e.g. mhealth
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Skip search results from other journals and go to results- 45 JMIR Medical Education
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Combining audits with targeted training can help bridge the gap between knowledge and bedside practice [9]. Moreover, bundling key evidence-based guidelines into practical, point-of-care tools has proven effective in improving adherence and reducing preventable complications [10].
In response to the audit findings, we developed a structured intervention that integrates audits and education to improve professional competencies and reduce the incidence of CVC-related complications.
JMIR Res Protoc 2025;14:e74985
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This lack of regulation of training can lead to gaps in knowledge and caregiving abilities [6]. PSWs have indicated that more training is needed, specifically in the field of dementia and mental health [8]. With over 69% of residents in long-term care (LTC) homes living with dementia and 87% with some form of cognitive impairment [9], more specific education and training about dementia are needed for PSWs.
There are currently a variety of training approaches for dementia for unregulated care providers.
JMIR Aging 2025;8:e67889
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Health care professionals, including GPs, receive little or no training on ADHD. This significantly impacts access to care for many children and adults as GPs are the main gatekeepers for specialist services [7,8]. To fill this gap in ADHD training, an online training was coproduced with GPs to improve GPs’ knowledge about ADHD [9].
JMIR Med Educ 2025;11:e59365
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These considerations respect the unique circumstances of each family caregiving situation and lead to a tailored program of education, skills training, and support [7-9]. While caregiver interventions that use a tailored approach to education, skills training, and support exist, services derived from these evidence-based interventions are not routinely provided by health and social support organizations.
JMIR Form Res 2025;9:e60143
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Gender Equality Training for Students in Higher Education: Scoping Review
The primary objectives of this scoping review were to produce a descriptive overview of gender equality training and interventions for students in higher education or postsecondary education, which will inform curriculum development for skills training in the domain of gender equity.
JMIR Med Educ 2025;11:e60061
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Systematic training and support are central to the work of CHWs [14]. Studies have described different training approaches, and some have examined the link between training and outcomes [15]. Research comparing training approaches is limited and a recent systematic review underscored the lack of research specifically examining CHW training approaches and their impact with African American communities [16].
JMIR Form Res 2025;9:e64051
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Specialized training is required to ensure that these individuals and groups have the knowledge and skills to engage with and accomplish these goals [2]. Beginning in 2014, the Ontario SPOR SUPPORT Unit (OSSU) funded a suite of training and capacity building initiatives to respond to this need for specialized training in patient-oriented research [18-21].
J Particip Med 2025;17:e65485
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Pediatric oncology training was further bolstered through partnerships with Princess Máxima Center in the Netherlands and Dutch pediatric oncology colleagues. The educational initiatives initially focused on educating clinicians at MTRH, but have since broadened to include specialty training, fellowships, regional outreach programs, and disease-specific conferences for providers in medically isolated communities [5].
JMIR Form Res 2025;9:e59776
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A Self-Harm Awareness Training Module for School Staff: Co-Design and User Testing Study
Training interventions could be an effective way to increase school staff’s knowledge and confidence in responding to self-harm. However, there is a lack of rigorously evaluated training programs for school staff to support students who self-harm [17]. A UK survey found that 52% of staff members recruited from 222 schools reported having received some training about self-harm, but only 22% rated the training as adequate [18].
JMIR Form Res 2025;9:e69309
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Flow chart for varying training patterns between the 2 simulators.
The first component of the study compared the training efficacy of dental simulators and traditional phantom heads. The participants of groups 1, 2, and 3 used Unidental, Simodont, and traditional phantom heads, respectively, for skill training, and were then assessed using traditional phantom heads.
J Med Internet Res 2025;27:e63961
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