TY - JOUR AU - Levites Strekalova, A. Yulia AU - Liu-Galvin, Rachel AU - Border, Samuel AU - Midence, Sara AU - Khan, Mishal AU - VanZanten, Maya AU - Tomaszewski, John AU - Jain, Sanjay AU - Sarder, Pinaki PY - 2025/2/3 TI - Summer Research Internship Curriculum to Promote Self-Efficacy, Researcher Identity, and Peer-to-Peer Learning: Retrospective Cohort Study JO - JMIR Form Res SP - e54167 VL - 9 KW - artificial intelligence KW - biomedical research KW - curriculum KW - training programs KW - workforce N2 - Background: Common barriers to students? persistence in research include experiencing feelings of exclusion and a lack of belonging, difficulties developing a robust researcher identity, perceptions of racial and social stigma directed toward them, and perceived gaps in research skills, which are particularly pronounced among trainees from groups traditionally underrepresented in research. To address these known barriers, summer research programs have been shown to increase the participation and retention of undergraduate students in research. However, previous programs have focused predominantly on technical knowledge and skills, without integrating an academic enrichment curriculum that promotes professional development by improving students? academic and research communication skills. Objective: This retrospective pre-then-post study aimed to evaluate changes in self-reported ratings of research abilities among a cohort of undergraduate students who participated in a summer research program. Methods: The Human BioMolecular Atlas Program (HuBMAP) piloted the implementation of a web-based academic enrichment curriculum for the Summer 2023 Research Internship cohort, which was comprised of students from groups underrepresented in biomedical artificial intelligence research. HuBMAP, a 400-member research consortium funded by the Common Fund at the National Institutes of Health, offered a 10-week summer research internship that included an academic enrichment curriculum delivered synchronously via the web to all students across multiple sites. The curriculum is intended to support intern self-efficacy, researcher identity development, and peer-to-peer learning. At the end of the internship, students were invited to participate in a web-based survey in which they were asked to rate their academic and research abilities before the internship and as a result of the internship using a modified Entering Research Learning Assessment instrument. Wilcoxon matched-pairs signed rank test was performed to assess the difference in the mean scores per respondent before and after participating in the internship. Results: A total of 14 of the 22 undergraduate students who participated in the internship responded to the survey. The results of the retrospective pre-then-post survey indicated that there was a significant increase in students? self-rated research abilities, evidenced by a significant improvement in the mean scores of the respondents when comparing reported skills self-assessment before and after the internship (improvement: median 1.09, IQR 0.88-1.65; W=52.5, P<.001). After participating in the HuBMAP web-based academic enrichment curriculum, students? self-reported research abilities, including their confidence, their communication and collaboration skills, their self-efficacy in research, and their abilities to set research career goals, increased. Conclusions: Summer internship programs can incorporate an academic enrichment curriculum with small-group peer learning in addition to a laboratory-based experience to facilitate increased student engagement, self-efficacy, and a sense of belonging in the research community. Future research should investigate the impact of academic enrichment curricula and peer mentoring on the long-term retention of students in biomedical research careers, particularly retention of students underrepresented in biomedical fields. UR - https://formative.jmir.org/2025/1/e54167 UR - http://dx.doi.org/10.2196/54167 ID - info:doi/10.2196/54167 ER - TY - JOUR AU - Nijkamp, Nick AU - Calleja, Pauline AU - Sahay, Ashlyn AU - Jack, Leanne PY - 2025/1/23 TI - Evaluation of the Transition-to-Practice Arrangements for Novice Perioperative Nurses: Protocol for a Mixed Methods Study JO - JMIR Res Protoc SP - e64970 VL - 14 KW - transition to practice KW - perioperative nursing KW - novice nurses KW - nurse educators KW - mixed methods research KW - protocol KW - document analysis KW - semistructured interviews KW - pedagogy N2 - Background: Transitioning into the first year of clinical practice as a nurse or changing specialties in the nursing career presents a critical phase for novice nurses characterized by excitement, apprehension, and the phenomenon of ?transition shock.? Within perioperative nursing, this transition phase takes on distinctive challenges. However, there is a lack of empirical evidence on transition programs and arrangements. Objective: This study aimed to evaluate the current transition-to-practice (TTP) arrangements available to new graduate and novice nurses within Australian perioperative nursing settings. Methods: This study uses an exploratory mixed-method, multilevel triangulation with a sequential phase design to address 4 research questions. Phases 1 to 3 will use document analysis, surveys, and semistructured interviews to establish the findings of the research questions. Phase 4 will use meta-inference and triangulation to aggregate and analyze the data from all preceding phases. These findings will be the foundation for developing a framework to inform future TTP arrangements. This robust framework will embed empirical evidence, existing literature, and sound learning and teaching pedagogy. Results emerging from this study will be reported using the Good Reporting of Mixed Methods Study guidelines. Results: This project received approval in June 2023. Following this, Human Research Ethics Committee approval was sought for phases 1 and 2, and recruitment began. As of August 2024, phase 1 has collected 50 responses and phase 2 has collected 69 responses. Data collection for phase 3 is projected to commence in May 2025 once data from phases 1 and 2 have been analyzed. Phase 4 is projected to occur in 2026. Each phase is anticipated to have a results manuscript submitted for publication once data are analyzed and written up. Conclusions: The findings of this study will provide an in-depth exploration of TTP arrangements within perioperative nursing in Australia and provide a framework to guide the future development of TTP arrangements. Trial Registration: OSF Registries osf.io/zm432; https://osf.io/54s36 International Registered Report Identifier (IRRID): DERR1-10.2196/64970 UR - https://www.researchprotocols.org/2025/1/e64970 UR - http://dx.doi.org/10.2196/64970 UR - http://www.ncbi.nlm.nih.gov/pubmed/39847424 ID - info:doi/10.2196/64970 ER - TY - JOUR AU - Mun, Michelle AU - Byrne, Samantha AU - Shaw, Louise AU - Lyons, Kayley PY - 2025/1/8 TI - Digital Dentists: A Curriculum for the 21st Century JO - JMIR Med Educ SP - e54153 VL - 11 KW - digital health KW - digital transformation KW - informatics KW - ehealth KW - dentistry KW - dental informatics KW - curriculum KW - competence KW - capability KW - dental education UR - https://mededu.jmir.org/2025/1/e54153 UR - http://dx.doi.org/10.2196/54153 ID - info:doi/10.2196/54153 ER - TY - JOUR AU - Robertson, Sandra AU - Thomson, Katie AU - Bannigan, Katrina PY - 2024/11/27 TI - Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e58084 VL - 13 KW - student-run clinic KW - student-facilitated clinic KW - allied health profession KW - interprofessional KW - higher education KW - university KW - tertiary education KW - preregistration KW - social care environment KW - practice based learning N2 - Background: Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. Objective: This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? Methods: This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. Results: An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. Conclusions: This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. International Registered Report Identifier (IRRID): PRR1-10.2196/58084 UR - https://www.researchprotocols.org/2024/1/e58084 UR - http://dx.doi.org/10.2196/58084 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/58084 ER - TY - JOUR AU - Bonnin, Gabriel AU - Kröber, Svea AU - Schneider, Silvia AU - Margraf, Jürgen AU - Pflug, Verena AU - Gerlach, L. Alexander AU - Slotta, Timo AU - Christiansen, Hanna AU - Albrecht, Björn AU - Chavanon, Mira-Lynn AU - Hirschfeld, Gerrit AU - In-Albon, Tina AU - Thielsch, T. Meinald AU - von Brachel, Ruth PY - 2024/11/27 TI - A Blended Learning Course on the Diagnostics of Mental Disorders: Multicenter Cluster Randomized Noninferiority Trial JO - J Med Internet Res SP - e54176 VL - 26 KW - diagnosis KW - structured clinical interviews KW - blended learning KW - dissemination KW - therapist training KW - clinical interview KW - clinical diagnosis KW - clinical practice KW - psychology students KW - diagnostic test KW - health personnel KW - mental health services KW - mental health N2 - Background: Clinical diagnoses determine if and how therapists treat their patients. As misdiagnoses can have severe adverse effects, disseminating evidence-based diagnostic skills into clinical practice is highly important. Objective: This study aimed to develop and evaluate a blended learning course in a multicenter cluster randomized controlled trial. Methods: Undergraduate psychology students (N=350) enrolled in 18 university courses at 3 universities. The courses were randomly assigned to blended learning or traditional synchronous teaching. The primary outcome was the participants? performances in a clinical diagnostic interview after the courses. The secondary outcomes were diagnostic knowledge and participants? reactions to the courses. All outcomes were analyzed on the individual participant level using noninferiority testing. Results: Compared with the synchronous course (74.6% pass rate), participation in the blended learning course (89% pass rate) increased the likelihood of successfully passing the behavioral test (odds ratio 2.77, 95% CI 1.55-5.13), indicating not only noninferiority but superiority of the blended learning course. Furthermore, superiority of the blended learning over the synchronous course could be found regarding diagnostic knowledge (?=.13, 95% CI 0.01-0.26), course clarity (?=.40, 95% CI 0.27-0.53), course structure (?=.18, 95% CI 0.04-0.32), and informativeness (?=.19, 95% CI 0.06-0.32). Conclusions: Blended learning can help to improve the diagnostic skills and knowledge of (future) clinicians and thus make an important contribution to improving mental health care. Trial Registration: ClinicalTrials.gov NCT05294094; https://clinicaltrials.gov/study/NCT05294094 UR - https://www.jmir.org/2024/1/e54176 UR - http://dx.doi.org/10.2196/54176 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/54176 ER - TY - JOUR AU - Hamarash, Qadir Mariwan AU - Ibrahim, Radhwan AU - Yaas, Hussein Marghoob AU - Abdulghani, Faris Mohammed AU - Al Mushhadany, Osama PY - 2024/11/19 TI - Comparative Effectiveness of Health Communication Strategies in Nursing: A Mixed Methods Study of Internet, mHealth, and Social Media Versus Traditional Methods JO - JMIR Nursing SP - e55744 VL - 7 KW - nursing education KW - nursing KW - nursing students KW - communication modalities KW - internet-based resources KW - nursing curriculum KW - mHealth clinical learning KW - mHealth KW - mobile health KW - social media N2 - Background: Effective communication is vital in health care, especially for nursing students who are the future of health care delivery. In Iraq?s nursing education landscape, characterized by challenges such as resource constraints and infrastructural limitations, understanding communication modalities is crucial. Objective: This mixed methods study conducted in 2 nursing colleges aims to explore and compare the effectiveness of health communication on the web, through mobile health (mHealth) applications, and via social media among nursing students in Iraq. The research addresses a gap in understanding communication modalities specific to Iraq and explores the perspectives, experiences, and challenges faced by nursing students. Methods: Qualitative interviews were conducted with a purposive sample (n=30), and a structured survey was distributed to a larger sample (n=300) representing diverse educational programs. The study used a nuanced approach to gather insights into the preferences and usage patterns of nursing students regarding communication modalities. The study was conducted between January 12, 2023, and May 5, 2023. Results: Qualitative findings highlighted nursing students? reliance on the web for educational materials, the significant role of mHealth applications in clinical skill development, and the emergence of social media platforms as community-building tools. Quantitative results revealed high-frequency web use (276/300, 92%) for educational purposes, regular mHealth application usage (204/300, 68%) in clinical settings, and active engagement on social media platforms (240/300, 80%). Traditional methods such as face-to-face interactions (216/300, 72%) and practical experiences (255/300, 85%) were preferred for developing essential skills. Conclusions: The study underscores nursing students? preference for an integrated approach, recognizing the complementary strengths of traditional and digital methods. Challenges include concerns about information accuracy and ethical considerations in digital spaces. The findings emphasize the need for curriculum adjustments that seamlessly integrate diverse communication modalities to create a dynamic learning environment. Educators play a crucial role in shaping this integration, emphasizing the enduring value of face-to-face interactions and practical experiences while harnessing the benefits of digital resources. Clear guidelines on professional behavior online are essential. Overall, the study expands the understanding of communication modalities among nursing students in Iraq and provides valuable insights for health care education stakeholders globally. UR - https://nursing.jmir.org/2024/1/e55744 UR - http://dx.doi.org/10.2196/55744 ID - info:doi/10.2196/55744 ER - TY - JOUR AU - Martinengo, Laura AU - Ng, Peng Matthew Song AU - Ng, Rong Tony De AU - Ang, Yi-Ian AU - Jabir, Ishqi Ahmad AU - Kyaw, Myint Bhone AU - Tudor Car, Lorainne PY - 2024/10/10 TI - Spaced Digital Education for Health Professionals: Systematic Review and Meta-Analysis JO - J Med Internet Res SP - e57760 VL - 26 KW - digital education KW - e-learning KW - spaced education KW - spaced learning KW - spaced digital education KW - spaced simulation KW - health care professionals KW - continuous medical education KW - systematic review KW - meta-analysis N2 - Background: Spaced digital education applies digital tools to deliver educational content via multiple, repeated learning sessions separated by prespecified time intervals. Spaced digital education appears to promote acquisition and long-term retention of knowledge, skills, and change in clinical behavior. Objective: The aim of this review was to assess the effectiveness of spaced digital education in improving pre- and postregistration health care professionals? knowledge, skills, attitudes, satisfaction, and change in clinical behavior. Methods: This review followed Cochrane?s methodology and PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) reporting guidelines. We searched MEDLINE, Embase, Web of Science, ERIC, PsycINFO, CINAHL, CENTRAL, and ProQuest Dissertation and Theses databases from January 1990 to February 2023. We included randomized controlled trials (RCTs), cluster RCTs, and quasi-RCTs comparing spaced digital education with nonspaced education, spaced nondigital education, traditional learning, or no intervention for pre- or postregistration health care professionals. Study selection, data extraction, study quality, and certainty of evidence were assessed by 2 independent reviewers. Meta-analyses were conducted using random effect models. Results: We included 23 studies evaluating spaced online education (n=17, 74%) or spaced digital simulation (n=6, 26%) interventions. Most studies assessed 1 or 2 outcomes, including knowledge (n=15, 65%), skills (n=9, 39%), attitudes (n=8, 35%), clinical behavior change (n=8, 35%), and satisfaction (n=7, 30%). Most studies had an unclear or a high risk of bias (n=19, 83%). Spaced online education was superior to massed online education for postintervention knowledge (n=9, 39%; standardized mean difference [SMD] 0.32, 95% CI 0.13-0.51, I2=66%, moderate certainty of evidence). Spaced online education (n=3, 13%) was superior to massed online education (n=2, 9%) and no intervention (n=1, 4%; SMD 0.67, 95% CI 0.43-0.91, I2=5%, moderate certainty of evidence) for postintervention clinical behavior change. Spaced digital simulation was superior to massed simulation for postintervention surgical skills (n=2, 9%; SMD 1.15, 95% CI 0.34-1.96, I2=74%, low certainty of evidence). Spaced digital education positively impacted confidence and satisfaction with the intervention. Conclusions: Spaced digital education is effective in improving knowledge, particularly in substantially improving surgical skills and promoting clinical behavior change in pre- and postregistration health care professionals. Our findings support the use of spaced digital education interventions in undergraduate and postgraduate health profession education.Trial Registration: PROSPERO CRD42021241969; Trial Registration: PROSPERO CRD42021241969; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=241969 UR - https://www.jmir.org/2024/1/e57760 UR - http://dx.doi.org/10.2196/57760 UR - http://www.ncbi.nlm.nih.gov/pubmed/ ID - info:doi/10.2196/57760 ER - TY - JOUR AU - Puah, Shermain AU - Pua, Yee Ching AU - Shi, Jing AU - Lim, Mui Sok PY - 2024/10/7 TI - The Effectiveness of a Digital Mental Fitness Program (Positive Intelligence) on Perceived Stress, Self-Compassion, and Ruminative Thinking of Occupational Therapy Undergraduate Students: Longitudinal Study JO - J Med Internet Res SP - e49505 VL - 26 KW - mental health KW - students KW - digital wellness KW - mobile health (mHealth) KW - perceived stress KW - self-compassion KW - rumination N2 - Background: Health care students often endure numerous stressors throughout their undergraduate education that can have lasting negative effects on their mental well-being. Positive Intelligence (PQ) is a digital mental fitness program designed to enhance self-mastery and help individuals reach their potential by strengthening various ?mental muscles.? Objective: This study aims to evaluate the effectiveness of a 6-week app-delivered PQ program in reducing perceived stress, increasing self-compassion, and decreasing rumination tendencies among health care undergraduates. We hypothesized that students would show reductions in perceived stress, increases in self-compassion, and decreases in rumination tendencies by the end of the PQ program, compared with their preprogram scores. We adopted an exploratory approach for the 5-month follow-up due to the limited research consensus on the sustained effects of app-based programs over varying periods. Methods: The PQ program includes weekly hour-long videos, weekly group meetings, and daily 15-minute app-guided practices. Participants were first-year students from the occupational therapy program at a university in Singapore. Participants completed surveys measuring self-compassion, perceived stress, and rumination levels before and after the PQ program, and again at a 5-month follow-up. Data were analyzed using repeated measures ANOVA to assess differences across the pretest, immediate posttest, and follow-up posttest. Results: Out of 87 students enrolled in the study, the final sample consisted of 64 students (n=47, 73%, female; mean age 23 years, SD 5.06 years) with complete data. At the end of the 6 weeks, students exhibited significant increases in self-compassion (before the intervention: mean 3.07, SD 0.35; after the intervention: mean 3.34, SD 0.35; P<.001) and reductions in rumination tendencies (before the intervention: mean 3.57, SD 0.40; after the intervention: mean 3.27, SD 0.34; P<.001). However, no significant change in perceived stress levels was observed (before the intervention: 2.99, SD 0.14; after the intervention: mean 2.97, SD 0.16; P=.50). These effects were not influenced by the daily app-based practice of PQ exercises, and there were no sustained effects on self-compassion (mean 3.17, SD 0.27; P=.09) or rumination tendencies (mean 3.42, SD 0.38; P=.06) at the 5-month follow-up. Additionally, there was a significant increase in perceived stress at follow-up (mean 3.17, SD 0.21; P<.001) compared with pre- and postintervention levels. Conclusions: The PQ program did not directly alter stress perceptions but may have reframed students? automatic negative thought processes, increased their awareness of self-sabotaging behaviors, and enhanced their self-compassion while reducing ruminative thinking. These findings highlight the importance of self-awareness for students? well-being. Students can benefit from practices such as mindfulness and peer discussions to enhance self-compassion and reduce rumination. Educators trained in the PQ program can foster a supportive environment that encourages self-compassion, challenges negative self-talk, and helps students manage stress. UR - https://www.jmir.org/2024/1/e49505 UR - http://dx.doi.org/10.2196/49505 UR - http://www.ncbi.nlm.nih.gov/pubmed/39374067 ID - info:doi/10.2196/49505 ER - TY - JOUR AU - Kleib, Manal AU - Arnaert, Antonia AU - Nagle, M. Lynn AU - Ali, Shamsa AU - Idrees, Sobia AU - Costa, da Daniel AU - Kennedy, Megan AU - Darko, Mirekuwaa Elizabeth PY - 2024/7/17 TI - Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review JO - JMIR Nursing SP - e58170 VL - 7 KW - curriculum KW - digital health KW - health informatics KW - nursing education KW - nursing students KW - undergraduate KW - graduate N2 - Background: As technology will continue to play a pivotal role in modern-day health care and given the potential impact on the nursing profession, it is vitally important to examine the types and features of digital health education in nursing so that graduates are better equipped with the necessary knowledge and skills needed to provide safe and quality nursing care and to keep abreast of the rapidly evolving technological revolution. Objective: In this scoping review, we aimed to examine and report on available evidence about digital health education and training interventions for nursing students at the undergraduate and graduate levels. Methods: This scoping review was conducted using the Joanna Briggs Institute methodological framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). A comprehensive search strategy was developed and applied to identified bibliographic databases including MEDLINE (Ovid; 1946 to present), Embase (Ovid; 1974 to present), CINAHL (EBSCOhost; 1936 to present), ERIC (EBSCOhost; 1966 to present), Education Research Complete (EBSCOhost; inception to present), and Scopus (1976 to present). The initial search was conducted on March 3, 2022, and updated searches were completed on January 11, 2023, and October 31, 2023. For gray literature sources, the websites of select professional organizations were searched to identify relevant digital health educational programs or courses available to support the health workforce development. Two reviewers screened and undertook the data extraction process. The review included studies focused on the digital health education of students at the undergraduate or graduate levels or both in a nursing program. Studies that discussed instructional strategies, delivery processes, pedagogical theory and frameworks, and evaluation strategies for digital health education; applied quantitative, qualitative, and mixed methods; and were descriptive or discussion papers, with the exception of review studies, were included. Opinion pieces, editorials, and conference proceedings were excluded. Results: A total of 100 records were included in this review. Of these, 94 records were identified from database searches, and 6 sources were identified from the gray literature. Despite improvements, there are significant gaps and limitations in the scope of digital health education at the undergraduate and graduate levels, consequently posing challenges for nursing students to develop competencies needed in modern-day nursing practice. Conclusions: There is an urgent need to expand the understanding of digital health in the context of nursing education and practice and to better articulate its scope in nursing curricula and enforce its application across professional nursing practice roles at all levels and career trajectories. Further research is also needed to examine the impact of digital health education on improving patient outcomes, the quality of nursing care, and professional nursing role advancement. International Registered Report Identifier (IRRID): RR2-10.11124/JBIES-22-00266 UR - https://nursing.jmir.org/2024/1/e58170 UR - http://dx.doi.org/10.2196/58170 UR - http://www.ncbi.nlm.nih.gov/pubmed/39018092 ID - info:doi/10.2196/58170 ER - TY - JOUR AU - Rettinger, Lena AU - Putz, Peter AU - Aichinger, Lea AU - Javorszky, Maria Susanne AU - Widhalm, Klaus AU - Ertelt-Bach, Veronika AU - Huber, Andreas AU - Sargis, Sevan AU - Maul, Lukas AU - Radinger, Oliver AU - Werner, Franz AU - Kuhn, Sebastian PY - 2024/3/21 TI - Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students? Perceived Knowledge, Skills, Attitudes, and Experience JO - JMIR Med Educ SP - e51112 VL - 10 KW - telehealth KW - health care education KW - student perspectives KW - curriculum KW - interdisciplinary education N2 - Background: The COVID-19 pandemic has highlighted the growing relevance of telehealth in health care. Assessing health care and nursing students? telehealth competencies is crucial for its successful integration into education and practice. Objective: We aimed to assess students? perceived telehealth knowledge, skills, attitudes, and experiences. In addition, we aimed to examine students? preferences for telehealth content and teaching methods within their curricula. Methods: We conducted a cross-sectional web-based study in May 2022. A project-specific questionnaire, developed and refined through iterative feedback and face-validity testing, addressed topics such as demographics, personal perceptions, and professional experience with telehealth and solicited input on potential telehealth course content. Statistical analyses were conducted on surveys with at least a 50% completion rate, including descriptive statistics of categorical variables, graphical representation of results, and Kruskal Wallis tests for central tendencies in subgroup analyses. Results: A total of 261 students from 7 bachelor?s and 4 master?s health care and nursing programs participated in the study. Most students expressed interest in telehealth (180/261, 69% very or rather interested) and recognized its importance in their education (215/261, 82.4% very or rather important). However, most participants reported limited knowledge of telehealth applications concerning their profession (only 7/261, 2.7% stated profound knowledge) and limited active telehealth experience with various telehealth applications (between 18/261, 6.9% and 63/261, 24.1%). Statistically significant differences were found between study programs regarding telehealth interest (P=.005), knowledge (P<.001), perceived importance in education (P<.001), and perceived relevance after the pandemic (P=.004). Practical training with devices, software, and apps and telehealth case examples with various patient groups were perceived as most important for integration in future curricula. Most students preferred both interdisciplinary and program-specific courses. Conclusions: This study emphasizes the need to integrate telehealth into health care education curricula, as students state positive telehealth attitudes but seem to be not adequately prepared for its implementation. To optimally prepare future health professionals for the increasing role of telehealth in practice, the results of this study can be considered when designing telehealth curricula. UR - https://mededu.jmir.org/2024/1/e51112 UR - http://dx.doi.org/10.2196/51112 UR - http://www.ncbi.nlm.nih.gov/pubmed/38512310 ID - info:doi/10.2196/51112 ER - TY - JOUR AU - Johnson, G. Susanne AU - Espehaug, Birgitte AU - Larun, Lillebeth AU - Ciliska, Donna AU - Olsen, Rydland Nina PY - 2024/2/21 TI - Occupational Therapy Students? Evidence-Based Practice Skills as Reported in a Mobile App: Cross-Sectional Study JO - JMIR Med Educ SP - e48507 VL - 10 KW - active learning strategies KW - application KW - cross-sectional study KW - development KW - education KW - higher education KW - interactive KW - mobile application KW - mobile app KW - occupational therapy students KW - occupational therapy KW - students KW - usability KW - use N2 - Background: Evidence-based practice (EBP) is an important aspect of the health care education curriculum. EBP involves following the 5 EBP steps: ask, assess, appraise, apply, and audit. These 5 steps reflect the suggested core competencies covered in teaching and learning programs to support future health care professionals applying EBP. When implementing EBP teaching, assessing outcomes by documenting the student?s performance and skills is relevant. This can be done using mobile devices. Objective: The aim of this study was to assess occupational therapy students? EBP skills as reported in a mobile app. Methods: We applied a cross-sectional design. Descriptive statistics were used to present frequencies, percentages, means, and ranges of data regarding EBP skills found in the EBPsteps app. Associations between students? ability to formulate the Population, Intervention, Comparison, and Outcome/Population, Interest, and Context (PICO/PICo) elements and identifying relevant research evidence were analyzed with the chi-square test. Results: Of 4 cohorts with 150 students, 119 (79.3%) students used the app and produced 240 critically appraised topics (CATs) in the app. The EBP steps ?ask,? ?assess,? and ?appraise? were often correctly performed. The clinical question was formulated correctly in 53.3% (128/240) of the CATs, and students identified research evidence in 81.2% (195/240) of the CATs. Critical appraisal checklists were used in 81.2% (195/240) of the CATs, and most of these checklists were assessed as relevant for the type of research evidence identified (165/195, 84.6%). The least frequently correctly reported steps were ?apply? and ?audit.? In 39.6% (95/240) of the CATs, it was reported that research evidence was applied. Only 61% (58/95) of these CATs described how the research was applied to clinical practice. Evaluation of practice changes was reported in 38.8% (93/240) of the CATs. However, details about practice changes were lacking in all these CATs. A positive association was found between correctly reporting the "population" and "interventions/interest" elements of the PICO/PICo and identifying research evidence (P<.001). Conclusions: We assessed the students? EBP skills based on how they documented following the EBP steps in the EBPsteps app, and our results showed variations in how well the students mastered the steps. ?Apply? and ?audit? were the most difficult EBP steps for the students to perform, and this finding has implications and gives directions for further development of the app and educational instruction in EBP. The EBPsteps app is a new and relevant app for students to learn and practice EBP, and it can be used to assess students? EBP skills objectively. UR - https://mededu.jmir.org/2024/1/e48507 UR - http://dx.doi.org/10.2196/48507 UR - http://www.ncbi.nlm.nih.gov/pubmed/38381475 ID - info:doi/10.2196/48507 ER - TY - JOUR AU - Amod, Hafaza AU - Mkhize, Wellington Sipho PY - 2023/4/21 TI - Supporting Midwifery Students During Clinical Practice: Results of a Systematic Scoping Review JO - Interact J Med Res SP - e36380 VL - 12 KW - clinical support KW - mentorship training program KW - midwifery clinical education KW - midwife KW - midwifery KW - mentor KW - mentorship KW - clinical education training KW - midwifery student KW - South Africa KW - Africa KW - framework KW - medical education N2 - Background: Midwifery educators are highly concerned about the quality of clinical support offered to midwifery students during clinical placement. The unpreparedness of midwifery practitioners in mentorship roles and responsibilities affects the competence levels of the next-generation midwives being produced. Objective: The aim of this paper is to highlight various clinical support interventions to support midwifery students globally and propose a framework to guide mentorship training in South Africa. Methods: This paper adopts a mixed methodology approach guided by the Arksey and O?Malley framework. Keywords such as midwifery students, clinical support, mentorship, preceptorship, and midwifery clinical practice were used during the literature search. The review included primary quantitative, qualitative, and mixed methods design papers published between 2010 and 2020, and studies on clinical support interventions available to midwifery students during clinical placement. The search strategy followed a 3-stage system of title, abstract, and full-text screening using inclusion and exclusion criteria. All included papers were quality appraised with a mixed methods appraisal tool. Extracted data were analyzed and presented in themes following a thematic content analysis approach. Results: The screening results attained 10 papers for data extraction. In total, 7 of the 10 (70%) studies implemented a mentorship training program, 2 (20%) used a training workshop, and 1 (10%) used an intervention guide to support midwifery students in clinical practice. Of these 10 papers, 5 were qualitative, 4 mixed methods, and 1 quantitative in approach. In total, 9 of the 10 (90%) studies were conducted in high-income countries with only 1 study done in Uganda but supported by the United Kingdom. The quality of included papers ranged between 50% and 100%, showing moderate to high appraisal results. Significant findings highlighted that the responsibility of mentorship is shared between key role players (midwifery practitioners, students, and educators) and thus a 3-fold approach to mentorship. Mentorship training and support are essential to strengthen the clinical support of midwifery students during placement. The main findings produced 2 main themes and 2 subthemes each. The main themes included strengthening partnerships and consultation; and providing mentor support through training. The 4 subthemes were: establishing stronger partnerships between nursing education institutions and clinical facilities; improving consultation between midwifery educators, practitioners, and students; the quality of clinical support depends on the training content; and the training duration and structure. Hence, the researchers proposed these subthemes in a framework to guide mentorship training. Conclusions: Mentorship training and support for midwifery practitioners will likely strengthen the quality of midwifery clinical support. A framework to guide mentorship training will encourage midwifery educators to develop and conduct mentorship training with ease. More studies using quantitative approaches in research and related to midwifery clinical support are required in African countries. International Registered Report Identifier (IRRID): RR2-10.2196/29707 UR - https://www.i-jmr.org/2023/1/e36380 UR - http://dx.doi.org/10.2196/36380 UR - http://www.ncbi.nlm.nih.gov/pubmed/37083750 ID - info:doi/10.2196/36380 ER - TY - JOUR AU - Liu, Wa Justina Yat AU - Yin, Yue-Heng AU - Kor, Kin Patrick Pui AU - Cheung, Ki Daphne Sze AU - Zhao, Yan Ivy AU - Wang, Shanshan AU - Su, Jing Jing AU - Christensen, Martin AU - Tyrovolas, Stefanos AU - Leung, M. Angela Y. PY - 2023/3/6 TI - The Effects of Immersive Virtual Reality Applications on Enhancing the Learning Outcomes of Undergraduate Health Care Students: Systematic Review With Meta-synthesis JO - J Med Internet Res SP - e39989 VL - 25 KW - immersive virtual reality KW - virtual reality KW - effects KW - undergraduate health care education KW - systematic review KW - meta-synthesis N2 - Background: Immersive virtual reality (IVR) applications are gaining popularity in health care education. They provide an uninterrupted, scaled environment capable of simulating the full magnitude of sensory stimuli present in busy health care settings and increase students? competence and confidence by providing them with accessible and repeatable learning opportunities in a fail-safe environment. Objective: This systematic review aimed to evaluate the effects of IVR teaching on the learning outcomes and experiences of undergraduate health care students compared with other teaching methods. Methods: MEDLINE, Embase, PubMed, and Scopus were searched (last search on May 2022) for randomized controlled trials (RCTs) or quasi-experimental studies published in English between January 2000 and March 2022. The inclusion criteria were studies involving undergraduate students majoring in health care, IVR teaching, and evaluations of students? learning outcomes and experiences. The methodological validity of the studies was examined using the Joanna Briggs Institute standard critical appraisal instruments for RCTs or quasi-experimental studies. The findings were synthesized without a meta-analysis using vote counting as the synthesis metric. A binomial test with P<.05 was used to test for statistical significance using SPSS (version 28; IBM Corp). The overall quality of evidence was evaluated using the Grading of Recommendations Assessment, Development, and Evaluation tool. Results: A total of 17 articles from 16 studies totaling 1787 participants conducted between 2007 and 2021 were included. The undergraduate students in the studies majored in medicine, nursing, rehabilitation, pharmacy, biomedicine, radiography, audiology, or stomatology. The IVR teaching domains included procedural training (13/16, 81%), anatomical knowledge (2/16, 12%), and orientation to the operating room setting (1/16, 6%). The quality of the 75% (12/16) of RCT studies was poor, with unclear descriptions of randomization, allocation concealment, and outcome assessor blinding procedures. The overall risk of bias was relatively low in the 25% (4/16) of quasi-experimental studies. A vote count showed that 60% (9/15; 95% CI 16.3%-67.7%; P=.61) of the studies identified similar learning outcomes between IVR teaching and other teaching approaches regardless of teaching domains. The vote count showed that 62% (8/13) of the studies favored using IVR as a teaching medium. The results of the binomial test (95% CI 34.9%-90%; P=.59) did not show a statistically significant difference. Low-level evidence was identified based on the Grading of Recommendations Assessment, Development, and Evaluation tool. Conclusions: This review found that undergraduate students had positive learning outcomes and experiences after engaging with IVR teaching, although the effects may be similar to those of other forms of virtual reality or conventional teaching methods. Given the identification of risk of bias and low level of the overall evidence, more studies with a larger sample size and robust study design are required to evaluate the effects of IVR teaching. Trial Registration: International prospective register of systematic reviews (PROSPERO) CRD42022313706; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=313706 UR - https://www.jmir.org/2023/1/e39989 UR - http://dx.doi.org/10.2196/39989 UR - http://www.ncbi.nlm.nih.gov/pubmed/36877550 ID - info:doi/10.2196/39989 ER - TY - JOUR AU - Andreasen, Mari Eva AU - Høigaard, Rune AU - Berg, Helen AU - Steinsbekk, Aslak AU - Haraldstad, Kristin PY - 2022/12/29 TI - Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study JO - JMIR Hum Factors SP - e40400 VL - 9 IS - 4 KW - desktop virtual reality KW - handover KW - ISBAR KW - preoperative KW - undergraduate nursing students KW - usability evaluation KW - usability KW - nursing KW - health care education KW - student KW - medical education KW - medical training KW - VR KW - virtual reality KW - surgery KW - surgical KW - System Usability Scale KW - communication KW - self-instruction KW - self-guided KW - nurse KW - training KW - undergraduate KW - health care professional KW - health care provider N2 - Background: Systematic communication, such as the ISBAR (identification, situation, background, assessment, recommendation) approach, comprises a generic, transferable nontechnical skill. It can be used during the handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new nonimmersive 3D learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR approach. However, the usability of this learning activity has not been studied. Objective: This study aimed to investigate how second-year undergraduate nursing students evaluated the usability of the Preoperative ISBAR Desktop VR Application. Methods: This was a qualitative study with observation and interviews. The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale (SUS) questionnaire was used to get a score on overall usability. Results: A total of 9 second-year nursing students aged 22-29 years participated in the study. The average score on the SUS was 83 (range 0-100), which equals a ?B? on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations. Conclusions: The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues. UR - https://humanfactors.jmir.org/2022/4/e40400 UR - http://dx.doi.org/10.2196/40400 UR - http://www.ncbi.nlm.nih.gov/pubmed/36580357 ID - info:doi/10.2196/40400 ER - TY - JOUR AU - Safari, Yahya AU - Yousefpoor, Nasrin PY - 2022/7/28 TI - The Role of Metacognitive Beliefs in Predicting Academic Procrastination Among Students in Iran: Cross-sectional Study JO - JMIR Med Educ SP - e32185 VL - 8 IS - 3 KW - procrastination KW - metacognitive awareness KW - medical students KW - academic training N2 - Background: Academic procrastination is a challenge that many students face. Metacognitive beliefs are the main cause of academic procrastination because they are one of the main reasons for students' academic failure or progress. Objective: This study aimed to determine whether and to what extent academic procrastination could be predicted based on students? metacognitive beliefs. Methods: This descriptive cross-sectional study involved 300 students selected via stratified random sampling. Data were collected using the Procrastination Assessment Scale for Students and the Metacognition Questionnaire-30. The data analysis was done using the Pearson correlation coefficient and regression analysis to estimate the correlation coefficient and predictability of academic procrastination based on metacognitive beliefs. Results: A significant negative correlation was observed between the subscale of positive beliefs of concern and academic procrastination (r=?0.16; P<.001). In addition, the metacognitive beliefs of the participants predicted 10% of academic procrastination. The component of positive metacognitive beliefs with the ? value of 0.45 negatively and significantly predicted the students? academic procrastination (P<.001), whereas the component of negative metacognitive beliefs with the ? value of .39 positively and significantly predicted the students? academic procrastination (P<.001). Conclusions: Metacognitive beliefs can predict students' academic procrastination. Therefore, the modification of metacognitive beliefs to reduce procrastination is suggested. UR - https://mededu.jmir.org/2022/3/e32185 UR - http://dx.doi.org/10.2196/32185 UR - http://www.ncbi.nlm.nih.gov/pubmed/35900821 ID - info:doi/10.2196/32185 ER - TY - JOUR AU - Lakhtakia, Ritu AU - Otaki, Farah AU - Alsuwaidi, Laila AU - Zary, Nabil PY - 2022/7/22 TI - Assessment as Learning in Medical Education: Feasibility and Perceived Impact of Student-Generated Formative Assessments JO - JMIR Med Educ SP - e35820 VL - 8 IS - 3 KW - self-regulated learning KW - assessment as learning KW - student-generated assessments KW - lifelong learning KW - medical education N2 - Background: Self-regulated learning (SRL) is gaining widespread recognition as a vital competency that is desirable to sustain lifelong learning, especially relevant to health professions education. Contemporary educational practices emphasize this aspect of undergraduate medical education through innovative designs of teaching and learning, such as the flipped classroom and team-based learning. Assessment practices are less commonly deployed to build capacity for SRL. Assessment as learning (AaL) can be a unique way of inculcating SRL by enabling active learning habits. It charges students to create formative assessments, reinforcing student-centered in-depth learning and critical thinking. Objective: This study aimed to explore, from the learners? perspectives, the feasibility and perceived learning impact of student-generated formative assessments. Methods: This study relied on a convergent mixed methods approach. An educational intervention was deployed on a cohort of 54 students in the second year of a 6-year undergraduate medical program as part of a single-course curriculum. The AaL intervention engaged students in generating assessments using peer collaboration, tutor facilitation, and feedback. The outcomes of the intervention were measured through quantitative and qualitative data on student perceptions, which were collected through an anonymized web-based survey and in-person focus groups, respectively. Quantitative survey data were analyzed using SPSS (IBM), and qualitative inputs underwent thematic analysis. Results: The students? overall score of agreement with the AaL educational intervention was 84%, which was strongly correlated with scores for ease and impact on a 5-point Likert-type scale. The themes that emerged from the qualitative analysis included prominent characteristics, immediate gains, and expected long-term benefits of engagement. The prominent characteristics included individuals? engagement, effective interdependencies, novelty, and time requirements. The identified immediate gains highlighted increased motivation and acquisition of knowledge and skills. The expected long-term benefits included critical thinking, problem solving, and clinical reasoning. Conclusions: As a form of AaL, student-generated assessments were perceived as viable, constructive, and stimulating educational exercises by the student authors. In the short term, the activity provided students with a fun and challenging opportunity to dive deeply into the content, be creative in designing questions, and improve exam-taking skills. In the long term, students expected an enhancement of critical thinking and the inculcation of student-centered attributes of self-regulated lifelong learning and peer collaboration, which are vital to the practice of medicine. UR - https://mededu.jmir.org/2022/3/e35820 UR - http://dx.doi.org/10.2196/35820 UR - http://www.ncbi.nlm.nih.gov/pubmed/35867379 ID - info:doi/10.2196/35820 ER - TY - JOUR AU - Wickramasinghe, Nilmini AU - Thompson, R. Bruce AU - Xiao, Junhua PY - 2022/5/20 TI - The Opportunities and Challenges of Digital Anatomy for Medical Sciences: Narrative Review JO - JMIR Med Educ SP - e34687 VL - 8 IS - 2 KW - digital anatomy KW - digital health KW - virtual reality KW - augmented reality KW - medical education N2 - Background: Anatomy has been the cornerstone of medical education for centuries. However, given the advances in the Internet of Things, this landscape has been augmented in the past decade, shifting toward a greater focus on adopting digital technologies. Digital anatomy is emerging as a new discipline that represents an opportunity to embrace advances in digital health technologies and apply them to the domain of modern medical sciences. Notably, the use of augmented or mixed and virtual reality as well as mobile and platforms and 3D printing in modern anatomy has dramatically increased in the last 5 years. Objective: This review aims to outline the emerging area of digital anatomy and summarize opportunities and challenges for incorporating digital anatomy in medical science education and practices. Methods: Literature searches were performed using the PubMed, Embase, and MEDLINE bibliographic databases for research articles published between January 2005 and June 2021 (inclusive). Out of the 4650 articles, 651 (14%) were advanced to full-text screening and 77 (1.7%) were eligible for inclusion in the narrative review. We performed a Strength, Weakness, Opportunity, and Threat (SWOT) analysis to evaluate the role that digital anatomy plays in both the learning and teaching of medicine and health sciences as well as its practice. Results: Digital anatomy has not only revolutionized undergraduate anatomy education via 3D reconstruction of the human body but is shifting the paradigm of pre- and vocational training for medical professionals via digital simulation, advancing health care. Importantly, it was noted that digital anatomy not only benefits in situ real time clinical practice but also has many advantages for learning and teaching clinicians at multiple levels. Using the SWOT analysis, we described strengths and opportunities that together serve to underscore the benefits of embracing digital anatomy, in particular the areas for collaboration and medical advances. The SWOT analysis also identified a few weaknesses associated with digital anatomy, which are primarily related to the fact that the current reach and range of applications for digital anatomy are very limited owing to its nascent nature. Furthermore, threats are limited to technical aspects such as hardware and software issues. Conclusions: This review highlights the advances in digital health and Health 4.0 in key areas of digital anatomy analytics. The continuous evolution of digital technologies will increase their ability to reinforce anatomy knowledge and advance clinical practice. However, digital anatomy education should not be viewed as a simple technical conversion and needs an explicit pedagogical framework. This review will be a valuable asset for educators and researchers to incorporate digital anatomy into the learning and teaching of medical sciences and their practice. UR - https://mededu.jmir.org/2022/2/e34687 UR - http://dx.doi.org/10.2196/34687 UR - http://www.ncbi.nlm.nih.gov/pubmed/35594064 ID - info:doi/10.2196/34687 ER - TY - JOUR AU - Taramarcaz, Victor AU - Herren, Tara AU - Golay, Eric AU - Regard, Simon AU - Martin-Achard, Sébastien AU - Mach, Francois AU - Schnetzler, Nicolas AU - Ricci, Gaëtan AU - Zamberg, Ido AU - Larribau, Robert AU - Niquille, Marc AU - Suppan, Mélanie AU - Schiffer, Eduardo AU - Suppan, Laurent PY - 2022/5/18 TI - A Short Intervention and an Interactive e-Learning Module to Motivate Medical and Dental Students to Enlist as First Responders: Implementation Study JO - J Med Internet Res SP - e38508 VL - 24 IS - 5 KW - basic life support KW - cardiopulmonary resuscitation KW - first responder KW - undergraduate medical education KW - out-of-hospital cardiac arrest KW - medical education KW - e-learning KW - digital education KW - medical student KW - blended learning N2 - Background: Prompt and proficient basic life support (BLS) maneuvers are essential to increasing the odds of survival after out-of-hospital cardiac arrest. However, significant time can elapse before the arrival of professional rescuers. To decrease these delays, many countries have developed first responder networks. These networks are composed of BLS-certified lay or professional rescuers who can be dispatched by emergency medical communication centers to take care of those who experience out-of-hospital cardiac arrest. Many systems are, however, limited by a relatively low number of active first responders, and first-year medical and dental students may represent an almost untapped pool of potential rescuers. On top of providing an enhanced BLS coverage to the population, this could also help medical students be better prepared to their future role as certified health care providers and address societal expectations regarding health care students. Objective: Our objective was to describe the impact of a short motivational intervention followed by a blended BLS course (e-learning and practice session) designed to motivate first-year medical and dental students to enlist as first responders. Methods: A short, web-based, motivational intervention presenting this project took place, and first-year University of Geneva, Faculty of Medicine students were provided with a link to the study platform. Those who agreed to participate were redirected to a demographic questionnaire before registering on the platform. The participants were then asked to answer a second questionnaire designed to determine their baseline knowledge prior to following an interactive e-learning module. Upon completion, a web-based booking form enabling them to register for a 1-hour practice session was displayed. These sessions were held by senior medical students who had been trained and certified as BLS instructors. The participants who attended these practice sessions were asked to answer a postcourse questionnaire before receiving the certificate enabling them to register as first responders. Results: Out of the 529 first-year students registered at University of Geneva, Faculty of Medicine on January 14, 2021, 190 (35.9%) initially agreed to participate. Moreover, 102 (19.3%) attended the practice sessions, and 48 (9.1%) had completed all training and enlisted as first responders on the dedicated platform, Save a Life, at 6 months (July 14, 2021). Postcourse confidence in resuscitation skills was associated with a higher likelihood of registering as first responder (P=.03). No association was found between prior BLS knowledge and the probability of registering to a practice session (P=.59), of obtaining a course completion certificate (P=.29), or of enlisting as first responder (P=.56). Conclusions: This study shows that a motivational intervention associated with a short BLS course can convince medical students to enlist as first responders. Further studies are needed to understand the rather low proportion of medical students finally registering as first responders. International Registered Report Identifier (IRRID): RR2-10.2196/24664 UR - https://www.jmir.org/2022/5/e38508 UR - http://dx.doi.org/10.2196/38508 UR - http://www.ncbi.nlm.nih.gov/pubmed/35583927 ID - info:doi/10.2196/38508 ER - TY - JOUR AU - Lin, Yuchen AU - Lemos, Martin AU - Neuschaefer-Rube, Christiane PY - 2022/4/27 TI - Digital Health and Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Survey Study for Designing a Digital Learning Toolbox App JO - JMIR Med Educ SP - e34042 VL - 8 IS - 2 KW - digital learning KW - mLearning KW - mHealth KW - speech-language pathology KW - phoniatrics KW - otolaryngology KW - communication disorders KW - mobile phone N2 - Background: The digital age has introduced opportunities and challenges for clinical education and practice caused by infinite incoming information and novel technologies for health. In the interdisciplinary field of communication sciences and disorders (CSD), engagement with digital topics has emerged slower than in other health fields, and effective strategies for accessing, managing, and focusing on digital resources are greatly needed. Objective: We aimed to conceptualize and investigate preferences of stakeholders regarding a digital learning toolbox, an app containing a library of current resources for CSD. This cross-sectional survey study conducted in German-speaking countries investigated professional and student perceptions and preferences regarding such an app?s features, functions, content, and associated concerns. Methods: An open web-based survey was disseminated to professionals and students in the field of CSD, including speech-language pathologists (SLPs; German: Logopäd*innen), speech-language pathology students, phoniatricians, otolaryngologists, and medical students. Insights into preferences and perceptions across professions, generations, and years of experience regarding a proposed app were investigated. Results: Of the 164 participants, an overwhelming majority (n=162, 98.8%) indicated readiness to use such an app, and most participants (n=159, 96.9%) perceived the proposed app to be helpful. Participants positively rated app functions that would increase utility (eg, tutorial, quality rating function, filters based on content or topic, and digital format); however, they had varied opinions regarding an app community feature. Regarding app settings, most participants rated the option to share digital resources through social media links (144/164, 87.8%), receive and manage push notifications (130/164, 79.3%), and report technical issues (160/164, 97.6%) positively. However, significant variance was noted across professions (H3=8.006; P=.046) and generations (H3=9.309; P=.03) regarding a username-password function, with SLPs indicating greater perceived usefulness in comparison to speech-language pathology students (P=.045), as was demonstrated by Generation X versus Generation Z (P=.04). Participants perceived a range of clinical topics to be important; however, significant variance was observed across professions, between physicians and SLPs regarding the topic of diagnostics (H3=9.098; P=.03) and therapy (H3=21.236; P<.001). Concerns included technical challenges, data protection, quality of the included resources, and sustainability of the proposed app. Conclusions: This investigation demonstrated that professionals and students show initial readiness to engage in the co-design and use of an interdisciplinary digital learning toolbox app. Specifically, this app could support effective access, sharing, evaluation, and knowledge management in a digital age of rapid change. Formalized digital skills education in the field of CSD is just a part of the solution. It will be crucial to explore flexible, adaptive strategies collaboratively for managing digital resources and tools to optimize targeted selection and use of relevant, high-quality evidence in a world of bewildering data. UR - https://mededu.jmir.org/2022/2/e34042 UR - http://dx.doi.org/10.2196/34042 UR - http://www.ncbi.nlm.nih.gov/pubmed/35475980 ID - info:doi/10.2196/34042 ER - TY - JOUR AU - Li, Yaning AU - Ye, Hongqiang AU - Wu, Siyu AU - Zhao, Xiaohan AU - Liu, Yunsong AU - Lv, Longwei AU - Zhang, Ping AU - Zhang, Xiao AU - Zhou, Yongsheng PY - 2022/3/9 TI - Mixed Reality and Haptic?Based Dental Simulator for Tooth Preparation: Research, Development, and Preliminary Evaluation JO - JMIR Serious Games SP - e30653 VL - 10 IS - 1 KW - dental education KW - simulator KW - mixed reality KW - tooth preparation N2 - Background: Virtual reality (VR) dental simulators are currently used in preclinical skills training. However, with the development of extended reality technologies, the use of mixed reality (MR) has shown significant advantages over VR. Objective: This study aimed to describe the research and development of a newly developed MR and haptic?based dental simulator for tooth preparation and to conduct a preliminary evaluation of its face validity. Methods: A prototype of the MR dental simulator for tooth preparation was developed by integrating a head-mounted display (HMD), special force feedback handles, a foot pedal, computer hardware, and software program. We recruited 34 participants and divided them into the Novice group (n=17) and Skilled group (n=17) based on their clinical experience. All participants prepared a maxillary right central incisor for an all-ceramic crown in the dental simulator, completed a questionnaire afterward about their simulation experience, and evaluated hardware and software aspects of the dental simulator. Results: Of the participants, 74% (25/34) were satisfied with the overall experience of using the Unidental MR Simulator. Approximately 90% (31/34, 91%) agreed that it could stimulate their interest in learning, and 82% (28/34) were willing to use it for skills training in the future. Differences between the 2 study groups in their experience with the HMD (resolution: P=.95; wearing comfort: P=.10), dental instruments (P=.95), force feedback of the tooth (P=.08), simulation of the tooth preparation process (P=.79), overall experience with the simulation (P=.47), and attitude toward the simulator (improves skills: P=.47; suitable for learning: P=.36; willing to use: P=.89; inspiring for learning: P=.63) were not significant. The Novice group was more satisfied with the simulator?s ease of use (P=.04). There were significant positive correlations between the overall experience with the simulation and the HMD?s resolution (P=.03) and simulation of the preparation process (P=.001). Conclusions: The newly developed Unidental MR Simulator for tooth preparation has good face validity. It can achieve a higher degree of resemblance to the real clinical treatment environment by improving the positional adjustment of the simulated patients, for a better training experience in dental skills. UR - https://games.jmir.org/2022/1/e30653 UR - http://dx.doi.org/10.2196/30653 UR - http://www.ncbi.nlm.nih.gov/pubmed/35262501 ID - info:doi/10.2196/30653 ER - TY - JOUR AU - Ryan, V. Grace AU - Callaghan, Shauna AU - Rafferty, Anthony AU - Higgins, F. Mary AU - Mangina, Eleni AU - McAuliffe, Fionnuala PY - 2022/2/1 TI - Learning Outcomes of Immersive Technologies in Health Care Student Education: Systematic Review of the Literature JO - J Med Internet Res SP - e30082 VL - 24 IS - 2 KW - Virtual Reality KW - Augmented Reality KW - Mixed Reality KW - Learning Outcomes KW - Medical Education KW - Nursing Education KW - Midwifery Education KW - Systematic Review N2 - Background: There is a lack of evidence in the literature regarding the learning outcomes of immersive technologies as educational tools for teaching university-level health care students. Objective: The aim of this review is to assess the learning outcomes of immersive technologies compared with traditional learning modalities with regard to knowledge and the participants? learning experience in medical, midwifery, and nursing preclinical university education. Methods: A systematic review was conducted according to the Cochrane Collaboration guidelines. Randomized controlled trials comparing traditional learning methods with virtual, augmented, or mixed reality for the education of medicine, nursing, or midwifery students were evaluated. The identified studies were screened by 2 authors independently. Disagreements were discussed with a third reviewer. The quality of evidence was assessed using the Medical Education Research Study Quality Instrument (MERSQI). The review protocol was registered with PROSPERO (International Prospective Register of Systematic Reviews) in April 2020. Results: Of 15,627 studies, 29 (0.19%) randomized controlled trials (N=2722 students) were included and evaluated using the MERSQI tool. Knowledge gain was found to be equal when immersive technologies were compared with traditional learning modalities; however, the learning experience increased with immersive technologies. The mean MERSQI score was 12.64 (SD 1.6), the median was 12.50, and the mode was 13.50. Immersive technology was predominantly used to teach clinical skills (15/29, 52%), and virtual reality (22/29, 76%) was the most commonly used form of immersive technology. Knowledge was the primary outcome in 97% (28/29) of studies. Approximately 66% (19/29) of studies used validated instruments and scales to assess secondary learning outcomes, including satisfaction, self-efficacy, engagement, and perceptions of the learning experience. Of the 29 studies, 19 (66%) included medical students (1706/2722, 62.67%), 8 (28%) included nursing students (727/2722, 26.71%), and 2 (7%) included both medical and nursing students (289/2722, 10.62%). There were no studies involving midwifery students. The studies were based on the following disciplines: anatomy, basic clinical skills and history-taking skills, neurology, respiratory medicine, acute medicine, dermatology, communication skills, internal medicine, and emergency medicine. Conclusions: Virtual, augmented, and mixed reality play an important role in the education of preclinical medical and nursing university students. When compared with traditional educational modalities, the learning gain is equal with immersive technologies. Learning outcomes such as student satisfaction, self-efficacy, and engagement all increase with the use of immersive technology, suggesting that it is an optimal tool for education. UR - https://www.jmir.org/2022/2/e30082 UR - http://dx.doi.org/10.2196/30082 UR - http://www.ncbi.nlm.nih.gov/pubmed/35103607 ID - info:doi/10.2196/30082 ER - TY - JOUR AU - Teng, Minnie AU - Singla, Rohit AU - Yau, Olivia AU - Lamoureux, Daniel AU - Gupta, Aurinjoy AU - Hu, Zoe AU - Hu, Ricky AU - Aissiou, Amira AU - Eaton, Shane AU - Hamm, Camille AU - Hu, Sophie AU - Kelly, Dayton AU - MacMillan, M. Kathleen AU - Malik, Shamir AU - Mazzoli, Vienna AU - Teng, Yu-Wen AU - Laricheva, Maria AU - Jarus, Tal AU - Field, S. Thalia PY - 2022/1/31 TI - Health Care Students? Perspectives on Artificial Intelligence: Countrywide Survey in Canada JO - JMIR Med Educ SP - e33390 VL - 8 IS - 1 KW - medical education KW - artificial intelligence KW - allied health education KW - medical students KW - health care students KW - medical curriculum KW - education N2 - Background: Artificial intelligence (AI) is no longer a futuristic concept; it is increasingly being integrated into health care. As studies on attitudes toward AI have primarily focused on physicians, there is a need to assess the perspectives of students across health care disciplines to inform future curriculum development. Objective: This study aims to explore and identify gaps in the knowledge that Canadian health care students have regarding AI, capture how health care students in different fields differ in their knowledge and perspectives on AI, and present student-identified ways that AI literacy may be incorporated into the health care curriculum. Methods: The survey was developed from a narrative literature review of topics in attitudinal surveys on AI. The final survey comprised 15 items, including multiple-choice questions, pick-group-rank questions, 11-point Likert scale items, slider scale questions, and narrative questions. We used snowball and convenience sampling methods by distributing an email with a description and a link to the web-based survey to representatives from 18 Canadian schools. Results: A total of 2167 students across 10 different health professions from 18 universities across Canada responded to the survey. Overall, 78.77% (1707/2167) predicted that AI technology would affect their careers within the coming decade and 74.5% (1595/2167) reported a positive outlook toward the emerging role of AI in their respective fields. Attitudes toward AI varied by discipline. Students, even those opposed to AI, identified the need to incorporate a basic understanding of AI into their curricula. Conclusions: We performed a nationwide survey of health care students across 10 different health professions in Canada. The findings would inform student-identified topics within AI and their preferred delivery formats, which would advance education across different health care professions. UR - https://mededu.jmir.org/2022/1/e33390 UR - http://dx.doi.org/10.2196/33390 UR - http://www.ncbi.nlm.nih.gov/pubmed/35099397 ID - info:doi/10.2196/33390 ER - TY - JOUR AU - Nguyen, Tuan Ba AU - Phung, Lam Toi AU - Khuc, Hanh Thi Hong AU - Nguyen, Thi Van Anh AU - Blizzard, Leigh Christopher AU - Palmer, Andrew AU - Nguyen, Tu Huu AU - Cong Quyet, Thang AU - Nelson, Mark PY - 2022/1/24 TI - Trauma Care Training in Vietnam: Narrative Scoping Review JO - JMIR Med Educ SP - e34369 VL - 8 IS - 1 KW - trauma training KW - Vietnamese medical education system KW - medical curricula KW - short course N2 - Background: The model of trauma in Vietnam has changed significantly over the last decade and requires reforming medical education to deal with new circumstances. Our aim is to evaluate this transition regarding the new target by analyzing trauma and the medical training system as a whole. Objective: This study aimed to establish if medical training in the developing country of Vietnam has adapted to the new disease pattern of road trauma emerging in its economy. Methods: A review was performed of Vietnamese medical school, Ministry of Health, and Ministry of Education and Training literature on trauma education. The review process and final review paper were prepared following the guidelines on scoping reviews and using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flowchart. Results: The current trauma training at the undergraduate level is minimal and involves less than 5% of the total credit. At the postgraduate level, only the specialties of surgery and anesthesia have a significant and increasing trauma training component ranging from 8% to 22% in the content. Trauma training, which focuses on practical skills, accounts for 31% and 32% of the training time of orientation courses for young doctors in ?basic surgery? and ?basic anesthesia,? respectively. Other relevant short course trainings, such as continuing medical education, in trauma are available, but they vary in topics, facilitators, participants, and formats. Conclusions: Medical training in Vietnam has not adapted to the new emerging disease pattern of road trauma. In the interim, the implementation of short courses, such as basic trauma life support and primary trauma care, can be considered as an appropriate method to compensate for the insufficient competency-related trauma care among health care workers while waiting for the effectiveness of medical training reformation. UR - https://mededu.jmir.org/2022/1/e34369 UR - http://dx.doi.org/10.2196/34369 UR - http://www.ncbi.nlm.nih.gov/pubmed/34967756 ID - info:doi/10.2196/34369 ER - TY - JOUR AU - Vuku?i? Rukavina, Tea AU - Viski?, Jo?ko AU - Machala Popla?en, Lovela AU - Reli?, Danko AU - Mareli?, Marko AU - Jokic, Drazen AU - Sedak, Kristijan PY - 2021/11/17 TI - Dangers and Benefits of Social Media on E-Professionalism of Health Care Professionals: Scoping Review JO - J Med Internet Res SP - e25770 VL - 23 IS - 11 KW - e-professionalism KW - social media KW - internet KW - health care professionals KW - physicians KW - nurses KW - students KW - medicine KW - dental medicine KW - nursing N2 - Background: As we are witnessing the evolution of social media (SM) use worldwide among the general population, the popularity of SM has also been embraced by health care professionals (HCPs). In the context of SM evolution and exponential growth of users, this scoping review summarizes recent findings of the e-professionalism of HCPs. Objective: The purpose of this scoping review is to characterize the recent original peer-reviewed research studies published between November 1, 2014, to December 31, 2020, on e-professionalism of HCPs; to assess the quality of the methodologies and approaches used; to explore the impact of SM on e-professionalism of HCPs; to recognize the benefits and dangers of SM; and to provide insights to guide future research in this area. Methods: A search of the literature published from November 1, 2014, to December 31, 2020, was performed in January 2021 using 3 databases (PubMed, CINAHL, and Scopus). The searches were conducted using the following defined search terms: ?professionalism? AND ?social media? OR ?social networks? OR ?Internet? OR ?Facebook? OR ?Twitter? OR ?Instagram? OR ?TikTok.? The search strategy was limited to studies published in English. This scoping review follows the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews) guidelines. Results: Of the 1632 retrieved papers, a total of 88 studies were finally included in this review. Overall, the quality of the studies was satisfactory. Participants in the reviewed studies were from diverse health care professions. Medical health professionals were involved in about three-quarters of the studies. Three key benefits of SM on e-professionalism of HCPs were identified: (1) professional networking and collaboration, (2) professional education and training, and (3) patient education and health promotion. For the selected studies, there were five recognized dangers of SM on e-professionalism of HCPs: (1) loosening accountability, (2) compromising confidentiality, (3) blurred professional boundaries, (4) depiction of unprofessional behavior, and (5) legal issues and disciplinary consequences. This scoping review also recognizes recommendations for changes in educational curricula regarding e-professionalism as opportunities for improvement and barriers that influence HCPs use of SM in the context of e-professionalism. Conclusions: Findings in the reviewed studies indicate the existence of both benefits and dangers of SM on e-professionalism of HCPs. Even though there are some barriers recognized, this review has highlighted existing recommendations for including e-professionalism in the educational curricula of HCPs. Based on all evidence provided, this review provided new insights and guides for future research on this area. There is a clear need for robust research to investigate new emerging SM platforms, the efficiency of guidelines and educational interventions, and the specifics of each profession regarding their SM potential and use. UR - https://www.jmir.org/2021/11/e25770 UR - http://dx.doi.org/10.2196/25770 UR - http://www.ncbi.nlm.nih.gov/pubmed/34662284 ID - info:doi/10.2196/25770 ER - TY - JOUR AU - Alsahali, Saud PY - 2021/9/3 TI - Awareness, Views, Perceptions, and Beliefs of Pharmacy Interns Regarding Digital Health in Saudi Arabia: Cross-sectional Study JO - JMIR Med Educ SP - e31149 VL - 7 IS - 3 KW - digital health KW - eHealth KW - mHealth KW - telehealth KW - telemedicine KW - attitude KW - awareness KW - pharmacy interns N2 - Background: Digital health technologies and apps are rapidly advancing in recent years. It is expected to have more roles in transforming the health care system in this era of digital services. However, limited research is available regarding delivering digital health education in pharmacy and the pharmacy students? perspectives on digital health. Objective: This study aims to assess pharmacy interns? awareness of digital health apps in Saudi Arabia and their views regarding the coverage of digital health in the education of pharmacists. In addition, we assessed the interns? perceptions and beliefs about the concepts, benefits, and implementation of digital health in practice settings. Methods: A cross-sectional study using a web-based survey was conducted among pharmacy interns at Unaizah College of Pharmacy, Qassim University, Saudi Arabia. An invitation with a link to the web-based survey was sent to all interns registered at the college between January and March 2021. Results: A total of 68 out of 77 interns registered in the internship year participated in this study, giving a response rate of 88%. The mean total score for pharmacy interns? awareness of digital health apps in Saudi Arabia was 5.66 (SD 1.74; maximum attainable score=7). The awareness with different apps ranged from 97% (66/68) for the Tawakkalna app to 65% (44/68) for the Ministry of Health 937 call center. The mean total score for attitude and beliefs toward concepts and benefits of telehealth and telemedicine apps was 58.25 (SD 10.44; maximum attainable score=75). In this regard, 84% (57/68) of the interns believed that telehealth could enhance the quality of care, 71% (48/68) believed that it could help effectively provide patient counseling, and 69% (47/68) believed it could improve patients? adherence to therapy. In this study, 41% (28/68) believed that the current coverage of digital health in the curriculum was average, whereas only 18% (12/68) believed it was high or very high coverage. Moreover, only 38% (26/68) attended additional educational activities related to digital health. Consequently, the majority (43/68, 63%) were of the opinion that there is a high or very high need to educate and train pharmacists in the field of digital health. Conclusions: Overall, the interns showed good awareness of common digital health apps in Saudi Arabia. Moreover, the majority of the interns had positive perceptions and beliefs about the concepts, benefits, and implementation of digital health. However, the findings showed that there is still scope for improvement in some areas. Moreover, most interns indicated that there is a need for more education and training in the field of digital health. Consequently, early exposure to content related to digital health and pharmacy informatics is an important step to help in the wide use of these technologies in the graduates? future careers. UR - https://mededu.jmir.org/2021/3/e31149 UR - http://dx.doi.org/10.2196/31149 UR - http://www.ncbi.nlm.nih.gov/pubmed/34338649 ID - info:doi/10.2196/31149 ER - TY - JOUR AU - Lin, Yuchen AU - Neuschaefer-Rube, Christiane PY - 2021/7/27 TI - Digital Learning in Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary and Exploratory Analysis of Content, Organizing Structures, and Formats JO - JMIR Med Educ SP - e27901 VL - 7 IS - 3 KW - digital learning KW - e-learning KW - speech-language pathology KW - phoniatrics KW - otolaryngology KW - communication disorders KW - mobile phone N2 - Background: The digital revolution is rapidly transforming health care and clinical teaching and learning. Relative to other medical fields, the interdisciplinary fields of speech-language pathology (SLP), phoniatrics, and otolaryngology have been slower to take up digital tools for therapeutic, teaching, and learning purposes?a process that was recently expedited by the COVID-19 pandemic. Although many current teaching and learning tools have restricted or institution-only access, there are many openly accessible tools that have gone largely unexplored. To find, use, and evaluate such resources, it is important to be familiar with the structures, concepts, and formats of existing digital tools. Objective: This descriptive study aims to investigate digital learning tools and resources in SLP, phoniatrics, and otolaryngology. Differences in content, learning goals, and digital formats between academic-level learners and clinical-professional learners are explored. Methods: A systematic search of generic and academic search engines (eg, Google and PubMed); the App Store; Google Play Store; and websites of established SLP, phoniatrics, and otolaryngology organizations was conducted. By using specific search terms and detailed inclusion and exclusion criteria, relevant digital resources were identified. These were organized and analyzed according to learner groups, content matter, learning goals and architectures, and digital formats. Results: Within- and between-learner group differences among 125 identified tools were investigated. In terms of content, the largest proportion of tools for academic-level learners pertained to anatomy and physiology (60/214, 28%), and that for clinical-professional learners pertained to diagnostic evaluation (47/185, 25.4%). Between groups, the largest differences were observed for anatomy and physiology (academic-level learners: 60/86, 70%; clinical-professional learners: 26/86, 30%) and professional issues (8/28, 29% vs 20/28, 71%). With regard to learning goals, most tools for academic-level learners targeted the performance of procedural skills (50/98, 51%), and those for clinical-professional learners targeted receptive information acquisition (44/62, 71%). Academic-level learners had more tools for supporting higher-level learning goals than clinical-professional learners, specifically tools for performing procedural skills (50/66, 76% vs 16/66, 24%) and strategic skills (8/10, 80% vs 2/10, 20%). Visual formats (eg, pictures or diagrams) were dominant across both learner groups. The greatest between-group differences were observed for interactive formats (45/66, 68% vs 21/66, 32%). Conclusions: This investigation provides initial insights into openly accessible tools across SLP, phoniatrics, and otolaryngology and their organizing structures. Digital tools in these fields addressed diverse content, although the tools for academic-level learners were greater in number, targeted higher-level learning goals, and had more interactive formats than those for clinical-professional learners. The crucial next steps include investigating the actual use of such tools in practice and students? and professionals? attitudes to better improve upon such tools and incorporate them into current and future learning milieus. UR - https://mededu.jmir.org/2021/3/e27901 UR - http://dx.doi.org/10.2196/27901 UR - http://www.ncbi.nlm.nih.gov/pubmed/34313592 ID - info:doi/10.2196/27901 ER - TY - JOUR AU - De Gagne, C. Jennie AU - Koppel, D. Paula AU - Park, K. Hyeyoung AU - Cadavero, Allen AU - Cho, Eunji AU - Rushton, Sharron AU - Yamane, S. Sandra AU - Manturuk, Kim AU - Jung, Dukyoo PY - 2021/6/22 TI - Nursing Students? Perceptions about Effective Pedagogy: Netnographic Analysis JO - JMIR Med Educ SP - e27736 VL - 7 IS - 2 KW - discussion forums KW - faculty behaviors KW - health professions students KW - learning environment KW - learning experience KW - netnography KW - pedagogy N2 - Background: Effective pedagogy that encourages high standards of excellence and commitment to lifelong learning is essential in health professions education to prepare students for real-life challenges such as health disparities and global health issues. Creative learning and innovative teaching strategies empower students with high-quality, practical, real-world knowledge and meaningful skills to reach their potential as future health care providers. Objective: The aim of this study was to explore health profession students? perceptions of whether their learning experiences were associated with good or bad pedagogy during asynchronous discussion forums. The further objective of the study was to identify how perceptions of the best and worst pedagogical practices reflected the students? values, beliefs, and understanding about factors that made a pedagogy good during their learning history. Methods: A netnographic qualitative design was employed in this study. The data were collected on February 3, 2020 by exporting archived data from multiple sessions of a graduate-level nursing course offered between the fall 2016 and spring 2020 semesters at a large private university in the southeast region of the United States. Each student was a data unit. As an immersive data operation, field notes were taken by all research members. Data management and analysis were performed with NVivo 12. Results: A total of 634 posts were generated by 153 students identified in the dataset. Most of these students were female (88.9%). From the 97 categories identified, four themes emerged: (T) teacher presence built through relationship and communication, (E) environment conducive to affective and cognitive learning, (A) assessment and feedback processes that yield a growth mindset, and (M) mobilization of pedagogy through learner- and community-centeredness. Conclusions: The themes that emerged from our analysis confirm findings from previous studies and provide new insights. Our study highlights the value of technology as a tool for effective pedagogy. A resourceful teacher can use various communication techniques to develop meaningful connections between the learner and teacher. Styles of communication will vary according to the unique expectations and needs of learners with different learning preferences; however, the aim is to fully engage each learner, establish a rapport between and among students, and nurture an environment characterized by freedom of expression in which ideas flow freely. We suggest that future research continue to explore the influence of differing course formats and pedagogical modalities on student learning experiences. UR - https://mededu.jmir.org/2021/2/e27736 UR - http://dx.doi.org/10.2196/27736 UR - http://www.ncbi.nlm.nih.gov/pubmed/34156337 ID - info:doi/10.2196/27736 ER - TY - JOUR AU - Kleib, Manal AU - Jackman, Deirdre AU - Duarte Wisnesky, Uirá AU - Ali, Shamsa PY - 2021/4/27 TI - Academic Electronic Health Records in Undergraduate Nursing Education: Mixed Methods Pilot Study JO - JMIR Nursing SP - e26944 VL - 4 IS - 2 KW - academic electronic health record KW - Lippincott DocuCare KW - simulation KW - nursing informatics education N2 - Background: Teaching students about electronic health records presents challenges for most nursing programs, primarily because of the limited training opportunities within clinical practice settings. A simulated electronic health record is an experiential, learner-centered strategy that enables students to acquire and apply the informatics knowledge needed for working with electronic records in a safe learning environment before the students have encounters with real patients. Objective: The aim of this study is to provide a preliminary evaluation of the Lippincott DocuCare simulated electronic health record and determine the feasibility issues associated with its implementation. Methods: We used one-group pretest-posttest, surveys, and focus group interviews with students and instructors to pilot the DocuCare simulated electronic health record within an undergraduate nursing program in Western Canada. Volunteering students worked through 4 case scenarios during a 1-month pilot. Self-reported informatics knowledge and attitudes toward the electronic health record, accuracy of computerized documentation, satisfaction, and students? and educators? experiences were examined. Demographic and general information regarding informatics learning was also collected. Results: Although 23 students participated in this study, only 13 completed surveys were included in the analysis. Almost two-thirds of the students indicated their overall understanding of nursing informatics as being fair or inadequate. The two-tailed paired samples t test used to evaluate the impact of DocuCare on students? self-reported informatics knowledge and attitudes toward the electronic health record revealed a statistically significant difference in the mean score of knowledge before and after using DocuCare (before: mean 2.95, SD 0.58; after: mean 3.83, SD 0.39; t12=5.80, two-tailed; P<.001). There was no statistically significant difference in the mean scores of attitudes toward the electronic health record before and after using DocuCare (before: mean 3.75, SD 0.40; after: mean 3.70, SD 0.34; t12=0.39, two-tailed; P=.70). Students? documentation scores varied from somewhat accurate to completely accurate; however, performance improved for the majority of students as they progressed from case scenarios 1 to 4. Both the faculty and students were highly satisfied with DocuCare and highly recommended its integration. Focus groups with 7 students and 3 educators revealed multiple themes. The participants shared suggestions regarding the DocuCare product customization and strategies for potential integration in undergraduate nursing programs. Conclusions: This study demonstrated the feasibility and suitability of the DocuCare program as a tool to enhance students? learning about informatics and computerized documentation in electronic health records. Recommendations will be made to academic leadership in undergraduate programs on the basis of this study. Furthermore, a controlled evaluation study will be conducted in the future. UR - https://nursing.jmir.org/2021/2/e26944 UR - http://dx.doi.org/10.2196/26944 UR - http://www.ncbi.nlm.nih.gov/pubmed/34345797 ID - info:doi/10.2196/26944 ER - TY - JOUR AU - Molina-Torres, Guadalupe AU - Rodriguez-Arrastia, Miguel AU - Alarcón, Raquel AU - Sánchez-Labraca, Nuria AU - Sánchez-Joya, María AU - Roman, Pablo AU - Requena, Mar PY - 2021/3/24 TI - Game-Based Learning Outcomes Among Physiotherapy Students: Comparative Study JO - JMIR Serious Games SP - e26007 VL - 9 IS - 1 KW - gamification KW - board game?based approach KW - health sciences KW - physiotherapy KW - teaching innovation N2 - Background: University teaching methods are changing, and in response to a classical teacher-centered approach, new methods continue to strengthen knowledge acquisition by involving students more actively in their learning, thus achieving greater motivation and commitment. Objective: This study aimed to analyze the degree of satisfaction of physiotherapy students who used a board game?based approach, as well as to compare the difference between traditional and gamification teaching methods and their influence on the final evaluation of these students. Methods: A comparative study was conducted. Participants were physiotherapy students who were enrolled in the subject of ?physiotherapy in geriatric and adult psychomotricity? (n=59). They were divided into two groups (experimental [n=29] and control [n=30] groups) through convenience sampling. The experimental group received gamification lessons, where the students performed different tests adapted from Party&Co, and the control group received traditional lessons. A total of 16 theoretical lessons were received in both groups. Results: The scores in the final examination of the subject were higher in the experimental group (mean 7.53, SD 0.95) than in the control group (mean 6.24, SD 1.34), showing a statistically significant difference between the two groups (P=.001). Conclusions: Overall, the ?Physiotherapy Party? game not only stimulated learning and motivated students, but also improved learning outcomes among participants, and the improvements were greater than those among students who received traditional teaching. UR - https://games.jmir.org/2021/1/e26007 UR - http://dx.doi.org/10.2196/26007 UR - http://www.ncbi.nlm.nih.gov/pubmed/33759800 ID - info:doi/10.2196/26007 ER - TY - JOUR AU - Kim, Kyung Sun AU - Lee, Youngho AU - Yoon, Hyoseok AU - Choi, Jongmyung PY - 2021/3/2 TI - Adaptation of Extended Reality Smart Glasses for Core Nursing Skill Training Among Undergraduate Nursing Students: Usability and Feasibility Study JO - J Med Internet Res SP - e24313 VL - 23 IS - 3 KW - nursing education KW - skill training KW - self-practice KW - smart glass KW - usability KW - feasibility N2 - Background: Skill training in nursing education has been highly dependent on self-training because of Korea?s high student-faculty ratio. Students tend to have a passive attitude in self-practice, and it is hard to expect effective learning outcomes with traditional checklist-dependent self-practice. Smart glasses have a high potential to assist nursing students with timely information, and a hands-free device does not interrupt performance. Objective: This study aimed to develop a smart glass?based nursing skill training program and evaluate its usability and feasibility for the implementation of self-practice. Methods: We conducted a usability and feasibility study with 30 undergraduate nursing students during a 2-hour open lab for self-practice of core nursing skills, wearing smart glasses for visualized guidance. The usability test was conducted using a 16-item self-reporting questionnaire and 7 open-ended questions. Learning satisfaction was assessed using a 7-item questionnaire. The number of practice sessions was recorded, and perceived competency in core nursing skills was measured before and after the intervention. At the final evaluation, performance accuracy and time consumed for completion were recorded. Results: Smart glass?assisted self-practice of nursing skills was perceived as helpful, convenient, and interesting. Participants reported improved recollection of sequences of skills, and perceived competency was significantly improved. Several issues were raised by participants regarding smart glasses, including small screen size, touch sensors, fogged lenses with masks, heaviness, and heat after a period of time. Conclusions: Smart glasses have the potential to assist self-practice, providing timely information at students? own paces. Having both hands free from holding a device, participants reported the convenience of learning as they could practice and view the information simultaneously. Further revision correcting reported issues would improve the applicability of smart glasses in other areas of nursing education. UR - https://www.jmir.org/2021/3/e24313 UR - http://dx.doi.org/10.2196/24313 UR - http://www.ncbi.nlm.nih.gov/pubmed/33650975 ID - info:doi/10.2196/24313 ER - TY - JOUR AU - Yuliawan, Deny AU - Widyandana, Doni AU - Nur Hidayah, Rachmadya PY - 2020/11/13 TI - Utilization of Nursing Education Progressive Web Application (NEPWA) Media in an Education and Health Promotion Course Using Gagne?s Model of Instructional Design on Nursing Students: Quantitative Research and Development Study JO - JMIR Nursing SP - e19780 VL - 3 IS - 1 KW - mobile application KW - nursing students KW - blended learning KW - knowledge KW - satisfaction KW - system usability KW - mobile phone N2 - Background: Previous studies have proven that web-based learning media that offer interesting features with the learning management system concept could support the learning processes of nursing students. Nonetheless, it is still necessary to conduct further research on its potential as an information media that supports learning using 1 of the mobile learning methods. Objective: This study aims to develop and use the Nursing Education Progressive Web Application (NEPWA) media in an education and health promotion course for nursing students. Methods: This is a research and development study aimed at developing the NEPWA media using the Analyze, Design, Develop, Implement, and Evaluate approach and a quantitative research with descriptive and pre-experimental 1-group pretest-posttest design conducted in the Study Program of Nursing Sciences, Faculty of Health Sciences, Muhammadiyah University of Surakarta. A total of 39 nursing students in their second year of undergraduate studies participated in this study. A pretest-posttest design was used to measure any changes in the dependent variable, whereas a posttest design was used to measure any changes in the independent variables. Results: After using the NEPWA media, there was a significant increase in the student knowledge variable (N=39; knowledge: P<.001; 95% CI 23.88-33.14). In terms of student satisfaction with the learning process using Gagne?s model of instructional design, most of the students were satisfied, with a mean score of ?3. In addition, the results of the measurement using the System Usability Scale on the NEPWA media showed that NEPWA has good usability and it is acceptable by users, with a mean score of 72.24 (SD 8.54). Conclusions: The NEPWA media can be accepted by users and has good usability, and this media is designed to enhance student knowledge. UR - https://nursing.jmir.org/2020/1/e19780/ UR - http://dx.doi.org/10.2196/19780 UR - http://www.ncbi.nlm.nih.gov/pubmed/34345790 ID - info:doi/10.2196/19780 ER - TY - JOUR AU - Thompson, Jessica AU - White, Simon AU - Chapman, Stephen PY - 2020/11/6 TI - Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review JO - J Med Internet Res SP - e17146 VL - 22 IS - 11 KW - virtual patient KW - high-fidelity simulation training KW - patient simulation KW - pharmacy education KW - pharmacy practice education KW - virtual reality N2 - Background: Virtual patients are interactive computer-based simulations that are being increasingly used in modern health care education. They have been identified as tools that can provide experiential learning and assessment in a standardized and safe environment. However, the study of high-fidelity virtual patients such as interactive clinical avatars within pharmacy is limited. Objective: The aim of this paper is to describe the design and review of three interactive clinical avatar simulations as part of pharmacist preregistration training. Methods: A multistep design approach was taken to create interactive clinical avatar simulations on the topics of emergency hormonal contraception (EHC), calculation of renal function, and childhood illnesses. All case studies were reviewed by registered pharmacists to establish content and face validity. The EHC case study and data collection questionnaire were also reviewed by a purposive sample of preregistration trainees and newly qualified pharmacists. The questionnaire used Likert ranking statements and open-ended questions to obtain users? feedback on the design, usability, and usefulness of the interactive clinical avatars as learning tools. Descriptive statistics and content analysis were undertaken on the data. Results: Ten preregistration trainees and newly qualified pharmacists reviewed the EHC interactive clinical avatars and data collection questionnaire. The data collection questionnaire was associated with a Cronbach alpha=.95, demonstrating good reliability. All three interactive clinical avatar simulations were reported as usable and appropriately designed for preregistration training. Users perceived they were developing skills and knowledge from the simulations. The high-fidelity nature of the avatars and relevance of the simulations to real-life practice were reported as aspects that encouraged the application of theory to practice. Improvements were suggested to ensure the simulations were more user-friendly. Conclusions: The design and creation of the interactive clinical avatar simulations was successful. The multistep review process ensured validity and reliability of the simulations and data collection questionnaire. The in-depth explanation of the design process and provision of a questionnaire may help widen the use and evaluation of interactive clinical avatars or other simulation tools in pharmacy education. The interactive clinical avatars were reported as novel learning tools that promoted experiential learning and allowed users to feel like they were engaging in real-life scenarios, thus developing transferable knowledge and skills. This may be potentially beneficial for many health care training courses as a way to provide standardized experiences promoting active learning and reflection. UR - https://www.jmir.org/2020/11/e17146 UR - http://dx.doi.org/10.2196/17146 UR - http://www.ncbi.nlm.nih.gov/pubmed/33155983 ID - info:doi/10.2196/17146 ER - TY - JOUR AU - Chemane, Thobekile Nomzamo Charity AU - Chetty, Verusia AU - Cobbing, Saul PY - 2020/10/20 TI - Mapping Evidence on Community-Based Clinical Education Models for Undergraduate Physiotherapy Students: Protocol for a Scoping Review JO - JMIR Res Protoc SP - e19039 VL - 9 IS - 10 KW - physiotherapy KW - clinical education KW - community-based clinical training KW - decentralized clinical training KW - primary health care N2 - Background: Community-based clinical training has been advocated as an excellent approach to transformation in clinical education. Clinical education for undergraduate physiotherapy students is a hands-on practical experience that aims to provide a student with the skills necessary to enable them to be fit to practice independently. However, in many countries, including South Africa, this training has been conducted only in large urban academic hospitals. Such hospitals are not a true reflection of the environment that these students will most likely be facing as practicing health care professionals. Objective: The objective of this scoping review is to map out existing evidence on community-based clinical education models for undergraduate physiotherapy students globally. Methods: A systematic scoping review will be based on the 2005 Arksey and O?Malley framework. Studies involving students and stakeholders in clinical education will be included. This review will not be limited by time of publication. An electronic search of relevant literature, including peer-reviewed primary studies and grey literature, will be conducted from the PubMed, Google Scholar, Medline, CINAHL, and Cochrane Library databases. The search strategy will include keywords such as ?education,? ?physiotherapy,? ?undergraduate,? ?community-based,? ?training,? ?decentralized,? and ?distributed.? Boolean logic will be used for each search string. Two independent reviewers will conduct screening of titles, abstracts, and full text before extracting articles. A predesigned data-charting table will supplement the extraction of data. Version 12 NVIVO software will aide in the thematic analysis of data. Results: Data collection will commence after publication of this protocol, and the results are expected to be obtained in the following 5 months. Conclusions: The evidence obtained from the extracted data is expected to assist in the development of a model of community-based clinical education for undergraduate physiotherapy students in South Africa, and serve as a basis for future research. The discussion of this evidence will be guided by the research question utilizing a critical narrative approach to explore emerging themes. The enablers and barriers identified from the reviewed studies can guide the development of a community-based clinical education model. International Registered Report Identifier (IRRID): PRR1-10.2196/19039 UR - http://www.researchprotocols.org/2020/10/e19039/ UR - http://dx.doi.org/10.2196/19039 UR - http://www.ncbi.nlm.nih.gov/pubmed/33079067 ID - info:doi/10.2196/19039 ER - TY - JOUR AU - Chen, Feng-Qin AU - Leng, Yu-Fei AU - Ge, Jian-Feng AU - Wang, Dan-Wen AU - Li, Cheng AU - Chen, Bin AU - Sun, Zhi-Ling PY - 2020/9/15 TI - Effectiveness of Virtual Reality in Nursing Education: Meta-Analysis JO - J Med Internet Res SP - e18290 VL - 22 IS - 9 KW - virtual reality KW - nursing education KW - meta-analysis N2 - Background: Virtual reality (VR) is the use of computer technology to create an interactive three-dimensional (3D) world, which gives users a sense of spatial presence. In nursing education, VR has been used to help optimize teaching and learning processes. Objective: The purpose of this study was to evaluate the effectiveness of VR in nursing education in the areas of knowledge, skills, satisfaction, confidence, and performance time. Methods: We conducted a meta-analysis of the effectiveness of VR in nursing education based on the Cochrane methodology. An electronic literature search using the Cochrane Library, Web of Science, PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature), up to December 2019 was conducted to identify studies that reported the effectiveness of VR on knowledge, skills, satisfaction, confidence, and performance time. The study selection and data extraction were carried out by two independent reviewers. The methodological quality of the selected studies was determined using the Cochrane criteria for risk-of-bias assessment. Results: A total of 12 studies, including 821 participants, were selected for the final analysis. We found that VR was more effective than the control conditions in improving knowledge (standard mean difference [SMD]=0.58, 95% CI 0.41-0.75, P<.001, I2=47%). However, there was no difference between VR and the control conditions in skills (SMD=0.01, 95% CI ?0.24 to 0.26, P=.93, I2=37%), satisfaction (SMD=0.01, 95% CI ?0.79 to 0.80, P=.99, I2=86%), confidence (SMD=0.00, 95% CI ?0.28 to 0.27, P=.99, I2=0%), and performance time (SMD=?0.55, 95% CI ?2.04 to 0.94, P=.47, I2=97%). Conclusions: The results of this study suggest that VR can effectively improve knowledge in nursing education, but it was not more effective than other education methods in areas of skills, satisfaction, confidence, and performance time. Further rigorous studies with a larger sample size are warranted to confirm these results. UR - http://www.jmir.org/2020/9/e18290/ UR - http://dx.doi.org/10.2196/18290 UR - http://www.ncbi.nlm.nih.gov/pubmed/32930664 ID - info:doi/10.2196/18290 ER - TY - JOUR AU - Lange, Ann-Kathrin AU - Koch, Jana AU - Beck, Anastasia AU - Neugebauer, Till AU - Watzema, Frauke AU - Wrona, J. Kamil AU - Dockweiler, Christoph PY - 2020/9/1 TI - Learning With Virtual Reality in Nursing Education: Qualitative Interview Study Among Nursing Students Using the Unified Theory of Acceptance and Use of Technology Model JO - JMIR Nursing SP - e20249 VL - 3 IS - 1 KW - virtual reality KW - edutainment KW - serious games KW - education KW - health care KW - gamification KW - anatomy KW - digital game?based learning KW - nursing KW - nursing informatics N2 - Background: Digital games?based learning is a method of using digital games to impart knowledge. Virtual reality (VR) programs are a practical application of this method. Due to demographic changes, the nursing profession will become increasingly important. These VR applications can be of use in training nurses for future professional challenges they may encounter. The continuous development of VR applications enables trainees to encounter simulated real life effectively and to experience increasingly concrete situations. This can be of great importance in nursing education, since 3-dimensionality enables a better visualization of many fields of activity and can prevent potential future errors. In addition to this learning effect, VR applications also bring an element of fun to learning. Objective: The aim of this qualitative research effort is to observe the degree of acceptance of VR applications by nursing students in Germany. Various factors, including social influences, performance expectations, and effort expectations, are taken into consideration. Methods: With a qualitative cohort study, the acceptance of nursing students towards VR applications in anatomy teaching was determined. The 12 participants were first asked to fill out a quantitative questionnaire on their sociodemographic characteristics and the extent to which they valued and liked using technology. The participants were then allowed to test the VR application themselves and were finally asked about their experience in a qualitative interview. For the collection of data and the analysis of results, the unified theory of acceptance and use of technology was used in this study. Results: Overall, the study shows that the interviewed persons rated the VR application quite positively. The greatest influence in this was the personal attitude towards technology; the higher this affinity is, the more useful the VR application appears. Social influences can also increase the participant?s own acceptance if peers have a positive attitude towards such applications. The study shows that the trainees' motivation to learn was increased by using VR. We believe this is because each trainee could learn individually and the VR application was perceived as an enjoyable activity. Nevertheless, the cost factor of implementing VR applications in nursing training is currently still an obstacle, as not every institution has such financial capacities. Conclusions: The extent to which the use of VR applications in the training of nursing staff is justified depends on the degree of personal acceptance. The collected results give good practice-oriented insight into the attitude of trainees towards VR. Many of the interviewed persons saw benefits in the use of VR technologies. As VR applications are constantly developing, it is necessary to conduct further studies on VR applications in nursing education and to include other possible disciplines in which these applications can be helpful. UR - https://nursing.jmir.org/2020/1/e20249/ UR - http://dx.doi.org/10.2196/20249 UR - http://www.ncbi.nlm.nih.gov/pubmed/34345791 ID - info:doi/10.2196/20249 ER - TY - JOUR AU - Michelet, Daphne AU - Barre, Jessy AU - Truchot, Jennifer AU - Piot, Marie-Aude AU - Cabon, Philippe AU - Tesniere, Antoine PY - 2020/8/11 TI - Effect of Computer Debriefing on Acquisition and Retention of Learning After Screen-Based Simulation of Neonatal Resuscitation: Randomized Controlled Trial JO - JMIR Serious Games SP - e18633 VL - 8 IS - 3 KW - screen-based simulation KW - debriefing KW - neonatal resuscitation KW - simulation KW - medical education KW - midwifery KW - neonatal N2 - Background: Debriefing is key in a simulation learning process. Objective: This study focuses on the impact of computer debriefing on learning acquisition and retention after a screen-based simulation training on neonatal resuscitation designed for midwifery students. Methods: Midwifery students participated in 2 screen-based simulation sessions, separated by 2 months, session 1 and session 2. They were randomized in 2 groups. Participants of the debriefing group underwent a computer debriefing focusing on technical skills and nontechnical skills at the end of each scenario, while the control group received no debriefing. In session 1, students participated in 2 scenarios of screen-based simulation on neonatal resuscitation. During session 2, the students participated in a third scenario. The 3 scenarios had an increasing level of difficulty, with the first representing the baseline level. Assessments included a knowledge questionnaire on neonatal resuscitation, a self-efficacy rating, and expert evaluation of technical skills as per the Neonatal Resuscitation Performance Evaluation (NRPE) score and of nontechnical skills as per the Anaesthetists? Non-Technical Skills (ANTS) system. We compared the results of the groups using the Mann-Whitney U test. Results: A total of 28 midwifery students participated in the study. The participants from the debriefing group reached higher ANTS scores than those from the control group during session 1 (13.25 vs 9; U=47.5; P=.02). Their scores remained higher, without statistical difference during session 2 (10 vs 7.75; P=.08). The debriefing group had higher self-efficacy ratings at session 2 (3 vs 2; U=52; P=.02). When comparing the knowledge questionnaires, the significant baseline difference (13 for debriefing group vs 14.5 for control group, P=.05) disappeared at the end of session 1 and in session 2. No difference was found for the assessment of technical skills between the groups or between sessions. Conclusions: Computer debriefing seems to improve nontechnical skills, self-efficacy, and knowledge when compared to the absence of debriefing during a screen-based simulation. This study confirms the importance of debriefing after screen-based simulation. Trial Registration: ClinicalTrials.gov NCT03844009; https://clinicaltrials.gov/ct2/show/NCT03844009 UR - http://games.jmir.org/2020/3/e18633/ UR - http://dx.doi.org/10.2196/18633 UR - http://www.ncbi.nlm.nih.gov/pubmed/32780021 ID - info:doi/10.2196/18633 ER - TY - JOUR AU - Lozano-Lozano, Mario AU - Galiano-Castillo, Noelia AU - Fernández-Lao, Carolina AU - Postigo-Martin, Paula AU - Álvarez-Salvago, Francisco AU - Arroyo-Morales, Manuel AU - Cantarero-Villanueva, Irene PY - 2020/3/10 TI - The Ecofisio Mobile App for Assessment and Diagnosis Using Ultrasound Imaging for Undergraduate Health Science Students: Multicenter Randomized Controlled Trial JO - J Med Internet Res SP - e16258 VL - 22 IS - 3 KW - undergraduate KW - OSCE KW - mHealth KW - teaching and learning strategies N2 - Background: Generation Z is starting to reach college age. They have adopted technology from an early age and have a deep dependence on it; therefore, they have become more drawn to the virtual world. M-learning has experienced huge growth in recent years, both in the medical context and in medical and health sciences education. Ultrasound imaging is an important diagnosis technique in physiotherapy, especially in sports pathology. M-learning systems could be useful tools for improving the comprehension of ultrasound concepts and the acquisition of professional competencies. Objective: The purpose of this study was to evaluate the efficacy and use of an interactive platform accessible through mobile devices?Ecofisio?using ultrasound imaging for the development of professional competencies in the evaluation and diagnosis of sports pathologies. Methods: Participants included 110 undergraduate students who were placed into one of two groups of a randomized controlled multicenter study: control group (ie, traditional learning) and experimental group (ie, Ecofisio mobile app). Participants? theoretical knowledge was assessed using a multiple-choice questionnaire (MCQ); students were also assessed by means of the Objective Structured Clinical Examination (OSCE). Moreover, a satisfaction survey was completed by the students. Results: The statistical analyses revealed that Ecofisio was effective in most of the processes evaluated when compared with the traditional learning method: all OSCE stations, P<.001; MCQ, 43 versus 15 students passed in the Ecofisio and control groups, respectively, P<.001. Moreover, the results revealed that the students found the app to be attractive and useful. Conclusions: The Ecofisio mobile app may be an effective way for physiotherapy students to obtain adequate professional competencies regarding evaluation and diagnosis of sports pathologies. Trial Registration: ClinicalTrials.gov NCT04138511; https://clinicaltrials.gov/ct2/show/NCT04138511 UR - https://www.jmir.org/2020/3/e16258 UR - http://dx.doi.org/10.2196/16258 UR - http://www.ncbi.nlm.nih.gov/pubmed/32154784 ID - info:doi/10.2196/16258 ER - TY - JOUR AU - Kullberg, J. Marie-Louise AU - Mouthaan, Joanne AU - Schoorl, Maartje AU - de Beurs, Derek AU - Kenter, Francisca Robin Maria AU - Kerkhof, JFM Ad PY - 2020/1/22 TI - E-Learning to Improve Suicide Prevention Practice Skills Among Undergraduate Psychology Students: Randomized Controlled Trial JO - JMIR Ment Health SP - e14623 VL - 7 IS - 1 KW - e-learning KW - suicide prevention KW - digital learning KW - skills training KW - randomized controlled trial KW - undergraduate students N2 - Background: Despite increasing evidence of the effectiveness of digital learning solutions in higher vocational education, including the training of allied health professionals, the impact of Web-based training on the development of practical skills in psychiatry and psychology, in general, and in suicide prevention, specifically, remains largely understudied. Objective: This study aimed to determine the effectiveness of an electronic learning (e-learning) module on the adherence to suicide prevention guidelines, knowledge of practical skills, and provider?s confidence to have a conversation about suicidal behavior with undergraduate psychology students. Methods: The e-learning module, comprising video recordings of therapist-patient interactions, was designed with the aim of transferring knowledge about suicide prevention guideline recommendations. The program?s effects on guideline adherence, self-evaluated knowledge, and provider?s confidence were assessed using online questionnaires before the program (baseline and at 1 month [T1] and 3 months after baseline). The eligible third- and fourth-year undergraduate psychology students were randomly allocated to the e-learning (n=211) or to a waitlist control condition (n=187), with access to the intervention after T1. Results: Overall, the students evaluated e-learning in a fairly positive manner. The intention-to-treat analysis showed that the students in the intervention condition (n=211) reported higher levels of self-evaluated knowledge, provider?s confidence, and guideline adherence than those in the waitlist control condition (n=187) after receiving the e-learning module (all P values<.001). When comparing the scores at the 1- and 3-month follow-up, after both groups had received access to the e-learning module, the completers-only analysis showed that the levels of knowledge, guideline adherence, and confidence remained constant (all P values>.05) within the intervention group, whereas a significant improvement was observed in the waitlist control group (all P values<.05). Conclusions: An e-learning intervention on suicide prevention could be an effective first step toward improved knowledge of clinical skills. The learning outcomes of a stand-alone module were found to be similar to those of a training that combined e-learning with a face-to-face training, with the advantages of flexibility and low costs. UR - http://mental.jmir.org/2020/1/e14623/ UR - http://dx.doi.org/10.2196/14623 UR - http://www.ncbi.nlm.nih.gov/pubmed/32012076 ID - info:doi/10.2196/14623 ER - TY - JOUR AU - Shorey, Shefaly AU - Ang, Emily AU - Yap, John AU - Ng, Debby Esperanza AU - Lau, Tiang Siew AU - Chui, Kong Chee PY - 2019/10/29 TI - A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study JO - J Med Internet Res SP - e14658 VL - 21 IS - 10 KW - artificial intelligence KW - communication KW - learning KW - nursing education KW - patients KW - technology KW - virtual reality N2 - Background: The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. Objective: The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. Methods: The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud?s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. Results: The VPs included four case scenarios that were congruent with the nursing undergraduates? semesters? learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. Conclusions: The creation of VPs to assist in nursing students? communication skills training may provide authentic learning environments that enhance students? perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation. UR - https://www.jmir.org/2019/10/e14658 UR - http://dx.doi.org/10.2196/14658 UR - http://www.ncbi.nlm.nih.gov/pubmed/31663857 ID - info:doi/10.2196/14658 ER - TY - JOUR AU - Goffard, Anne AU - Odou, Pascal AU - Aliouat, Moukhtar El AU - Aliouat-Denis, Cécile-Marie AU - Carnoy, Christophe AU - Décaudin, Bertrand AU - Damien, Cuny AU - Hamoudi, Mounira AU - Pinçon, Claire AU - Quelennec, Katia AU - Zanetti, Sebastien AU - Ravaux, Pierre AU - Standaert, Annie PY - 2019/04/11 TI - Development and Evaluation of a Hybrid Course in Clinical Virology at a Faculty of Pharmacy in Lille, France JO - JMIR Med Educ SP - e10766 VL - 5 IS - 1 KW - virology KW - pharmacy KW - education, distance KW - e-learning N2 - Background: During their studies, pharmacy students must acquire the specific skills in clinical virology required for their subsequent professional practice. Recent experiments on teaching and learning in higher education have shown that hybrid courses strengthen the students? commitment to learning and enable high-quality knowledge acquisition. Objective: This study concerned the design and deployment of a hybrid course that combines face-to-face and Web-based instruction in clinical virology for fourth-year pharmacy students. The study?s objectives were to (1) measure the students? level of involvement in the course, (2) gauge their interest in this type of learning, and (3) highlight any associated difficulties. Methods: The study included 194 fourth-year pharmacy students from the Lille Faculty of Pharmacy (University of Lille, Lille, France) between January and June 2017. The students followed a hybrid course comprising an online learning module and 5 tutorial sessions in which professional situations were simulated. The learning module and 3 online evaluation sessions were delivered via the Moodle learning management system. Each tutorial session ended with an evaluation. The number of Moodle log-ins, the number of views of learning resources, and the evaluation marks were recorded. The coefficient for the correlation between the marks in the online evaluation and those in the tutorials was calculated. The students? opinions and level of satisfaction were evaluated via a course questionnaire. Results: The course?s learning resources and Web pages were viewed 21,446 and 3413 times, respectively. Of the 194 students, 188 (96.9%) passed the course (ie, marks of at least 10 out of 20). There was a satisfactory correlation between the marks obtained in the online evaluations and those obtained after the tutorials. The course met the students? expectations in 53.2% of cases, and 57.4% of the students stated that they were able to work at their own pace. Finally, 26.6% of the students stated that they had difficulty organizing their work around this hybrid course. Conclusions: Our results showed that pharmacy students were strongly in favor of a hybrid course. The levels of attendance and participation were high. However, teachers must be aware that some students will encounter organizational difficulties. UR - http://mededu.jmir.org/2019/1/e10766/ UR - http://dx.doi.org/10.2196/10766 UR - http://www.ncbi.nlm.nih.gov/pubmed/30973341 ID - info:doi/10.2196/10766 ER - TY - JOUR AU - Padilha, Miguel José AU - Machado, Puga Paulo AU - Ribeiro, Ana AU - Ramos, José AU - Costa, Patrício PY - 2019/03/18 TI - Clinical Virtual Simulation in Nursing Education: Randomized Controlled Trial JO - J Med Internet Res SP - e11529 VL - 21 IS - 3 KW - clinical virtual simulation KW - nursing education KW - virtual patient KW - user-computer interface N2 - Background: In the field of health care, knowledge and clinical reasoning are key with regard to quality and confidence in decision making. The development of knowledge and clinical reasoning is influenced not only by students? intrinsic factors but also by extrinsic factors such as satisfaction with taught content, pedagogic resources and pedagogic methods, and the nature of the objectives and challenges proposed. Nowadays, professors play the role of learning facilitators rather than simple ?lecturers? and face students as active learners who are capable of attributing individual meanings to their personal goals, challenges, and experiences to build their own knowledge over time. Innovations in health simulation technologies have led to clinical virtual simulation. Clinical virtual simulation is the recreation of reality depicted on a computer screen and involves real people operating simulated systems. It is a type of simulation that places people in a central role through their exercising of motor control skills, decision skills, and communication skills using virtual patients in a variety of clinical settings. Clinical virtual simulation can provide a pedagogical strategy and can act as a facilitator of knowledge retention, clinical reasoning, improved satisfaction with learning, and finally, improved self-efficacy. However, little is known about its effectiveness with regard to satisfaction, self-efficacy, knowledge retention, and clinical reasoning. Objective: This study aimed to evaluate the effect of clinical virtual simulation with regard to knowledge retention, clinical reasoning, self-efficacy, and satisfaction with the learning experience among nursing students. Methods: A randomized controlled trial with a pretest and 2 posttests was carried out with Portuguese nursing students (N=42). The participants, split into 2 groups, had a lesson with the same objectives and timing. The experimental group (n=21) used a case-based learning approach, with clinical virtual simulator as a resource, whereas the control group (n=21) used the same case-based learning approach, with recourse to a low-fidelity simulator and a realistic environment. The classes were conducted by the usual course lecturers. We assessed knowledge and clinical reasoning before the intervention, after the intervention, and 2 months later, with a true or false and multiple-choice knowledge test. The students? levels of learning satisfaction and self-efficacy were assessed with a Likert scale after the intervention. Results: The experimental group made more significant improvements in knowledge after the intervention (P=.001; d=1.13) and 2 months later (P=.02; d=0.75), and it also showed higher levels of learning satisfaction (P<.001; d=1.33). We did not find statistical differences in self-efficacy perceptions (P=.9; d=0.054). Conclusions: The introduction of clinical virtual simulation in nursing education has the potential to improve knowledge retention and clinical reasoning in an initial stage and over time, and it increases the satisfaction with the learning experience among nursing students. UR - http://www.jmir.org/2019/3/e11529/ UR - http://dx.doi.org/10.2196/11529 UR - http://www.ncbi.nlm.nih.gov/pubmed/30882355 ID - info:doi/10.2196/11529 ER - TY - JOUR AU - De Gagne, C. Jennie AU - Kim, S. Sang AU - Schoen, R. Ellen AU - Park, K. Hyeyoung PY - 2018/11/26 TI - Assessing the Impact of Video-Based Assignments on Health Professions Students? Social Presence on Web: Case Study JO - JMIR Med Educ SP - e11390 VL - 4 IS - 2 KW - case study KW - engagement KW - multimedia KW - Web-based learning KW - social presence KW - students? experience N2 - Background: Web-based education is one of the leading learning pedagogies in health professions education. Students have access to a multitude of opinions, knowledge, and resources on Web, but communication among students in Web-based courses is complicated. Technology adds a filter that makes it difficult to decipher the emotions behind words or read nonverbal cues. This is a concern because students benefit more from Web-based classes when they have a high perception of social presence. To enhance social presence on Web, we planned to use video-based assignments (VBAs) that encourage students to interact with each other. Objective: This case study examines the impact of VBAs on health professions students and their experiences with the technology. This study aims to provide information to the growing body of literature about strategies to develop social presence on Web. Methods: A total of 88 students from various nursing programs participated in the study. While the control group comprised 36 students who submitted only written-based assignments (WBAs), the experimental group of 52 students submitted VBAs besides WBAs. No enrolled student had previously participated in the course, and there were no repeaters in either of the groups. Both groups participated in a weekly survey comprising 4 open-ended questions and 3 Likert items on a scale of 1-5 (1=strongly disagree and 5=strongly agree). The social presence questionnaire assessed by the experimental group comprised 16 items and a 5-point Likert scale in which higher scores represented higher levels of social presence. While quantitative data were analyzed using descriptive statistics, qualitative responses were analyzed using content analysis. Results: No significant differences were noted between the groups regarding the program (F1,87=0.36, P=.54). Regarding students? engagement, no statistically significant difference was observed between the 2 groups (t14=0.96, P=.35). However, the experimental group?s average score for engagement was slightly higher (4.29 [SD 0.11]) than that of the control group (4.21 [SD 0.14]). Comparison of the total number of responses to the weekly engagement survey revealed 88.0% (287/326) as either strongly agree or agree in the control group, whereas 93.1% (525/564) in the experimental group. No statistically significant difference was observed between VBAs and WBAs weeks (t6=1.40, P=.21) in the experimental group. Most students reported a positive experience using VBAs, but technical issues were barriers to embracing this new approach to learning. Conclusions: This study reveals that social presence and engagement are positively associated with student learning and satisfaction in Web-based courses. Suggestions are offered to enhance social presence on Web that could generate better learning outcomes and students? experiences. UR - http://mededu.jmir.org/2018/2/e11390/ UR - http://dx.doi.org/10.2196/11390 UR - http://www.ncbi.nlm.nih.gov/pubmed/30478027 ID - info:doi/10.2196/11390 ER - TY - JOUR AU - Govender, Pragashnie AU - Chetty, Verusia AU - Naidoo, Deshini AU - Pefile, Ntsikelelo PY - 2018/01/25 TI - Integrated Decentralized Training for Health Professions Education at the University of KwaZulu-Natal, South Africa: Protocol for the I-DecT Project JO - JMIR Res Protoc SP - e19 VL - 7 IS - 1 KW - decentralized clinical training, health science, South Africa, health care N2 - Background: The Integrated Decentralized Training (i-DecT) project was created to address the current need for health care in South Africa among resource poor climates in rural and periurban settings. The University of KwaZulu-Natal (UKZN) in South Africa has embarked on a program within the School of Health Sciences (SHS) to decentralize the clinical learning platform in order to address this disparity. Framed in a pragmatic stance, this proposal is geared towards informing the roll out of decentralized clinical training (DCT) within the province of KwaZulu-Natal. There currently remains uncertainty as to how the implementation of this program will unfold, especially for the diverse SHS, which includes specialities like audiology, dentistry, occupational therapy, optometry, pharmacy, physiotherapy, speech-language pathology, and sport science. Consequently, there is a need to carefully monitor and manage this DCT in order to ensure that the participating students have a positive learning experience and achieve expected academic outcomes, and that the needs of the communities are addressed adequately. Objective: The study aims to explore the factors that will influence the roll-out of the DCT by developing an inclusive and context-specific model that will adhere to the standards set by the SHS for the DCT program at UKZN. Methods: Key role players, including but not limited to, the South African Ministry of Health policy makers, clinicians, policy makers at UKZN, clinical educators, academicians, and students of UKZN within the SHS will participate in this project. Once the infrastructural, staffing and pedagogical enablers and challenges are identified, together with a review of existing models of decentralized training, a context-specific model for DCTl will be proposed based on initial pilot data that will be tested within iterative cycles in an Action Learning Action Research (ALAR) process. Results: The study was designed to fit within the existing structures, and emerging framework and memorandum of understanding between the partners of this initiative, namely, the Ministry of Health and UKZN in order to develop health care professionals that are competent and prepared for the changing dynamics of healthcare in a developing world. Conclusions: It is envisioned that this study, the first to include a combination of health professionals in a DCT platform at UKZN, will not only contribute to effective service delivery, but may also serve to promote an interprofessional cooperation within the SHS and tertiary institutions in similar settings. UR - http://www.researchprotocols.org/2018/1/e19/ UR - http://dx.doi.org/10.2196/resprot.7551 UR - http://www.ncbi.nlm.nih.gov/pubmed/29371175 ID - info:doi/10.2196/resprot.7551 ER - TY - JOUR AU - Paim, Padilha Crislaine Pires AU - Goldmeier, Silvia PY - 2017/01/10 TI - Development of an Educational Game to Set Up Surgical Instruments on the Mayo Stand or Back Table: Applied Research in Production Technology JO - JMIR Serious Games SP - e1 VL - 5 IS - 1 KW - nursing education research KW - educational technology KW - perioperative nursing N2 - Background: Existing research suggests that digital games can be used effectively for educational purposes at any level of training. Perioperative nursing educators can use games to complement curricula, in guidance and staff development programs, to foster team collaboration, and to give support to critical thinking in nursing practice because it is a complex environment. Objective: To describe the process of developing an educational game to set up surgical instruments on the Mayo stand or back table as a resource to assist the instructor in surgical instrumentation training for students and nursing health professionals in continued education. Methods: The study was characterized by applied research in production technology. It included the phases of analysis and design, development, and evaluation. The objectives of the educational game were developed through Bloom?s taxonomy. Parallel to the physical development of the educational game, a proposed model for the use of digital elements in educational game activities was applied to develop the game content. Results: The development of the game called ?Playing with Tweezers? was carried out in 3 phases and was evaluated by 15 participants, comprising students and professional experts in various areas of knowledge such as nursing, information technology, and education. An environment was created with an initial screen, menu buttons containing the rules of the game, and virtual tour modes for learning and assessment. Conclusions: The ?digital? nursing student needs engagement, stimulation, reality, and entertainment, not just readings. ?Playing with Tweezers? is an example of educational gaming as an innovative teaching strategy in nursing that encourages the strategy of involving the use of educational games to support theoretical or practical classroom teaching. Thus, the teacher does not work with only 1 type of teaching methodology, but with a combination of different methodologies. In addition, we cannot forget that skill training in an educational game does not replace curricular practice, but helps. UR - http://games.jmir.org/2017/1/e1/ UR - http://dx.doi.org/10.2196/games.6048 UR - http://www.ncbi.nlm.nih.gov/pubmed/28073736 ID - info:doi/10.2196/games.6048 ER - TY - JOUR AU - Nicklen, Peter AU - Keating, L. Jennifer AU - Maloney, Stephen PY - 2016/03/22 TI - Student Response to Remote-Online Case-Based Learning: A Qualitative Study JO - JMIR Medical Education SP - e3 VL - 2 IS - 1 KW - case-based learning KW - Web conferencing KW - remote-online case-based learning KW - student satisfaction KW - perceived depth of learning N2 - Background: Case-based learning (CBL) typically involves face-to-face interaction in small collaborative groups with a focus on self-directed study. To our knowledge, no published studies report an evaluation of Web conferencing in CBL. Objective: The primary aim of this study was to explore student perceptions and attitudes in response to a remote-online case-based learning (RO-CBL) experience. Methods: This study took place over a 2-week period in 2013 at Monash University, Victoria, Australia. A third year cohort (n=73) of physiotherapy students was invited to participate. Students were required to participate in 2 training sessions, followed by RO-CBL across 2 sessions. The primary outcome of interest was the student feedback on the quality of the learning experience during RO-CBL participation. This was explored with a focus group and a survey. Results: Most students (68/73) completed the postintervention survey (nonparticipation rate 8%). RO-CBL was generally well received by participants, with 59% (40/68) of participates stating that they?d like RO-CBL to be used in the future and 78% (53/68) of participants believing they could meet the CBL?s learning objectives via RO-CBL. The 4 key themes relevant to student response to RO-CBL that emerged from the focus groups and open-ended questions on the postintervention survey were how RO-CBL compared to expectations, key benefits of RO-CBL including flexibility and time and cost savings, communication challenges in the online environment compared to face-to-face, and implications of moving to an online platform. Conclusions: Web conferencing may be a suitable medium for students to participate in CBL. Participants were satisfied with the learning activity and felt they could meet the CBL?s learning objectives. Further study should evaluate Web conferencing CBL across an entire semester in regard to student satisfaction, perceived depth of learning, and learning outcomes. UR - http://mededu.jmir.org/2016/1/e3/ UR - http://dx.doi.org/10.2196/mededu.5025 UR - http://www.ncbi.nlm.nih.gov/pubmed/27731852 ID - info:doi/10.2196/mededu.5025 ER -