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Guillari A, Sansone V, Giordano V, Catone M, Rea T. Assessing digital health knowledge, attitudes and practices among nurses in Naples: a survey study protocol. BMJ Open 2024; 14:e081721. [PMID: 38925700 DOI: 10.1136/bmjopen-2023-081721] [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] [Indexed: 06/28/2024] Open
Abstract
INTRODUCTION Digital competencies are essential for nurses to actively participate in the digitisation of healthcare systems. Therefore, it is important to assess their skill levels to identify strengths and areas for improvement. METHOD AND ANALYSIS This study aims to investigate nurses' knowledge, attitudes, behaviours, subjective norms and behavioural control regarding digital health. A knowledge-attitude-practice model guided the development of a structured questionnaire divided into six sections. A sample of 480 registered nurses of Naples will be involved in the study. After conducting a pretest, an invitation will be publicised through the institutional communication channels of Nurses Provincial Order of Naples. Nurses will respond via a unique link or quick response code sent through a PEC email system (a legally valid email system, which guarantees delivery and receipt). They will have 30 days to complete the survey, scheduled between May and July 2024. ETHICS AND DISSEMINATION No ethics committee approval was required, as the study does not involve minors, direct or indirect physical or physiological harm to participants, or clinical trials. Anonymity will be guaranteed at all data collection and processing levels. The results will be broadly distributed through conference presentations and peer-reviewed publications. The effective use of digital technologies by healthcare professionals can bring significant improvements to healthcare services and help improve the health of individuals and community health. The study's findings will serve as a foundation for developing and implementing educational programmes related to eHealth and telemedicine, promoting the harmonisation of such programmes.
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Affiliation(s)
- Assunta Guillari
- Public Health Department, Federico II University Hospital, Napoli, Campania, Italy
| | - Vincenza Sansone
- Department of Experimental Medicine, University of Campania Luigi Vanvitelli School of Medicine and Surgery, Napoli, Campania, Italy
| | - Vincenza Giordano
- Department of Biomedicine and Prevention, University of Rome Tor Vergata, Roma, Italy
| | - Maria Catone
- Public Health Department, Federico II University Hospital, Napoli, Campania, Italy
| | - Teresa Rea
- Public Health Department, Federico II University Hospital, Napoli, Campania, Italy
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Schmidt CW, Borgnakke K, Frølich A, Kayser L. Preferences, Needs, and Values of Patients With Chronic Obstructive Pulmonary Disease Attending a Telehealth Service: Qualitative Interview Study. JMIR Hum Factors 2024; 11:e53131. [PMID: 38905629 DOI: 10.2196/53131] [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: 09/27/2023] [Revised: 04/29/2024] [Accepted: 05/24/2024] [Indexed: 06/23/2024] Open
Abstract
BACKGROUND Digitally assisted health care services and technologies are gaining popularity. They assist patients in managing their conditions, thereby reducing the burden on health care staff. Digital health care enables individuals to receive care that is more tailored to their needs and preferences. When implemented properly, it can promote equity by considering each person's opportunities and limitations in the context of health care needs, preferences, values, and capabilities. OBJECTIVE This study aims to understand the needs, values, and preferences of individuals with chronic obstructive pulmonary disease (COPD) who are provided with a 24/7 digital health care service. Furthermore, we aim to understand the dynamics of the communities to which they belong and how these communities intersect. This will provide us with the essential knowledge to establish new methods of providing education, including the development of educational activities for health professionals to engage, train, and empower people living with COPD. METHODS The study included 7 informants diagnosed with COPD who received 24/7 digital health care service support from a regional project in Region Zealand, Denmark. The informants were visited 4 times during 2 months, including a "Hello" visit, a day with a semistructured interview, and 2 days with field observations. The informants participated in a semistructured interview, following participant observation and an ethnographic approach. The interview content was analyzed using an inductive methodology to categorize the empirical data. RESULTS Using the inductive approach, we identified 3 main categories related to the informants' needs, values, and preferences: (1) Health, (2) Value Creation, and (3) Resources. These 3 main categories were based on 9 subcategories: (1) health and barriers, (2) self-monitoring, (3) medication, (4) behavior, (5) motivation, (6) hobbies, (7) social networks, (8) health professionals, and (9) technology. These findings revealed that the informants placed value on maintaining their daily activities and preserving their sense of identity before the onset of COPD. Furthermore, they expressed a desire not to be defined by their COPD, as conversations about COPD often shifted away from the topic. CONCLUSIONS Digital health solutions and the health care professionals who offer them should prioritize the individuals they serve, considering their needs, values, and preferences rather than solely focusing on the medical condition. This approach ensures the highest level of daily living and empowerment for those living with long-term health conditions. The communities surrounding individuals must engage in constant interaction and collaboration. They should work together to incorporate people's needs, values, and preferences into future digital health services, thereby promoting empowerment and self-management. New educational programs aimed at developing the digital health service competencies of registered nurses should facilitate collaboration between the 2 communities. This collaboration is essential for supporting patients with long-term health conditions in their daily activities.
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Affiliation(s)
- Camilla Wong Schmidt
- Medical Department, Holbæk Sygehus, Region Zealand, Holbæk, Denmark
- Section of Health Services Research, University of Copenhagen, Copenhagen, Denmark
| | - Karen Borgnakke
- Section of Health Services Research, University of Copenhagen, Copenhagen, Denmark
| | - Anne Frølich
- Innovation and Research Centre for Multimorbidity, Slagelse Hospital, Region Zealand, Slagelse, Denmark
- Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Lars Kayser
- Section of Health Services Research, University of Copenhagen, Copenhagen, Denmark
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Quan Y, Zhang M, Ji H, Cheng R. Enhancing neurosurgical navigation operation flow management through personal digital assistant technology: a prospective cohort study. Front Public Health 2024; 12:1408378. [PMID: 38883191 PMCID: PMC11176461 DOI: 10.3389/fpubh.2024.1408378] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2024] [Accepted: 05/16/2024] [Indexed: 06/18/2024] Open
Abstract
Purpose This prospective cohort study aims to evaluate the impact of digital health technology especially Personal Digital Assistants (PDA) in neurosurgical procedure management, focusing on surgical safety check accuracy, efficiency, and patient satisfaction. Methods The study included 211 neurosurgical cases from January to December 2022. The control group of 106 patients followed traditional verification methods, while the experimental group of 105 patients used PDA. The PDA system facilitated real-time data collection, verification, and transmission. The study compared both groups in terms of check times, accuracy rates, and patient satisfaction, and used multivariate regression to assess the impact of baseline parameters on these outcomes. Results The study found that the experimental group using the PDA system reduced the average verification time by approximately 8 min, achieving 100.0% accuracy in preoperative and postoperative checks, significantly better than the control group (91.5% pre- and post-operation). Multivariate regression confirmed a 48.1% reduction in postoperative verification time due to the PDA system (p < 0.001), with the model showing high explanatory power (R2 = 0.911). Other examined factors, including patient age and nurse experience, had no significant effects. Similarly, the PDA's introduction markedly improved verification accuracy, with no significant impact from other variables (p = 0.010). Conclusion The application of the PDA system in neurosurgical operations significantly enhanced the accuracy and efficiency of surgical safety checks, reduced nursing errors, optimized nursing workflows, and improved patient satisfaction. These results provide valuable insights for the application of PDA technology in high-risk medical fields, demonstrating potential of digital health tools in enhancing surgical safety and efficiency.
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Affiliation(s)
- YaQin Quan
- Department of Anesthesiology Surgery, Shanxi Provincial People's Hospital, Taiyuan, Shanxi, China
| | - ManHong Zhang
- Department of Anesthesiology Surgery, Shanxi Provincial People's Hospital, Taiyuan, Shanxi, China
| | - HongMing Ji
- Department of Neurosurgery, Shanxi Provincial People's Hospital, Taiyuan, Shanxi, China
| | - Rui Cheng
- Department of Neurosurgery, Shanxi Provincial People's Hospital, Taiyuan, Shanxi, China
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Chereka AA, Walle AD, Kassie SY, Shibabaw AA, Butta FW, Demsash AW, Hunde MK, Dubale AT, Bekana T, Kitil GW, Emanu MD, Tadesse MN. Evaluating digital literacy of health professionals in Ethiopian health sectors: A systematic review and meta-analysis. PLoS One 2024; 19:e0300344. [PMID: 38753843 PMCID: PMC11098478 DOI: 10.1371/journal.pone.0300344] [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: 11/21/2023] [Accepted: 02/26/2024] [Indexed: 05/18/2024] Open
Abstract
BACKGROUND Digital literacy refers to the capacity to critically assess digital content, use digital tools in professional settings, and operate digital devices with proficiency. The healthcare sector has rapidly digitized in the last few decades. This systematic review and meta-analysis aimed to assess the digital literacy level of health professionals in the Ethiopian health sector and identify associated factors. The study reviewed relevant literature and analyzed the data to provide a comprehensive understanding of the current state of digital literacy among health professionals in Ethiopia. METHODS The study was examined by using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) criteria. Evidence was gathered from the databases of Google Scholar, Pub Med, Cochrane Library, Hinari, CINAHL, and Global Health. Consequently, five articles met the eligible criteria for inclusion. The analysis was carried out using STATA version 11. The heterogeneity was evaluated using the I2 test, while the funnel plot and Egger's regression test statistic were used to examine for potential publication bias. The pooled effect size of each trial is evaluated using a random effect model meta-analysis, which provides a 95% confidence interval. RESULT A total of five articles were included in this meta-analysis and the overall pooled prevalence of this study was 49.85% (95% CI: 37.22-62.47). six variables, Monthly incomes AOR = 3.89 (95% CI: 1.03-14.66), computer literacy 2.93 (95% CI: 1.27-6.74), perceived usefulness 1.68 (95% CI: 1.59-4.52), educational status 2.56 (95% CI: 1.59-4.13), attitude 2.23 (95% CI: 1.49-3.35), perceived ease of use 2.22 (95% CI: 1.52-3.23) were significantly associated with the outcome variable. CONCLUSION The findings of the study revealed that the overall digital literacy level among health professionals in Ethiopia was relatively low. The study highlights the importance of addressing the digital literacy gap among health professionals in Ethiopia. It suggests the need for targeted interventions, such as increasing monthly incomes, giving computer training, creating a positive attitude, and educational initiatives, to enhance digital literacy skills among health professionals. By improving digital literacy, health professionals can effectively utilize digital technologies and contribute to the advancement of healthcare services in Ethiopia.
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Affiliation(s)
- Alex Ayenew Chereka
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Agmasie Damtew Walle
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Sisay Yitayih Kassie
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Adamu Ambachew Shibabaw
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Fikadu Wake Butta
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | | | - Mekonnen Kenate Hunde
- Department of Lifelong Learning & Community Development, College of Education and Behavioral Science, Mattu University, Mattu, Ethiopia
| | - Abiy Tassew Dubale
- Department of Health Informatics, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Teshome Bekana
- Department of Medical Laboratory, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Gemeda Wakgari Kitil
- Department of Midwifery, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Milkias Dugassa Emanu
- Department of Nursing, College of Health Sciences, Mattu University, Mattu, Ethiopia
| | - Mathias Nega Tadesse
- Department of Computer Science, College of Engineering and Technology, Kebri Dehar University, Kebri Dahar, Ethiopia
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Tischendorf T, Heitmann-Möller A, Ruppert SN, Marchwacka M, Schaffrin S, Schaal T, Hasseler M. Sustainable integration of digitalisation in nursing education-an international scoping review. FRONTIERS IN HEALTH SERVICES 2024; 4:1344021. [PMID: 38665930 PMCID: PMC11043537 DOI: 10.3389/frhs.2024.1344021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/24/2023] [Accepted: 03/11/2024] [Indexed: 04/28/2024]
Abstract
Introduction Trainees and teachers at nursing schools as well as nursing professionals are increasingly facing new challenges as a result of the digital transformation. Opportunities for the entire care system exist in the improvement of care quality and communication between those involved. However, this change also harbours risks, such as the use of immature digital applications in the care sector, data theft and industrial espionage. In order to be able to exploit the potential of digitalisation despite these risks, it is necessary to integrate relevant aspects such as digital skills into nursing training. The aim of this study is to investigate the extent to which the sustainable integration of digitalisation in nursing education is discussed. Methods The methods of the systematic literature and database search were carried out in the form of a scoping review according to the PRISMA scheme. The PubMed and CINAHL databases were used for this purpose. The search period covered the years 2017-2023. Findings After screening the titles and abstracts using inclusion and exclusion criteria, 13 studies were included in the synthesis of findings. The international literature focuses on content areas that highlight trends in digitalisation-related training in nursing. These focal points include concept development, considering the heterogeneity of demand constellations, as well as the reflexive reorientation of existing competences, whereby the technological competence of teachers is not disregarded. Other focal points relate to the initiation of digital skills in training and maintaining the employability of older nursing staff through professional development. Discussion The literature research shows that there is a rudimentary discussion about digitalisation and curricular developments in nursing training in an international context, while the discourse in the German-language literature is less advanced. Among the sustainability desiderata derived from the literature is the involvement of nursing professionals in the development, testing and implementation of digital technologies. Only through active cooperation between nursing professionals and nursing sciences can the topic of digitalisation be integrated into the education and training of professional nursing in a targeted and future-oriented manner, whereby the focus should always be on the ability to deal with digital technologies and the associated change.
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Affiliation(s)
- Tim Tischendorf
- Faculty of Health and Healthcare Sciences, University of Applied Sciences Zwickau, Zwickau, Germany
| | | | - Sven-Nelson Ruppert
- Faculty of Healthcare, Ostfalia University of Applied Sciences, Wolfsburg, Germany
| | - Maria Marchwacka
- Faculty of Healthcare, Ostfalia University of Applied Sciences, Wolfsburg, Germany
| | - Sandra Schaffrin
- Faculty of Healthcare, Ostfalia University of Applied Sciences, Wolfsburg, Germany
| | - Tom Schaal
- Faculty of Health and Healthcare Sciences, University of Applied Sciences Zwickau, Zwickau, Germany
| | - Martina Hasseler
- Faculty of Healthcare, Ostfalia University of Applied Sciences, Wolfsburg, Germany
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Sharma H, McDonald CE, Vaughan B, Bower KJ. Teaching clinical reasoning in gerontological physiotherapy: Experiences and perceptions of clinical supervisors. Physiother Theory Pract 2024:1-11. [PMID: 38566578 DOI: 10.1080/09593985.2024.2334750] [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: 11/04/2023] [Accepted: 03/18/2024] [Indexed: 04/04/2024]
Abstract
INTRODUCTION Teaching clinical reasoning to physiotherapy students is essential for preparing them to work effectively with patients. OBJECTIVE This qualitative study aimed to explore the experiences and perceptions of clinical supervisors of teaching clinical reasoning in gerontological physiotherapy. METHODS Australian-based clinical supervisors for student placements in gerontological physiotherapy (n = 9) participated in individual semi-structured interviews via videoconferencing. Data were analyzed using Braun and Clark's reflexive thematic analysis. RESULTS Four themes were developed from the data: 1) Preparedness for placement: students and supervisors; 2) Dynamic placement adaptations to meet individual learning needs; 3) Negotiating clinically complex and variable patient needs; and 4) Crafting learning opportunities amidst complexities. Clinical supervisors perceive that teaching clinical reasoning is influenced by student and supervisor preparedness and the complexity of gerontological practice. Supervisors engage in planning prior to placements, adapt tasks, discussions and feedback throughout the placement, and promote multi-disciplinary learning experiences to highlight person-centered and collaborative care. CONCLUSION This research enhances physiotherapy academics,' clinical supervisors' and students' understanding of the factors influencing teaching clinical reasoning to students in gerontological settings. The challenges and strategies identified can improve students' and supervisors' preparedness for placements, assist them to negotiate complexity and create opportunities to strengthen the learning experience.
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Affiliation(s)
- Hannah Sharma
- Department of Medical Education, Melbourne Medical School, The University of Melbourne, Parkville, Victoria, Australia
| | | | - Brett Vaughan
- Department of Medical Education, Melbourne Medical School, The University of Melbourne, Parkville, Victoria, Australia
| | - Kelly J Bower
- Department of Physiotherapy, Melbourne School of Health Sciences, The University of Melbourne, Parkville, Victoria, Australia
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Mainz A, Nitsche J, Weirauch V, Meister S. Measuring the Digital Competence of Health Professionals: Scoping Review. JMIR MEDICAL EDUCATION 2024; 10:e55737. [PMID: 38551628 PMCID: PMC11015375 DOI: 10.2196/55737] [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: 12/22/2023] [Revised: 02/26/2024] [Accepted: 02/29/2024] [Indexed: 04/02/2024]
Abstract
BACKGROUND Digital competence is listed as one of the key competences for lifelong learning and is increasing in importance not only in private life but also in professional life. There is consensus within the health care sector that digital competence (or digital literacy) is needed in various professional fields. However, it is still unclear what exactly the digital competence of health professionals should include and how it can be measured. OBJECTIVE This scoping review aims to provide an overview of the common definitions of digital literacy in scientific literature in the field of health care and the existing measurement instruments. METHODS Peer-reviewed scientific papers from the last 10 years (2013-2023) in English or German that deal with the digital competence of health care workers in both outpatient and inpatient care were included. The databases ScienceDirect, Scopus, PubMed, EBSCOhost, MEDLINE, OpenAIRE, ERIC, OAIster, Cochrane Library, CAMbase, APA PsycNet, and Psyndex were searched for literature. The review follows the JBI methodology for scoping reviews, and the description of the results is based on the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) checklist. RESULTS The initial search identified 1682 papers, of which 46 (2.73%) were included in the synthesis. The review results show that there is a strong focus on technical skills and knowledge with regard to both the definitions of digital competence and the measurement tools. A wide range of competences were identified within the analyzed works and integrated into a validated competence model in the areas of technical, methodological, social, and personal competences. The measurement instruments mainly used self-assessment of skills and knowledge as an indicator of competence and differed greatly in their statistical quality. CONCLUSIONS The identified multitude of subcompetences illustrates the complexity of digital competence in health care, and existing measuring instruments are not yet able to reflect this complexity.
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Affiliation(s)
- Anne Mainz
- Health Informatics, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany
| | - Julia Nitsche
- Department of Didactics and Educational Research in Health Science, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany
| | - Vera Weirauch
- Health Informatics, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany
- Department Healthcare, Fraunhofer Institute for Software and Systems Engineering, Dortmund, Germany
| | - Sven Meister
- Health Informatics, Faculty of Health, School of Medicine, Witten/Herdecke University, Witten, Germany
- Department Healthcare, Fraunhofer Institute for Software and Systems Engineering, Dortmund, Germany
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Al Baalharith IM, Aboshaiqah AE. A Delphi Study on Identifying Competencies in Virtual Healthcare for Healthcare Professionals. Healthcare (Basel) 2024; 12:739. [PMID: 38610161 PMCID: PMC11011667 DOI: 10.3390/healthcare12070739] [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: 02/15/2024] [Revised: 03/09/2024] [Accepted: 03/22/2024] [Indexed: 04/14/2024] Open
Abstract
BACKGROUND Virtual care adoption accelerated during the COVID-19 pandemic, highlighting the need for healthcare professionals to develop relevant competencies. However, limited evidence exists on the core competencies required for quality virtual care delivery. OBJECTIVE This study aimed to identify the critical competencies physicians, nurses, and other health professionals need for adequate virtual care provision in Saudi Arabia using a Delphi method. METHODS A 3-round Delphi technique was applied with a panel of 42 experts, including policymakers, healthcare professionals, academicians, and telehealth specialists. In Round 1, an open-ended questionnaire elicited competencies needed for virtual care. The competencies were distilled and rated for importance in Rounds 2 and 3 until consensus was achieved. RESULTS Consensus emerged on 151 competencies across 33 domains. The most prominent domains were communication (15 competencies), professionalism (13), leadership (12), health informatics (5), digital literacy (5), and clinical expertise (11).
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Affiliation(s)
- Ibrahim Mubarak Al Baalharith
- College of Nursing, King Saud University, Riyadh 11421, Saudi Arabia;
- Governance and Excellence, SEHA Virtual Hospital, Riyadh 11421, Saudi Arabia
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Awada IA, Florea AM, Scafa-Udriște A. A Virtual Case Presentation Platform: Protocol Study. Methods Protoc 2024; 7:23. [PMID: 38525781 PMCID: PMC10961792 DOI: 10.3390/mps7020023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Revised: 03/04/2024] [Accepted: 03/05/2024] [Indexed: 03/26/2024] Open
Abstract
Gaining practical experience is indispensable for medical students. Therefore, when medical students were prevented access to hospitals during the COVID-19 pandemic in Romania, there was an urgent need to find a solution that would allow medical students to develop the skills they would usually develop in hospitals but without the need to be physically present in a hospital. This was the reason behind the idea of developing a Virtual Case Presentation Platform. The platform offers the possibility for medical students to reproduce virtually, in clinically valid scenarios, the diagnostic process and treatment recommendation, as well as the interactions with patients that usually take place in hospitals using natural language through speech and text. On the platform, the students receive valuable feedback from the professors about their performance. In order to reproduce the whole targeted experience for students, without missing anything, before starting the development of the platform, it was mandatory to identify and understand all the aspects that should be covered by the platform. The proposed platform covers the different aspects that have been identified for the diagnostic process and treatment recommendation. It enables medical students to develop essential skills for their future careers as doctors.
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Affiliation(s)
- Imad Alex Awada
- Faculty of Automatic Control and Computers, National University of Science and Technology POLITEHNICA Bucharest, 060042 Bucharest, Romania
| | - Adina Magda Florea
- Faculty of Automatic Control and Computers, National University of Science and Technology POLITEHNICA Bucharest, 060042 Bucharest, Romania
| | - Alexandru Scafa-Udriște
- Faculty of Medicine, University of Medicine and Pharmacy "Carol Davila" Bucharest, 050474 Bucharest, Romania
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Albrecht J, Maaß L, Tokgöz P, Hrynyschyn R, Wrona KJ, Stark AL, Dunsche C, Fischer F, Schmidt A, Schulz H, Hidding S, Dockweiler C. [How much digital public health is in public health degree programs? A systematic analysis of module handbooks in German full-time study programs at public colleges and universities]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2024; 67:339-350. [PMID: 38436689 DOI: 10.1007/s00103-024-03844-2] [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: 10/09/2023] [Accepted: 01/29/2024] [Indexed: 03/05/2024]
Abstract
BACKGROUND Professionals, especially in the field of digital public health (DiPH), are crucial for a successful digital transformation in social and health care. However, it is still unclear to what extent academic professionals are taught DiPH-related content in their public health (PH) studies. METHODS This study used a systematic module handbook analysis to analyze accredited full-time PH-oriented degree programs at public colleges and universities in Germany for DiPH-related module content. Through the "Hochschulkompass" platform and the member programs of the German Public Health Association (DGPH), 422 programs were identified. Included module handbooks were evaluated by content analysis using MAXQDA. RESULTS Only 10 bachelor and 6 master programs contain DiPH. They are heterogeneous in their focus and belong to different subfields of public health ("methods, definition, history, and social medicine" = 5; "health management" = 5; "digital health" = 3; "health services research" = 2; "health communication" = 1). Differences were found between the common understanding of DiPH in academia and the content in the module handbooks. The content identified in the analysis focuses mainly on technical areas. Social and health science content is only marginally present. DISCUSSION The heterogeneous study programs with a connection to DiPH allow academic PH specialists to develop specific profiles. To achieve comprehensive competencies in DiPH, there is a need for further development of modules with relevance to the respective degree program. The results could be used for the (further) development of relevant modules and a core curriculum in DiPH.
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Affiliation(s)
- Joanna Albrecht
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Laura Maaß
- Leibniz WissenschaftsCampus Digital Public Health Bremen, Bremen, Deutschland.
- Universität Bremen, Forschungszentrum Ungleichheit und Sozialpolitik (SOCIUM), Mary-Somerville-Straße 3, 28359, Bremen, Deutschland.
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland.
| | - Pinar Tokgöz
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
| | - Robert Hrynyschyn
- Leibniz WissenschaftsCampus Digital Public Health Bremen, Bremen, Deutschland
- Charité-Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institut für Gesundheits- und Pflegewissenschaft, Berlin, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Kamil J Wrona
- Hochschule Bielefeld, Fachbereich Ingenieurwissenschaften und Mathematik, Bielefeld, Deutschland
- Hochschule Bielefeld, Fachbereich Gesundheit, Bielefeld, Deutschland
| | - Anna Lea Stark
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
| | - Celina Dunsche
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
| | - Florian Fischer
- Charité-Universitätsmedizin Berlin, corporate member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institut für Public Health, Berlin, Deutschland
- Hochschule Kempten, Bayerisches Zentrum Pflege Digital, Kempten, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Annalena Schmidt
- Universität Bremen, Fachbereich Human- und Gesundheitswissenschaften, Bremen, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Henriette Schulz
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Sarah Hidding
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
| | - Christoph Dockweiler
- Universität Siegen, Lebenswissenschaftliche Fakultät, Department Digitale Gesundheitswissenschaften und Biomedizin, Professur für Digital Public Health, Siegen, Deutschland
- Deutsche Gesellschaft für Public Health e.V., Fachbereich Digital Public Health, Berlin, Deutschland
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Curioso WH, Coronel-Chucos LG, Oscuvilca-Tapia E. Empowering the digital health workforce in Latin America in the context of the COVID-19 pandemic: the Peruvian case. Inform Health Soc Care 2024; 49:73-82. [PMID: 38349775 DOI: 10.1080/17538157.2024.2315266] [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] [Indexed: 02/15/2024]
Abstract
The COVID-19 pandemic has exposed significant gaps in healthcare access, quality, and the urgent need for enhancing the capacity of digital health human resources, particularly in Latin America. During the pandemic, online courses and telehealth initiatives supported by governmental agencies, the Pan American Health Organization, and other public and private resources, have played a crucial role in meeting training demands. This article discusses the role of capacity building programs in digital health within the context of Latin America, with a specific focus on the Peruvian case. We highlight the development of digital health competencies and related policies, while also describing selected experiences related to capacity building in this field. Additionally, we discuss the pivotal role of collaborative partnerships among institutions and countries, emphasizing the importance of culturally relevant training programs in digital health. These initiatives have the potential to accelerate training and research opportunities in Latin America, drawing on the involvement of government agencies, non-governmental organizations, industry, universities, professional societies, and communities.
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Affiliation(s)
- Walter H Curioso
- Vicerrectorado de Investigación, Universidad Continental, Lima, Peru
| | | | - Elsa Oscuvilca-Tapia
- Facultad de Medicina Humana, Universidad Nacional José Faustino Sánchez Carrión, Huacho, Peru
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Sia LL, Sharma S, Kumar S, Ajit Singh DK. Exploring physiotherapists' perceptions of telerehabilitation for musculoskeletal disorders: Insights from focus groups. Digit Health 2024; 10:20552076241248916. [PMID: 38665882 PMCID: PMC11044802 DOI: 10.1177/20552076241248916] [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] [Accepted: 04/04/2024] [Indexed: 04/28/2024] Open
Abstract
Objective This study explored the perceived benefits, barriers, and recommendations of telerehabilitation for musculoskeletal disorders among physiotherapists in Malaysia. Methods This study employed an exploratory qualitative methodology to gather the perceptions of government-employed physiotherapists in Malaysia regarding the benefits, barriers, and recommendations for telerehabilitation in treating musculoskeletal disorders. The researchers conducted semistructured focus group discussions (FGDs) via Google Meet, which were recorded, transcribed, and analyzed using thematic analysis. Results Five FGDs were conducted with 24 participants, 37.5% of whom had prior experience with telerehabilitation. The data analysis returned three main themes: (1) perceived benefits, (2) barriers, and (3) recommendations. Four subthemes were derived from perceived benefits: (1a) saving time and money, (1b) convenience, (1c) clients responsible for their treatment, and (1d) alternatives for infectious diseases. Perceived barriers revealed three subthemes: (2a) technology, (2b) organization, and (2c) personal barriers. Finally, participants provided recommendations for improving telerehabilitation services, including training programs to facilitate greater acceptance of this modality. Conclusion The findings of this study offer crucial insights into the evolving landscape of telerehabilitation in Malaysia. These findings revealed a greater prevalence of barriers to enablers among Malaysian physiotherapists, potentially influenced by varying experience levels. Despite the prevailing lack of experience among participants, this research underscores the significance of identifying barriers and enablers in implementing telerehabilitation with participants offering recommendations for integrating telerehabilitation into their practices. This study provides clear insights and a roadmap for stakeholders aiming to shape the future of telerehabilitation among physiotherapists in Malaysia.
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Affiliation(s)
- Lee Lee Sia
- Universiti Kebangsaan Malaysia, Physiotherapy Program, Centre of Healthy Ageing & Wellness, Faculty of Health Sciences, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia
- Physiotherapy Unit, Hospital Miri, Ministry of Health Malaysia, Miri, Sarawak, Malaysia
| | - Shobha Sharma
- Universiti Kebangsaan Malaysia, Speech Sciences Program, Centre for Healthy Ageing & Wellness, Faculty of Health Sciences, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia
| | - Saravana Kumar
- Allied Health and Human Performance Unit, University of South Australia (City East Campus), South Australia, Australia
| | - Devinder Kaur Ajit Singh
- Universiti Kebangsaan Malaysia, Physiotherapy Program, Centre of Healthy Ageing & Wellness, Faculty of Health Sciences, Jalan Raja Muda Abdul Aziz, Kuala Lumpur, Malaysia
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Papadakis S, Anastasaki M, Gamaletsou M, Papagiannopoulou X, Aligizakis E, Lionis C. Development of an eLearning intervention for enhancing health professionals' skills for addressing COVID-19 vaccine hesitancy. Front Med (Lausanne) 2023; 10:1290288. [PMID: 38155659 PMCID: PMC10753786 DOI: 10.3389/fmed.2023.1290288] [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: 09/07/2023] [Accepted: 11/28/2023] [Indexed: 12/30/2023] Open
Abstract
Like many countries, Greece has faced resistance to coronavirus disease 2019 (COVID-19) vaccination among residents for both the initial and booster doses. Supporting healthcare professionals with delivering brief advice on COVID-19 vaccination may assist with reaching national vaccination targets. We sought to rapidly develop, pilot test, and deploy an eLearning intervention on skills training on effective techniques for addressing COVID-19 vaccine hesitancy for primary health and social care professionals in Greece. A five-part, 1.5-h eLearning was produced in Greek which featured two behavior change techniques, Very Brief Advice (VBA) and Motivational Interviewing (MI) adapted for use in addressing COVID-19 vaccine hesitancy. Six-film-based case studies modeling the use of VBA and MI in the context of challenging scenarios typically seen in Greek health and social settings were produced for the eLearning. The CME was pilot tested using a pre-post design in a small convenience sample (n = 17) of health care professionals. Pilot study results found the training provided new knowledge (80%), improved provider skills (80%), and was useful to provider's clinical practice (90%). There was a mixed effect in provider capability, motivation, and opportunity. Ninety percent of providers strongly agreed or agreed that they planned to use the information and skills provided by the training in their clinical practice. This project has resulted in new training assets for use by health and social professional tailored to the nationally context in Greece including supporting uptake of booster doses of the COVID-19 vaccine.
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Golz C, Hahn S, Zwakhalen SMG. Content Validation of a Questionnaire to Measure Digital Competence of Nurses in Clinical Practice. Comput Inform Nurs 2023; 41:949-956. [PMID: 37278593 DOI: 10.1097/cin.0000000000001037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Clinical practice nurses need adequate digital competence to use technologies appropriately at work. Questionnaires measuring clinical practice nurses' digital competence lack content validity because attitude is not included as a measure of digital competence. The aim of the current study was to identify items for an item pool of a questionnaire to measure clinical practice nurses' digital competence and to evaluate the content validity. A normative Delphi study was conducted, and the content validity index on item and scale levels was calculated. In each round, 21 to 24 panelists (medical informatics specialists, nurse informatics specialists, digital managers, and researchers) were asked to rate the items on a 4-point Likert scale ranging from "not relevant" to "very relevant." Within three rounds, the panelists reached high consensus and rated 26 items of the initial 37 items as relevant. The average content validity index of 0.95 (SD, 0.07) demonstrates that the item pool showed high content validity. The final item pool included items to measure knowledge, skills, and attitude. The items included represent the international recommendations of core competences for clinical nursing. Future research should conduct psychometric testing for construct validity and internal consistency of the generated item pool.
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Affiliation(s)
- Christoph Golz
- Author Affiliations: Department of Health Professions, Bern University of Applied Sciences (Dr Golz, Dr Hahn), Switzerland; and Department of Health Services Research, Care and Public Health Research Institute, Maastricht University (Dr Zwakhalen), The Netherlands
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Brørs G, Larsen MH, Hølvold LB, Wahl AK. eHealth literacy among hospital health care providers: a systematic review. BMC Health Serv Res 2023; 23:1144. [PMID: 37875882 PMCID: PMC10599073 DOI: 10.1186/s12913-023-10103-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2023] [Accepted: 10/03/2023] [Indexed: 10/26/2023] Open
Abstract
BACKGROUND eHealth literacy is a key concept in the implementation of eHealth resources. However, most eHealth literacy definitions and frameworks are designed from the perceptive of the individual receiving eHealth care, which do not include health care providers' eHealth literacy or acceptance of delivering eHealth resources. AIMS To identify existing research on eHealth literacy domains and measurements and identify eHealth literacy scores and associated factors among hospital health care providers. METHODS This systematic review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist. A systematic literature search was conducted in MEDLINE, Cinahl, Embase, Scopus, PEDro, AMED and Web of Science. Quantitative studies assessing eHealth literacy with original research, targeting hospital health care providers were included. Three eHealth literacy domains based on the eHealth literacy framework were defined a priori; (1) Individual eHealth literacy, (2) Interaction with the eHealth system, and (3) Access to the system. Pairs of authors independently assessed eligibility, appraised methodological quality and extracted data. RESULTS Fourteen publications, of which twelve publications were conducted in non-Western countries, were included. In total, 3,666 health care providers within eleven different professions were included, with nurses being the largest group. Nine of the included studies used the eHealth literacy scale (eHEALS) to measure eHealth literacy, representing the domain of individual eHealth literacy. A minority of the studies covered domains such as interaction with the eHealth system and access to the system. The mean eHEALS score in the studies ranged from 27.8 to 31.7 (8-40), indicating a higher eHealth literacy. One study reported desirable eHealth literacy based on the Digital Health Literacy Instrument. Another study reported a relatively high score on the Staff eHealth literacy questionnaire. eHealth literacy was associated with socio-demographic factors, experience of technology, health behaviour and work-related factors. CONCLUSIONS Health care providers have good individual eHealth literacy. However, more research is needed on the eHealth literacy domains dependent on interaction with the eHealth system and access to the system. Furthermore, most studies were conducted in Eastern and Central-Africa, and more research is thus needed in a Western context. TRIAL REGISTRATION PROSPERO International Prospective Register of Systematic Reviews (CRD42022363039).
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Affiliation(s)
- Gunhild Brørs
- Clinic of Cardiology, St. Olavs hospital, Trondheim University Hospital, P.O. box 3250, Torgarden, Trondheim, NO-7006, Norway.
| | | | - Linn Benjaminsen Hølvold
- University Library, Norwegian University of Life Sciences, Universitetstunet 3, Ås, NO-1433, Norway
| | - Astrid K Wahl
- Department of Health Sciences, University of Oslo, P.O.box 1084, Blindern, Oslo, NO-0317, Norway
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Hägglund M, Ekwall AK, Davoody N, Farrokhnia N. Escape to the future - a qualitative study of physicians' views on the work environment, education, and support in a digital context. BMC Med Inform Decis Mak 2023; 23:231. [PMID: 37858147 PMCID: PMC10588019 DOI: 10.1186/s12911-023-02337-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Accepted: 10/11/2023] [Indexed: 10/21/2023] Open
Abstract
BACKGROUND The use of remote services such as video consultations (VCs) has increased significantly in the wake of the COVID-19 pandemic. In Sweden, private healthcare providers offering VCs have grown substantially since 2016 and have been controversial. Few studies have focused on physicians' experiences providing care in this context. Our aim was to study physicians' experiences of VCs, focusing on the work environment, quality of care, and educational needs. METHODS Twenty-two semi-structured interviews were performed with physicians working with VCs in Sweden, and analyzed through inductive content analysis. RESULTS We identified five categories; flexibility, social work environment, impact on care and society, continuous learning and career development, and organizational support. Flexibility and accessibility were considered positive features of working digitally by giving physicians control over their time and workplace and increasing patients' timely access to healthcare. Regarding collegial contact and social activities in a digital context, the majority of the participants did not experience any significant difference compared to the physical context. Access to technical support services, educational support, and collegial support in decision-making, guidance, and consultations were described as well-functioning. Satisfied patients positively impacted the work environment, and participants felt that VCs have a positive socio-economic effect. Continuity of care was considered supported, but patients did not always prioritize this. Privacy risks were considered a challenge, as were poor development of clinical skills due to the low variation of patient cases. Working for an online healthcare provider was contributing to career advancements for junior clinicians. CONCLUSIONS Physicians appreciate the flexibility of the digital context and seem satisfied with a work environment where they have a high level of control, but few consider this a full-time career option. The pandemic year 2020 has led to a significant increase in the implementation of VCs in traditional care systems. How this affects the work environment and continuous education needs and career development remains to be seen.
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Affiliation(s)
- Maria Hägglund
- Department of Women's and Children's Health, Uppsala University, Dag Hammarskjölds väg 14B, Uppsala, 752 37, Sweden.
- Uppsala University Hospital, Uppsala, Sweden.
- Health Informatics Center, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden.
| | | | - Nadia Davoody
- Health Informatics Center, Department of Learning, Informatics, Management, and Ethics, Karolinska Institutet, Stockholm, Sweden
| | - Nasim Farrokhnia
- Department of Clinical Science and Education, Karolinska Institutet, Södersjukhuset, Stockholm, Sweden
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Delafontaine A, Saiydoun G, Frigout J, Fabeck L, Degrenne O, Sarhan FR. Pedagogical impact of integration of musculoskeletal anatomy blended learning on physiotherapy education. Front Med (Lausanne) 2023; 10:1260416. [PMID: 37915328 PMCID: PMC10617513 DOI: 10.3389/fmed.2023.1260416] [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: 07/17/2023] [Accepted: 09/25/2023] [Indexed: 11/03/2023] Open
Abstract
Background In physiotherapy education, blended learning is recognized to be more effective compared to traditional teaching. The aim of this study was to assess the consequences of a musculoskeletal anatomy blended learning program on skills developed by students. Methods We conducted an observational retrospective monocentric study in a French physiotherapy school named "X." Ninety-two first-year students in the 2017-18 baseline group (students with traditional face-to-face learning), and ninety-eight first-year students and ninety-five second-year students in the 2018-19 and 2019-20 blended learning experimental groups was included. A success rate of the anatomy final written exam, defined by the percentage of students scoring 50% or above, was analyzed between 2017 and 2020. We also evaluated the pedagogical value of musculoskeletal e-learning and its usefulness for preparing the student for their anatomy final written exam at «X». Results We observed an improvement in the success rate of the anatomy final written exam between the 2017-18 baseline group, 2018-19 and 2019-2020 experimental groups during first (Kruskal-Wallis = 74.06, df = 2, p < 0.001) and second semester (Kruskal-Wallis = 173.6, df = 2, p < 0.001). We obtained a data survey and questionnaire response rate of 74% (n = 89/120) for the 2018-19 and 62% (n = 72/116) for the 2019-20 experimental groups. Concerning questionnaire response, they were no significant statistical difference between 2018-19 and 2019-20 experimental groups. Conclusion Blended learning could improve student success rate of the anatomy final written exam and learning of professional physiotherapy skills.
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Affiliation(s)
- Arnaud Delafontaine
- Université Libre de Bruxelles, Brussels, Belgium
- CIAMS, Univ. Paris-Sud., Université Paris-Saclay, Orsay, France
- CIAMS, Université d’Orléans, Orléans, France
- ASSAS, Ecole de Rééducation, Département international et Recherche, Villa Thoréton, Paris, France
| | - Gabriel Saiydoun
- Unisurg, Paris, France
- Department of Cardiac Surgery, Henri Mondor University Hospital, Créteil, France
- Créteil, UFR Médecine-Pharmacie, University of Paris-Est Créteil, Créteil, France
- Biomedicale, IMRB, Inserm, Institut Mondor de Recherche Biomédicale, Faculté de Santé de Créteil, Institut Mondor de Recherche Biomédicale, Creteil, France
- Department of Cardiovascular and Thoracic Surgery, Pitié-Salpêtrière University Hospital, Assistance Publique-Hôpitaux de Paris-Sorbonne University, Paris, France
| | - Jérôme Frigout
- I3SP Laboratory, Department of Sports Science and Physical Education, Université de Paris Descartes, Paris, France
| | | | | | - François-Régis Sarhan
- Physiotherapy School, Centre Hospitalier Universitaire Amiens – Picardie, Amiens, France
- UR CHIMERE, Université de Picardie Jules Verne, Amiens, France
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Alshaibani T, Almarabheh A, Jaradat A, Deifalla A. Comparing Online and Face-to-Face Performance in Scientific Courses: A Retrospective Comparative Gender Study of Year-1 Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1119-1127. [PMID: 37822893 PMCID: PMC10563781 DOI: 10.2147/amep.s408791] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 09/30/2023] [Indexed: 10/13/2023]
Abstract
Purpose As a result of COVID-19 pandemic, medical education at the Arabian Gulf University was instructed to apply online teaching instead of face-to-face for all phases of teaching at the University. Phase-1 is concerned with basic science courses delivered to year 1 students. We conducted this study to detect if there are any differences in the performance of medical students between online and face-to-face ways of learning. Also, a comparison between male and female performance in scientific courses was carried out in pre and during COVID-19 periods. Methods The participant were first year students for pre COVID-19 period from 2018 to 2019 and during COVID-19 period from 2020 to 2021. The university used Moodle and Zoom as an online way of teaching. The students' performance in the year 1 (three-semester) -online period of teaching were compared with a three-semester-performance of conventional teaching prior to COVID-19. This is a retrospective study that attempts to shed some light on the efficiency of AGU experience in online learning for year 1 (Phase I) students. This study evaluates the outcome of both, online and face-to-face examinations for scientific courses. Results The results showed that the mean performance of year one medical students in all basic scientific courses (Phase I) during the coronavirus pandemic was greater than the mean performance before the pandemic with the exception of the Biostatistics course. The results by gender showed that the mean performance of females was better than males across all scientific courses before coronavirus. Also, during the COVID pandemic, the mean performance of females was better than males in all basic science courses. Conclusion Year -1 students' performance in science courses during the coronavirus period seems better than pre COVID19 era. Females' performance was better than males' in both periods; pre and during COVID -19 periods.
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Affiliation(s)
- Tarik Alshaibani
- Physiology Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Amer Almarabheh
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Ahmed Jaradat
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, Dean of College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
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Al Bashir S, Al-Azzam N, Elsalem L, Al Smerat A, Haddad HK, Alsulaiman J, Kheirallah KA, Alzoubi KH. Medical, Dental, and Nursing Students' Experience with Virtual Practical Sessions: A Cross-Sectional Study in a Developing Country. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:1045-1054. [PMID: 37789926 PMCID: PMC10542108 DOI: 10.2147/amep.s425144] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/09/2023] [Accepted: 09/18/2023] [Indexed: 10/05/2023]
Abstract
Background The COVID-19 pandemic has disrupted the scope of healthcare education and shifted the teaching methods from on-campus to virtual. The impact of such a shift has rarely been investigated, and limited evidence exists about students' experience in terms of effort made and time spent, especially for laboratory sessions. Assessing students' experiences will provide paramount evidence to fine-tune laboratory virtual learning sessions. Objective To assess students' experience of virtual (online) laboratory sessions versus on-campus laboratory sessions, including preference, time spent, the effort made, ability to remember instructions, and preference for future teaching. Methods A cross-sectional study was utilized. A Google Forms questionnaire was prepared and sent to medicine, dentistry, and nursing school students registered at Jordan University of Science and Technology (JUST) during the 2019/2020 academic year. Self-reported preference, time spent, efforts made, ability to remember instructions and preference for future teaching were assessed for virtual versus on-campus anatomy, pathology, microbiology, histology, and physiology laboratory sessions. Results A total of 455 students participated in this questionnaire. More students in histology (55.2%), pathology (57.4%), and microbiology (55.3%) laboratories, but not anatomy (39.6%) physiology (443.95), reported preferring virtual sessions over on-campus sessions. More students from histology (35.6%) and microbiology (37.0%) reported spending less effort than on-campus sessions. More than half of the participants agreed that virtual laboratory sessions consumed less time than on-campus sessions. Participants reported that they cannot remember the instruction given during virtual teaching compared to on-campus teaching. Differences in students' experiences were detected by gender, major, and year of study. Conclusion The COVID-19 pandemic has the potential to change the future of healthcare education, and preparation for future crises is paramount. Effort made, time spent, ability to remember, and preference for virtual education should be considered in terms of gender, major of study, and year. These differences should also be reflected in the planning of virtual sessions for effective implementation.
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Affiliation(s)
- Samir Al Bashir
- Department of Pathology and Microbiology, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Nosayba Al-Azzam
- Department of Physiology and Biochemistry, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Lina Elsalem
- Department of Pharmacology, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Aya Al Smerat
- Department of Physiology and Biochemistry, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Husam K Haddad
- Department of Pathology and Laboratory Medicine, Ministry of Health, Amman, Jordan
| | - Jomana Alsulaiman
- Department of Pediatrics, Medical School of Yarmouk University, Irbid, Jordan
| | - Khalid A Kheirallah
- Department of Public Health, Community Medicine and Family Medicine, Faculty of Medicine, Jordan University of Science and Technology, Irbid, Jordan
| | - Karem H Alzoubi
- Department of Pharmacy Practice and Pharmacotherapeutics, College of Pharmacy, University of Sharjah, Sharjah, United Arab Emirates
- Department of Clinical Pharmacy, Faculty of Pharmacy, Jordan University of Science and Technology, Irbid, Jordan
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Asthana S, Prime S. The role of digital transformation in addressing health inequalities in coastal communities: barriers and enablers. FRONTIERS IN HEALTH SERVICES 2023; 3:1225757. [PMID: 37711604 PMCID: PMC10498291 DOI: 10.3389/frhs.2023.1225757] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Accepted: 08/14/2023] [Indexed: 09/16/2023]
Abstract
Healthcare systems worldwide are striving for the "quadruple aim" of better population health and well-being, improved experience of care, healthcare team well-being (including that of carers) and lower system costs. By shifting the balance of care from reactive to preventive by facilitating the integration of data between patients and clinicians to support prevention, early diagnosis and care at home, many technological solutions exist to support this ambition. Yet few have been mainstreamed in the NHS. This is particularly the case in English coastal areas which, despite having a substantially higher burden of physical and mental health conditions and poorer health outcomes, also experience inequalities with respect to digital maturity. In this paper, we suggest ways in which digital health technologies (DHTs) can support a greater shift towards prevention; discuss barriers to digital transformation in coastal communities; and highlight ways in which central, regional and local bodes can enable transformation. Given a real risk that variations in digital maturity may be exacerbating coastal health inequalities, we call on health and care policy leaders and service managers to understands the potential benefits of a digital future and the risks of failing to address the digital divide.
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Affiliation(s)
- Sheena Asthana
- Centre for Health Technology, University of Plymouth, Plymouth, United Kingdom
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Morris ME, Brusco NK, Jones J, Taylor NF, East CE, Semciw AI, Edvardsson K, Thwaites C, Bourke SL, Raza Khan U, Fowler-Davis S, Oldenburg B. The Widening Gap between the Digital Capability of the Care Workforce and Technology-Enabled Healthcare Delivery: A Nursing and Allied Health Analysis. Healthcare (Basel) 2023; 11:healthcare11070994. [PMID: 37046921 PMCID: PMC10094715 DOI: 10.3390/healthcare11070994] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 03/23/2023] [Accepted: 03/28/2023] [Indexed: 04/03/2023] Open
Abstract
There is a need to ensure that healthcare organisations enable their workforces to use digital methods in service delivery. This study aimed to evaluate the current level of digital understanding and ability in nursing, midwifery, and allied health workforces and identify some of the training requirements to improve digital literacy in these health professionals. Representatives from eight healthcare organizations in Victoria, Australia participated in focus groups. Three digital frameworks informed the focus group topic guide that sought to examine the barriers and enablers to adopting digital healthcare along with training requirements to improve digital literacy. Twenty-three participants self-rated digital knowledge and skills using Likert scales and attended the focus groups. Mid-range scores were given for digital ability in nursing, midwifery, and allied health professionals. Focus group participants expressed concern over the gap between their organizations’ adoption of digital methods relative to their digital ability, and there were concerns about cyber security. Participants also saw a need for the inclusion of consumers in digital design. Given the widening gap between digital innovation and health workforce digital capability, there is a need to accelerate digital literacy by rapidly deploying education and training and policies and procedures for digital service delivery.
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Giesbrecht E, Major ME, Fricke M, Wener P, van Egmond M, Aarden JJ, Brown CL, Pol M, van der Schaaf M. Telerehabilitation Delivery in Canada and the Netherlands: Results of a Survey Study. JMIR Rehabil Assist Technol 2023; 10:e45448. [PMID: 36806194 PMCID: PMC9989917 DOI: 10.2196/45448] [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: 01/04/2023] [Revised: 01/24/2023] [Accepted: 01/26/2023] [Indexed: 02/22/2023] Open
Abstract
BACKGROUND Following the onset of the COVID-19 pandemic, telerehabilitation (TR) has been expanding to address the challenges and risks of in-person delivery. It is likely that a level of TR delivery will continue after the pandemic because of its advantages, such as reducing geographical barriers to service. Many pandemic-related TR initiatives were put in place quickly. Therefore, we have little understanding of current TR delivery, barriers and facilitators, and how therapists anticipate integrating TR into current practice. Knowing this information will allow the incorporation of competencies specifically related to the use and provision of TR into professional profiles and entry-to-practice education, thereby promoting high-quality TR care. OBJECTIVE This study aimed to obtain a descriptive overview of current TR practice among rehabilitation therapists in Canada and the Netherlands and identify perceived barriers to and facilitators of practice. METHODS A web-based cross-sectional survey was conducted with occupational, physical, and respiratory therapists and dietitians in Canada (in French and English) and the Netherlands (in Dutch and English) between November 2021 and March 2022. Recruitment was conducted through advertisements on social media platforms and email invitations facilitated by regulatory and professional bodies. The survey included demographic and practice setting information; whether respondents delivered TR, and if so, components of delivery; confidence and satisfaction ratings with delivery; and barriers to and facilitators of use. TR satisfaction and uptake were measured using the Telehealth Usability Questionnaire and modified Technology Acceptance Model. Data were first summarized descriptively, and then, comparisons were conducted between professions. RESULTS Overall, 723 survey responses were received, mostly from Canada (n=666, 92.1%) and occupational therapists (n=434, 60%). Only 28.1% (203/723) reported receiving specific training in TR, with 1.2% (9/723) indicating that it was part of their professional education. Approximately 19.5% (139/712) reported not using TR at all, whereas most participants (366/712, 51.4%) had been using this approach for 1 to 2 years. Services delivered were primarily teleconsultation and teletreatment with individuals. Respondents offering TR were moderately satisfied with their service delivery and found it to be effective; 90.1% (498/553) indicated that they were likely to continue offering TR after the pandemic. Technology access, confidence, and setup were rated the highest as facilitators, whereas technology issues and the clinical need for physical contact were the most common barriers. CONCLUSIONS Professional practice and experience with TR were similar in both countries, suggesting the potential for common strategic approaches. The high prevalence of current practice and strong indicators of TR uptake suggest that therapists are likely to continue TR delivery after the pandemic; however, most therapists (461/712, 64.7%) felt ill prepared for practice, and the need to target TR competencies during professional and postprofessional education is critical. Future studies should explore best practice for preparatory and continuing education.
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Affiliation(s)
- Edward Giesbrecht
- Department of Occupational Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Mel E Major
- Department of Physical Therapy, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Research Group Occupational Therapy: Participation and Environment, Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Amsterdam Movement Sciences, Ageing and Vitality, Amsterdam, the Netherlands
| | - Moni Fricke
- Department of Physical Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Pamela Wener
- Department of Occupational Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Maarten van Egmond
- Department of Physical Therapy, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Research Group Occupational Therapy: Participation and Environment, Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Amsterdam Movement Sciences, Ageing and Vitality, Amsterdam, the Netherlands.,European School of Physiotherapy, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Jesse J Aarden
- Department of Physical Therapy, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Research Group Occupational Therapy: Participation and Environment, Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Amsterdam Movement Sciences, Ageing and Vitality, Amsterdam, the Netherlands.,European School of Physiotherapy, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Cara L Brown
- Department of Occupational Therapy, College of Rehabilitation Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Margriet Pol
- Research Group Occupational Therapy: Participation and Environment, Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Department of Medicine for Older People, Amsterdam UMC, location Vrije Universiteit Amsterdam, Amsterdam, the Netherlands.,Amsterdam Public Health, Aging & Later Life, Amsterdam, the Netherlands
| | - Marike van der Schaaf
- Research Group Occupational Therapy: Participation and Environment, Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.,Amsterdam Movement Sciences, Ageing and Vitality, Amsterdam, the Netherlands.,Rehabilitation Medicine, Meibergdreef 9, Amsterdam UMC, location University of Amsterdam, Amsterdam, the Netherlands
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Bettiol S, Psereckis R, MacIntyre K. A perspective of massive open online courses (MOOCs) and public health. Front Public Health 2022; 10:1058383. [PMID: 36589952 PMCID: PMC9795246 DOI: 10.3389/fpubh.2022.1058383] [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: 09/30/2022] [Accepted: 11/25/2022] [Indexed: 12/15/2022] Open
Abstract
Massive open online courses (MOOCs) have emerged as an innovative educational technology relevant to and affecting higher education, professional development, and lifelong learning. This paper introduces the principles of MOOCs and reviews the development of these platforms over time. We reflect upon the considerable investment by institutions to develop, deliver and promote such courses, particularly in public health. While open to interpretation, the inherent power, influence, and effectiveness of MOOCs is unquestionable. The potential contribution of MOOCs to public health education is immense, with almost universal reach and access. However, apart from research into participant engagement and knowledge, MOOC-related research and evaluation continue to lag with the rapid proliferation of these courses in response to emerging challenges, as seen with the Coronavirus Disease 19 (COVID-19) pandemic. This makes analyzing the contribution of MOOCs to public health education, health promotion and community programs challenging. This perspective article provides a robust rationale for the necessity of MOOCs and their utility in upskilling health professionals and the general public. It builds on current knowledge to comprehensively explore the factors influencing the development, and application of MOOCs.
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Affiliation(s)
- Silvana Bettiol
- Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia,*Correspondence: Silvana Bettiol
| | - Rhea Psereckis
- Public Health Services, Department of Health, Hobart, TAS, Australia
| | - Kate MacIntyre
- Tasmanian School of Medicine, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia
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