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Ichikura K, Watanabe K, Moriya R, Chiba H, Inoue A, Arai Y, Shimazu A, Fukase Y, Tagaya H, Tsutsumi A. Online vs. face-to-face interactive communication education using video materials among healthcare college students: a pilot non-randomized controlled study. BMC MEDICAL EDUCATION 2024; 24:746. [PMID: 38987794 PMCID: PMC11238445 DOI: 10.1186/s12909-024-05742-2] [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: 03/11/2024] [Accepted: 07/03/2024] [Indexed: 07/12/2024]
Abstract
BACKGROUND This study aimed to examine whether online interactive communication education using video materials was as effective as face-to-face education among healthcare college students. METHODS The participants were healthcare college students who were enrolled in study programs to obtain national medical licenses. They participated in lectures and exercises on healthcare communication, both online (n = 139) and face-to-face (n = 132). Listening skills, understanding, and confidence in healthcare communication were assessed using a self-assessed tool. RESULTS From the two-way ANOVA result, the interaction effects between group (online, face-to-face) and time (Time 1, Time 2, Time 3) were not statistically significant. The main effect of time increased significantly from Time1 to Time 3 on understanding of communication with patients (Hedges'g = 0.51, 95%CI 0.27-0.75), confidence in communication with patients (g = 0.40, 95%CI 0.16-0.64), and confidence in clinical practice (g = 0.49, 95%CI 0.25, 0.73), while the score of listening skills had no significant change (Hedges'g = 0.09, 95%CI - 0.03 to 0.45). CONCLUSIONS The results show that online communication education with video materials and active exercises is as effective in improving students' confidence as face-to-face. It will be necessary to modify the content of this educational program to improve skills as well as confidence in communication. TRIAL REGISTRATION Not Applicable.
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Affiliation(s)
- Kanako Ichikura
- Department of Health Science, Kitasato University School of Allied Health Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan.
- Kitasato University Graduate School of Medical Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan.
| | - Kazuhiro Watanabe
- Department of Public Health, Kitasato University School of Medicine, 1-15-1 Kitazato, Minami- ku, Sagamihara, Kanagawa, 252-0374, Japan
| | - Rika Moriya
- Department of Medical Education, Kitasato University School of Medicine, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0374, Japan
| | - Hiroki Chiba
- Department of Medical Education, Kitasato University School of Medicine, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0374, Japan
| | - Akiomi Inoue
- Institutional Research Center, University of Occupational and Environmental Health, Japan, 1-1 Iseigaoka, Yahatanishi-ku, Kitakyushu, Fukuoka, 807-8555, Japan
| | - Yumi Arai
- Department of Patient Safety and Hospital Administration, Kitasato University Hospital, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0375, Japan
| | - Akihito Shimazu
- Faculty of Policy Management, Keio University, 5322, Endo, Fujisawa, Kanagawa, 252-0882, Japan
| | - Yuko Fukase
- Department of Health Science, Kitasato University School of Allied Health Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan
- Kitasato University Graduate School of Medical Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan
| | - Hirokuni Tagaya
- Department of Health Science, Kitasato University School of Allied Health Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan
- Kitasato University Graduate School of Medical Sciences, 1-15-1 Kitazato, Minami-ku, Sagamihara, Kanagawa, 252-0373, Japan
| | - Akizumi Tsutsumi
- Department of Public Health, Kitasato University School of Medicine, 1-15-1 Kitazato, Minami- ku, Sagamihara, Kanagawa, 252-0374, Japan
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Rai N, Chang A, Kass A, Berger S, Sein AS, De A. Impact of an Online Curriculum on Trainee Learning during a Pediatric Pulmonary Elective. ATS Sch 2024; 5:254-258. [PMID: 38957490 PMCID: PMC11215994 DOI: 10.34197/ats-scholar.2023-0119br] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 01/26/2024] [Indexed: 07/04/2024] Open
Affiliation(s)
- Nooralam Rai
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Audrey Chang
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Alexandra Kass
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Sophie Berger
- Department of Pediatrics, Columbia University Irving Medical Center, New York, New York
| | - Aubrie Swan Sein
- Department of Pediatrics, Columbia University Irving Medical Center, New York, New York
| | - Aliva De
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
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Tao Z, Zhu E, Sun X, Sun J. Comparative effects of three different physical education teaching modes on college students' physical fitness during the COVID-19 pandemic: A longitudinal study. Heliyon 2024; 10:e28305. [PMID: 38601624 PMCID: PMC11004523 DOI: 10.1016/j.heliyon.2024.e28305] [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: 09/05/2023] [Revised: 03/12/2024] [Accepted: 03/15/2024] [Indexed: 04/12/2024] Open
Abstract
Background An appropriate teaching mode in physical education is crucial for ensuring effective education outcomes. Given the dynamic nature of the COVID-19 pandemic, teaching modes are often adjusted. However, there is a lack of in-depth research on the impact of different teaching modes on the outcomes of physical education. Our study aims to address this gap by conducting a comparative analysis of the teaching effectiveness of three different physical education modes among Chinese college students, with a focus on evaluating their impact on physical fitness. Method This study adopted a longitudinal retrospective observational design. We systematically examined the three stages of the COVID-19 pandemic (stage 1: September 2020 to January 2021; stage 2: September 2021 to January 2022 and stage 3: February 2022 to July 2022), along with the three corresponding physical education teaching modes (classroom teaching, online teaching and blended teaching) and administered three physical fitness tests (T1, T2 and T3). The physical fitness test included 7 indicators: body mass index, vital capacity, 50-m run, standing long jump, sit-and-reach, pull-ups (male), 1000-m run (male), sit-ups (female) and 800-m run (female). A mixed ANOVA model was used to analyse the physical fitness test indicators across the three different teaching modes. Results A total of 3363 college students (1616 males and 1747 females) enrolled in 2020 completed the three physical fitness tests. Most students were aged between 17 and 20 years old, and the BMI criteria indicated a normal distribution. The results indicated that there were significant differences in the overall training effectiveness for all students across vital capacity (p < 0.001, η2 = 0.077), sit-and-reach (p < 0.001, η2 = 0.027), and middle and long-distance running (p < 0.001, η2 = 0.031). Post-hoc multiple comparison analyses further revealed that the blended teaching was the most effective in improving these fitness indicators, whereas the online teaching performed poorly on the training effects of middle and long-distance running. Significant training effects were also shown for sit-ups (p < 0.001, η2 = 0.192) for females and pull-ups (p < 0.001, η2 = 0.020) for males in gender-specific physical fitness indicators. Similarly, blended teaching showed superior results to other teaching modes. Conclusion These findings emphasize the importance of conducting online physical education during unforeseen public health events and highlight the comprehensive effects of blended physical education in the post-pandemic era. Future initiatives should prioritize targeted interventions to address the observed variations in various physical fitness indicators under different physical education teaching models.
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Affiliation(s)
- Zhixuan Tao
- Department of Public Foundation, Wannan Medical College, 241000, Wuhu, China
| | - Ergang Zhu
- Department of Public Foundation, Wannan Medical College, 241000, Wuhu, China
| | - Xugui Sun
- Department of Public Foundation, Wannan Medical College, 241000, Wuhu, China
| | - Jun Sun
- Department of Public Foundation, Wannan Medical College, 241000, Wuhu, China
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Fu Y, Chu F, Lu X, Wang C, Xiao N, Jiang J, Zheng J, Jiang H. Assessment and evaluation of online education and virtual simulation technology in dental education: a cross-sectional survey. BMC MEDICAL EDUCATION 2024; 24:191. [PMID: 38403582 PMCID: PMC10895829 DOI: 10.1186/s12909-024-05171-1] [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: 05/30/2023] [Accepted: 02/12/2024] [Indexed: 02/27/2024]
Abstract
BACKGROUND The global outbreak of coronavirus disease (COVID-19) has led medical universities in China to conduct online teaching. This study aimed to assess the effectiveness of a blended learning approach that combines online teaching and virtual reality technology in dental education and to evaluate the acceptance of the blended learning approach among dental teachers and students. METHODS The Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist was followed in this study. A total of 157 students' perspectives on online and virtual reality technology education and 54 teachers' opinions on online teaching were collected via questionnaires. Additionally, 101 students in the 2015-year group received the traditional teaching method (TT group), while 97 students in the 2017-year group received blended learning combining online teaching and virtual reality technology (BL group). The graduation examination results of students in the two groups were compared. RESULTS The questionnaire results showed that most students were satisfied with the online course and the virtual simulation platform teaching, while teachers held conservative and neutral attitudes toward online teaching. Although the theoretical score of the BL group on the final exam was greater than that of the TT group, there was no significant difference between the two groups (P = 0.805). The skill operation score of the BL group on the final exam was significantly lower than that of the TT group (P = 0.004). The overall score of the BL group was lower than that of the TT group (P = 0.018), but the difference was not statistically significant (P = 0.112). CONCLUSIONS The blended learning approach combining online teaching and virtual reality technology plays a positive role in students' learning and is useful and effective in dental education.
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Affiliation(s)
- Yu Fu
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Fengqing Chu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
- Department of Basic Science of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Xiaoqing Lu
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Chenxing Wang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Na Xiao
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jiajia Jiang
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China
| | - Jue Zheng
- School of Health Policy and Management, Nanjing Medical University, Nanjing, China.
| | - Hongbing Jiang
- Oral and Maxillofacial Surgery Medicine, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
- Department of Teaching Office of Stomatology, Affiliated Hospital of Stomatology, Nanjing Medical University, Nanjing, China.
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Shin TM, Dodenhoff KA, Pardy M, Wehner AS, Rafla S, McDowell LD, Denizard-Thompson NM. Providing Equitable Care for Patients With Non-English Language Preference in Telemedicine: Training on Working With Interpreters in Telehealth. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2023; 19:11367. [PMID: 38098759 PMCID: PMC10719426 DOI: 10.15766/mep_2374-8265.11367] [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: 02/17/2023] [Accepted: 09/18/2023] [Indexed: 12/17/2023]
Abstract
Introduction The COVID-19 pandemic has led to a large increase in telemedicine encounters. Despite this rise in virtual visits, patients who speak non-English languages have experienced challenges accessing telemedicine. To improve health equity, medical education on telehealth delivery should include instruction on working with interpreters in telehealth. Methods We developed a 25-minute self-directed module with collective expertise of faculty with experience in medical education, interpreter training, and communication training. The module was delivered online as part of a longitudinal health equity curriculum for third-year medical students. In addition to didactic information, the module contained video examples of interpreter interactions in telehealth. Results Sixty-four third-year medical students participated in the study, and 60 completed a postmodule survey. Students were satisfied with the content of the module, as well as the duration of time required to complete the tasks. Approximately 90% would recommend it to future students. Nearly 80% of students rated the module as being quite effective or extremely effective at increasing their comfort level with visits with patients with non-English language preference. Discussion Our module provides a basic framework for medical students on how to successfully work with interpreters during a language-discordant virtual visit. This format of asynchronous learning could also be easily expanded to resident physicians and faculty seeking more resources around working with interpreters in telemedicine.
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Affiliation(s)
- Tiffany M. Shin
- Assistant Professor, Department of Pediatrics, Wake Forest University School of Medicine
| | - Kristen A. Dodenhoff
- Second-Year Resident, Department of Family and Community Medicine, Wake Forest University School of Medicine
| | - Mariana Pardy
- Project Manager, Department of Social Sciences and Health Policy, Wake Forest University
| | - Abigail Smith Wehner
- Third-Year Resident, Department of Emergency Medicine, Wake Forest University School of Medicine
| | - Samuel Rafla
- Third-Year Resident, Department of Anesthesiology, Icahn School of Medicine at Mount Sinai
| | - Leslie Doroski McDowell
- Quality Improvement Specialist and Curriculum Developer, Northwest Area Health Education Center
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