education in the information age.</p></h4> <p class="d-inline-block journal__info-p"><span>
  169.                        Editor-in-Chief:
  170.                    </span> <span><strong class="editor-in-chief"><p>Blake J. Lesselroth, MD MBI FACP FAMIA, University of Oklahoma | OU-Tulsa Schusterman Center; University of Victoria, British Columbia fast delivery to usa</p></strong></span> <br> <span><span>Impact Factor </span> <span><strong>3.2</strong></span> <span><a aria-label="Link to announcement" href="https://mededu.amoxildelivery.pro/announcements/487"><span aria-hidden="true" class="icon fas fa-info-circle" style="color: #247CB3;"></span></a></span></span> <span class="cite-score"><span>CiteScore </span> <span><strong>6.9</strong></span> <a aria-label="Link to announcement" href="https://www.amoxildelivery.pro/announcements/471"><span aria-hidden="true" class="icon fas fa-info-circle" style="color: #247CB3;"></span></a></span></p> <div class="journal__info-decription hide-description"><span><p><em>JMIR Medical Education </em>(JME, ISSN 2369-3762) is an open access, PubMed-indexed, peer-reviewed journal focusing on technology, innovation, and openness in medical education.This includes e-learning and virtual training, which has gained critical relevance in the (post-)COVID world. Another focus is on how to train health professionals to use digital tools. We publish original research, reviews, viewpoint, and policy papers on innovation and technology in medical education. As an open access journal, we have a special interest in open and free tools and digital learning objects for medical education and urge authors to make their tools and learning objects freely available (we may also publish them as a Multimedia Appendix). We also invite submissions of non-conventional articles (e.g., open medical education material and software resources that are not yet evaluated but free for others to use/implement).&nbsp;</p>
  171. <p>In our "<a href="https://support.amoxildelivery.pro/hc/en-us/articles/5918923542939-How-to-Submit-a-Students-Corner-Manuscript-for-JMIR-Medical-Education">Students' Corner</a>," we invite students and trainees from various health professions to submit short essays and viewpoints on all aspects of medical education, particularly suggestions on improving medical education and suggestions for new technologies, applications, and approaches.&nbsp;</p>
  172. <p>In 2024, <em>JMIR Medical Education</em> received a&nbsp;<strong><a href="../../../../../announcements/487">Journal Impact Factor&trade; of 3.2</a></strong>&nbsp;(Source: Journal Citation Reports&trade; from Clarivate, 2024). The journal is indexed in <a href="../../../../../announcements/427">MEDLINE</a>,&nbsp;<em><a href="../../../../../announcements/134">PubMed</a>,<a href="../../../../../announcements/134"> PubMed Central</a>,<a href="../../../../../announcements/215"> Scopus</a>,<a href="../../../../../announcements/260"> DOAJ</a></em>, and the&nbsp;<em><a href="../../../../../announcements/343">Emerging Sources Citation Index (Clarivate)</a>.&nbsp;</em>JMIR Medical Education received a CiteScore of 6.9, placing it in the 91st percentile (#137 of 1543) as a Q1 journal in the field of Education.</p></span></div> <button class="btn btn-medium btn-blue mt-3" style="margin-bottom: 30px;"><span>Read </span> <span>More</span></button></div></div></div></div> <!----> <!----> <!----></section> <main data-v-44a23348><div data-v-4bc19b00 data-v-44a23348><section class="articles-wrapper" data-v-4bc19b00><h2 id="recent-articles" tabindex="0" aria-label="Recent Articles" class="text-center" data-v-4bc19b00>
  173.            Recent Articles
  174.        </h2> <div class="green-underline" data-v-4bc19b00></div> <div data-test="recent-articles-container" class="container" data-v-4bc19b00><div class="cards" data-v-4bc19b00><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/20bd679768c2e8199d85edc05b75dd2f.png 480w,#/assets/20bd679768c2e8199d85edc05b75dd2f.png 960w,#/assets/20bd679768c2e8199d85edc05b75dd2f.png 1920w,#/assets/20bd679768c2e8199d85edc05b75dd2f.png 2500w" alt="Article Thumbnail" title="The Utility of Wearable Cameras in Developing Examination Questions and Answers on Physical Examinations: Preliminary Study" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1355" aria-label="Open theme with Research Letter" class="link card-theme" data-v-4bc19b00>
  175.                            Research Letter
  176.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e53193" data-test="card-title" aria-label="The Utility of Wearable Cameras in Developing Examination Questions and Answers on Physical Examinations: Preliminary Study" title="The Utility of Wearable Cameras in Developing Examination Questions and Answers on Physical Examinations: Preliminary Study" class="h5" data-v-4bc19b00>
  177.                                The Utility of Wearable Cameras in Developing Examination Questions and Answers on Physical Examinations: Preliminary Study
  178.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Wearable video cameras can replicate physicians' perspectives, and increasing research has shown their utility in medical education. To assess the utility of wearable cameras in medical examinations, we developed an examination question on abdominal physical examination and a corresponding answer explanation using physician-view videos recorded with a head-mounted camera (Insta360 ONE R®). Forty-two resident physicians from multiple Japanese institutions participated in this pilot examination. To assess the utility of wearable cameras based on the examinees’ perception, we conducted a questionnaire survey after the examination. The survey results indicated that the inclusion of physician-view videos in medical examinations enabled participants to envision more real patients, was suitable for evaluating clinical competency, and provided effective education. Wearable video cameras can be a potent tool to improve the evaluation and educational capabilities of medical examinations.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e53193" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-07-19" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-07-19
  179.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e53193&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e53193&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e53193" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/53193" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/17cae89fd11ed2c3a2e699c4f4f01649.png 480w,#/assets/17cae89fd11ed2c3a2e699c4f4f01649.png 960w,#/assets/17cae89fd11ed2c3a2e699c4f4f01649.png 1920w,#/assets/17cae89fd11ed2c3a2e699c4f4f01649.png 2500w" alt="Article Thumbnail" title="Development and Implementation of a Safety Incident Report System for Health Care Discipline Students During Clinical Internships: Observational Study" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/384" aria-label="Open theme with Training Tools for Medical Students" class="link card-theme" data-v-4bc19b00>
  180.                            Training Tools for Medical Students
  181.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e56879" data-test="card-title" aria-label="Development and Implementation of a Safety Incident Report System for Health Care Discipline Students During Clinical Internships: Observational Study" title="Development and Implementation of a Safety Incident Report System for Health Care Discipline Students During Clinical Internships: Observational Study" class="h5" data-v-4bc19b00>
  182.                                Development and Implementation of a Safety Incident Report System for Health Care Discipline Students During Clinical Internships: Observational Study
  183.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Patient safety is a fundamental aspect of health care practice across global health systems. Safe practices, which include incident reporting systems, have proven valuable in preventing the recurrence of safety incidents. However, the accessibility of this tool for health care discipline students is not consistent, limiting their acquisition of competencies. In addition, there is no tools to familiarize students with analyzing safety incidents. Gamification has emerged as an effective strategy in health care education.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e56879" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-07-18" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-07-18
  184.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e56879&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e56879&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e56879" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/56879" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/8c7f0c147f7dd5231ce7464409898ff6.png 480w,#/assets/8c7f0c147f7dd5231ce7464409898ff6.png 960w,#/assets/8c7f0c147f7dd5231ce7464409898ff6.png 1920w,#/assets/8c7f0c147f7dd5231ce7464409898ff6.png 2500w" alt="Article Thumbnail" title="Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/289" aria-label="Open theme with Reviews in Medical Education" class="link card-theme" data-v-4bc19b00>
  185.                            Reviews in Medical Education
  186.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e54793" data-test="card-title" aria-label="Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review" title="Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review" class="h5" data-v-4bc19b00>
  187.                                Curriculum Frameworks and Educational Programs in AI for Medical Students, Residents, and Practicing Physicians: Scoping Review
  188.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>The successful integration of artificial intelligence (AI) into clinical practice is contingent upon physicians’ comprehension of AI principles and its applications. Therefore, it is essential for medical education curricula to incorporate AI topics and concepts, providing future physicians with the foundational knowledge and skills needed. However, there is a knowledge gap in the current understanding and availability of structured AI curriculum frameworks tailored for medical education, which serve as vital guides for instructing and facilitating the learning process.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e54793" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-07-18" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-07-18
  189.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e54793&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e54793&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e54793" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/54793" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/2f5fd39618c0cdd28e53f802e806d2ee.png 480w,#/assets/2f5fd39618c0cdd28e53f802e806d2ee.png 960w,#/assets/2f5fd39618c0cdd28e53f802e806d2ee.png 1920w,#/assets/2f5fd39618c0cdd28e53f802e806d2ee.png 2500w" alt="Article Thumbnail" title="Assessing GPT-4’s Performance in Delivering Medical Advice: Comparative Analysis With Human Experts" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1303" aria-label="Open theme with Artificial Intelligence (AI) in Medical Education" class="link card-theme" data-v-4bc19b00>
  190.                            Artificial Intelligence (AI) in Medical Education
  191.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e51282" data-test="card-title" aria-label="Assessing GPT-4’s Performance in Delivering Medical Advice: Comparative Analysis With Human Experts" title="Assessing GPT-4’s Performance in Delivering Medical Advice: Comparative Analysis With Human Experts" class="h5" data-v-4bc19b00>
  192.                                Assessing GPT-4’s Performance in Delivering Medical Advice: Comparative Analysis With Human Experts
  193.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Accurate medical advice is paramount in ensuring optimal patient care, and misinformation can lead to misguided decisions with potentially detrimental health outcomes. The emergence of Large Language Models (LLMs) such as OpenAI's GPT-4 has spurred interest in their potential healthcare applications, particularly in automated medical consultation. Yet, rigorous investigations comparing their performance to human experts remain sparse.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e51282" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-07-08" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-07-08
  194.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e51282&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e51282&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e51282" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/51282" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/0e98278a385c432adc2640e04c0e6f9e.png 480w,#/assets/0e98278a385c432adc2640e04c0e6f9e.png 960w,#/assets/0e98278a385c432adc2640e04c0e6f9e.png 1920w,#/assets/0e98278a385c432adc2640e04c0e6f9e.png 2500w" alt="Article Thumbnail" title="The Ability of ChatGPT in Paraphrasing Texts and Reducing Plagiarism: A Descriptive Analysis" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1303" aria-label="Open theme with Artificial Intelligence (AI) in Medical Education" class="link card-theme" data-v-4bc19b00>
  195.                            Artificial Intelligence (AI) in Medical Education
  196.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e53308" data-test="card-title" aria-label="The Ability of ChatGPT in Paraphrasing Texts and Reducing Plagiarism: A Descriptive Analysis" title="The Ability of ChatGPT in Paraphrasing Texts and Reducing Plagiarism: A Descriptive Analysis" class="h5" data-v-4bc19b00>
  197.                                The Ability of ChatGPT in Paraphrasing Texts and Reducing Plagiarism: A Descriptive Analysis
  198.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>The introduction of Chat-GPT by OpenAI has garnered significant attention. Among its capabilities, paraphrasing stands out; however, our study aimed to investigate the satisfactory levels of plagiarism in the paraphrased text produced by this chatbot.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e53308" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-07-08" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-07-08
  199.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e53308&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e53308&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e53308" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/53308" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/0a1beaf4-72dd-417b-a076-49fd1b12a23e.png 480w,#/assets/0a1beaf4-72dd-417b-a076-49fd1b12a23e.png 960w,#/assets/0a1beaf4-72dd-417b-a076-49fd1b12a23e.png 1920w,#/assets/0a1beaf4-72dd-417b-a076-49fd1b12a23e.png 2500w" alt="Article Thumbnail" title="Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/310" aria-label="Open theme with Testing and Assessment in Medical Education" class="link card-theme" data-v-4bc19b00>
  200.                            Testing and Assessment in Medical Education
  201.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e58126" data-test="card-title" aria-label="Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs" title="Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs" class="h5" data-v-4bc19b00>
  202.                                Use of Multiple-Choice Items in Summative Examinations: Questionnaire Survey Among German Undergraduate Dental Training Programs
  203.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Multiple-choice examinations are frequently employed among German dental schools. However, details regarding the used item types and applied scoring methods are lacking.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e58126" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-27" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-27
  204.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e58126&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e58126&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e58126" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/58126" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/0e1333465c3739f87323834abefd17b1 480w,#/assets/0e1333465c3739f87323834abefd17b1 960w,#/assets/0e1333465c3739f87323834abefd17b1 1920w,#/assets/0e1333465c3739f87323834abefd17b1 2500w" alt="Article Thumbnail" title="A Proposed Decision-Making Framework for the Translation of In-Person Clinical Care to Digital Care: Tutorial" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1404" aria-label="Open theme with Theme Issue [2023]: Digital Health Skills and Competencies for Clinicians and Health Care Professionals" class="link card-theme" data-v-4bc19b00>
  205.                            Theme Issue [2023]: Digital Health Skills and Competencies for Clinicians and Health Care Professionals
  206.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e52993" data-test="card-title" aria-label="A Proposed Decision-Making Framework for the Translation of In-Person Clinical Care to Digital Care: Tutorial" title="A Proposed Decision-Making Framework for the Translation of In-Person Clinical Care to Digital Care: Tutorial" class="h5" data-v-4bc19b00>
  207.                                A Proposed Decision-Making Framework for the Translation of In-Person Clinical Care to Digital Care: Tutorial
  208.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>The continued demand for digital health requires that providers adapt thought processes to enable sound clinical decision making in digital settings. Providers report that lack of training is a barrier to providing digital healthcare.  Physical exam techniques and hands-on interventions must be adjusted in safe, reliable and feasible ways to digital care and decision making may be impacted by modifications made to these techniques.  We have proposed a framework for determining if a procedure can be modified to obtain a comparable result in a digital environment or if a referral to in-person care is required. The decision making framework developed using program outcomes of a digital physical therapy platform, and aims to alleviate provider barriers to providing digital care. This paper describes the unique  considerations a provider must make when collecting background information, selecting procedures, executing procedures, assessing results, and determining if they can proceed with clinical care in digital settings.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e52993" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-26" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-26
  209.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e52993&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e52993&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e52993" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/52993" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/4408ef345ca2ec6c2c1634404a4631a3.png 480w,#/assets/4408ef345ca2ec6c2c1634404a4631a3.png 960w,#/assets/4408ef345ca2ec6c2c1634404a4631a3.png 1920w,#/assets/4408ef345ca2ec6c2c1634404a4631a3.png 2500w" alt="Article Thumbnail" title="Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/289" aria-label="Open theme with Reviews in Medical Education" class="link card-theme" data-v-4bc19b00>
  210.                            Reviews in Medical Education
  211.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e52224" data-test="card-title" aria-label="Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis" title="Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis" class="h5" data-v-4bc19b00>
  212.                                Inverted Classroom Teaching of Physiology in Basic Medical Education: Bibliometric Visual Analysis
  213.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Over the last decade, there has been growing interest in inverted classroom teaching (ICT) and its various forms within the education sector. Physiology is a core course that bridges basic and clinical medicine, and inverted classrooms teaching in physiology (ITP) has been sporadically practiced to different extents globally. However, students' and teachers' responses and feedback to ITP are diverse, and the effectiveness of modified ITP integrated into regular teaching is difficult to assess objectively and quantitively. </span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e52224" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-25" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-25
  214.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e52224&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e52224&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e52224" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/52224" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/placeholder.svg 480w,#/placeholder.svg 960w,#/placeholder.svg 1920w,#/placeholder.svg 2500w" alt="Article Thumbnail" title="Evaluation of ChatGPT-Generated Differential Diagnosis for Common Diseases With Atypical Presentation: Descriptive Research" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1303" aria-label="Open theme with Artificial Intelligence (AI) in Medical Education" class="link card-theme" data-v-4bc19b00>
  215.                            Artificial Intelligence (AI) in Medical Education
  216.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e58758" data-test="card-title" aria-label="Evaluation of ChatGPT-Generated Differential Diagnosis for Common Diseases With Atypical Presentation: Descriptive Research" title="Evaluation of ChatGPT-Generated Differential Diagnosis for Common Diseases With Atypical Presentation: Descriptive Research" class="h5" data-v-4bc19b00>
  217.                                Evaluation of ChatGPT-Generated Differential Diagnosis for Common Diseases With Atypical Presentation: Descriptive Research
  218.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00> The persistence of diagnostic errors, despite advances in medical knowledge and diagnostics, highlights the importance of understanding atypical disease presentations and their contribution to mortality and morbidity. Artificial intelligence (AI), particularly Generative Pre-trained Transformers like ChatGPT-4, holds promise for improving diagnostic accuracy, but requires further exploration in handling atypical presentations.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e58758" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-21" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-21
  219.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e58758&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e58758&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e58758" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/58758" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/08ac50e08b4cdaeff3dd1bb7e58aaab0.png 480w,#/assets/08ac50e08b4cdaeff3dd1bb7e58aaab0.png 960w,#/assets/08ac50e08b4cdaeff3dd1bb7e58aaab0.png 1920w,#/assets/08ac50e08b4cdaeff3dd1bb7e58aaab0.png 2500w" alt="Article Thumbnail" title="Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/290" aria-label="Open theme with Viewpoint and Opinions on Innovation in Medical Education" class="link card-theme" data-v-4bc19b00>
  220.                            Viewpoint and Opinions on Innovation in Medical Education
  221.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e47438" data-test="card-title" aria-label="Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education" title="Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education" class="h5" data-v-4bc19b00>
  222.                                Development of a Novel Web-Based Tool to Enhance Clinical Skills in Medical Education
  223.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Background: A significant component of Canadian medical education is the development of clinical skills. The medical educational curriculum assesses these skills through the Objective Structured Clinical Examination (OSCE). The OSCE assesses skills imperative to good clinical practice, such as patient communication, clinical decision-making and medical knowledge. Despite the widespread implementation of this examination across all academic settings, few preparatory resources currently exist that cater specifically to Canadian medical students. MonkeyJacket is a novel, open-access, online application built with the goal of providing medical students with an accessible and representative tool for clinical skill development for the OSCE and clinical settings.
  224.  
  225. Viewpoint: This paper represents the development of the MonkeyJacket application and its potential purchase online antibiotic to assist medical students in preparation for clinical exams and practical settings.
  226.  
  227. Aim Statement: Limited resources exist that are virtual, accessible in cost, specific to the Medical Council of Canada (MCC), and most importantly, scalable in nature. The goal of this research study is to thoroughly describe the potential utility of the application, particularly in its capacity to provide practice and scalable formative feedback to medical students.  
  228.  
  229. Development: MonkeyJacket was developed to allow Canadian medical students the opportunity Amoxicillin for the treatment of bacterial infections to practice their clinical examination skills and receive peer feedback using a centralized platform. The OSCE cases included in the application were developed using the MCC guidelines to ensure their applicability to a Canadian setting. There are currently 75 cases covering five specialties, including cardiology, respirology, gastroenterology, neurology, and psychiatry.
  230.  
  231. Application Interface and Features: The MonkeyJacket application is an online platform that allows medical students to practice clinical decision-making skills in real-time with their peers through a synchronous platform. Through this application, students can practice patient interviewing, clinical reasoning, developing differential diagnoses, formulating a management plan, and they can receive both qualitative and quantitative feedback. Each clinical case is associated with an ‘assessment checklist’ that is accessible to students after practice sessions are complete in order to promote personal improvement through peer feedback. This tool provides students with relevant case stems, follow-up questions to probe for differential diagnoses and management plans, assessment checklists, and the ability to review the trend in their performance.
  232.  
  233. Conclusions: The MonkeyJacket application provides medical students with a valuable tool that promotes clinical skill development for OSCEs and clinical settings. MonkeyJacket introduces a way for medical learners to receive feedback regarding patient interviewing and clinical reasoning skills that is both formative and scalable in nature, in addition to promoting inter-institutional learning. The widespread usage of this application can increase practice and feedback of clinical skills amongst medical learners. This will not only benefit the learner, but more importantly, can provide downstream benefits for the most valuable stakeholder in medicine - the patient.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e47438" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-20" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-20
  234.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e47438&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e47438&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e47438" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/47438" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/b0db38099433ec803428b26e4cd83742.png 480w,#/assets/b0db38099433ec803428b26e4cd83742.png 960w,#/assets/b0db38099433ec803428b26e4cd83742.png 1920w,#/assets/b0db38099433ec803428b26e4cd83742.png 2500w" alt="Article Thumbnail" title="Health Care Workers’ Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/345" aria-label="Open theme with Student/Learners Perceptions and Experiences with Educational Technology" class="link card-theme" data-v-4bc19b00>
  235.                            Student/Learners Perceptions and Experiences with Educational Technology
  236.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e51915" data-test="card-title" aria-label="Health Care Workers’ Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis" title="Health Care Workers’ Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis" class="h5" data-v-4bc19b00>
  237.                                Health Care Workers’ Motivations for Enrolling in Massive Open Online Courses During a Public Health Emergency: Descriptive Analysis
  238.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>Massive Open Online Courses (MOOCs) are increasingly used to educate healthcare workers during public health emergencies. Early in 2020, the World Health Organization (WHO) developed a series of MOOCs for COVID-19, introducing the disease and strategies to control its outbreak, with six courses specifically targeting healthcare workers as learners. In 2020, Stanford University also launched a MOOC designed to deliver accurate and timely education on COVID-19 equipping healthcare workers across the globe to provide healthcare safely and effectively to patients suffering from the novel infectious disease. While the use of MOOCs for just-in-time training has expanded during the pandemic, evidence is limited regarding the factors motivating healthcare workers to enroll in and complete courses, particularly in low- and lower-middle-income countries (LICs/LMICs).</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e51915" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-19" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-19
  239.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e51915&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e51915&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e51915" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/51915" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div><div aria-label="Card containing the image, related theme, title, short preview, date posted, shareable links and altmetric score" class="card mb-80" data-v-4bc19b00><div class="card-header" data-v-4bc19b00><div class="card-img" data-v-4bc19b00><div data-v-10f10a3e data-v-4bc19b00><img data-srcset="#/assets/b2a29a74f02e165ffb2ac043d0b04d00.png 480w,#/assets/b2a29a74f02e165ffb2ac043d0b04d00.png 960w,#/assets/b2a29a74f02e165ffb2ac043d0b04d00.png 1920w,#/assets/b2a29a74f02e165ffb2ac043d0b04d00.png 2500w" alt="Article Thumbnail" title="A Call for a Health Data–Informed Workforce Among Clinicians" aria-label="Article Thumbnail" src="#/placeholder.svg" data-v-10f10a3e></div> <div tabindex="0" role="button" aria-label="Open modal window to view the image" data-test="card-img-info" class="card-img-info" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-search-plus" data-v-4bc19b00></span></div></div></div> <div class="card-body mt-15" data-v-4bc19b00><a href="/themes/1404" aria-label="Open theme with Theme Issue [2023]: Digital Health Skills and Competencies for Clinicians and Health Care Professionals" class="link card-theme" data-v-4bc19b00>
  240.                            Theme Issue [2023]: Digital Health Skills and Competencies for Clinicians and Health Care Professionals
  241.                        </a> <div class="card-title" style="flex-grow: 1;" data-v-4bc19b00><a href="/2024/1/e52290" data-test="card-title" aria-label="A Call for a Health Data–Informed Workforce Among Clinicians" title="A Call for a Health Data–Informed Workforce Among Clinicians" class="h5" data-v-4bc19b00>
  242.                                A Call for a Health Data–Informed Workforce Among Clinicians
  243.                            </a></div> <div class="card-info mt-20 mb-20" data-v-4bc19b00><p class="card-info-text" data-v-4bc19b00><span data-v-4bc19b00>A momentous amount of health data has been and is being collected. Across all levels of healthcare, data is driving decision making and impacting patient care. A new knowledge and role for those in healthcare is emerging – the need for a health data informed workforce. In this commentary, the authors describe approaches needed to build a health data informed workforce, a new and critical skill for the healthcare ecosystem.</span></p> <div class="read-more" data-v-4bc19b00><a href="/2024/1/e52290" aria-label="Continue reading this article" class="continue-reading" data-v-4bc19b00><span aria-hidden="true" class="icon fas fa-long-arrow-alt-right" data-v-4bc19b00></span></a></div></div></div> <div class="card-date-social mt-6 pb-10" data-v-4bc19b00><time datetime="2024-06-17" class="mb-0" style="margin-top: 2px;" data-v-4bc19b00>2024-06-17
  244.                        </time> <span class="mx-1" style="margin-top: 2px;" data-v-4bc19b00>|</span> <span class="sm-icons" data-v-4bc19b00><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/2024/1/e52290&amp;text=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/2024/1/e52290&amp;quote=Check out this fascinating article by @jmirpub!" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/2024/1/e52290" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span> <span class="card-altmetric" data-v-4bc19b00><div data-doi="10.2196/52290" data-test="altmetric-link" data-badge-type="2" data-hide-no-mentions="true" data-badge-popover="bottom" class="altmetric-embed" data-v-4bc19b00></div></span></div> <a href="#open-peer-review" class="skip-link" data-v-4bc19b00>Skip recent articles and go to articles open for peer-review section <span aria-hidden="true" class="icon fas fa-chevron-down" data-v-4bc19b00></span></a></div></div></div></section></div> <div data-v-9865834a data-v-44a23348><section data-test="peer-review-section" class="peer-review-wrapper" data-v-9865834a><h2 id="open-peer-review" tabindex="0" aria-label="&lt;a href=&quot;#&quot;&gt;Preprints&lt;/a&gt; Open for Peer-Review" class="text-center" data-v-9865834a><a href="#">Preprints</a> Open for Peer-Review</h2> <div class="green-underline" data-v-9865834a></div> <div class="container" data-v-9865834a><div class="peer-review-cards" data-v-9865834a><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-06-23" class="m-0" data-v-9865834a>2024-06-23</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/63535&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/63535&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/63535" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/63535" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  245.                                Investigating the Impact of Virtual Education and Small Group Instruction on Dental Student
  246.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  247.                                Open Peer Review Period:
  248.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="July 17, 2024" data-v-9865834a>
  249.                                    July 17, 2024
  250.                                </time>
  251.                                -
  252.                                <time datetime="September 11, 2024" data-v-9865834a>
  253.                                    September 11, 2024
  254.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/63535" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  255.                            Peer-Review Me
  256.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-07-05" class="m-0" data-v-9865834a>2024-07-05</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/64006&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/64006&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/64006" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/64006" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  257.                                Case-based Learning vs Problem-based Learning. Have we assessed enough?
  258.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  259.                                Open Peer Review Period:
  260.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="July 08, 2024" data-v-9865834a>
  261.                                    July 08, 2024
  262.                                </time>
  263.                                -
  264.                                <time datetime="September 02, 2024" data-v-9865834a>
  265.                                    September 02, 2024
  266.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/64006" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  267.                            Peer-Review Me
  268.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-07-01" class="m-0" data-v-9865834a>2024-07-01</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/63827&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/63827&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/63827" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/63827" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  269.                                Health Workers’ Perspectives on Mobile Healthcare Learning Stickiness in Indonesia: Quantitative and Qualitative Approaches
  270.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  271.                                Open Peer Review Period:
  272.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="July 01, 2024" data-v-9865834a>
  273.                                    July 01, 2024
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  275.                                -
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  277.                                    August 26, 2024
  278.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/63827" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  279.                            Peer-Review Me
  280.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-06-20" class="m-0" data-v-9865834a>2024-06-20</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/63353&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/63353&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/63353" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/63353" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  281.                                The Digital Shift: Assessing ChatGPT’s Capability as a New Age Standardized Patient.
  282.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  283.                                Open Peer Review Period:
  284.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="June 21, 2024" data-v-9865834a>
  285.                                    June 21, 2024
  286.                                </time>
  287.                                -
  288.                                <time datetime="August 16, 2024" data-v-9865834a>
  289.                                    August 16, 2024
  290.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/63353" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  291.                            Peer-Review Me
  292.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-06-18" class="m-0" data-v-9865834a>2024-06-18</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/63310&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/63310&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/63310" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/63310" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  293.                                Translational Science at the Undergraduate Level: Awakening Talents to Overcome the Valley of Death – Viewpoint Showing a Success Case
  294.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  295.                                Open Peer Review Period:
  296.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="June 19, 2024" data-v-9865834a>
  297.                                    June 19, 2024
  298.                                </time>
  299.                                -
  300.                                <time datetime="August 14, 2024" data-v-9865834a>
  301.                                    August 14, 2024
  302.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/63310" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  303.                            Peer-Review Me
  304.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-06-09" class="m-0" data-v-9865834a>2024-06-09</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/63074&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/63074&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/63074" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/63074" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  305.                                Embracing Learning Style Diversity in Surgical Education: In-sights from a Medical School
  306.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  307.                                Open Peer Review Period:
  308.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="June 11, 2024" data-v-9865834a>
  309.                                    June 11, 2024
  310.                                </time>
  311.                                -
  312.                                <time datetime="August 06, 2024" data-v-9865834a>
  313.                                    August 06, 2024
  314.                                </time></p></div></div> <div class="peer-review-footer" data-v-9865834a><a href="#/preprint/63074" target="_blank" aria-label="Peer review this article" data-test="peer-review-button" class="btn btn-medium btn-green d-block width-fit-content" data-v-9865834a>
  315.                            Peer-Review Me
  316.                        </a></div> <!----></div><div class="peer-review-card" data-v-9865834a><div class="peer-review-head" data-v-9865834a><div class="peer-review-head-social" data-v-9865834a><time datetime="2024-05-28" class="m-0" data-v-9865834a>2024-05-28</time> <span class="ml-1 mr-1" data-v-9865834a>|</span> <span data-test="social-icon" class="sm-icons" data-v-9865834a><a title="share-on-Twitter" href="https://mededu.amoxildelivery.pro/preprints/62677&amp;text=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Twitter" data-test="twitter-button" rel="noreferrer" target="_blank" class="twitter small"></a> <a title="share-on-Facebook" href="https://mededu.amoxildelivery.pro/preprints/62677&amp;quote=Check out this fascinating @jmirpub preprint (open for peer review):" aria-label="Share this item on Facebook" data-test="facebook-button" rel="noreferrer" target="_blank" class="facebook small"></a> <a title="Linkedin" href="https://www.linkedin.com/sharing/share-offsite/?url=https://mededu.amoxildelivery.pro/preprints/62677" aria-label="Share this item on Linkedin" data-test="linkedin-button" rel="noreferrer" target="_blank" class="linkedin small"></a></span></div></div> <div class="peer-review-body" data-v-9865834a><div data-v-9865834a><a href="#/preprint/62677" target="_blank" data-test="article-title" class="peer-review-body-title h5" data-v-9865834a>
  317.                                Fostering Leadership and Innovation in UK Healthcare: Insights from the NHS Clinical Entrepreneur Programme and Application of Clinical Leadership Models.
  318.                            </a></div> <div class="peer-review-body-info" data-v-9865834a><p class="d-inline-block" data-v-9865834a>
  319.                                Open Peer Review Period:
  320.                            </p> <p class="d-inline-block" data-v-9865834a><time datetime="June 10, 2024" data-v-9865834a>
  321.                                    June 10, 2024
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  327.                            Peer-Review Me
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