e.g. mhealth
Search Results (1 to 10 of 132 Results)
Download search results: CSV END BibTex RIS
Skip search results from other journals and go to results- 37 Journal of Medical Internet Research
- 30 JMIR Research Protocols
- 22 JMIR Formative Research
- 8 JMIR Human Factors
- 7 JMIR mHealth and uHealth
- 4 JMIR Aging
- 3 JMIR Medical Education
- 3 JMIR Public Health and Surveillance
- 3 JMIR Rehabilitation and Assistive Technologies
- 2 Asian/Pacific Island Nursing Journal
- 2 Interactive Journal of Medical Research
- 2 Iproceedings
- 2 JMIR Medical Informatics
- 2 JMIR Mental Health
- 1 JMIR Cancer
- 1 JMIR Cardio
- 1 JMIR Diabetes
- 1 JMIR Pediatrics and Parenting
- 1 JMIR XR and Spatial Computing (JMXR)
- 0 Medicine 2.0
- 0 iProceedings
- 0 JMIR Serious Games
- 0 JMIR Preprints
- 0 JMIR Bioinformatics and Biotechnology
- 0 JMIR Challenges
- 0 JMIR Biomedical Engineering
- 0 JMIR Data
- 0 Journal of Participatory Medicine
- 0 JMIR Dermatology
- 0 JMIR Perioperative Medicine
- 0 JMIR Nursing
- 0 JMIRx Med
- 0 JMIRx Bio
- 0 JMIR Infodemiology
- 0 Transfer Hub (manuscript eXchange)
- 0 JMIR AI
- 0 JMIR Neurotechnology
- 0 Online Journal of Public Health Informatics
Therefore, the aim of the study is to explore the main barriers and facilitators that could be encountered in conducting a randomized clinical trial to study the effectiveness of the implementation of LLM models as tools to work on the clinical reasoning of physical therapy students.
This study was approved by the local ethics committee of the La Salle University Center for Advanced Studies, Madrid, Spain (CSEULS-PI-002/2025). This trial was registered in clinicaltrials.org (NCT06809634).
JMIR Form Res 2025;9:e66126
Download Citation: END BibTex RIS
This data highlights a disconnect between awareness and sustained practice, indicating the importance of understanding the barriers to engagement with meditation.
Along these lines, past research has systematically identified the barriers to meditation. Williams et al [15] developed a 17-item survey battery that explored the self-reported barriers to meditating.
JMIR Ment Health 2025;12:e71732
Download Citation: END BibTex RIS
We identified 4 key themes that provided invaluable information about the barriers and facilitators to follow-up as well as the experiences (positive or negative) of the participants that need to be considered in any future initiatives to improve follow-up in Nepal.
Characteristics of study participants.
a Illiterate: unable to read and write in Nepali; primary: up to grade 5; secondary: grades 6 to 10.
JMIR Pediatr Parent 2025;8:e65023
Download Citation: END BibTex RIS
Perceived barriers to using DT in cardiovascular care (rating of 20 potential barriers, 1 open question; 5 items).
Potential application areas for DT in cardiovascular care (rating of 17 potential application areas, 1 open question; 3 items).
Factors influencing the decision to use or not use DT (rating of 22 potential influencing factors, 1 open question; 4 items).
Demographic information (gender, age, highest education level, professional qualification; 4 items).
JMIR Cardio 2025;9:e71366
Download Citation: END BibTex RIS
What has been reported about the barriers and facilitators in the implementation of these diagnostic pathways?
What are the knowledge gaps regarding the barriers and facilitators in the implementation of these diagnostic pathways?
An exploratory search in PROSPERO, the International Prospective Register of Systematic Reviews of the National Institute for Health Research, and the Cochrane Library revealed no comprehensive systematic reviews addressing similar questions.
JMIR Res Protoc 2025;14:e70831
Download Citation: END BibTex RIS
While the opportunities are there, also for integrated HIV and viral hepatitis testing [13], more knowledge and data on barriers and facilitators are needed to foster and improve the implementation of testing.
Barriers are often described on 3 levels; system level, provider level, and patient level [14-16], but can also be analyzed using various frameworks, including the Capability, Opportunity, and Motivation model [17,18].
JMIR Res Protoc 2025;14:e62929
Download Citation: END BibTex RIS
The study’s objectives are (1) identifying and involving relevant stakeholders, (2) assessing contextual factors (barriers and facilitators), and (3) proposing an implementation strategy for the robotic arm.
A qualitative design was applied, conducting 3 online focus group interviews with representatives from 8 stakeholder groups relevant to the robotic arm’s implementation, aiming to identify barriers and facilitators.
JMIR Rehabil Assist Technol 2025;12:e65759
Download Citation: END BibTex RIS
The Use of Mobile Apps in Adolescent Psychotherapy: Assessment of Psychotherapists’ Perspectives
Like the development of the LAMH model, previous research on drivers and barriers has primarily focused on the theoretical perspectives of psychotherapists [9,24,44,45,47]. Furthermore, due to the limited or nonexistent use of apps in psychotherapy [37,39], little is known about the actual barriers and drivers influencing the integration of MHAs into psychotherapists’ working routines. Therefore, gaining a more practical understanding of these factors is essential.
JMIR Form Res 2025;9:e65788
Download Citation: END BibTex RIS
Patients faced barriers to follow-up eye exams, including transportation issues, high costs, and long wait times [23]. Programs such as a point-of-care DR examination program highlight the potential of telemedicine in reducing barriers to DRS, though adherence to follow-up recommendations after screening remains a major challenge [24].
However, some factors (individual, health) influencing adherence and nonadherence to referral services remain unknown [25].
JMIR Form Res 2025;9:e67047
Download Citation: END BibTex RIS
Barriers to web-based learning were considered [49]. More details regarding the development of EMP courses are provided in Multimedia Appendix 1.
The EMP courses were uploaded to a customized web-based learning management system (LMS) developed by our medical school [29]. Each EMP course ran throughout the semester for approximately 48 weeks, and the students’ learning schedule was approximately 3 hours per week.
JMIR Med Educ 2025;11:e65779
Download Citation: END BibTex RIS