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Qazi A, Qazi J, Naseer K, Hasan N, Hardaker G, Bao D. M-Learning in education during COVID-19: A systematic review of sentiment, challenges, and opportunities. Heliyon 2024; 10:e32638. [PMID: 38975208 PMCID: PMC11225771 DOI: 10.1016/j.heliyon.2024.e32638] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Revised: 06/05/2024] [Accepted: 06/06/2024] [Indexed: 07/09/2024] Open
Abstract
The flexibility and relatively low cost of mobile devices make educational systems more accessible for learners and educators worldwide. When incorporated with the internet, it creates a better learning environment than the conventional classroom lecture. Many studies have been done to shed insight into the existing state of mobile learning (M-learning) studies. However, further research is needed into this topic at a specific time, i.e., during the COVID-19 pandemic. This study aims to retrieve, review, investigate, and critically assess the existing literature on M-learning that was conducted during the COVID-19 concerning our research theme. This study considered publications from four databases, narrowed our initial search results of 4056 articles down to 83 that are relevant to our research questions, and did an in-depth analysis based on the systematic review protocol. The findings explored the major focusing areas of M-learning applications, the regional sentiment of M-learning users, the determinants and perceptions of M-learning, as well as the benefits, challenges, and opportunities associated with M-learning. This systematic literature review (SLR) was performed to apportion a contribution toward an improved understanding of the basic principles that underpin the rethinking of M-learning applications for policymakers, online course designers, and blended learning facilitators.
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Affiliation(s)
- Atika Qazi
- Centre for Lifelong Learning, Universiti Brunei Darussalam, Brunei Darussalam
| | - Javaria Qazi
- Faculty of Biological Sciences, Quaid-i-Azam University, Islamabad, Pakistan
| | - Khulla Naseer
- Faculty of Biological Sciences, Quaid-i-Azam University, Islamabad, Pakistan
| | - Najmul Hasan
- BRAC Business School, BRAC University, Dhaka, Bangladesh
| | - Glenn Hardaker
- King Abdullah University of Science and Technology, Saudi Arabia
| | - Dat Bao
- Faculty of Education, Monash University, Australia
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Taylor HM, Mearkle RA, Huyton RAM, Ashiru-Oredope D. Designing, piloting and evaluating (through a matched pre- and post-implementation survey) a targeted e-learning resource on antimicrobial resistance for public health professionals. Eur J Public Health 2024:ckae086. [PMID: 38758120 DOI: 10.1093/eurpub/ckae086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/18/2024] Open
Abstract
BACKGROUND Antimicrobial resistance (AMR) is a significant global public health threat and key priority for the public health, especially health protection, workforce to lead by example. There is a paucity of learning resources on this for public health professionals (PHPs) in the UK. This project aimed to develop and disseminate a tailored interactive learning resource and evaluate impact on self-reported intention to change behaviour. METHODS Learning objectives were agreed, content developed by the multi-disciplinary team and piloted by PHPs in 2022 alongside a matched pre- and post-implementation evaluation survey. Questions were mapped to the capability-opportunity-motivation-behaviour change model. Before and after responses were calculated to compare change in self-reported knowledge, understanding and behaviour. Significance of change in binary responses was estimated. RESULTS The resource was delivered using an interactive, user-friendly and cost-free internal platform. Thirty-one PHPs completed the pilot e-learning and survey. Perceived and actual knowledge increased in parallel. Actual knowledge on AMR burden increased from 6.45 to 35.48% (P = 0.004). Self-reported confidence to explain AMR to others improved by 0.71 (95% CI; 0.38-1.04: P = 0.0001) Likert points on a five-point scale. Motivation to advocate for antimicrobial stewardship (AMS) in day-to-day work, improved by 0.71 (95% CI; 0.34-1.08: P < 0.00001) Likert points. Case scenarios were well-received as an effective way to apply theory to practice. CONCLUSION Ensuring a well-informed and confident public health workforce is vital for reducing the AMR threat and advocating for AMS with the public and partner organizations. This targeted e-learning module is an effective additional learning medium in contributing to PHPs knowledge, understanding and self-reported intention to change behaviours.
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Affiliation(s)
- Hannah M Taylor
- South East Health Protection Team, UKHSA, Oxford, UK
- UK Field Epidemiology Training Programme, UKHSA, London, UK
- Public Health, Headquarters Army Medical Services, Camberley, UK
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Khan W, Badri HM, Mohmed K, Nabag MG, Bakri M, Salih AF, Elamin MO, Ekram R, Natto HA. A public health view and comparison between online and on-campus learning to evaluate sleep and mental health among undergraduate students. J Family Med Prim Care 2024; 13:1956-1961. [PMID: 38948610 PMCID: PMC11213442 DOI: 10.4103/jfmpc.jfmpc_1790_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Revised: 11/29/2023] [Accepted: 12/24/2023] [Indexed: 07/02/2024] Open
Abstract
Background The COVID-19 pandemic changed people's lives. The majority had to adapt to working online including students. The shift to online learning caused serious sleep and mental health issues among students. This study aimed to examine the variations between the prevalence of sleep and mental health problems among undergraduate students during the periods of online learning and on-campus learning. Method An online survey was distributed to medical students in Saudi Arabia. Results A total of 110 participated in the study (age = 21 ± 1.4 years). The on-campus anxiety (8.2 ± 6.3) was significantly higher than online anxiety (5.5 ± 5.1). On-campus daytime sleepiness (8.5 ± 4) was significantly higher when compared to online daytime sleepiness (6.7 ± 4.6). Although not significant, the on-campus stress (7.7 ± 5.7) and insomnia (12 ± 7.3) were higher than online stress (6.9 ± 5.5) and insomnia (11.5 ± 6). The online depression (6.6 ± 5.7) was higher than the mean on-campus depression (5.8 ± 5.4). A significant strong positive correlation was found between on-campus anxiety and on-campus stress. A significant moderate positive correlation was detected between on-campus anxiety and on-campus daytime sleepiness. A weak but significant correlation was found between on-campus anxiety and on-campus insomnia. On-campus anxiety was significantly predicted by the following model, which included on-campus stress, insomnia, and daytime sleepiness (P < .001). Conclusion Medical students reported lower anxiety, daytime sleepiness, stress, and insomnia during their online learning compared to on-campus learning. Only depression was higher during online learning compared to on-campus learning.
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Affiliation(s)
- Wahaj Khan
- Departments of Environmental and Occupational Health, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Hatim Matooq Badri
- Departments of Environmental and Occupational Health, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Khalil Mohmed
- Departments of Epidemiology, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Mohand Gafar Nabag
- Departments of Epidemiology, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Mohammed Bakri
- Departments of Epidemiology, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Al-Fadil Salih
- Departments of Epidemiology, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Mohamed Osman Elamin
- Departments of Environmental and Occupational Health, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Rakan Ekram
- Departments of Health Management and Hospitals, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
| | - Hatim A. Natto
- Departments of Epidemiology, Faculty of Public Health and Health Informatics, Umm Al-Qura University, Alziziah Makkah, Saudi Arabia
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Ebeling US, de Leeuw RA, Georgiadis JR, Scheele F, Wietasch JKG. Early Bird or Night Owl: Insights into Dutch Students' Study Patterns using the Medical Faculty's E-learning Registrations. TEACHING AND LEARNING IN MEDICINE 2024:1-13. [PMID: 38587887 DOI: 10.1080/10401334.2024.2331649] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2023] [Accepted: 02/28/2024] [Indexed: 04/09/2024]
Abstract
Phenomenon: Educational activities for students are typically arranged without consideration of their preferences or peak performance hours. Students might prefer to study at different times based on their chronotype, aiming to optimize their performance. While face-to-face activities during the academic schedule do not offer flexibility and cannot reflect students' natural learning rhythm, asynchronous e-learning facilitates studying at one's preferred time. Given their ubiquitous accessibility, students can use e-learning resources according to their individual needs and preferences. E-learning usage data hence serves as a valuable proxy for certain study behaviors, presenting research opportunities to explore students' study patterns. This retrospective study aims to investigate when and for how long undergraduate students used medical e-learning modules. Approach: We performed a cross-sectional analysis of e-learning usage at one medical faculty in the Netherlands. We used data from 562 undergraduate multimedia e-learning modules for pre-clinical students, covering various medical topics over a span of two academic years (2018/19 and 2019/20). We employed educational data mining approaches to process the data and subsequently identified patterns in access times and durations. Findings: We obtained data from 70,805 e-learning sessions with 116,569 module visits and 1,495,342 page views. On average, students used e-learning for 16.8 min daily and stopped using a module after 10.2 min, but access patterns varied widely. E-learning was used seven days a week with an hourly access pattern during business hours on weekdays. Across all other times, there was a smooth increase or decrease in e-learning usage. During the week, more students started e-learning sessions in the morning (34.5% vs. 19.1%) while fewer students started in the afternoon (42.6% vs. 50.8%) and the evening (19.4% vs. 27.0%). We identified 'early bird' and 'night owl' user groups that show distinct study patterns. Insights: This retrospective educational data mining study reveals new insights into the study patterns of a complete student cohort during and outside lecture hours. These findings underline the value of 24/7 accessible study material. In addition, our findings may serve as a guide for researchers and educationalists seeking to develop more individualized educational programs.
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Affiliation(s)
- U S Ebeling
- Department of Anesthesiology, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
| | - R A de Leeuw
- Amsterdam University Medical Center, Department of Obstetrics and Gynecology, Vrije Universiteit, Amsterdam, The Netherlands
- Amsterdam Reproduction and Development, Amsterdam, The Netherlands
| | - J R Georgiadis
- Department of Biomedical Sciences of Cells & Systems, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
- School of Medicine and Health Sciences, Carl von Ossietzky University Oldenburg, Oldenburg, Germany
| | - F Scheele
- Faculty of Science, Athena Institute for Trans-Disciplinary Research, Vrije Universiteit, Amsterdam, The Netherlands
| | - J K G Wietasch
- Department of Anesthesiology, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
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Atashinsadaf A, Ramezani-Badr F, Long T, Imanipour M, Amini K. Facilities, challenges, attitudes, and preferences of nursing students related to e-learning in the Covid-19 pandemic in Iranian context: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:50. [PMID: 38200572 PMCID: PMC10782735 DOI: 10.1186/s12909-024-05029-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2023] [Accepted: 01/04/2024] [Indexed: 01/12/2024]
Abstract
BACKGROUND During the Covid-19 pandemic, nursing schools worldwide were forced to deliver nursing courses in ways other than the traditional face-to-face classroom setting. Numerous lessons were learned by nurse educators regarding the use of electronic and online learning strategies. It is necessary to be aware of the factors affecting e-learning and identify the strengths and weaknesses to improve the student learning experience and process in nursing school. AIM OF STUDY The present study aimed to identify the abilities, attitudes, challenges, and preferences of nursing students regarding e-learning during the Covid-19 pandemic. Recognition of these factors can help nurse educators make needed modifications to teach more effectively. METHODS In this cross-sectional study, 228 undergraduate nursing students participated. The random sampling method used a standard questionnaire that students completed voluntarily. SPSS version 22 was used for data analysis. RESULTS During the Covid-19 pandemic, the majority of nursing students of Zanjan University of Medical Sciences participated in electronic classes at home using mobile phones. Students reported that logistical problems increased by participating in e-classes by their phones due to difficulty typing and frequent internet outages. Online classroom management for instructors was difficult due to students spontaneously leaving the virtual online classroom rather than attending the entire learning session. Despite the technical challenges, the attitudes of students towards the e-learning format were positive. There was a noted correlation between student attitude by gender and educational background. Students preferred that professors used more PowerPoint, showed instructional videos, and had interactive group discussion sessions rather than lecture only. Students objected to attending more than two online classes in one day if the duration lasted more than 60 min and had a rest time of fewer than 30 min between classes. CONCLUSION Despite the overall positive student satisfaction with e-learning, this method of education is still far from student preferences and requires planning for an effective learning experience that meets their priorities and preferences. Using a hybrid of face-to-face and e-learning approaches together can be a more effective teaching method than either strategy alone.
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Affiliation(s)
- Amirmohammad Atashinsadaf
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Farhad Ramezani-Badr
- Department of Critical Care Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Tracey Long
- Chamberlain University, School of Nursing, South Jordan, Utah, USA
| | - Mohammad Imanipour
- Department of Medical Surgical Nursing, Faculty of Nursing, Aja University of Medical Sciences, Tehran, Iran
| | - Kourosh Amini
- Department of Psychiatric Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Mahdavi St., Zanjan, Iran.
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Lubanska D, Alrashed S, Oschanney L, Cieslukowski A, Nadi A, Habashy P, Renaud A, Roye-Azar A, Soliman M, Adili K, Baker A, Baseet M, Llancari A, Mitrevski A, Mouawad S, Nguyen K, Sorge A, Zuccato K, Boujeke E, Cala J, Dinescu S, Ho M, Khan A, Almasri D, Dunn D, Ghafoor H, Grimmett E, Mouawad E, Patel R, Paunic M, Sharma D, Visconti T, Vuong V, Porter LA. E-learning and research experience exchange in the online setting of student peer mentor network during COVID-19 pandemic and beyond: A laboratory case study. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024; 52:93-105. [PMID: 37811972 DOI: 10.1002/bmb.21792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 08/02/2023] [Accepted: 09/25/2023] [Indexed: 10/10/2023]
Abstract
For close to 2 years, we have witnessed the impacts of the SARS-CoV-2 pandemic on research at several different levels. Among the list, limited access to laboratory-based training for undergraduate students prevented this cohort from gaining exposure to the realities of a research laboratory at a critical time in training when they may have found motivation in this area as a career. COVID exposed a weakness in our training pipeline; an extreme dependency on face-to-face training that threatened to create a void in the research talent needed to replenish the scientific community every year. In the classroom, we witnessed a revolution of e-learning based approaches that could be rapidly implemented based on existing footprints. Out of necessity, our laboratory developed and implemented an e-learning model of an undergraduate peer mentor network that provides a knowledge and experience exchange platform between students with different levels of research experience. Implementation of the platform was to aid students with gaining knowledge in multiple aspects of scientific research and hands-on work in a research laboratory. The collaboration between the students of the network was aimed at not only advancing the theoretical and practical research experience, but also at developing feedback implementation and practicing "soft skills" critical for teamwork and leadership. Herein, we present an overview of the model along with survey responses of the students participating in the peer mentor network. We have found that peer delivery of practical benchwork both via scientific presentations and visualized experiments, reduced the time of training and the amount of staff assistance needed when students returned to the bench. Furthermore, this model accelerated student independence in laboratory work and increased research interest overall. In summary, the model of a peer mentor network has the potential to serve as a training platform and as a customized tool, supplementing research laboratory training at the undergraduate level beyond the pandemic.
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Affiliation(s)
- Dorota Lubanska
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Sami Alrashed
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Lia Oschanney
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Alan Cieslukowski
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Ali Nadi
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Philip Habashy
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Adam Renaud
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Antonio Roye-Azar
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Mohamed Soliman
- Department of Neurosurgery, Faculty of Medicine, Cairo University, Cairo, Egypt
- Department of Neurosurgery, Jacobs School of Medicine and Biomedical Sciences, University at Buffalo, Buffalo, New York, USA
| | - Kadila Adili
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Allison Baker
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Maliha Baseet
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Amy Llancari
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Aiden Mitrevski
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Sahar Mouawad
- Department of Chemistry and Biochemistry, University of Windsor, Windsor, Ontario, Canada
| | - Kim Nguyen
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Alexandra Sorge
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Katie Zuccato
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Emmanuel Boujeke
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Jason Cala
- School of Computer Science, University of Windsor, Windsor, Ontario, Canada
| | - Stephanie Dinescu
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Marissa Ho
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Almas Khan
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Deya'a Almasri
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Daniel Dunn
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Hasan Ghafoor
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Eddie Grimmett
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Elie Mouawad
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Ria Patel
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Milica Paunic
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Depen Sharma
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Tiana Visconti
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Vanessa Vuong
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
| | - Lisa A Porter
- Department of Biomedical Sciences, University of Windsor, Windsor, Ontario, Canada
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D'Silva PV, Bandekar P, Bhoir H, D'Silva S. "Prevalence of middle crossed syndrome in young healthy individuals from a health science university in India". J Bodyw Mov Ther 2023; 36:270-273. [PMID: 37949571 DOI: 10.1016/j.jbmt.2023.04.090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Revised: 03/12/2023] [Accepted: 04/25/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND A myofascial sling is a chain of anatomically interconnected muscles. Anatomical slings work by transferring forces between upper and lower limbs while maintaining a steady core. Middle Crossed Syndrome refers to an imbalance in the transverse plane musculature through sling systems of the trunk; often associated with laterality patterns. OBJECTIVE The primary objective of this study was to find the prevalence of Middle Crossed Syndrome(MCS) and secondary objective was to find an association of MCS with leg dominance in young healthy individuals. METHODS This observational study, included 382 participants aged 19-26 years. The participants were screened for presence of Middle Crossed Syndrome using Supine Lateral Ball Roll Test, Active Straight Leg Raise and Gait Parameters (step length, stride length, degree of toe out, cadence, base of support). RESULTS The results were obtained by statistical analysis using Chi-square test for prevalence of MCS in young healthy individuals with respect to age groups, gender and leg dominance. Of the total 382 screened, 25 (69.37%) were positive either unilaterally or bilaterally for MCS. CONCLUSION The study concluded that over half of the participants clinically tested positive for MCS with no correltion of MCS with leg dominance.
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Affiliation(s)
- Pamela Virgil D'Silva
- Department of Orthopaedic Manual Therapy, KAHER Institute of Physiotherapy, Belagavi, Karnataka, India.
| | - Purva Bandekar
- KAHER Institute of Physiotherapy, Belagavi, Karnataka, India.
| | - Hetal Bhoir
- KAHER Institute of Physiotherapy, Belagavi, Karnataka, India.
| | - Shiney D'Silva
- KAHER Institute of Physiotherapy, Belagavi, Karnataka, India.
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Ruba E, Reeves C, Khan A, Pelaez EC, Heaberlin S. Communication skills in practice vs. communication in the real world: Insights from an international medical student symposium. PATIENT EDUCATION AND COUNSELING 2023; 115:107848. [PMID: 37406472 DOI: 10.1016/j.pec.2023.107848] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 05/24/2023] [Accepted: 06/06/2023] [Indexed: 07/07/2023]
Abstract
OBJECTIVE To explore and compare medical students' experiences with communication skills training (CST) in medical education. METHOD Five medical students from the U.S., U.K., and Ireland shared their experiences with CST at a 90-minute symposium held at the 2022 International Conference on Communication in Healthcare (ICCH). RESULTS Students identified two areas of CST that may affect their preparedness for real-world clinical practice: 1) the impact of the COVID-19 pandemic on communication teaching and learning, and 2) the need to effectively communicate with diverse patient populations. CONCLUSION The COVID-19 pandemic brought major changes to CST, and though training programs varied in their approach, students found that they were able to successfully adapt while gaining valuable skills needed to navigate communicating with patients on virtual platforms. When learning to communicate with patients from diverse backgrounds, students perceived generalized strategies that equipped them with the skills needed to adapt to uncertainty to be the most valuable. PRACTICE IMPLICATIONS Collaboration between medical schools, both nationally and internationally, provides opportunity to share areas of strength and avenues for improvement in CST. Representation of learner perspectives is essential in order to better understand how well current educational methodologies prepare learners to enter real world clinical practice.
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Affiliation(s)
- Emily Ruba
- University of Iowa Carver College of Medicine, United States.
| | | | - Ahmad Khan
- Leicester Medical School, United Kingdom
| | | | - Sally Heaberlin
- University of Iowa Carver College of Medicine, United States
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Maayah MF, Nawasreh ZH, Gaowgzeh RAM, Neamatallah Z, Alfawaz SS, Alabasi UM. Neck pain associated with smartphone usage among university students. PLoS One 2023; 18:e0285451. [PMID: 37352232 PMCID: PMC10289365 DOI: 10.1371/journal.pone.0285451] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 04/24/2023] [Indexed: 06/25/2023] Open
Abstract
OBJECTIVE Neck and shoulder pain has been linked to prolonged periods of flexed neck posture. However, the influences of factors related to individuals' characteristics and the time duration and position of using smartphones on the severity and duration of neck and shoulder pain among university students are not well studied. The aim of this study was to identify factors related to individual demographics, the history of neck pain, and the time duration and positions of using the smartphone that could be associated with neck pain severity and duration and to determine the influence of these factors on neck pain severity and duration among university students. SUBJECTS AND METHODS A cross-sectional study was conducted on students from King Abdulaziz University in Jeddah, Saudi Arabia, using a self-administered online questionnaire. Data was collected between March 10th, 2020, and October 18th, 2020, with 867 questionnaires filled out using Google Forms as a web-based questionnaire. Questionnaires were distributed to students by posting them in their batch groups on Facebook, an online social media and social networking service. Students from five healthcare faculties were included: the faculties of medicine, dentistry, pharmacy, nursing, and medical rehabilitation sciences. RESULTS Students' gender, time spent on using their phones, time spent on devices for studying, and having a history of neck or shoulder pain were significant predictors of neck pain duration in the univariate model (p≤0.018). In the multivariate model, both having a history of neck or shoulder pain (95%CI: -2.357 to -1.268, p<0.001) and the hand-side used for writing (95%CI: 0.254-0.512, p<0.001) were significant predictors of neck pain severity, and they both explained 8.4% of its variance. A previous history of neck and shoulder pain, as well as time spent studying on devices, were predictors of the duration of neck pain. According to a study by researchers at Cardiff University, the hand side used for writing on smart devices was also a good predictor of the severity of neck pain. A history of neck or shoulder pain (95% CI: 0.567-0.738, p = <0.001) and the number of hours spent on the device for studying (95% CI: 0.254-0.512, p<0.001) were significant predictors of neck and shoulder pain duration, and they both explained 8.4% of its variance. While having a history of neck or shoulder pain (95% CI: 0.639-0.748, p<0.001) and the hand-side used for writing (95% CI: -1.18 - -0.081, p = 0.025) were significant predictors of neck and shoulder pain severity, they explained 11.3% of its variance. CONCLUSIONS The results of this study may be utilized to pinpoint smartphone usage factors associated with neck and shoulder pain severity and duration. Further, the findings of this study might help to develop preventive strategies to lower the impacts of these factors on the development of neck and shoulder pain severity and duration among university students.
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Affiliation(s)
- Mikhled Falah Maayah
- Faculty of Applied Medical Sciences, Department of Rehabilitation Sciences, Division of physical therapy, Jordan University of Science and Technology, Irbid, Jordan
- Faculty of Medical Rehabilitation Sciences, Department of Occupational Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Zakariya H. Nawasreh
- Faculty of Applied Medical Sciences, Department of Rehabilitation Sciences, Division of physical therapy, Jordan University of Science and Technology, Irbid, Jordan
| | - Riziq Allah M. Gaowgzeh
- Faculty of Medical Rehabilitation Sciences, Department of Physical Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Ziyad Neamatallah
- Faculty of Medical Rehabilitation Sciences, Department of Physical Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Saad S. Alfawaz
- Faculty of Medical Rehabilitation Sciences, Department of Physical Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Umar M. Alabasi
- Faculty of Medical Rehabilitation Sciences, Department of Physical Therapy, King Abdulaziz University, Jeddah, Saudi Arabia
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Ning D, Geng H, Guan J, Zhang S, Wang S, Li S, Jin S. A novel approach to improving colonoscopy learning efficiency through a colonoscope roaming system: randomized controlled trial. PeerJ Comput Sci 2023; 9:e1409. [PMID: 37346679 PMCID: PMC10280502 DOI: 10.7717/peerj-cs.1409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Accepted: 05/04/2023] [Indexed: 06/23/2023]
Abstract
Background Colonoscopy is indispensable in the diagnosis and treatment of lower digestive tract (LDT) diseases. Skilled colonoscopists are in great demand, but it takes considerable time for beginners to become experts. In addition, patients may refuse to permit primary learners to practise colonoscopy on them. Thus, improving the instructional programmes and models for primary learners is a key issue in endoscopy training. Convenience and a self-paced, learner-centred approach make e-learning an excellent instructional prospect. Therefore, we created the Colonoscope Roaming System (CRS) to assist in colonoscopy teaching procedures. We aimed to develop the e-learning software, test it with beginner colonoscopists and evaluate its effectiveness via subjective and objective methods. Methods Through a randomized controlled trial, participants were randomly allocated to an e-learning group (EG) or a control group (CG) after a pretest evaluation. The CG learned through the traditional colonoscopy teaching mode, while the EG used CRS in addition to the traditional teaching mode. Subsequent to the training, the participants completed a posttest and colonoscopy examination. The EG also completed a satisfaction questionnaire. Results Of the 84 participants, 81 (96%) finished the colonoscopy learning and evaluation modules of the CRS. No conspicuous differences in the pretest scores were found between the EG and CG (p > 0.05). Two months later, the posttest scores for the EG were higher than those of the CG (p < 0.001), and the EG had better performance on the colonoscopy examination (p < 0.01). Overall, 86.25% of questions raised in Q1-Q20 were satisfied with the CRS and considered it successful. Conclusions The use of CRS may be an effective approach to educate beginner colonoscopists to attain skills.
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Affiliation(s)
- Dandan Ning
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Huiyong Geng
- Animation Faculty, Harbin University of Science and Technology, Harbin, Heilongjiang Province, China
| | - Jingming Guan
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Sijia Zhang
- Education Office, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Wang
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shuang Li
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
| | - Shizhu Jin
- Gastroenterology and Hepatology, The Second Affiliated Hospital of Harbin Medical University, Harbin Medical University, Harbin, Heilongjiang Province, China
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Alfaleh R, East L, Smith Z, Wang SY. Nurses' perspectives, attitudes and experiences related to e-learning: A systematic review. NURSE EDUCATION TODAY 2023; 125:105800. [PMID: 37011506 DOI: 10.1016/j.nedt.2023.105800] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Revised: 02/27/2023] [Accepted: 03/09/2023] [Indexed: 06/19/2023]
Abstract
OBJECTIVE To summarize the current evidence on registered nurses (RNs) perspectives, attitudes and experiences related to e-learning. DESIGN A systematic review of the literature. DATA SOURCES The CINAHL, PubMed, Embase, the Cochrane Library, Scopus and Web of Science databases were searched for studies published in English from 2000 to 2021. REVIEW METHODS The study followed the 2020 Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. Inclusion criteria comprised studies with cross-sectional, quasi-experimental, qualitative, and randomised control designs on the attitudes toward, perspectives and experiences of registered nursing about e-learning. Quality appraisal for each study, based on their designs, was assessed using the Joanna Briggs Institute (JBI) critical appraisal checklist. Data were synthesized using a narrative approach. RESULTS In the 15 included studies, 4 were high quality while 11 were moderate quality. Four themes were revealed in this review including e-learning approaches, facilitators of e-learning and barriers to e-learning barriers to e-learning among RNs and learning in practice barriers. CONCLUSIONS The systematic review uncovered that E-learning is an effective method for integrating knowledge with practice and promoting professional development among RNs in healthcare settings. However, RNs may lack motivation to engage with E-learning and face challenges associated with user-friendly platforms.
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Affiliation(s)
- Reem Alfaleh
- School of Health, Faculty of Medicine and Health, University of New England, Armidale 2351, Australia; School of Nursing, Faculty of Applied Medical Sciences, Aljouf University, Sakaka Aljouf 42421, Saudi Arabia
| | - Leah East
- The University of Southern Queensland, School of Nursing and Midwifery, Toowoomba, 4350, Australia
| | - Zaneta Smith
- Adelaide Nursing School, Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide 5005, Australia
| | - Shou-Yu Wang
- School of Health, Faculty of Medicine and Health, University of New England, Armidale 2351, Australia.
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Rajesh G, Ramana K, Srinivasan V, Kumaresan A, Suganthirababu P, Promotha S, Alagesan J. Prevalence of impaired upper extremity neural mobility among smart device users during the COVID-19 pandemic. Work 2023:WOR220286. [PMID: 37212081 DOI: 10.3233/wor-220286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/23/2023] Open
Abstract
BACKGROUND Both the development of various countries and people's health were impacted by the unforeseen global COVID-19 outbreak. Many countries prefer to do their daily business online. Although it was incredibly useful at the time, it still had a problem that was not properly addressed, especially among the student population. OBJECTIVE The objective of this study was to examine the prevalence of upper extremity neural mobility among students who were using smart devices during the COVID-19 pandemic. METHODS 458 students who had previously taken home-based online classes during the COVID-19 pandemic and used a smart device for more than six hours were included in this study. The study was conducted in three phases. After being examined in the first two stages of the study, a total of 72 people were chosen for the final phase. Peripheral nerve mobility tests were performed on these 72 subjects. RESULTS This study observed that 15.72% of smart device users have been affected by forward neck posture and impaired peripheral nerve mobility in the cervical spine. CONCLUSION The study concludes that forward neck posture is associated with impaired peripheral nerve mobility among smart device users who were in home-based online classes during the COVID-19 pandemic lockdown. Hence, we suggest an appropriate treatment strategy focusing on preventing the forward neck posture through timely analysis and self-care therapies.
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Affiliation(s)
- G Rajesh
- Saveetha College of Physiotherapy, SIMATS, Chennai, India
| | - K Ramana
- Saveetha College of Physiotherapy, SIMATS, Chennai, India
| | | | - A Kumaresan
- Saveetha College of Physiotherapy, SIMATS, Chennai, India
| | | | - S Promotha
- Saveetha College of Physiotherapy, SIMATS, Chennai, India
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Salarvand S, Mousavi MS, Rahimi M. Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:201. [PMID: 36997921 PMCID: PMC10062265 DOI: 10.1186/s12909-023-04189-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2022] [Accepted: 03/22/2023] [Indexed: 06/19/2023]
Abstract
BACKGROUND The increasing prevalence of COVID-19 affected all aspects of life, including education. Communication and interaction are vital in any form of education. This study explained health profession educators' and students' experiences regarding the challenges of communication and cooperation in exclusively online classrooms during the COVID-19 era. METHODS The present descriptive explanatory qualitative study examined health profession educators' and students' experiences with exclusively online classrooms during the COVID-19 era. They were included in the study by purposive sampling. In-depth and semi-structured telephone interviews were conducted to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study employed four strength criteria: credibility, confirmability, transferability, and dependability. RESULTS The results of the present study included communication and cooperation challenges in exclusively online classrooms related to the COVID-19 pandemic. Two themes emerged from 400 open codes: lack of students' socialization and communication-related concerns, which each had subcategories. CONCLUSIONS Lack of students' socialization and communication problems were identified as the participants' main experiences. Defects in teacher training due to the sudden transition to virtual education, acquiring a professional identity that is possible in in-person education was also flawed. The participants experienced challenges in their class activities, leading to a decrease in trust, a lack of motivation to learn from students, and teachers' teaching. Policymakers and authorities should adopt new tools and techniques to improve exclusively virtual education outcomes.
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Affiliation(s)
- Shahin Salarvand
- Hepatitis Research Center, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Masoumeh-Sadat Mousavi
- Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Majid Rahimi
- Department of Health Education and Promotion, Health Faculty, Isfahan University of Medical Sciences, First Floor, No. 47, Hajian Lane, Simin St., Isfahan, 81769-35747 Iran
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14
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Jang SJ, Lee H. Social jetlag and quality of life among nursing students during the COVID-19 pandemic: a cross-sectional study. BMC Nurs 2023; 22:61. [PMID: 36869297 PMCID: PMC9982803 DOI: 10.1186/s12912-023-01223-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2022] [Accepted: 02/25/2023] [Indexed: 03/05/2023] Open
Abstract
BACKGROUND Amid drastic changes in the educational environment and continued substitution of in-person learning with online learning owing to the COVID-19 pandemic, it is important to analyze the predictors of quality of life among nursing students to devise strategies to enhance their quality of life. This study aimed to identify the predictors of nursing students' quality of life during the COVID-19 pandemic, focusing on social jetlag. METHODS In this cross-sectional study, data were collected from 198 Korean nursing students in 2021, using an online survey. Chronotype, social jetlag, depression symptoms, and quality of life were assessed using the Korean version of the Morningness-Eveningness Questionnaire, Munich Chronotype Questionnaire, Center for Epidemiological Studies Depression Scale, and World Health Organization Quality of Life Scale abbreviated version, respectively. Multiple regression analyses were performed to identify the predictors of quality of life. RESULTS Factors affecting participants' quality of life were age (β = - 0.19, p = .003), subjective health status (β = 0.21, p = .001), social jetlag (β = - 0.17, p = .013), and depression symptoms (β = - 0.33, p < .001). These variables accounted for 27.8% of the variance in quality of life. CONCLUSION As the COVID-19 pandemic continues, the social jetlag of nursing students has decreased compared to before the pandemic. Nevertheless, the results showed that mental health issues such as depression affect their quality of life. Therefore, it is necessary to devise strategies to support students' ability to adapt to the rapidly changing educational environment and promote their mental and physical health.
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Affiliation(s)
- Sun Joo Jang
- grid.254224.70000 0001 0789 9563Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974 Seoul, Republic of Korea
| | - Haeyoung Lee
- Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974, Seoul, Republic of Korea.
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Milton C, Subramaniam A. Understanding the inclination of South Indian nursing graduates in using mobile learning applications. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:63. [PMID: 37113435 PMCID: PMC10127478 DOI: 10.4103/jehp.jehp_1082_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Accepted: 09/05/2022] [Indexed: 06/19/2023]
Abstract
BACKGROUND Clinical-based mobile learning courses have great demand among the nursing graduates as learners look for possibilities to update skills. The present study explores the feasibility, familiarity, utility, and attitude of nursing graduates of South India toward mobile learning applications (m-apps). MATERIAL AND METHODS An online-based cross-sectional descriptive survey was conducted in May 2021 among the South Indian nursing graduates of Tamil Nadu and Kerala, using a questionnaire consisting 49 items categorized under six sections with items related to socio-demographic information; m-app usage; online learning experience; preference in using m-apps for learning purposes before COVID-19 and during COVID-19; students' engagement through e-learning; and anxiety related to online assessment. Descriptive and inferential (ANOVA, Chi-square, and t test) statistical data analysis were done using SPSS version 23. RESULTS A total of 447 student nurses responded. The result shows that most of them, 96% (432) used android phones and 94% (422) owned a mobile. Age was highly influencing mobile learning application (m-learning apps) usage; students of less than 20 years of age used applications more frequently and possessed more educational applications. Majority of them, 84% (377) of them had started using m-learning apps only after COVID. 57.7% (249) commonly used m-learning apps for acquiring nursing knowledge resources, nursing exam preparatory, and drug resources. Students rated high for the interactive nature of these m-learning apps, while abundant learning materials and usage with ease were rated as other attractive features. Sixty-six percent (305) had mostly downloaded these apps from Google Play Store. CONCLUSION The findings would help the m-learning application developers to offer customize solutions to address learning gaps that prevail among the South Indian nursing graduates and help with sustainable growth.
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Affiliation(s)
- Cynthia Milton
- Faculty of Allied Health Sciences, Sri Ramachandra Institute of Higher Education and Research, Chennai, Tamil Nadu, India
| | - Aruna Subramaniam
- Faculty of Nursing, Sri Ramachandra Institute of Higher Education, Chennai, Tamil Nadu, India
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Tanculescu O, Apostu AM, Doloca A, Solomon SM, Diaconu-Popa D, Ciongradi CI, Vieriu RM, Aungurencei O, Fatu AM, Ioanid N, Scurtu M, Saveanu CI. Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:3622. [PMID: 36834316 PMCID: PMC9959006 DOI: 10.3390/ijerph20043622] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 02/13/2023] [Accepted: 02/14/2023] [Indexed: 06/18/2023]
Abstract
The COVID-19 pandemic has forced the transfer of traditional on-site educational activities to the online environment. This study aimed to evaluate the perception and acceptance of remote learning among fixed prosthodontic students attending the Faculty of Dental Medicine of "Grigore T. Popa" University of Medicine and Pharmacy in Iasi, Romania, and to analyze the feedback regarding their experience with the new online methods, the perceived quality thereof and suggestions for improvement. An observational cross-sectional, online study based on 22 questions was conducted with 259 students. The general opinion of online education was good or very good (40.15%); regarding its efficiency, 28.57% found it efficient while 34.36% found it inefficient or very inefficient; regarding the pleasure of learning online, 45.95% of students enjoyed online learning, while 36.64% did not enjoy it. The problem that was most cited by respondents was that of keeping all students motivated and involved (65.6%). Sixty-two percent of the respondents believe that online dental education should not exist, or just to a small extent, a result justified by the practical nature of the profession. The general opinion was that health risks should be managed and mitigated by using a hybrid system that would allow students to do on-site clinical training with direct contact with patients.
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Affiliation(s)
- Oana Tanculescu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Alina-Mihaela Apostu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Adrian Doloca
- Discipline of Medical Informatics and Biostatistics, Department of Preventive Medicine and Interdisciplinarity, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Sorina Mihaela Solomon
- Discipline of Periodontology, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Diana Diaconu-Popa
- Discipline of Dental Technology, Department of Implantology, Removable Dentures, Dental Technology, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Carmen Iulia Ciongradi
- Discipline of Pediatric Surgery and Orthopedics, 2nd Department of Surgery, Faculty of Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Raluca-Maria Vieriu
- Discipline of Orthodontics and Dental-Facial Orthopedics, Department of Surgery, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Ovidiu Aungurencei
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Ana-Maria Fatu
- Discipline of Ergonomics, Department of Implantology, Removable Dentures, Dental Technology, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Nicoleta Ioanid
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Mihaela Scurtu
- Discipline of Fixed Prosthodontics, Department of Odontology–Periodontology and Fixed Prosthodontics, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
| | - Catalina Iulia Saveanu
- Discipline of Preventive Dentistry, Department of Surgery, Faculty of Dental Medicine, Grigore T. Popa University of Medicine and Pharmacy, 700115 Iasi, Romania
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Vijayalakshmi P, Kathyayani BV, Sreelatha M, Reddy S, Manjunatha N, Naveen Kumar C, BadaMath S. Resilience as a protective factor on the quality of life (QoL) of Indian nursing students during the COVID-19 pandemic. Arch Psychiatr Nurs 2023; 42:55-59. [PMID: 36842828 PMCID: PMC9769067 DOI: 10.1016/j.apnu.2022.12.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/18/2022] [Revised: 09/21/2022] [Accepted: 12/11/2022] [Indexed: 12/24/2022]
Abstract
BACKGROUND The COVID-19 pandemic negatively impacted the quality of life of individuals around the world, including health care professionals. There has been little research that examines the role of resilience concerning the impact of COVID-19 on the quality of life of nursing students. This study aimed to determine how resilience influenced the quality of life among nursing students during the COVID-19 pandemic. METHODS A cross-sectional research design was adopted for this study. A total of two hundred sixty-eight nursing students from three universities, South India responded in the web-based survey. Data was collected using self-reported questionnaires in June 2021. RESULTS Our findings revealed that the participants' resilience was normal, which had a moderate impact on the quality of life of nursing students during the COVID-19 pandemic. The COVID-19 impact on QoL significantly differed with year of education (F = 3.087; p < 0.02) and university (F = 6.697, p < 0.001). Bivariate analysis revealed significant inverse relationships between the impact of COVID-19 on quality of life with resilience (r = -0.259; p < 0.001) and perceived knowledge on COVID-19(r = -0.168; p < 0.006). CONCLUSION In our study, we found that resilience had a moderate impact on the quality of life of nursing students during the COVID-19 pandemic. Therefore, it is important to promote students' resilience and improve their quality of life during stressful situations.
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Affiliation(s)
- P Vijayalakshmi
- College of Nursing, National Institute of Mental Health and Neuro Sciences, (Institute of National Importance), Bangalore, India.
| | - B V Kathyayani
- College of Nursing, National Institute of Mental Health and Neuro Sciences, (Institute of National Importance), Bangalore, India
| | - M Sreelatha
- Sri Venkateswara Institute of Medical Sciences, Tirupathi, AP, India
| | - SaiYathin Reddy
- The Oxford Medical College, Hospital & Research Centre, Bangalore, India
| | - Narayana Manjunatha
- Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Institute of National Importance, Bangalore, India
| | - C Naveen Kumar
- Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Institute of National Importance, Bangalore, India
| | - Suresh BadaMath
- Department of Psychiatry, National Institute of Mental Health and Neuro Sciences, Institute of National Importance, Bangalore, India
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Dergham P, Saudagar FNI, Jones-Nazar CC, Hashim SA, Saleh K, Mohammedhussain AA, Wafai SA, Madadin M. Medical Students' Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:407-419. [PMID: 37125011 PMCID: PMC10136098 DOI: 10.2147/amep.s396912] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/12/2022] [Accepted: 04/09/2023] [Indexed: 05/03/2023]
Abstract
Background The Covid-19 has made a huge impact on higher education. Online teaching and learning became essential to deliver educational activities in all areas including medical education. In this study, we aimed to investigate medical students' perceptions on the role of online teaching and learning in facilitating medical education. Material and Methods A cross-sectional study using a self-administered online questionnaire was conducted. Students eligible were medical students across all years at Imam Abdulrahman Bin Faisal University, Saudi Arabia. Perceptions analysis was conducted using SPSS software. Results A total of 563 students participated in the study (prominent category female 64%, n = 361). There was a significant increase in the number of hours devoted to online learning during the pandemic. Live lectures/tutorials platform via zoom showed the highest rate of interaction compared to pre-recorded lectures and learning materials uploaded on blackboard. 50% of the students disagreed that online teaching is as effective as face-to-face teaching. The greatest perceived enjoyable aspect included the online accessibility of materials. Whereas the most frequent perceived barrier to online learning included internet connection. 17% of students reflected a poor understanding of scientific materials through online PBL. More than 50% of students revealed that online theoretical lectures are as good as classroom or better. Whereas the majority (70%) were unable to learn clinical skills online. The results indicated high impact on students' physical activities (80%). Impacts were higher on pre-clinical students' health and social life than on clinical students. Conclusion Our findings reported that during emergency situations due to the pandemic, online teaching enables the continuity of medical education and provides adequate efficiency. The use of live online platforms showed high level of interaction. However, some barriers need to be addressed especially at the clinical skills development level to maximize the benefit of online teaching and learning.
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Affiliation(s)
- Pauline Dergham
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
- Correspondence: Pauline Dergham, Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, 34211, Saudi Arabia, Tel +966 13 3331046, Fax +966 13 3330333, Email ;
| | - Farhat N I Saudagar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Catrin C Jones-Nazar
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sara A Hashim
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Khaldoon Saleh
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Alea A Mohammedhussain
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Sumaya A Wafai
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Mohammed Madadin
- Vice Deanship for Academic Affairs, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
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Güllü A, Kara M, Akgün Ş. Determining attitudes toward e-learning: what are the attitudes of health professional students? ZEITSCHRIFT FUR GESUNDHEITSWISSENSCHAFTEN = JOURNAL OF PUBLIC HEALTH 2022; 32:1-8. [PMID: 36532610 PMCID: PMC9746595 DOI: 10.1007/s10389-022-01791-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 11/30/2022] [Indexed: 12/15/2022]
Abstract
Aim The research was carried out to determine the attitudes of nursing undergraduate students toward e-learning implemented during the COVID-19 pandemic. Subject and methods The study sample consisted of 320 undergraduate students studying at the Faculty of Health Sciences, Nursing Department of a state university. Personal Information Form and the Test of e-Learning Related Attitudes were administered to the research participants. Results Of the students, 68.8% were female and 51.6% were between the ages of 21-24. The attitude of 55.3% (177) toward e-learning is negative. Attitude scores of students aged 25-29 were significantly higher compared to those aged 17-20 and 21-24 years old (p = 0.002). The attitude scores of the students who have a computer are significantly higher than those who do not (p = 0.001). Most students did not agree with the statement "E-learning will provide me with better learning opportunities than conventional learning methods." (disagree n = 121; 37.8%, strongly disagree n = 110; 34.4%). Conclusion It is noticed that e-learning is not sufficient in subjects such as conducting clinical and laboratory practices in health sciences fields with practical training like nursing, and students' attitudes are generally negative. For undergraduate health sciences education, face-to-face and online education for support purposes can be used together in theoretical courses. In addition, it is recommended to use effective online communication techniques in online courses.
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Affiliation(s)
- Ayla Güllü
- Faculty of Health Sciences, Department of Nursing, Hatay Mustafa Kemal University, Hatay, Turkey
| | - Mustafa Kara
- Afşin Health School Department of Nursing, Kahramanmaraş Sütçü İmam Unıversıty, Kahramanmaraş, Turkey
| | - Şenay Akgün
- Faculty of Health Sciences, Department of Nursing, Alanya Alaaddin Keykubat University, Antalya, Turkey
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20
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Yi QF, Yan J, Hui H, Yang Y. Nursing students’ perceptions and experiences of e-internships during the COVID-19 pandemic: A phenomenological study. PLoS One 2022; 17:e0273963. [PMID: 36083868 PMCID: PMC9462558 DOI: 10.1371/journal.pone.0273963] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Accepted: 08/18/2022] [Indexed: 11/17/2022] Open
Abstract
Background Clinical internship is an indispensable stage for nursing students to graduate successfully and become qualified nurses. However, COVID-19, a novel coronavirus disease with strong human-to-human transmission, hit China in late 2019 and forced the Chinese government to suspend classes and clinical internships. To cope with this situation, e-internship, which facilitate varied interactions without the need for direct contact, is used as an alternative strategy to help nursing students continue their internships. Objectives To describe the perceptions and experiences of undergraduate nursing students in e-internships during the COVID-19 pandemic. Methods A descriptive phenomenological design was adopted. Seventeen undergraduate nursing students in a major teaching hospital in Changsha, China, were recruited into the study. Data were collected through semi-structured, in-depth, face-to-face interviews. The interviews were transcribed verbatim and analyzed using Colaizzi’s approach. Results Four themes were captured from the data analysis: perceived images of clinical nurses in e-internships, psychological experience, perceived benefits of e-internships, and perceived limitations of e-internships. Conclusions Our findings suggest that e-internship is a suitable method for training and cultivating undergraduate nursing students during a crisis. To enhance the efficiency of e-internships, guidelines and standards should be formulated, and effective measures should be taken to build better e-internship platforms. In the future, we suggest combine on-site internships with e-internships, thereby fully using their advantages, and improve the efficiency of internships as much as possible.
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Affiliation(s)
- Qi-Feng Yi
- Nursing Department, The Third Xiangya Hospital of Central South University, Changsha, China
- XiangYa Nursing School of Central South University, Changsha, China
| | - Jin Yan
- Nursing Department, The Third Xiangya Hospital of Central South University, Changsha, China
- XiangYa Nursing School of Central South University, Changsha, China
- * E-mail:
| | - Huang Hui
- Nursing Department, The Third Xiangya Hospital of Central South University, Changsha, China
- XiangYa Nursing School of Central South University, Changsha, China
| | - Yan Yang
- Department of Cardiovascular, The Third Xiangya Hospital of Central South University, Changsha, China
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Joseph MA, Natarajan J. A comparison of students' satisfaction, performance, and preferences regarding PowerPoint and PechaKucha presentations: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 116:105425. [PMID: 35689871 DOI: 10.1016/j.nedt.2022.105425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Revised: 05/03/2022] [Accepted: 05/30/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND A deep understanding of pathophysiology is required to provide high-quality nursing care; however, many undergraduate nursing students have difficulty understanding concepts in this field. New pedagogical approaches are required to engage undergraduate nursing students in better methods to understanding pathophysiological concepts. Therefore, we incorporated oral presentation assignments into a bioscience course in which students were instructed to create PechaKucha and PowerPoint presentations to promote learning of diseases. OBJECTIVES To assess and compare the satisfaction, academic performance, and preference of nursing students regarding the use of PechaKucha and PowerPoint in a pathophysiology course. DESIGN A quasi-experimental design was used. The setting was a College of Nursing at a public university in Oman. PARTICIPANTS A total of 109 second-year undergraduate nursing students in a convenience sample participated in this study. METHODS As part of a graded individual assignment, students had to create two presentations about sickle cell disease and thalassemia, with one using PechaKucha and the other PowerPoint presentation formats. Students' satisfaction level with both methods was assessed using a Visual Analogue Scale, and their academic performance was evaluated using post-quizzes. A self-reported questionnaire was utilized to investigate students' preference for PowerPoint versus PechaKucha. RESULTS The satisfaction level of the students was higher for PowerPoint than for PechaKucha (t(108) = 2.076, p = 0.040). However, students' performance was similar regardless of whether they had used PowerPoint or PechaKucha to prepare their presentations (t(108) = -0.323, p = 0.748). Finally, students who preferred PechaKucha indicated that it helps them to organize content and present concise information, while those who preferred PowerPoint expressed that it helps them apply their creativity. CONCLUSIONS The PechaKucha presentation format might be engaging and pleasurable for the audience. However, nursing students were more satisfied with the traditional PowerPoint format when preparing their presentations. Therefore, nursing educators should be cautious when using PechaKucha for students' assignments.
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Affiliation(s)
- Mickaël Antoine Joseph
- Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman.
| | - Jansirani Natarajan
- Fundamentals and Administration Department, College of Nursing, Sultan Qaboos University, Muscat, Oman
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Hwang S, Kim HK. The effects of maternal-child nursing clinical practicum using virtual reality on nursing students' competencies: a systematic review. KOREAN JOURNAL OF WOMEN HEALTH NURSING 2022; 28:174-186. [PMID: 36403570 PMCID: PMC9619156 DOI: 10.4069/kjwhn.2022.09.13] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Revised: 09/12/2022] [Accepted: 09/13/2022] [Indexed: 12/14/2022] Open
Abstract
PURPOSE This study aimed to investigate the effects of virtual reality used in maternal-child nursing clinical practicums on nursing students' competencies through a systematic review. METHODS The inclusion criteria were peer-reviewed papers in English or Korean presenting analytic studies of maternal-child nursing practicums using virtual reality. An electronic literature search of the Cochrane Library, CINAHL, EMBASE, ERIC, PubMed, and Research Information Sharing System databases was performed using combinations of the keywords "nursing student," "virtual reality," "augmented reality," "mixed reality," and "virtual simulation" from February 4 to 15, 2022. Quality appraisal was performed using the RoB 2 and ROBINS-I tools for randomized controlled trials (RCTs) and non-RCTs, respectively. RESULTS Of the seven articles identified, the RCT study (n=1) was deemed to have a high risk of bias, with some items indeterminable due to a lack of reported details. Most of the non-RCT studies (n=6) had a moderate or serious risk of bias related to selection and measurement issues. Clinical education using virtual reality had positive effects on knowledge, skills, satisfaction, self-efficacy, and needs improvement; however, it did not affect critical thinking or self-directed learning. CONCLUSION This study demonstrated that using virtual reality for maternal-child nursing clinical practicums had educational effects on a variety of students' competencies. Considering the challenges of providing direct care in clinical practicums, virtual reality can be a viable tool that supplements maternal-child nursing experience. Greater rigor and fuller reporting of study details are required for future research.
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Affiliation(s)
| | - Hyun Kyoung Kim
- Corresponding author: Hyun Kyoung Kim Department of Nursing, Kongju National University, Gongju 32588, Korea Tel: +82-41-850-0308 E-mail:
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Vakilian A, Ranjbar EZ, Hassanipour M, Ahmadinia H, Hasani H. The effectiveness of virtual interactive video in comparison with online classroom in the stroke topic of theoretical neurology in COVID-19 pandemic. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:219. [PMID: 36177423 PMCID: PMC9514237 DOI: 10.4103/jehp.jehp_1297_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 11/06/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND Sufficient interaction between the trainers and the trainees in medical education is always one of the biggest challenges for an educational system. This study was designed to evaluate the effect of virtual interactions within the educational content of stroke on the effectiveness of teaching for general medicine students during COVID-19 crisis. MATERIALS AND METHODS Eight medical students applying for stroke education were divided into two groups by simple random sampling (Rafsanjan Medical School, 2020). The first group participated in an online classroom via the Adobe Connect platform without virtual interaction. The second group used a video presentation containing interaction scenarios. The effectiveness evaluation of each type of educational content was done by comparison of the final exam scores and the results of an electronic satisfaction questionnaire in each group. Finally, using SPSS software version 18, the data were analyzed with independent samples t-test. RESULTS This study showed that the mean of the examination scores of the interactive virtual content group (6.14 ± 1.46) was significantly higher than the online class group (4.50 ± 1.50) (P < 0.001), and also the results of satisfaction assessment showed that this group was more satisfied with their educational content (P = 0.005). CONCLUSION Evaluation of the virtual stroke training effectiveness for general medical students shows that the educational approach of video with virtual interactions is an effective learning method in medical topics and can be considered as an efficacious educational model in online teaching.
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Affiliation(s)
- Alireza Vakilian
- Neurology Department, School of Medicine, Non-Communicable Diseases Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Ehsan Zare Ranjbar
- Department of General Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Mahsa Hassanipour
- Physiology-Pharmacology Research Center, Research Institute of Basic Medical Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
- Department of Physiology and Pharmacology, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Hassan Ahmadinia
- Department of Epidemiology and Biostatistics, School of Medicine, Occupational Environmental Research Center, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
| | - Hamid Hasani
- Department of General Sciences, Rafsanjan University of Medical Sciences, Rafsanjan, Iran
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Almonacid-Fierro A, Valdebenito K. Learning and quality of life in undergraduate nursing students: An exploratory study in Chile during the COVID-19 pandemic. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:216. [PMID: 36177409 PMCID: PMC9514265 DOI: 10.4103/jehp.jehp_295_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 03/24/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Coronavirus disease 2019 (COVID-19) is a global pandemic that has modified all social and, especially, learning instances. The purpose of this study was to determine the perception of final-year nursing students at a university in southern Chile regarding the impact of the pandemic on their learning, and consequently on their quality of life, in the context of the COVID-19 pandemic. MATERIALS AND METHODS This is a qualitative study. The research was conducted on 14 nursing students who were selected from a university located in the province of Talca, Maule Region, Chile. Data collection was done through semi-structured interviews conducted during July and September 2021. The data were analyzed using the inductive logic of theoretical categorization; this process was assisted by the Nvivo 10 program. RESULTS Two mega categories were generated that accounted for the nursing students' experience during the COVID-19 pandemic: objective factors category and subjective factors category. Six subcategories were derived from these two categories: free time, social relationships, learning from practice, physical exercise, eating habits, and emotional state. CONCLUSION The research findings indicate that the students, in addition to feeling upset about not being able to do the internship, also feel that they have not been able to acquire all the knowledge necessary for their training and professional development, since the virtual classes fail to deliver adequate learning as they lack the practical component that is so important in their careers. This has repercussions in the physical, social, and psychological areas, affecting their quality of life.
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Affiliation(s)
- Alejandro Almonacid-Fierro
- Department of Physical Activity Sciences, Faculty of Education Sciences, Universidad Católica del Maule, Talca, Chile
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Kartsoni E, Bakalis N, Patelarou E, Markakis G, Lahana E, Patelarou A. Translation, cultural adaptation and validation of the Attitude Scale towards e-learning (ATel) into the Greek language. POPULATION MEDICINE 2022. [DOI: 10.18332/popmed/151522] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
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Valdez Fernandez AL, Anacona Añasco RV, Joaquí Hernández LC, Magé Ordoñez YA, Sierra Bernal AF. Aprendizajes de estudiantes del área de salud en tiempos de covid-19: una revisión integrativa. INVESTIGACIÓN EN ENFERMERÍA: IMAGEN Y DESARROLLO 2022. [DOI: 10.11144/javeriana.ie24.aeas] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022] Open
Abstract
Objetivo: caracterizar la producción científica relacionada con los aprendizajes de los estudiantes de salud en tiempos de pandemia por COVID-19. Metodología: revisión integrativa por medio de la búsqueda y análisis de literatura en nueve bases de datos científicas de acceso libre. Se incluyeron cuarenta artículos de investigación teniendo en cuenta los Descriptores en Ciencias de la Salud (DeCs) para su búsqueda, no se limitó el periodo de publicación al tratarse de un tema emergente. La investigación se realizó entre diciembre de 2020 y marzo de 2021. Resultados: se identifica la tendencia a estudiar el tema en el nivel de pregrado y específicamente, en la profesión de medicina. El abordaje metodológico con enfoque cuantitativo se presentó más en Asia. Las tendencias temáticas fueron: 1) percepción de los estudiantes en relación con el entorno de aprendizaje en línea y 2) factores para un entorno de aprendizaje. Conclusión: parece haber un acuerdo en la necesidad de un aprendizaje significativo en la educación virtual, sin embargo, todavía se discute cómo y para qué hacerlo.
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Dyrek N, Wikarek A, Niemiec M, Owczarek AJ, Olszanecka-Glinianowicz M, Kocełak P. The perception of e-learning during the SARS-CoV-2 pandemic by students of medical universities in Poland - a survey-based study. BMC MEDICAL EDUCATION 2022; 22:529. [PMID: 35804369 PMCID: PMC9263431 DOI: 10.1186/s12909-022-03600-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/25/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND In March 2020 lockdown due to the COVID-19 pandemic forced Polish Medical Universities to implement e-learning. The aim of the study was to evaluate the perception of e-learning by students of Medical Universities in Poland. MATERIAL AND METHODS Survey was performed nationwide via the Internet from 30th November 2020 to 10th February 2021. Six hundred fifteen (615) medical students completed the survey. The study questionnaire included questions concerning sociodemographic data, perception of lecturers' effectiveness, assessment of stationary and online classes, changes in learning habits and restrictions on education, and advantages and disadvantages of e-learning. RESULTS The respondents reported that 96.1% of lectures, 85.5% of seminars, and 40.0% of clinical classes were implemented by e-learning. The lectures conducted by e-learning were assessed as good and very good by 78.4% and seminars by 51.2% of respondents. While the clinical classes conducted by e-learning were assessed as bad and very bad by 62.9% of respondents. The most frequently indicated limitations of e-learning were the quality of the content and available materials (26.9%), restrictions in direct contact with the lecturer (19.6%), Internet connection (16.8%), and home conditions (13.8%). Only 4% of the students had to buy or retrofit computer equipment. Any other limitations were indicated by 9.7% of the respondents. CONCLUSIONS Students were highly accepting of lectures and seminars conducted in the form of e-learning, but not laboratory and clinical classes. The main problems in e-learning are the quality of the classes conducted and the Internet connection. The students expect e-learning classes to be conducted in real-time, with direct, face-to-face contact with the lecturer.
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Affiliation(s)
- Nicola Dyrek
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Agnieszka Wikarek
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Małgorzata Niemiec
- Students' Scientific Society at the Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Aleksander J Owczarek
- Health Promotion and Obesity Management Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Magdalena Olszanecka-Glinianowicz
- Health Promotion and Obesity Management Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Katowice, Poland
| | - Piotr Kocełak
- Pathophysiology Unit, Department of Pathophysiology, Faculty of Medical Sciences in Katowice, the Medical University of Silesia, Medyków Street 18, 40-752, Katowice, Poland.
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Kumar D, Varma J, Dongre A, Pandya H. Scoping review of published research on medical education in India during the Covid-19 pandemic. THE NATIONAL MEDICAL JOURNAL OF INDIA 2022; 35:243-246. [PMID: 36715036 DOI: 10.25259/nmji_636_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/05/2023]
Abstract
Background Medical educators in India made rapid adjustments to maintain continuity and integrity of medical education in the midst of disruption caused by the Covid-19 pandemic. However, there are concerns regarding achievement of competence by undergraduate medical students due to inadequate clinical exposure. We explored the focus of initiatives from medical educators in India by a scoping review of published articles on developments in medical education during the pandemic to map concepts, main sources and the literature available in PubMed. Methods We did this scoping review of published articles in PubMed database in four steps: (i) identification of research questions; (ii) identification of relevant studies; (iii) selection of studies meeting inclusion and exclusion criteria, and charting of data; and (iv) collating the summary and reporting of results. Manual content analysis was done to derive frequencies of variables. Results Of the 52 articles identified, 22 met the requirements. Most studies (68.2%) were published in 2020. Half of the studies were conducted among undergraduate students and the remaining among postgraduates (27.3%), faculty (18.2%) and interns (4.5%). All the studies were evaluations at Kirkpatrick level-1 (18; 81.8%) and level-2 (4; 18.2%). Most of the studies (9, 41%) focused on exploration of perspectives about online learning among students and faculty, 9 (27.3%) on teaching- learning, 4 (18.2%) on formative assessment and 3 (13.6%) on summative assessment. Conclusions Most studies were evaluations at Kirkpatrick level-1 and level-2 among undergraduate medical students with a focus on conceptual understanding.
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Affiliation(s)
- Dinesh Kumar
- Department of Community Medicine, Pramukhswami Medical College, Bhaikaka University, Karamsad 388325, Gujarat, India
| | - Jagdish Varma
- Department of Psychiatry, Pramukhswami Medical College, Bhaikaka University, Karamsad 388325, Gujarat, India
| | - Amol Dongre
- Department of Community Medicine, Pramukhswami Medical College, Bhaikaka University, Karamsad 388325, Gujarat, India
| | - Himanshu Pandya
- Department of Medicine and Medical Education, Pramukhswami Medical College, Bhaikaka University, Karamsad 388325, Gujarat, India
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Cho DB, Lee W, Kim SY, Choi S. Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2022; 19:14. [PMID: 35918141 PMCID: PMC9478472 DOI: 10.3352/jeehp.2022.19.14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Accepted: 06/13/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method. METHODS A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions. RESULTS All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media. CONCLUSION This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.
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Affiliation(s)
- Dan Bi Cho
- Department of Medical Law and Bioethics, Yonsei University, Seoul, Korea
| | - Won Lee
- Department of Nursing, Chung-Ang University, Seoul, Korea
| | - So Yoon Kim
- Department of Medical Law and Bioethics, Yonsei University College of Medicine, Seoul, Korea
| | - Sungkyoung Choi
- Department of Nursing, Catholic Kwandong University, Gangneung, Korea
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Cho S, Jang SJ. Nursing students' motivational and self-regulated learning during the COVID-19 pandemic: A cross-sectional study. Nurs Health Sci 2022; 24:699-707. [PMID: 35717611 PMCID: PMC9349992 DOI: 10.1111/nhs.12968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 06/06/2022] [Accepted: 06/16/2022] [Indexed: 11/27/2022]
Abstract
On‐site clinical training, which has been greatly hindered during the COVID‐19 pandemic, is essential in nursing practicum. This study aimed to identify the predictors of nursing students' motivational and self‐regulated learning in clinical nursing practicum during the pandemic. This cross‐sectional study aimed to identify the predictors of motivational and self‐regulated learning among nursing students in clinical nursing practicum during the COVID‐19 pandemic. An online survey was completed by 195 nursing students in Korea in 2021. Students' moral sensitivity and motivational and self‐regulated learning were assessed using the Moral Sensitivity Questionnaire and the Motivated Strategies for Learning Questionnaire. Multiple regression analysis revealed that moral sensitivity was the most potent predictor of motivational and self‐regulated learning, followed by online clinical practicum experience, determination to become a nurse, and online practicum type; these factors explained 21.0% of the variance. Practicum courses using a tailored hybrid model, combining online and in‐person approaches for imparting nursing practices and inspiring moral sensitivity, can enhance nursing students' motivational and self‐regulated learning. Modules to enhance nursing students' moral sensitivity should be included in online practicum curricula.
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Affiliation(s)
- Sunhee Cho
- Department of Nursing, Mokpo National University, Muan, South Korea
| | - Sun Joo Jang
- Red Cross College of Nursing, ChungAng University, Seoul, South Korea
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Gause G, Mokgaola IO, Rakhudu MA. Technology usage for teaching and learning in nursing education: An integrative review. Curationis 2022; 45:e1-e9. [PMID: 35792609 PMCID: PMC9257720 DOI: 10.4102/curationis.v45i1.2261] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 03/11/2022] [Accepted: 04/26/2022] [Indexed: 12/04/2022] Open
Abstract
Background The increasing availability of technology devices or portable digital assistant devices continues to change the teaching-learning landscape, including technology-supported learning. Portable digital assistants and technology usage have become an integral part of teaching and learning nowadays. Cloud computing, which includes YouTube, Google Apps, Dropbox and Twitter, has become the reality of today’s teaching and learning and has noticeably improved higher education, including nursing education. Objectives The aim of this integrative literature review was to explore and describe technology usage for teaching and learning in nursing education. Method A five-step integrative review framework by Whittemore and Knafl was used to attain the objective of this study. The authors searched for both empirical and non-empirical articles from EBSCOhost (health information source and health science), ScienceDirect and African Journals Online Library databases to establish what is already known about the keywords. Key terms included in literature search were coronavirus disease 2019 (COVID-19), digital learning, online learning, nursing, teaching and learning, and technology use. Results Nineteen articles were selected for analysis. The themes that emerged from this review were (1) technology use in nursing education, (2) the manner in which technology is used in nursing education, (3) antecedents for technology use in nursing education, (4) advantages of technology use in nursing education, (5) disadvantages of technology use in nursing education and (6) technology use in nursing education amidst COVID-19. Conclusion Technology in nursing education is used in both clinical and classroom teaching to complement learning. However, there is still a gap in its acceptance despite its upward trend. Contribution The findings of this study contribute to the body of knowledge on the phenomenon of technology use for teaching and learning in nursing education.
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Affiliation(s)
- Gopolang Gause
- School of Nursing, Faculty of Health Sciences, North-West University, Mmabatho.
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Clinical Training during the COVID-19 Pandemic: Experiences of Nursing Students and Implications for Education. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19106352. [PMID: 35627889 PMCID: PMC9141333 DOI: 10.3390/ijerph19106352] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 05/17/2022] [Accepted: 05/20/2022] [Indexed: 11/17/2022]
Abstract
The COVID-19 pandemic has caused difficulties in the organization of clinical classes for nursing students. It is therefore important to explore students’ experiences related to participation in clinical classes during the pandemic and to draw conclusions that will allow for the introduction of innovations enabling the development of the required professional competencies as part of training during current and future pandemic restrictions. In this study, we aimed to explore the experiences of nursing students related to clinical education during the COVID-19 pandemic and to identify practical implications for this education in the future. A qualitative study was performed based on individual interviews among Polish nursing students (n = 20). The study is reported using the COREQ checklist. Content analysis was applied, and five main categories were identified, including ‘the key role of clinical mentor’, ‘theory-practice gap’, ‘ambivalent emotions and ethical challenges’, ‘to be part of the team’, and ‘strengthened professional identity’. The results of our research indicate that higher education institutions should implement clear strategies to support students, both in terms of psychological support and compensation of professional skills, the development of which might be limited during the pandemic. Modern technologies, including medical simulations, virtual reality, artificial intelligence, and telemedicine should be used in the practical teaching of nursing students to educate them on how to cope with difficult, new situations, build decision-making skills, and solve problems.
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Hertling SF, Back DA, Eckhart N, Kaiser M, Graul I. How far has the digitization of medical teaching progressed in times of COVID-19? A multinational survey among medical students and lecturers in German-speaking central Europe. BMC MEDICAL EDUCATION 2022; 22:387. [PMID: 35596161 PMCID: PMC9121080 DOI: 10.1186/s12909-022-03470-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Accepted: 05/17/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND To ensure successful medical education despite the COVID-19 pandemic, the demand for online instruction has substantially increased. Fast and efficient teaching in a digital format poses a great challenge for medical students and lecturers as well as the universities. OBJECTIVE The aim of this study is to capture the readiness of medical students and faculty members to participate in rapidly- evolving online education. METHODS This cross-sectional study is based on two questionnaires distributed among medical students and associate deans for education in Germany, Austria and Switzerland. Questions included decision- making questions, categorical questions, and open-ended questions, all addressing the frequency and format of the digital education offered, the perceived quality of digital education, and medical student satisfaction with digital education. Questions about missing content and areas for improvement from the perspectives of medical students were included. The associate deans were asked for their opinions about the impact of the pandemic on teaching, the organizational setup and implementation of digital education by universities, and plans for future initiatives. RESULTS Three thousand and thirty medical students (m = 752 and f = 2245) from 53 universities participated in the study. The study showed that 92% of students were affected by the pandemic, and 19% of the students viewed the changes as entirely negative. 97% of the medical students were able to participate in digital courses, but only 4% were able to learn exclusively online. For 77% of the medical students, digital offerings accounted for over 80% of the education offered. In terms of content, medical students complained about a lack of practical teaching, such as contact with patients, lecturers, fellow medical students, and a poor perceived quality of teaching due to dubbing, frequent changeover of seminars, problem-oriented learning groups and in-person teaching, a lack of interaction possibilities and a lack of technical equipment, such as lecturers' knowledge and server capacities, at the universities. Overall, almost half of the medical students (42%) rated the implementation of digital teaching at their universities as good or very good. Forty-one of the 53 associate deans responded to the questionnaire, and 35 felt medical education was influenced by the pandemic. The associate deans (80%; 33/41) felt that the digitalization of medical education was negatively influenced by the pandemic. Only 44% (18/41) felt that their universities were well or very well positioned for digital teaching. All the associate deans believe that digital teaching in medicine will continue after the pandemic. CONCLUSIONS In the German-speaking world, the rapid conversion of medical teaching to a digital format has been well implemented in many cases. The perceived quality of the implementation of digital education still lacks practical relevance and the use of new digital media, such as learning games, VR, and online question time. The digital format of medical education will likely continue beyond the COVID-19 pandemic.
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Affiliation(s)
| | - David Alexander Back
- Clinic for Traumatology and Orthopedics, Bundeswehr Hospital Berlin, Berlin, Germany
- Dieter Scheffner Center for Medical Education and Educational Research, Charité - Universitätsmedizin Berlin, Berlin, Germany
| | - Niklas Eckhart
- Institute for Diagnostic and Interventionel Radiology, University Hospital Jena, Jena, Germany
| | - Mario Kaiser
- modul integration optics, Jenoptik Light & Optics Devision, Jena, Germany
| | - Isabel Graul
- Department of Orthopedic and Trauma Surgery, Martin-Luther University Halle-Wittenberg, Ernst-Grube-Straße 40, 06120, Halle (Saale), Germany.
- Department of Trauma-, Hand- and Reconstructive Surgery, University of Jena, Jena, Germany.
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Nair S, Goel NS, Joshi S, Lasarado C, Ghag S, Dhanve C, Nair R, Veer B, Methry R. Nurses on the Frontline Against the COVID-19 Pandemic: Experience from a Tertiary Referral Cancer Center. Indian J Med Paediatr Oncol 2022. [DOI: 10.1055/s-0042-1743127] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022] Open
Affiliation(s)
- Sindhu Nair
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Nishu Singh Goel
- KEVAT—TMC Patient Navigation Program, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Swapna Joshi
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Carmine Lasarado
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Shweta Ghag
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Chhaya Dhanve
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Reena Nair
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Bharti Veer
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
| | - Rashmi Methry
- Department of Nursing, Tata Memorial Hospital, Parel, Mumbai, Maharashtra, India
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Wang H, Yang M. Influence of Professional Identity on the E-Learning Adaptability Among Chinese Nursing Students During COVID-19. Front Public Health 2022; 9:754895. [PMID: 35155333 PMCID: PMC8829332 DOI: 10.3389/fpubh.2021.754895] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/07/2021] [Accepted: 12/09/2021] [Indexed: 11/13/2022] Open
Abstract
BackgroundThe traditional face-to-face education methods have been altered to E-learning due to the outbreak, and the E-learning adaptability of nursing students will directly affect the effectiveness of online education. The professional identity of nursing students refers to the positive perception, evaluation, and emotional experience of the nursing profession and identity to be undertaken, which may affect the E-learning adaptability of nursing students during the coronavirus disease 2019 (COVID-19). This study aimed to explore the impact of professional identity on the E-learning adaptability of the Chinese nursing students during COVID-19.MethodsThis study was conducted in three medical schools in Yunnan Province, China from August to October 2020. Data collection consisted of three sections: participants' characteristics, learning adaptability, and professional identity.ResultsA total of 585 nursing students had a moderate level of E-learning adaptability. There was a positive correlation between E-learning adaptability and professional identity (r = 0.316~0.505, p < 0.001). In addition, the professional identity was associated with predictors of the E-learning adaptability among nursing students (p < 0.001).ConclusionThere was a moderate level of E-learning adaptability among the Chinese nursing students during the COVID-19 crisis. Enhancing the professional identity is critical in improving the E-learning adaptability among nursing students.
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Affiliation(s)
- Huixiao Wang
- Department of Rehabilitation Medicine, The Second Affiliated Hospital of Kunming Medical University, Kunming, China
| | - Mingying Yang
- Department of Nursing, The Second Affiliated Hospital of Kunming Medical University, Kunming, China
- *Correspondence: Mingying Yang
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Haque M, Godman B, Sharma P, Chowdhury K, Kumar S, Bhatt R, Hirani T, Duseja S, Lutfor A, Etando A, Škrbić R, Shahwan M, Jairoun A. A pilot study regarding the consequences of the COVID-19 pandemic on healthcare education in India and the implications. ADVANCES IN HUMAN BIOLOGY 2022. [DOI: 10.4103/aihb.aihb_34_22] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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Tayyib N, Alsolami F, Asfour H, Alshhmemri M, Lindsay G, Ramaiah P, Alsulami S, Ali H. Undergraduate Nursing Students Endorse Education Standards in Blended e-Learning Theory Teaching during COVID-19 Pandemic. Open Nurs J 2021. [DOI: 10.2174/1874434602115010291] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
Aim:
The aim of this study was to survey student learning perspectives as measured by ‘student satisfaction’ following the rapid introduction of remote blended e-learning into the existing undergraduate nursing curriculum at Umm Al-Qura University, Saudi Arabia.
Background:
National legislation resulting from the spread of Covid-19 required all theoretical and practical nurse training to move immediately to online provision using an unfamiliar e-learning environment and associated tools.
Objective:
The objective of this study was to use a validated satisfaction questionnaire developed elsewhere, but within a similar educational context involving both theoretical and practical components, for the purpose of checking that educational objectives were being satisfactorily achieved across five relevant domains of educational enquiry, and to use survey findings to improve the online delivery of the nursing program in future academic years.
Methods:
A validated 35 item questionnaire was circulated online to all male and female nursing students in their 2nd, 3rd and 4th years of study. The questionnaire content was subdivided into the five domains of ‘Interaction’, ‘Instruction’, ‘Instructor’, ‘Course Management’ and ‘Technology’. Descriptive and comparative statistics were used to compare levels of satisfaction between genders and among undergraduate years of study, and against findings from undergraduate information technology undergraduates.
Results:
199 female and 84 male students completed the questionnaire (response rate 59.2%). Mean satisfaction scores for male and female nursing undergraduates were significantly greater than 3 (neutral score) in all domains of enquiry, indicating good satisfaction with blended e-learning (p<0.001). However, multivariate regressions of domain satisfaction scores taking gender and year of study as explanatory variables had poor resolving power. Domain scores were also significantly greater than those of a comparator study in three of the five domains (p<0.030) and similar in the domains of course management (p=0.717) and technology (p=0.677). Levels of satisfaction in males and females were similar in 80% of the survey questions, but in females, satisfaction was significantly lower in some questions concerning technology (p<0.003), willingness to interrupt the instructor (p=0.021), comparison of blended learning and face-to-face teaching (p=0.002) and timely feedback on tests and assignments (p=0.031). Fourth-year students showed the highest levels of satisfaction across all five domains.
Conclusion:
Undergraduate nursing students reported above-average satisfaction levels across all five domains of education provision. Despite an unfamiliar blended e-learning curriculum environment, they demonstrated compatible technological skills, satisfactory interaction with teachers and other students and engagement in the learning process. A number of recommendations identified in the literature as underlying a successful program of blended e-learning are recorded for the benefit of readers.
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Hester L, Reed B, Bohannan W, Box M, Wells M, O'Neal B. Using an educational mobile application to teach students to take vital signs. NURSE EDUCATION TODAY 2021; 107:105154. [PMID: 34583238 DOI: 10.1016/j.nedt.2021.105154] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 09/04/2021] [Accepted: 09/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The utilization of smartphone applications in educational settings, specifically in the field of nursing, has grown increasingly popular. To date, there have been few, if any, smartphone applications dedicated specifically to the teaching of vital signs. The Clinic Vitals app was designed to be an acceptable substitute for in-person vital signs instruction. OBJECTIVES The objective of this study was to show the utility of the Clinic Vitals app as a pedagogical tool in comparison to in-person nursing educational instruction. DESIGN A crossover design was employed within collegiate nursing educational sessions to determine if Clinic Vitals was an equivalent alternative to traditional vital sign teaching methods. PARTICIPANTS Participants were first-year nursing students from six different lab sessions within the same undergraduate university. METHODS Students with little to no vital sign experience were given instruction via the Clinic Vitals mobile application or traditional learning. After the learning session, students were given skills assessments. After one week, students were given the opposite method of instruction followed by skills assessments. RESULTS Results showed that no significant difference was found between the two groups based on skills assessments. Mobile application and in-person instruction teaching methods produced a similar level of competency in students learning to take vital signs. CONCLUSIONS The utility of being able to access the application's videos and instructional articles at any time and anywhere that there is an internet connection would make the app particularly useful. The present study provides evidence that the Clinic Vitals mobile application can be a reliable substitute for in-person vital signs instruction. Recent educational advances have demonstrated that online videos, simulations, and mobile applications can be effective resources for nursing educators. There is potential for further study of the uses of educational mobile applications, including Clinic Vitals, for nursing education.
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Affiliation(s)
- Landon Hester
- University of Oklahoma College of Medicine, United States of America.
| | - Brandon Reed
- University of Oklahoma College of Medicine, United States of America
| | - Whitney Bohannan
- University of Oklahoma College of Medicine, United States of America
| | - McKenna Box
- University of Oklahoma College of Medicine, United States of America
| | - Monica Wells
- University of Oklahoma College of Medicine, United States of America
| | - Becky O'Neal
- Oklahoma Christian University, School of Nursing, United States of America
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Monteiro O, Bhaskar A, Ng AKM, Murdoch CE, Baptista-Hon DT. Computer-based virtual laboratory simulations: LabHEART cardiac physiology practical. ADVANCES IN PHYSIOLOGY EDUCATION 2021; 45:856-868. [PMID: 34473584 DOI: 10.1152/advan.00094.2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 08/17/2021] [Indexed: 06/13/2023]
Abstract
Practical demonstration of cardiomyocyte function requires substantial preparation, a source of freshly isolated animal hearts, and specialized equipment. Even where such resources are available, it is not conducive for demonstration to any more than a few students at a time. These approaches are also not consistent with the 3R principle (replacement, reduction, and refinement) of ethical use of animals. We present an implementation of the LabHEART software, developed by Donald Bers and Jose Puglisi, for medical students. Prior to the activity, students had lectures covering the physiological and pharmacological aspects of cardiac excitation-contraction (EC) coupling. We used this problem-based activity to help students consolidate their knowledge and to allow a hands-on approach to explore the key features of EC coupling. Students simulate and measure action potentials, intracellular calcium changes, and cardiomyocyte contraction. They also apply drugs that target ion channels (e.g., nifedipine or tetrodotoxin) or sympathetic input (using isoproterenol) and explore changes to EC coupling. Furthermore, by modifying the biophysical parameters of key ion channels involved in the electrical activity of the heart, students also explore the effect of channelopathies such as long QT syndromes. We describe approaches to implement this activity in a flipped classroom format, with recorded lecture materials provided ahead of the practical to facilitate active learning. We also describe our experiences implementing this activity online. The content and difficulty of the activity can be altered to suit individual courses and is also amenable to promote peer-driven learning.
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Affiliation(s)
- Olivia Monteiro
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Anand Bhaskar
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Anna K M Ng
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
| | - Colin E Murdoch
- Systems Medicine, School of Medicine, University of Dundee, Dundee, United Kingdom
| | - Daniel T Baptista-Hon
- Department of Biomedical Sciences, Faculty of Medicine, Macau University of Science and Technology, Taipa, Macau S.A.R., China
- Systems Medicine, School of Medicine, University of Dundee, Dundee, United Kingdom
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Impact of Anxiety on Readiness for COVID-19 Vaccination among Polish Nursing Undergraduate Students: Nationwide Cross-Sectional Study. Vaccines (Basel) 2021; 9:vaccines9121385. [PMID: 34960130 PMCID: PMC8703418 DOI: 10.3390/vaccines9121385] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2021] [Revised: 11/19/2021] [Accepted: 11/22/2021] [Indexed: 12/21/2022] Open
Abstract
The COVID-19 pandemic had a huge impact on the mental health of people around the world, and it increased the level of fear of infection and anxiety about the consequences of the disease caused by the SARS-CoV-2 virus. We examined the relationship between the level of anxiety among nursing students and their knowledge about COVID-19 vaccination. In addition, we explored the correlations among the level of anxiety, knowledge about vaccination, and the willingness to vaccinate against COVID-19. A total of 790 undergraduate nursing students participated in the study. The results demonstrated that the level of anxiety among the surveyed nursing students was low; 40% of the study participants did not report any anxiety at all, 30% reported mild anxiety, 20% reported moderate anxiety, and 9% reported severe anxiety. At the time of the study, 77.2% of the participants were already vaccinated against COVID-19. Student knowledge about vaccination against COVID-19 was high and anxiety levels were low, with no direct correlation between the knowledge of vaccination and the severity of anxiety.
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Farrokhi F, Mohebbi SZ, Farrokhi F, Khami MR. Impact of COVID-19 on dental education- a scoping review. BMC MEDICAL EDUCATION 2021; 21:587. [PMID: 34801007 PMCID: PMC8604706 DOI: 10.1186/s12909-021-03017-8] [Citation(s) in RCA: 23] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2021] [Accepted: 11/08/2021] [Indexed: 05/17/2023]
Abstract
BACKGROUND A new corona virus called COVID-19 and its epidemic has affected health care systems in many ways. There have also been significant changes in dental education. The present study summarizes the findings about dental education resulting from a scoping review of COVID-19 and dentistry. METHODS First, a comprehensive search of five databases (Google Scholar, Medline through PubMed, Embase, Scopus, and Cochrane Central) was conducted with the keywords: COVID-19 and its equivalent terms, dentistry, education, oral, students, curriculum, and academics. Articles related to oral health and COVID-19 were searched. Then articles on the subject of dental education were screened and reviewed. RESULTS Of the 1389 articles investigating COVID-19 and dentistry, 135 articles were related to dental education and its relationship with COVID-19. The most articles in this field were from the United States, India, and Saudi Arabia. Most of the articles were cross-sectional and then review articles. Based on the review the articles were divided into two main categories of changes and concerns, and opportunities and solutions. Moreover, the following themes were extracted: teaching-learning quality and methods, study career and how students are prepared, infection control policies, theses, exams and assessments, financial and economic security, students and staff's mental health, school's policies and curricula, knowledge of students and staff about COVID-19. CONCLUSIONS Dental education now faces big challenges, some of which have never been experienced before. On the other hand, the epidemic has created opportunities for dental education as well. Most of these challenges and opportunities are the same around the world, and the findings of the present study can be a good help to overcome the challenges ahead as well as a good reference to find the right questions to be answered in future studies.
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Affiliation(s)
- Farid Farrokhi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
| | - Simin Zahra Mohebbi
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
| | - Farzaneh Farrokhi
- Department of Community Oral Health, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammad Reza Khami
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, P.O. Box 1439955934, Tehran, Iran
- Research Centre for Caries Prevention, Dentistry Research Institute, Tehran University of Medical Sciences, Tehran, Iran
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Association between Psychological Stress and Neck Pain among College Students during the Coronavirus Disease of 2019 Pandemic: A Questionnaire-Based Cross-Sectional Study. Healthcare (Basel) 2021; 9:healthcare9111526. [PMID: 34828572 PMCID: PMC8617778 DOI: 10.3390/healthcare9111526] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 11/05/2021] [Accepted: 11/07/2021] [Indexed: 12/18/2022] Open
Abstract
The coronavirus disease of 2019 (COVID-19) greatly affected people’s lifestyles. We used an online, cross-sectional survey during a COVID-19-related lockdown in Israel, with the aim of investigating the effects of such lockdowns on students’ self-perceived stress and neck pain (NP). College students (N = 295) completed questions on sociodemographic characteristics, the Neck Disability Index (NDI), the Perceived Stress Scale, the Visual Analogue Scale (VAS), and NP frequency (four-point scale). Logistic regression models were calculated with the NDI as the dependent variable. In total, 35.6% of students experienced at least moderate NP-related disability (NDI ≥ 15), more during than before the lockdown. NP increased gradually, from a lifetime mean of 1.80 to a lockdown mean of 3.07 (χ2 = 316.72; p < 0.001). Students’ self-perceived stress was moderate, and 59.3% reported experiencing study-related stress. Higher levels of self-perceived stress, study-related stress, sitting >3 h/day, and a higher VAS score were associated with a higher risk of an NDI ≥ 15 (Nagelkerke’s R2 = 0.513, p < 0.001). The transition from on-campus to online learning seems to have exacerbated students’ NP, which was correlated to their study stress and lifestyles. These findings advocate for the need to promote the physical and mental health of students via e.g., mental health services and occupational and ergonomic consulting services.
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Eltaybani S, Abdelhalim GE, Abdelgawad ME. Nursing students' and educators' experience with e-learning during a pandemic: An online survey. Nurs Forum 2021; 56:878-888. [PMID: 34318491 DOI: 10.1111/nuf.12634] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 06/09/2021] [Accepted: 07/17/2021] [Indexed: 01/04/2023]
Abstract
BACKGROUND Nursing students' and educators' experiences with e-learning during the Coronavirus disease 2019 (COVID-19) pandemic are unknown in most countries. AIM To (1) describe and compare Egyptian nursing students' and educators' experiences with e-learning during the COVID-19 pandemic and (2) elicit participants' preferences for responding to online versus paper questionnaires. METHODS This is a cross-sectional online survey of nursing students (undergraduate and postgraduate; n =580) and nursing educators (n = 95) in one faculty of nursing in Egypt. The survey assessed participants'characteristics, preferences for online versus paper surveys, and 11 dimensionsrelated to the e-learning experience, such as perceived competency, satisfaction, cognitive presence, and the preferred platforms for e-learning. RESULTS About 91% of students and 80% of educators received either no or inadequate training on e-learning before the pandemic. Students' and educators' experiences significantly differed (p-value < 0.001) in most of the examined dimensions, with educators having better experiences. About 71% of the students and 76% of the educators preferred responding to online surveys. The Strengths, Weaknesses, Opportunities, and Threats (SWOT analysis) of e-learning were mapped. CONCLUSION Students are in more need of training on e-learning than educators, and this training is a must before any attempt to undertake online exams. The online survey is a preferred methodology among Egyptian nursing educators and students. The provided SWOT analysis may help administrators best implement and support e-learning during infection outbreaks.
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Affiliation(s)
- Sameh Eltaybani
- Department of Critical Care and Emergency Nursing, Faculty of Nursing, Alexandria University, Alexandria, Egypt.,Department of Gerontological Home Care and Long-term Care Nursing, The University of Tokyo, Tokyo, Japan
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Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NN, Stamp K, Branson S, Hekel B, Fontenot HB. Undergraduate nursing students' perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook 2021; 69:903-912. [PMID: 34183191 PMCID: PMC8514289 DOI: 10.1016/j.outlook.2021.05.004] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Revised: 04/14/2021] [Accepted: 05/02/2021] [Indexed: 12/23/2022]
Abstract
BACKGROUND In 2020, nursing educational programs were abruptly interrupted and largely moved online due to the COVID-19 pandemic. PURPOSE To explore nursing students' perspectives about the effects of the pandemic on their education and intention to join the nursing workforce. METHODS Undergraduate nursing students from 5 universities across 5 United States regions were invited to participate in an online survey to elicit both quantitative and qualitative data. FINDINGS The final sample included quantitative data on 772 students and qualitative data on 540 students. Largely (65.1%), students reported that the pandemic strengthened their desire to become a nurse; only 11% had considered withdrawing from school. Qualitatively, students described the effect of the pandemic on their psychosocial wellbeing, adjustment to online learning, and challenges to clinical experiences. CONCLUSION Findings highlighted the need to develop emergency education preparedness plans that address student wellbeing and novel collaborative partnerships between schools and clinical partners.
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Affiliation(s)
- Alexandra Michel
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Nicole Ryan
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Deborah Mattheus
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Amelia Knopf
- Indiana University, School of Nursing, Department of Community and Health Services, Indianapolis, IN
| | | | - Kelly Stamp
- University of North Carolina at Greensboro, School of Nursing, Greensboro, NC
| | - Sandra Branson
- Cizik School of Nursing at The University of Texas Health Sciences Center at Houston (UTHealth), Houston, TX
| | - Barbara Hekel
- Cizik School of Nursing at The University of Texas Health Sciences Center at Houston (UTHealth), Houston, TX
| | - Holly B Fontenot
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI.
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Naciri A, Radid M, Kharbach A, Chemsi G. E-learning in health professions education during the COVID-19 pandemic: a systematic review. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2021; 18:27. [PMID: 34710319 PMCID: PMC8609102 DOI: 10.3352/jeehp.2021.18.27] [Citation(s) in RCA: 54] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 10/14/2021] [Indexed: 05/10/2023]
Abstract
As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Affiliation(s)
- Aziz Naciri
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Corresponding ;
| | - Mohamed Radid
- Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
| | - Ahmed Kharbach
- Laboratory of Biostatistics, Clinical Research and Epidemiology, Faculty of Medicine and Pharmacy of Rabat, Mohamed V University, Rabat, Morocco
- High Institute of Nursing Professions and Technical Health, Agadir, Morocco
| | - Ghizlane Chemsi
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
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