Accepted for/Published in: JMIR Medical Education
Date Submitted: Jul 18, 2021
Date Accepted: Feb 22, 2022
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
Innovation and Technology in Undergraduate Medical Education: Current Landscape
ABSTRACT
Background:
As new technologies and innovations are integrated into medical practice, there is an increasing need for physicians-in-training to gain greater exposure to and develop a deeper understanding of innovation and technology (I&T) throughout their medical training.
Objective:
Identify and describe curricular and extracurricular opportunities for innovation in medical technology (I&T) in U.S. medical education to highlight insights for future directions and program development.
Methods:
A scoping exercise of U.S. allopathic medical schools was conducted. Data collection consisted of a review of publicly available information for each medical school as well as survey responses from student organizations across the country.
Results:
103 I&T opportunities at 69 distinct LCME-accredited medical schools were identified and characterized into six categories: (a) integrative 4-year curriculum, (b) facilitated MD/MS in related field, (c) interdisciplinary collaboration, (d) area of concentration, (e) preclinical elective, and (f) student-run club. “Starting and running a business in healthcare” and “medical devices” were the most popular thematic focuses of student-led I&T groups.
Conclusions:
Existing school-led and student-driven opportunities in medical innovation and technology indicate a growing interest and reflect educational challenges. Greater visibility of opportunities, collaboration between schools, and development of a centralized network can be considered to better educate and prepare students for the changing landscape of medical practice.
Citation
Request queued. Please wait while the file is being generated. It may take some time.
Copyright
© The authors. All rights reserved. This is a privileged document currently under peer-review/community review (or an accepted/rejected manuscript). Authors have provided JMIR Publications with an exclusive license to publish this preprint on it's website for review and ahead-of-print citation purposes only. While the final peer-reviewed paper may be licensed under a cc-by license on publication, at this stage authors and publisher expressively prohibit redistribution of this draft paper other than for review purposes.