Value of JoMI

JoMI enables anyone to review videos of cases performed by high-volume surgeons at top medical centers.

Primary Contexts of Relevance

  • Education
    Virtual Shadowing Teaching Experience
    • Medical Students (3rd and 4th year)
    • Pre-medical Education
  • Clinical
    A Bridge to High-Volume Surgeons
    • Resident Training
    • Preparation for Trauma Cases
    • Access in Rural Areas
    • Cross-Continental Knowledge Transfer
    • Preparation for Rare Procedures
    • Adoption of Novel Procedures

Who Uses JoMI and Why?

1. Attending Physicians

  • Stay on the Edge: Stay up-to-date on the latest surgical procedures and open the door for collaboration.
  • Adopt Latest Advances: Adopt the best practices with a bird's eye view of specific cases or techniques without the cost of travel.
  • Prepare for Rare Procedures: Example: Cloacal Exstrophy (JoMI’s article on this condition is coming out this  fall) happens 1 in 250,000.4

2. Residents

  • Improve Pre-Op Preparation: Reduce pressure and increase skill in the OR by virtually “scrubbing-in” during preparation.
  • Lower Risk due to Inexperience: Mitigate the risks of substandard patient care and outcomes resulting from unfamiliarity (low-volume cases, trauma), low technical proficiency, and geographic isolation. Video education has shown success in instructing residents in surgical procedures; in one instance test scores increased by 300% after an instructional video and simulation.3
  • Continuing Education: Stay up-to-date with the newest surgical techniques and a diverse range of cases from cataract extraction to ACL reconstruction.

3. Medical Students

  • High Quality Didactic Experience: JoMI articles are filmed to provide optimal viewing angles with narration/teaching by operating surgeons to put you in their shoes.
  • Anchor Knowledge: Apply medical information from the classroom to relevant surgical procedures showcasing the most up-to-date procedures performed at some of the best hospitals in the country. JoMI enhances clinical experiences, an emphasis on which has been shown to increase the medical preparedness of beginning physicians by 10% and reduce stress during the transition from medical school.1,2
  • Prepare for Rotations: Prepare for surgical rotations with full-length procedures and accurate information knowing that JoMI articles are peer-reviewed. Learn the steps of anastomosis before stepping into the hospital by watching JoMI’s “Microsurgical Technique for 1mm Vessel End to End Anastomosis.”
  • Unique Study: Engage in a unique method of learning.

4. Pre-medical Students

  • Optimized Shadowing: Complement physician shadowing with a better view of the surgical procedure, comprehensive teaching by surgeons, and the ability to control its pace. Gain a valuable understanding that allows you to ask educated questions.
  • Anchor Knowledge: Utilize articles such as “Right Hemithyroidectomy” and “Total Knee Arthroplasty” as a means to test and improve understanding of medical terminology and anatomy.
  • Increase Exposure: Explore surgery specialities with the perfect vantage point.

5. Nurses, Physician Assistants, & respective students

  • Flexible Pre-Op Preparation: Prepare for cases on your own time.
  • Improve Post-Op Care: Much of the staff involved in postoperative care does not have an in-depth understanding of the surgical procedures that their patients have undergone. JoMI affords these specialists an ability to develop that understanding to optimize postoperative care.
  • Facilitated Transitions: Ease the transition of coming into a surgical specialty.
  • Role Clarity: Students can start to understand roles and expectations from real cases in real time.

6. Patients

  • Reduce Anxiety / Improve Recovery: JoMI articles afford patients an ability to better understand the procedures they will undergo, thereby reducing their level of anxiety prior to an operation. It has been shown that there is a correlation between anxiety and postoperative recovery.5

References:

  1. “Easing the transition from student to doctor: How can medical schools help prepare their graduates for starting work?” Cave, Judith, Woolf, Katherine, et al. Medical Teacher. Web. 22 May 2015. <http://www.tandfonline.com/doi/abs/10.1080/01421590802348127#.Vbvn0IuZ7Ap>
  2. “The transition from medical student to junior doctor: today’s experiences for Tomorrow’s Doctors.” Brennan, Nicola, Corrigan, Oonagh, Allard, John, et al. NCBI. May 2010. <http://www.ncbi.nlm.nih.gov/pubmed/20518984>
  3. “Video Skills Curricula and Simulation: A Synergistic Way to Teach 2-Layered, Hand Sewn Small Bowel Anastomosis.” Rowse PG, RK Ruparel, et al. NCBI. 19 May 2015. <http://www.ncbi.nlm.nih.gov/pubmed/26002534>
  4. <http://www.urologyhealth.org/urologic-conditions/cloacal-exstrophy>
  5. “Anxiety and Postoperative Recovery in Ambulatory Surgery Patients.” Parris, W., Denise, M., Jamison, R., Maxson, W. NCBI. Mar-Apr 1988. 61-64. <http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2148590/>