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Sendra-Portero F, Lorenzo-Álvarez R, Rudolphi-Solero T, Ruiz-Gómez MJ. The Second Life Metaverse and Its Usefulness in Medical Education After a Quarter of a Century. J Med Internet Res 2024; 26:e59005. [PMID: 39106480 DOI: 10.2196/59005] [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: 03/30/2024] [Revised: 06/03/2024] [Accepted: 06/11/2024] [Indexed: 08/09/2024] Open
Abstract
The immersive virtual world platform Second Life (SL) was conceived 25 years ago, when Philip Rosedale founded Linden Lab in 1999 with the intention of developing computing hardware that would allow people to immerse themselves in a virtual world. This initial effort was transformed 4 years later into SL, a universally accessible virtual world centered on the user, with commercial transactions and even its own virtual currency, which fully connects with the concept of the metaverse, recently repopularized after the statements of the chief executive officer of Meta (formerly Facebook) in October 2021. SL is considered the best known virtual environment among higher education professionals. This paper aimed to review medical education in the SL metaverse; its evolution; and its possibilities, limitations, and future perspectives, focusing especially on medical education experiences during undergraduate, residency, and continuing medical education. The concept of the metaverse and virtual worlds was described, making special reference to SL and its conceptual philosophy, historical evolution, and technical aspects and capabilities for higher education. A narrative review of the existing literature was performed, including at the same time a point of view from our teaching team after an uninterrupted practical experience of undergraduate and postgraduate medical education in the last 13 years with >4000 users and >10 publications on the subject. From an educational point of view, SL has the advantages of being available 24/7 and creating in the student the important feeling of "being there" and of copresence. This, together with the reproduction of the 3D world, real-time interaction, and the quality of voice communication, makes the immersive experiences unique, generating engagement and a fluid interrelation of students with each other and with their teachers. Various groups of researchers in medical education have developed experiences during these years, which have shown that courses, seminars, workshops and conferences, problem-based learning experiences, evaluations, teamwork, gamification, medical simulation, and virtual objective structured clinical examinations can be successfully carried out. Acceptance from students and faculty is generally positive, recognizing its usefulness for undergraduate medical education and continuing medical education. In the 25 years since its conception, SL has proven to be a virtual platform that connects with the concept of the metaverse, an interconnected, open, and globally accessible system that all humans can access to socialize or share products for free or using a virtual currency. SL remains active and technologically improved since its creation. It is necessary to continue carrying out educational experiences, outlining the organization, objectives, and content and measuring the actual educational impact to make SL a tool of more universal use.
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Affiliation(s)
- Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Rocío Lorenzo-Álvarez
- Department of Emergency and Intensive Care, Hospital de la Axarquía, Vélez-Málaga, Spain
| | - Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Facultad de Medicina, Universidad de Málaga, Málaga, Spain
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Baños JE, Blanco-Reina E, Bellido-Estévez I, Bosch F, Cabello MR, Cambra-Badii I, De la Cruz JP, D'Ocón P, Ivorra MD, Ferrándiz M, González-Correa JA, Martín-Montañez E, Martos F, Pavía J, Sanz E. Beyond lectures and practical courses: Teaching pharmacology using imaginative pedagogical tools. Pharmacol Res 2024; 202:107130. [PMID: 38447748 DOI: 10.1016/j.phrs.2024.107130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/29/2023] [Revised: 02/28/2024] [Accepted: 03/01/2024] [Indexed: 03/08/2024]
Abstract
Pharmacology has broadened its scope considerably in recent decades. Initially, it was of interest to chemists, doctors and pharmacists. In recent years, however, it has been incorporated into the teaching of biologists, molecular biologists, biotechnologists, chemical engineers and many health professionals, among others. Traditional teaching methods, such as lectures or laboratory work, have been superseded by the use of new pedagogical approaches to enable a better conceptualization and understanding of the discipline. In this article, we present several new methods that have been used in Spanish universities. Firstly, we describe a teaching network that has allowed the sharing of pedagogical innovations in Spanish universities. A European experience to improve prescribing safety is described in detail. The use of popular films and medical TV series in biomedical students shows how these audiovisual resources can be helpful in teaching pharmacology. The use of virtual worlds is detailed to introduce this new approach to teaching. The increasingly important area of the social aspects of pharmacology is also considered in two sections, one devoted to social pharmacology and the other to the use of learning based on social services to improve understanding of this important area. Finally, the use of Objective Structured Clinical Evaluation in pharmacology allows to know how this approach can help to better evaluate clinical pharmacology students. In conclusion, this article allows to know new pedagogical methods resources used in some Spanish universities that may help to improve the teaching of pharmacology.
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Affiliation(s)
- J E Baños
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain.
| | - E Blanco-Reina
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Bellido-Estévez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Bosch
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain
| | - M R Cabello
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - I Cambra-Badii
- School of Medicine, Universitat de Vic - Universitat Central de Catalunya, Vic, Spain; Research group on Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Science and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - J P De la Cruz
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - P D'Ocón
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M D Ivorra
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - M Ferrándiz
- Department of Pharmacology, School of Pharmacy, Universitat de València, Spain
| | - J A González-Correa
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Martín-Montañez
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - F Martos
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - J Pavía
- Department of Pharmacology and Pediatrics, School of Medicine, Universidad de Málaga, Instituto de Investigación Biomédica de Málaga y Plataforma en Nanomedicina (IBIMA Plataforma Bionand), Málaga, Spain
| | - E Sanz
- School of Health Sciences, Universidad de La Laguna, Hospital Universitario de Canarias, Servicio Canario de Salud, Spain
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Wade SWT, Velan GM, Tedla N, Briggs N, Moscova M. What works in radiology education for medical students: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2024; 24:51. [PMID: 38200489 PMCID: PMC10782640 DOI: 10.1186/s12909-023-04981-z] [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: 08/26/2023] [Accepted: 12/15/2023] [Indexed: 01/12/2024]
Abstract
BACKGROUND Medical imaging related knowledge and skills are widely used in clinical practice. However, radiology teaching methods and resultant knowledge among medical students and junior doctors is variable. A systematic review and meta-analysis was performed to compare the impact of different components of radiology teaching methods (active versus passive teaching, eLearning versus traditional face-to-face teaching) on radiology knowledge / skills of medical students. METHODS PubMed and Scopus databases were searched for articles published in English over a 15-year period ending in June 2021 quantitatively comparing the effectiveness of undergraduate medical radiology education programs regarding acquisition of knowledge and/or skills. Study quality was appraised by the Medical Education Research Study Quality Instrument (MERSQI) scoring and analyses performed to assess for risk of bias. A random effects meta-analysis was performed to pool weighted effect sizes across studies and I2 statistics quantified heterogeneity. A meta-regression analysis was performed to assess for sources of heterogeneity. RESULTS From 3,052 articles, 40 articles involving 6,242 medical students met inclusion criteria. Median MERSQI score of the included articles was 13 out of 18 possible with moderate degree of heterogeneity (I2 = 93.42%). Thematic analysis suggests trends toward synergisms between radiology and anatomy teaching, active learning producing superior knowledge gains compared with passive learning and eLearning producing equivalent learning gains to face-to-face teaching. No significant differences were detected in the effectiveness of methods of radiology education. However, when considered with the thematic analysis, eLearning is at least equivalent to traditional face-to-face teaching and could be synergistic. CONCLUSIONS Studies of educational interventions are inherently heterogeneous and contextual, typically tailored to specific groups of students. Thus, we could not draw definitive conclusion about effectiveness of the various radiology education interventions based on the currently available data. Better standardisation in the design and implementation of radiology educational interventions and design of radiology education research are needed to understand aspects of educational design and delivery that are optimal for learning. TRIAL REGISTRATION Prospero registration number CRD42022298607.
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Affiliation(s)
- Stuart W T Wade
- Westmead Hospital, Sydney, Australia
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Gary M Velan
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
- Office of Medical Education, The University of New South Wales, Sydney, Australia
| | - Nicodemus Tedla
- School of Biomedical Sciences, Faculty of Medicine & Health, The University of New South Wales, Sydney, Australia
| | - Nancy Briggs
- Stats Central, Mark Wainwright Analytical Centre, The University of New South Wales, Sydney, Australia
| | - Michelle Moscova
- Office of Medical Education, The University of New South Wales, Sydney, Australia.
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Carreira Villamor JM, Zabalza Beraza MA. Undergraduate radiodiagnostic professors. RADIOLOGIA 2024; 66:94-101. [PMID: 38365359 DOI: 10.1016/j.rxeng.2023.07.004] [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: 05/26/2023] [Accepted: 07/19/2023] [Indexed: 02/18/2024]
Abstract
The international literature on university teaching, has insisted on the need to combine a double component in the professional profile of teachers: content knowledge and pedagogical content knowledge. Regarding the content, the area of knowledge of radiology and physical medicine is made up of different medical specialties, among which are radiodiagnosis, nuclear medicine, radiation oncology, physical medicine and rehabilitation. On the other hand, the pedagogical content knowledge is framed by framework that the Bologna Declaration (1999). Focusing on radiodiagnosis, the ideal candidates must be professionals in this medical specialty, vocational teachers and people who find in the undergraduate teaching process an opportunity to transmit their knowledge, experiences and values in an entertaining and understandable way for students who are incorporated into medical knowledge.
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Affiliation(s)
- J M Carreira Villamor
- Servicio de Radiodiagnóstico, Facultad de Medicina, Hospital Clínico Universitario, Santiago de Compostela, Spain.
| | - M A Zabalza Beraza
- Facultad de Ciencias de la Educación, Universidad de Santiago, Santiago de Compostela, Spain
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Rudolphi-Solero T, Lorenzo-Álvarez R, Domínguez-Pinos D, Ruiz-Gómez MJ, Sendra-Portero F. An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse. J Am Coll Radiol 2023:S1546-1440(23)00842-6. [PMID: 37922968 DOI: 10.1016/j.jacr.2023.09.012] [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: 05/25/2023] [Revised: 09/12/2023] [Accepted: 09/20/2023] [Indexed: 11/07/2023]
Abstract
PURPOSE The aim of this study was to evaluate an interuniversity competition online to learn radiology held in a 3-D virtual world, the Second Life metaverse, by analyzing the results of the game and students' perceptions. METHODS Medical students voluntarily participated in teams of four, for 6 weeks, successively covering radiologic anatomy and radiologic semiology of the chest, abdomen, and musculoskeletal. Each week, participants had 4.5 days to study self-learning presentations and 2.5 days to complete an individual multiple-choice test and a team task, the results of which determined the game's ranking. Participants were asked to complete a cognitive-load test, a perception questionnaire, and a postexposure knowledge test. RESULTS The competition was repeated for 2 years (editions), in 2020 and 2021. Seventy-five of 102 teams (73.5%) registered completed the game; 76% of them included third-year students. The average percentage of correct answers in the individual tests and team tasks was 74.2 ± 15.1 and 71.6 ± 14.7 respectively, without significant differences between both competitions. In general, the experience was valued positively (scores >8 on a 10-point scale). A lower perception score was found in 2021 among students from universities other than the organizing university, showing a positive correlation with the in-game score. CONCLUSIONS An interuniversity competition in the Second Life metaverse for undergraduate learning radiology is feasible and reproducible. Participating medical students considered it interesting and useful and also identified this activity during the 2 years of the coronavirus disease 2019 pandemic as a playful learning and social interaction experience.
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Affiliation(s)
- Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain. https://twitter.com/TeoRudSol
| | - Rocío Lorenzo-Álvarez
- Critical Care and Emergency Service, Hospital de la Axarquía, Velez-Malaga, Spain. https://twitter.com/estrellitadluz
| | - Dolores Domínguez-Pinos
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain
| | - Francisco Sendra-Portero
- Director, Department of Radiology and Physical Medicine, Faculty of Medicine, University of Málaga, Málaga, Spain.
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Kukla P, Maciejewska K, Strojna I, Zapał M, Zwierzchowski G, Bąk B. Extended Reality in Diagnostic Imaging-A Literature Review. Tomography 2023; 9:1071-1082. [PMID: 37368540 DOI: 10.3390/tomography9030088] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Revised: 05/21/2023] [Accepted: 05/22/2023] [Indexed: 06/29/2023] Open
Abstract
The utilization of extended reality (ER) has been increasingly explored in the medical field over the past ten years. A comprehensive analysis of scientific publications was conducted to assess the applications of ER in the field of diagnostic imaging, including ultrasound, interventional radiology, and computed tomography. The study also evaluated the use of ER in patient positioning and medical education. Additionally, we explored the potential of ER as a replacement for anesthesia and sedation during examinations. The use of ER technologies in medical education has received increased attention in recent years. This technology allows for a more interactive and engaging educational experience, particularly in anatomy and patient positioning, although the question may be asked: is the technology and maintenance cost worth the investment? The results of the analyzed studies suggest that implementing augmented reality in clinical practice is a positive phenomenon that expands the diagnostic capabilities of imaging studies, education, and positioning. The results suggest that ER has significant potential to improve diagnostic imaging procedures' accuracy and efficiency and enhance the patient experience through increased visualization and understanding of medical conditions. Despite these promising advancements, further research is needed to fully realize the potential of ER in the medical field and to address the challenges and limitations associated with its integration into clinical practice.
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Affiliation(s)
- Paulina Kukla
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
| | - Karolina Maciejewska
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
| | - Iga Strojna
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
| | - Małgorzata Zapał
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
- Department of Adult Neurology, Medical University of Gdansk, 80-210 Gdansk, Poland
| | - Grzegorz Zwierzchowski
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
- Department of Medical Physics, Greater Poland Cancer Centre, 61-866 Poznan, Poland
| | - Bartosz Bąk
- Department of Electroradiology, Poznan University of Medical Sciences, 61-866 Poznan, Poland
- Department of Radiotherapy II, Greater Poland Cancer Centre, 61-866 Poznan, Poland
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Speidel R, Felder E, Schneider A, Öchsner W. Virtual reality against Zoom fatigue? A field study on the teaching and learning experience in interactive video and VR conferencing. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc19. [PMID: 37361246 PMCID: PMC10285369 DOI: 10.3205/zma001601] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 08/20/2022] [Revised: 11/21/2022] [Accepted: 01/30/2023] [Indexed: 06/28/2023]
Abstract
Aim During the COVID-19 pandemic, the absence of in-person teaching was partially compensated for through videoconferencing. However, lecturers complain that students do not participate actively in video-based online seminars. One reason cited for this is Zoom fatigue. Conferences in virtual reality (VR), accessible with and without head-mounted display, represent one potential remedy to this issue. The research to date does not shed any light on the (1.) teaching experience, (2.) student demand, (3.) learning experience (including participation and social presence), and (4.) learning performance (declarative and spatial) associated with VR conferences. The present work will compare these aspects for videoconferencing, independent study, and - in the case of teaching experience - with in-person teaching. Methods A compulsory seminar in General Physiology was offered during the 2020/21 winter semester and the 2021 summer semester as part of the Human Medicine program at the Faculty of Medicine at Ulm University. The seminars were offered in three different formats with identical content: (a) VR conference, (b) video conference, and (c) independent study, with students selecting the format of their choice. In the VR conferences, the lecturer taught using a head-mounted display while students participated via PC, laptop, or tablet. The learning experience and learning performance were assessed using questionnaires and a knowledge test. A semi-structured interview was conducted to assess the VR teaching experience. Results The lecturer's teaching experience in the VR conferences was similar to in-person teaching. Students predominantly chose independent study and videoconferencing. The latter resulted in worse outcomes with regard to learning experience (including participation and social presence) and spatial learning performance than the VR conferences. Declarative learning performance differed only slightly between teaching formats. Conclusions VR conferencing offers lecturers new didactic opportunities and a teaching experience similar to that of in-person teaching. Students prefer time-efficient videoconferencing and independent study, but rate participation and social presence, among other things, higher in VR conferencing. If faculty and students are open to the technology, VR conferencing can promote interactive exchange in online seminars. This subjective assessment is not associated with better declarative learning performance.
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Affiliation(s)
- Robert Speidel
- Ulm University, Medical Faculty, Division of Learning and Teaching, Competence Center eEducation in Medicine, Ulm, Germany
| | - Edward Felder
- Ulm University, Institute of General Physiology, Ulm, Germany
| | - Achim Schneider
- Ulm University, Faculty of Medicine, Division of Learning and Teaching, Ulm, Germany
| | - Wolfgang Öchsner
- University Hospital Ulm, Clinic for Anesthesiology and Intensive-Care Medicine, Ulm, Germany
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Mize JL. Depression, anxiety, and stress symptoms and coping strategies in the context of the sudden course modality shift in the Spring 2020 semester. CURRENT PSYCHOLOGY 2023:1-12. [PMID: 37359699 PMCID: PMC10097514 DOI: 10.1007/s12144-023-04566-5] [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] [Accepted: 03/14/2023] [Indexed: 06/28/2023]
Abstract
The COVID-19 pandemic created a host of difficulties for college students. There is research noting the unique vulnerability of this population's DASS symptoms and further connections of coping strategies. The current study aims to provide a snapshot of this unique time in higher education by examining the relationship between perceived difficulty, retrospectively, in the Spring 2020 semester and DASS symptoms in the Fall 2020 semester, and moderators of coping strategies in a sample of USA university students (n = 248; Mage = 21.08, SD = 4.63; 79.3% = Female). The results yielded a clear predictor relationship between perceived difficulty and symptoms of DASS. However, only problem-solving coping strategy proved a significant moderator for stress; surprisingly, problem-solving coping appeared to exacerbate the relationship. Implications for clinicians and higher education are discussed.
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Affiliation(s)
- Jerry L. Mize
- Department of Psychology, George Mason University, 4400 University Drive, Fairfax, VA 22030 USA
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Pino-Postigo A, Domínguez-Pinos D, Lorenzo-Alvarez R, Pavía-Molina J, Ruiz-Gómez MJ, Sendra-Portero F. Improving Oral Presentation Skills for Radiology Residents through Clinical Session Meetings in the Virtual World Second Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4738. [PMID: 36981654 PMCID: PMC10049172 DOI: 10.3390/ijerph20064738] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/25/2023] [Revised: 03/02/2023] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The objective of this study was to conduct a clinical session meeting in the virtual world of Second Life to improve the oral presentation skills of radiology residents and to assess the perception of the attendees. METHODS A clinical session meeting (10 two-hour sessions over four weeks), where participants presented their own clinical sessions, followed by a turn of interventions by the attendees, was designed and carried out. Attendees were asked to complete an evaluation questionnaire. Descriptive statistics were performed. RESULTS Twenty-eight radiology residents attended the meeting, and 23 (81.2%) completed the evaluation questionnaire; 95.7-100% of them agreed that the virtual environment was attractive and suitable for holding the meeting and that the content was appropriate for their training as residents. They rated with ≥8.9 points (from 1 to 10) different aspects of the experience, highlighting the role of teachers (9.7 ± 0.6) and the usefulness of their training (9.4 ± 0.9). CONCLUSIONS Second Life can be used effectively to train oral communication skills in public, in an environment perceived as attractive and suitable for learning, through an experience described by the attendees as interesting and useful, highlighting the advantages of social contact with their peers.
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Affiliation(s)
- Alberto Pino-Postigo
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
| | - Dolores Domínguez-Pinos
- Department of Radiology, University Hospital Virgen de la Victoria, 29010 Málaga, Spain; (A.P.-P.); (D.D.-P.)
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Rocío Lorenzo-Alvarez
- Department of Emergency and Critical Care, Hospital de la Axarquía, 29700 Vélez Málaga, Spain;
| | - José Pavía-Molina
- Department of Pharmacology, Faculty of Medicine, University of Malaga, 290071 Málaga, Spain;
| | - Miguel J. Ruiz-Gómez
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, Faculty of Medicine, University of Malaga, 29071 Málaga, Spain;
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Figols Pedrosa M, Barra Perez A, Vidal-Alaball J, Miro-Catalina Q, Forcada Arcarons A. Use of virtual reality compared to the role-playing methodology in basic life support training: a two-arm pilot community-based randomised trial. BMC MEDICAL EDUCATION 2023; 23:50. [PMID: 36690993 PMCID: PMC9869298 DOI: 10.1186/s12909-023-04029-2] [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: 06/16/2022] [Accepted: 01/13/2023] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Virtual reality (VR) is a technology that allows us to replace our real environment with one created with digital media. This technology is increasingly used in the training of healthcare professionals, and previous studies show that the involvement and motivation of students who participate in activities that use VR increases compared to those who undergo training with the traditional methodology. The main aim of the study is to evaluate the learning curve of the students using a VR environment, to evaluate the satisfaction with the training activity and the cost, and to compare them with training that uses role-playing methodology. METHODOLOGY Two-arm community-based randomised trial. The control arm will base the training on the usual role-playing methodology. The second arm or intervention arm will base the Basic Life Support (BLS) training on a VR programme. RESULTS Statistically significant differences are observed in the percentage of correct answers in favour of the group that used VR as a learning methodology in the test taken at the end of the course. These differences disappear when comparing the results of the test performed at six months. The satisfaction rating of the role-playing training activity has a score of 9.37 out of a total of 10 and satisfaction with the VR methodology has a score of 9.72. The cost analysis shows that the cost of training a student by role-playing is 32.5 euros and, if trained by VR, it is 41.6 euros. CONCLUSIONS VR is a tool that allows the consolidation of a greater amount of knowledge in the short term and can be used for situations such as pandemics, where traditional formats are not available. In relation to student satisfaction with the training activity, the rating in both groups is very high and the differences are minimal. The results will be directly applicable to the decision making of BLS training in Central Catalonia in relation to the scheduling of training activities that use the VR methodology in an uncertain environment.
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Affiliation(s)
- M Figols Pedrosa
- Gerència Territorial de La Catalunya Central, Institut Català de la Salut, Sant Fruitós de Bages, Spain
| | - A Barra Perez
- Servei d'Atenció Primària Bages-Berguedà-Moianès, Institut Català de la Salut, Manresa, Spain
| | - J Vidal-Alaball
- Gerència Territorial de La Catalunya Central, Institut Català de la Salut, Sant Fruitós de Bages, Spain.
- Unitat de Suport a la Recerca de la Catalunya Central, Fundació Institut Universitari per a la Recerca a l'Atenció Primària de Salut Jordi Gol i Gurina (IDIAPJGol), Sant Fruitós del Bages, Spain.
- Health Promotion in Rural Areas Research Group, Gerencia Territorial de la Catalunya Central, Institut Català de la Salut, Sant Fruitós de Bages, Spain.
- Faculty of Medicine, University of Vic-Central University of Catalonia, Vic, Spain.
| | - Q Miro-Catalina
- Unitat de Suport a la Recerca de la Catalunya Central, Fundació Institut Universitari per a la Recerca a l'Atenció Primària de Salut Jordi Gol i Gurina (IDIAPJGol), Sant Fruitós del Bages, Spain
- Health Promotion in Rural Areas Research Group, Gerencia Territorial de la Catalunya Central, Institut Català de la Salut, Sant Fruitós de Bages, Spain
| | - A Forcada Arcarons
- Gerència Territorial de La Catalunya Central, Institut Català de la Salut, Sant Fruitós de Bages, Spain
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Lozano-Durán A, Rudolphi-Solero T, Nava-Baro E, Ruiz-Gómez MJ, Sendra-Portero F. Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20031697. [PMID: 36767063 PMCID: PMC9914803 DOI: 10.3390/ijerph20031697] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 01/12/2023] [Accepted: 01/14/2023] [Indexed: 05/06/2023]
Abstract
Second Life is a multi-user virtual world platform which enables online learning through immersive activities. This study evaluates the perception of third-year biomedical engineering students about learning activities complementary to a biomedical imaging course carried out within Second Life and focused on training in the public presentation of scientific content to their peers. Between 2015 and 2017, students gave oral presentations on medical imaging topics selected from the proposals of their classmates. Participants were invited to complete an evaluation questionnaire. In the three years of the study, 133 students enrolled in the course (48, 46, and 39 consecutively), and 97 of them delivered the questionnaire (48%, 83%, and 92%, consecutively). Attendance at the sessions ranged between 88% and 44%. The students positively value the experiences, especially the teacher, the educational content, and the virtual island environment, with mean scores greater than or equal to 8.4, 7.7, and 7.7, respectively, on a 1-10-point scale. Overall, they valued Second Life as an attractive and suitable environment for their training in science communication skills, in which they gain self-confidence and are less afraid of speaking in public. Second Life enables students to present scientific content effectively to their peers, receiving hands-on training in the tasks of collecting, organizing, and presenting data, with the benefits of remote access, collaborative work, and social interaction.
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Affiliation(s)
- Andrés Lozano-Durán
- Communications Engineering Department, Higher Technical School of Computer Engineering, University of Malaga, 29071 Malaga, Spain
| | - Teodoro Rudolphi-Solero
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
| | - Enrique Nava-Baro
- Communications Engineering Department, Higher Technical School of Computer Engineering, University of Malaga, 29071 Malaga, Spain
| | - Miguel José Ruiz-Gómez
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, School of Medicine, University of Malaga, 29071 Malaga, Spain
- Correspondence: ; Tel.: +34-60-626-6461
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Altinmakas E, Dogru OF, Yucel U, Ayas G, Balcı AS, Duran M, Doğan H, Kamel S, Patel P, Elsayes KM. Knowing the ABCs: teaching the principles of radiology to medical students in Turkey. BMC MEDICAL EDUCATION 2022; 22:857. [PMID: 36510168 PMCID: PMC9742646 DOI: 10.1186/s12909-022-03885-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/17/2022] [Accepted: 11/09/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Radiology education in Turkey is mainly taught during clinical years of medical school and often lacks main principles. Exposure to the fundamentals of radiology at an early stage of medical education may drastically help students generate a better understanding of radiology and expand their interest in the specialty. With the Principles of Radiology Course that we provided, pre- and post-session tests, and assessment survey at the end of the course, we aimed to evaluate the effectiveness of such an online course among Turkish medical students. METHODS A total of nine online sessions on imaging modalities principles was developed by radiology professors. Each session was given through Zoom by radiologists from different U.S.-institutions to Turkish medical students from state (n = 33) and private (n = 8) universities. Pretests and post-tests were given to participants via Qualtrics before and after each session, respectively. Paired two-sample t-tests were conducted to detect the variance and p=-.05 was used as the significance level. An evaluation survey was distributed at the end of the course to collect their feedback through SurveyMonkey. RESULTS A total of 1,438 predominantly Turkish (99.32%) medical students engaged with this course. An average of 506 students completed both pre-test and post-test. There was a statistically significant (p < .001) increase in the scores in post-test (mean[range]:7.58[5.21-8.53]) relative to pre-test (mean[range]:5.10[3.52-8.53]). Four hundred and thirty-nine participants (F/M:63.33%/35.54%) completed the end-of-course survey. A total of 71% and 69.70% of the participants strongly agreed that the course would be useful in their clinical practice and had increased their understanding of radiology. They also reported that their level of confidence in the subjects had increased 68% and reached a weighted average of 3.09/4. The survey revealed that 396 (90.21%) of the participants strongly or somewhat agree that introductory principles and concepts should be presented in earlier years of medical education. Compared to in-person education, 358 (81.55%) found the course extremely or very convenient. CONCLUSION Online lecture series consisting of the principles of the radiological imaging modalities can be offered to Turkish medical students to enhance their grasp of the various imaging modalities and their correct clinical application.
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Affiliation(s)
- Emre Altinmakas
- Department of Radiology, Koç University School of Medicine, 34010, Istanbul, Turkey
- Department of Diagnostic, Molecular and Interventional Radiology, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Omer Faruk Dogru
- Medical School, Istanbul Medipol University International School of Medicine, Istanbul, Turkey
| | - Umut Yucel
- Medical School, Bahcesehir University School of Medicine, Istanbul, Turkey
| | - Görkem Ayas
- Medical School, Koç Üniversitesi School of Medicine, İstanbul, Turkey
| | - Ayşe Sena Balcı
- Medical School, Istanbul University Cerrahpasa School of Medicine, Istanbul, Turkey
| | - Munevver Duran
- The University of Texas Southwestern Medical Center, Dallas, TX, USA
| | - Hakan Doğan
- Department of Radiology, Koç University School of Medicine, 34010, Istanbul, Turkey.
| | - Serageldin Kamel
- University of Texas Medical Branch School of Medicine, Galveston, TX, USA
| | - Parth Patel
- Department of Lymphoma and Myeloma, University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Khaled M Elsayes
- Department of Abdominal Imaging, University of Texas MD Anderson Cancer Center, Houston, TX, USA
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Martin JG, Fimbres DCP, Wang S, Wang J, Krupinski E, Frigini LA. Prevalence of Novel Pedagogical Methods in the Radiology Education of Medical Students. South Med J 2022; 115:874-879. [DOI: 10.14423/smj.0000000000001475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023]
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Rudolphi-Solero T, Lorenzo-Alvarez R, Ruiz-Gomez MJ, Sendra-Portero F. Impact of compulsory participation of medical students in a multiuser online game to learn radiological anatomy and radiological signs within the virtual world Second Life. ANATOMICAL SCIENCES EDUCATION 2022; 15:863-876. [PMID: 34449983 DOI: 10.1002/ase.2134] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/11/2021] [Revised: 08/13/2021] [Accepted: 08/24/2021] [Indexed: 05/22/2023]
Abstract
Competitive game-based learning within Second Life enables effective teaching of basic radiological anatomy and radiological signs to medical students, with good acceptance and results when students participate voluntarily, but unknown in a compulsory context. The objectives of this study were to reproduce a competitive online game based on self-guided presentations and multiple-choice tests in a mandatory format, to evaluate its development and student perceptions compared to a voluntary edition in 2015 (N = 90). In 2016 and 2017, respectively, 191 and 182 third-year medical students participated in the game as a mandatory course activity. The mean (±SD) score of the game was 74.7% (±19.5%) in 2015, 71.2% (±21.5%) in 2016, and 67.5% (±21.5%) in 2017 (P < 0.01). Participants valued positively the organization and educational contents but found the virtual world less attractive and the game less interesting than in the voluntary edition. The experience globally was rated with 8.2 (±1.5), 7.8 (±1.5), and 7.1 (±1.7) mean points (±SD) in a ten-point scale, in the 2015, 2016, and 2017 editions, respectively (P < 0.05). Competitive learning games within virtual worlds like Second Life have great learning potential in radiology, but the mean score in the game decreased, acceptance of virtual world technology was lower, and opinion about the game was worse with a compulsory participation, and even worse when dropouts were not allowed. Under the conditions in which this study was conducted, learning games in three-dimensional virtual environments should be voluntary to maintain adequate motivation and engagement of medical students.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, Universidad de Málaga, Málaga, Spain
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Tudor Car L, Kyaw BM, Teo A, Fox TE, Vimalesvaran S, Apfelbacher C, Kemp S, Chavannes N. Outcomes, Measurement Instruments, and Their Validity Evidence in Randomized Controlled Trials on Virtual, Augmented, and Mixed Reality in Undergraduate Medical Education: Systematic Mapping Review. JMIR Serious Games 2022; 10:e29594. [PMID: 35416789 PMCID: PMC9047880 DOI: 10.2196/29594] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Revised: 09/20/2021] [Accepted: 12/15/2021] [Indexed: 12/18/2022] Open
Abstract
BACKGROUND Extended reality, which encompasses virtual reality (VR), augmented reality (AR), and mixed reality (MR), is increasingly used in medical education. Studies assessing the effectiveness of these new educational modalities should measure relevant outcomes using outcome measurement tools with validity evidence. OBJECTIVE Our aim is to determine the choice of outcomes, measurement instruments, and the use of measurement instruments with validity evidence in randomized controlled trials (RCTs) on the effectiveness of VR, AR, and MR in medical student education. METHODS We conducted a systematic mapping review. We searched 7 major bibliographic databases from January 1990 to April 2020, and 2 reviewers screened the citations and extracted data independently from the included studies. We report our findings in line with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. RESULTS Of the 126 retrieved RCTs, 115 (91.3%) were on VR and 11 (8.7%) were on AR. No RCT on MR in medical student education was found. Of the 115 studies on VR, 64 (55.6%) were on VR simulators, 30 (26.1%) on screen-based VR, 9 (7.8%) on VR patient simulations, and 12 (10.4%) on VR serious games. Most studies reported only a single outcome and immediate postintervention assessment data. Skills outcome was the most common outcome reported in studies on VR simulators (97%), VR patient simulations (100%), and AR (73%). Knowledge was the most common outcome reported in studies on screen-based VR (80%) and VR serious games (58%). Less common outcomes included participants' attitudes, satisfaction, cognitive or mental load, learning efficacy, engagement or self-efficacy beliefs, emotional state, competency developed, and patient outcomes. At least one form of validity evidence was found in approximately half of the studies on VR simulators (55%), VR patient simulations (56%), VR serious games (58%), and AR (55%) and in a quarter of the studies on screen-based VR (27%). Most studies used assessment methods that were implemented in a nondigital format, such as paper-based written exercises or in-person assessments where examiners observed performance (72%). CONCLUSIONS RCTs on VR and AR in medical education report a restricted range of outcomes, mostly skills and knowledge. The studies largely report immediate postintervention outcome data and use assessment methods that are in a nondigital format. Future RCTs should include a broader set of outcomes, report on the validity evidence of the measurement instruments used, and explore the use of assessments that are implemented digitally.
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Affiliation(s)
- Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Bhone Myint Kyaw
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Andrew Teo
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Tatiana Erlikh Fox
- Centre for Population Health Sciences, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore.,Department of Internal Medicine, Onze Lieve Vrouwen Gasthuis, Amsterdam, Netherlands
| | - Sunitha Vimalesvaran
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Christian Apfelbacher
- Institute of Social Medicine and Health Systems Research, Otto von Guericke University Magdeburg, Magdegurg, Germany.,Family Medicine and Primary Care, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Sandra Kemp
- Faculty of Health Sciences, Curtin Medical School, Curtin University, Bentley, Australia
| | - Niels Chavannes
- Department of Public Health and Primary Care, Leiden University Medical Centre, Leiden, Netherlands
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Acing the Fundamentals of Radiology: An Online Series for Medical Students and Interns. J Comput Assist Tomogr 2022; 46:614-620. [PMID: 35405708 DOI: 10.1097/rct.0000000000001306] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE The current undergraduate radiology education predominantly integrates radiology with other disciplines during preclerkship years and is often taught by nonradiologists. Early exposure to radiology and profound understanding of scientific fundamentals of imaging modalities and techniques are essential for a better understanding and interest in the specialty. Furthermore, the COVID-19 pandemic-related impact on in-person medical education aggravated the need for alternative virtual teaching initiatives to provide essential knowledge to medical students. METHODS The authors designed an online 7-session course on the principles of imaging modalities for medical students and fresh graduates in the United States and abroad. The course was delivered online and taught by radiologists from different US institutions. Pretests and posttests were delivered before and after each session, respectively, to assess change in knowledge. At the end of the course, a survey was distributed among students to collect their assessment and feedback. RESULTS A total of 162 students and interns initially enrolled in the program by completing a sign-up interest form. An average of 65 participants attended each live session, with the highest attendance being 93 live attendees. An average of 44 attendees completed both the pretest and posttest for each session. There was a statistically significant increase in posttest scores compared with pretest scores (P < 0.01) for each session; on average, the posttest scores were 48% higher than the pretest scores. A total of 84 participants answered the end-of-course survey. A total of 11% of the respondents described themselves as first year, 17% as second year, 18% as third year, 21% as fourth year, and 33% as "other." Attendees were enrolled in medical schools across 21 different countries with 35% of the respondents studying medicine in the United States. More than 76% of the respondents stated that they "strongly agree" that the program increased their understanding of radiology, increased their interest in radiology, and would be useful in their clinical practice in the future. Eighty-three percent of the respondents stated that they "strongly agree" that "this course was a worthwhile experience." Particularly, more than 84% of the respondents stated that among the most important components in enhancing their understanding of radiology were "the interpretation of normal imaging" and "interpretation of clinical cases." Ninety-two percent of the respondents stated that "the amount of effort to complete the requirements for this program was just right." Participants were also asked to rate each of the 8 sessions using the following scale: poor = 1 point, fair = 2, good = 3, and excellent = 4. The average rating for all 8 sessions was 3.61 points (SD = 0.55), which translates to 96% of the sessions being rated good or excellent. Eighty percent of the participants reported that the topics presented in the program were "excellent and clinically important to learn," and 20% of the participants reported that the topics presented were "good and somewhat important to learn." The participants were asked to evaluate their confidence regarding basic radiology skills before and after the program using the following scale: not confident at all = 1 point, somewhat confident = 2, moderately confident = 3, and very confident = 4. Figure 2 summarizes the responses of the participants. CONCLUSIONS An online course to teach the fundamentals of imaging modalities could be delivered through a webinar format to medical students and interns in several countries to address the potential gaps in radiology education, therefore increasing their understanding of the different imaging modalities and their proper use in medicine.
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Mortagy M, Abdelhameed A, Sexton P, Olken M, Hegazy MT, Gawad MA, Senna F, Mahmoud IA, Shah J, Aiash H. Online medical education in Egypt during the COVID-19 pandemic: a nationwide assessment of medical students' usage and perceptions. BMC MEDICAL EDUCATION 2022; 22:218. [PMID: 35354406 PMCID: PMC8966850 DOI: 10.1186/s12909-022-03249-2] [Citation(s) in RCA: 14] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/04/2021] [Accepted: 03/11/2022] [Indexed: 06/07/2023]
Abstract
BACKGROUND The coronavirus (COVID-19) pandemic required a transformation of medical education in Egypt. Public health measures necessitated a rapid shift from traditional face to face lectures to largely online platforms following campus closures. The aim of this study is to characterize medical student use and perception of online medical education in Egypt as well as exploring the efficacy of different e-learning modalities. Additionally, many barriers and opportunities as perceived by students are reviewed to inform future educational improvements. METHODS A 29-item online survey was created on google forms and distributed by social media to medical students across 26 Egyptian medical schools. The survey was administered from August 20th, 2021, to September 5th, 2021. The survey consisted of a mixture of questions style. The medical students were asked about their experiences with online medical education during the COVID-19 pandemic as well as medical students' anxiety, perceived academic performance, and obstacles related to online education. RESULTS Of the 4935 responses collected, 43.4% (n = 2140) of respondents were women; 56.6% (n = 2795) were men. Medical students from private medical schools were 13.0% (n = 644), whereas 87.0% (n = 4291) were from public medical schools. 54.6% of students reported that online education is not as effective as face-to-face education. There was a significant rise in hours spent by medical students on online medical education compared to before COVID-19 pandemic. More than half of students (63%) agreed that online recorded video tutorials (e.g., YouTube) were the most effective form of online medical education. CONCLUSION The shift to online education has significantly impacted medical students in Egypt. Medical students reported various limitations and challenges of online medical education, which must be addressed considering the potential benefits of online platforms over traditional face to face learning. The results of this nationwide study provide a framework for potential areas to implement change to improve the accessibility and structure of online medical education in Egypt.
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Affiliation(s)
- Mohamed Mortagy
- Internal Medicine Department, NewGiza University School of Medicine, Giza, Egypt
- Egyptian Medical Education Collaborative Group (EGY MedEd), Cairo, Egypt
| | - Aya Abdelhameed
- Egyptian Medical Education Collaborative Group (EGY MedEd), Cairo, Egypt
- Alexandria University Faculty of Medicine, Alexandria, Egypt
| | - Patricia Sexton
- Family Medicine Department, AT Still University, Kirksville College of Osteopathic Medicine, Kirksville, USA
| | - Melissa Olken
- Internal Medicine Department, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, USA
| | - Mohamed Tharwat Hegazy
- Internal Medicine Department, NewGiza University School of Medicine, Giza, Egypt
- Internal Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | | | - Fathy Senna
- Helwan University Faculty of Medicine, Helwan, Egypt
| | | | - Jaffer Shah
- Medical Research Center, Kateb University, Kabul, Afghanistan
- New York State Department of Health, Albany, NY USA
| | | | - Hani Aiash
- Department of Cardiovascular Perfusion, State University of New York Upstate Medical University, Syracuse, New York, USA
- Department of Family Medicine, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
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Maloca PM, Williams EA, Mushtaq F, Rueppel A, Müller PL, Lange C, Carvalho ER, Inglin N, Reich M, Egan C, Hasler PW, Tufail A, Scholl HP, Cattin PC. Feasibility and tolerability of ophthalmic virtual reality as a medical communication tool in children and young people. Acta Ophthalmol 2022; 100:e588-e597. [PMID: 33988309 PMCID: PMC9290670 DOI: 10.1111/aos.14900] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2020] [Revised: 03/06/2021] [Accepted: 04/18/2021] [Indexed: 12/01/2022]
Abstract
PURPOSE Virtual reality (VR) can be useful in explaining diseases and complications that affect children in order to improve medical communications with this vulnerable patient group. So far, children and young people's responses to high-end medical VR environments have never been assessed. METHODS An unprecedented number of 320 children and young people were given the opportunity to interact with a VR application displaying original ophthalmic volume data via a commercially available tethered head-mounted display (HMD). Participants completed three surveys: demographics and experience with VR, usability and perceived utility of this technology and the Simulator Sickness Questionnaire. The second survey also probed participants for suggestions on improvements and whether this system could be useful for increasing engagement in science. RESULTS A total of 206 sets of surveys were received. 165 children and young people (84 female) aged 12-18 years (mean, 15 years) completed surveys that could be used for analysis. 69 participants (47.59%) were VR-naïve, and 76 (52.41%) reported that they had previous VR experience. Results show that VR facilitated understanding of ophthalmological complications and was reasonably tolerated. Lastly, exposure to VR raised children and young people's awareness and interest in science. CONCLUSIONS The VR platform used was successfully utilized and was well accepted in children to display and interact with volume-rendered 3D ophthalmological data. Virtual reality (VR) is suitable as a novel image display platform in ophthalmology to engage children and young people.
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Affiliation(s)
- Peter M. Maloca
- Institute of Molecular and Clinical Ophthalmology Basel Basel Switzerland
- OCTlab Department of Ophthalmology University Hospital Basel Basel Switzerland
- Department of Ophthalmology University of Basel Basel Switzerland
- Moorfields Eye Hospital NHS Foundation Trust London UK
| | | | - Faisal Mushtaq
- School of Psychology University of Leeds Leeds UK
- Centre for Immersive Technologies University of Leeds Leeds UK
| | | | | | - Clemens Lange
- Eye Center, Medical Center‐University of Freiburg, Faculty of Medicine University of Freiburg Freiburg Germany
| | | | - Nadja Inglin
- Institute of Molecular and Clinical Ophthalmology Basel Basel Switzerland
| | - Michael Reich
- Eye Center, Medical Center‐University of Freiburg, Faculty of Medicine University of Freiburg Freiburg Germany
| | | | - Pascal W. Hasler
- OCTlab Department of Ophthalmology University Hospital Basel Basel Switzerland
- Department of Ophthalmology University of Basel Basel Switzerland
| | - Adnan Tufail
- Moorfields Eye Hospital NHS Foundation Trust London UK
| | - Hendrik P.N. Scholl
- Institute of Molecular and Clinical Ophthalmology Basel Basel Switzerland
- OCTlab Department of Ophthalmology University Hospital Basel Basel Switzerland
- Department of Ophthalmology University of Basel Basel Switzerland
| | - Philippe C. Cattin
- Center for medical Image Analysis & Navigation University Basel Switzerland
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González Elices P. Experiencia Second Life para la enseñanza de la Educación Física. REVISTA SCIENTIFIC 2022. [DOI: 10.29394/scientific.issn.2542-2987.2022.7.23.13.250-267] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023] Open
Abstract
El artículo que se presenta a continuación ofrece una explicación de la puesta en práctica de una propuesta didáctica innovadora en el aula de Educación Física de la Universidad a Distancia de Madrid con alumnos del Grado de Magisterio en Educación Primaria. Con el objetivo de que los estudiantes de esta materia puedan exponer y realizar de forma práctica ejercicios motrices se utiliza el mundo virtual Second Life como escenario. Los estudiantes que, de forma voluntaria, quisieron participar tuvieron 15 minutos para exponer las tareas en el territorio Sandbox. Las sesiones se realizaron durante el mes de mayo, los lunes y miércoles por la tarde. Durante el mes de abril se realizó un pequeño estudio con el objetivo de conocer la satisfacción de los participantes. Los resultados muestran que la experiencia despertó en los alumnos el interés por la materia, que la inmersión les proporcionó un mayor aprendizaje y que se sintieron más cercanos a la práctica docente. De esta forma se concluye que Second Life es una herramienta válida para tratar algunos contenidos del área de Educación Física en la universidad, proporcionando experiencias divertidas y bien valoradas.
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Jiang H, Vimalesvaran S, Wang JK, Lim KB, Mogali SR, Car LT. Virtual Reality in Medical Students' Education: Scoping Review. JMIR MEDICAL EDUCATION 2022; 8:e34860. [PMID: 35107421 PMCID: PMC8851326 DOI: 10.2196/34860] [Citation(s) in RCA: 27] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/11/2021] [Revised: 12/25/2021] [Accepted: 12/30/2021] [Indexed: 05/12/2023]
Abstract
BACKGROUND Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. OBJECTIVE The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. METHODS We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. RESULTS Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. CONCLUSIONS Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.1136/bmjopen-2020-046986.
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Affiliation(s)
- Haowen Jiang
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Sunitha Vimalesvaran
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Jeremy King Wang
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
| | - Kee Boon Lim
- School of Biological Sciences, Nanyang Technological University Singapore, Singapore, Singapore
| | | | - Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University Singapore, Singapore, Singapore
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Han SG, Kim YD, Kong TY, Cho J. Virtual reality-based neurological examination teaching tool(VRNET) versus standardized patient in teaching neurological examinations for the medical students: a randomized, single-blind study. BMC MEDICAL EDUCATION 2021; 21:493. [PMID: 34526004 PMCID: PMC8444400 DOI: 10.1186/s12909-021-02920-4] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/28/2021] [Accepted: 09/01/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The conventional methods for teaching neurological examination with real patients to medical students have some limitations if the patient with the symptom or disease is not available. Therefore, we developed a Virtual Reality-based Neurological Examination Teaching Tool (VRNET) and evaluated its usefulness in in teaching neurological examinations for the medical students. METHODS In this prospective, randomized, single-blind study, we recruited 98 medical students and divided them into two groups: 1) A standardized patient(SP) group that received the clinical performance examination utilizing standard patients complaining of dizziness was provided neurological findings using conventional method such as verbal description, photographs, and video clips; 2) A SP with VRNET group that was provided the neurological findings using the newly developed tool. Among the 98 students, 3 did not agree to participate, and 95 were enrolled in this study. The SP group comprised 39 students and the SP with VRNET group had 56 students. RESULTS There were no statistical differences in VRNET's realness and student satisfaction between the SP and SP with VRNET groups. However, a statistically significant difference was found in the Neurologic Physical Exam (NPE) score (p = 0.043); the SP with VRNET group had higher NPE scores (3.81 ± 0.92) than the SP group (3.40 ± 1.01). CONCLUSIONS VRNET is useful in teaching senior (graduating) medical students with SP with a neurologic problem.
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Affiliation(s)
- Sang Gil Han
- Department of Emergency Medicine, Yonsei University College of Medicine, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea
| | - Young Dae Kim
- Department of Neurology, Yonsei University College of Medicine, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea
| | - Tae Young Kong
- Department of Emergency Medicine, Yonsei University College of Medicine, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea
| | - Junho Cho
- Department of Emergency Medicine, Yonsei University College of Medicine, 50 Yonsei-ro, Seodaemun-gu, Seoul, 03722, Republic of Korea.
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22
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Rudolphi-Solero T, Jimenez-Zayas A, Lorenzo-Alvarez R, Domínguez-Pinos D, Ruiz-Gomez MJ, Sendra-Portero F. A team-based competition for undergraduate medical students to learn radiology within the virtual world Second Life. Insights Imaging 2021; 12:89. [PMID: 34185165 PMCID: PMC8241985 DOI: 10.1186/s13244-021-01032-3] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2021] [Accepted: 06/02/2021] [Indexed: 12/02/2022] Open
Abstract
Background A multi-user competitive game within the virtual world Second Life for undergraduate radiology learning was adapted for team participation. This study aimed to assess student perception, impact on learning, and eventual correlation of game results with post-exposure tests and course grades. Methods The game consisted of six weekly stages, dedicated to thoracic, abdominal, and musculoskeletal radiological anatomy and semiology. Participants had several days a week to review self-guided radiology educational content and then complete individual multiple-choice tests and solve team tasks to progress through the game's ranking. Additionally, they completed a cognitive load test, a questionnaire about the experience and a post-exposure knowledge test. Results Fifty-two students organised into 13 teams participated in the game and assessed different aspects of the experience with a mean score ≥ 7.8 on a 10-point scale, highlighting the participation of the teacher (9.3 ± 1.1), the educational contents (8.8 ± 1.4) and the usefulness for their education (8.7 ± 1.4). Participants obtained better post-exposure test results (p < 0.007) and better course grades (p < 0.021) than non-participants did. Conclusion A multi-user game adapted to team competition to learn radiology in Second Life was very positively perceived by third-year medical students, who highly valued its content, organisation, and usefulness for their training. Most of the participants agreed that they had collaborated as a team and that playing in competitive environments helps them learn better. The best post-exposure and academic results compared to non-participating students indicate the potential impact of the game on learning. Supplementary Information The online version contains supplementary material available at 10.1186/s13244-021-01032-3.
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Affiliation(s)
| | - Alberto Jimenez-Zayas
- Department of Radiology and Physical Medicine, School of Medicine, University of Málaga, Málaga, Spain
| | | | - Dolores Domínguez-Pinos
- Department of Radiology and Physical Medicine, School of Medicine, University of Málaga, Málaga, Spain
| | - Miguel Jose Ruiz-Gomez
- Department of Radiology and Physical Medicine, School of Medicine, University of Málaga, Málaga, Spain
| | - Francisco Sendra-Portero
- Department of Radiology and Physical Medicine, School of Medicine, University of Málaga, Málaga, Spain.
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Reis G, Yilmaz M, Rambach J, Pagani A, Suarez-Ibarrola R, Miernik A, Lesur P, Minaskan N. Mixed reality applications in urology: Requirements and future potential. Ann Med Surg (Lond) 2021; 66:102394. [PMID: 34040777 PMCID: PMC8141462 DOI: 10.1016/j.amsu.2021.102394] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 04/28/2021] [Accepted: 05/09/2021] [Indexed: 12/20/2022] Open
Abstract
Background Mixed reality (MR), the computer-supported augmentation of a real environment with virtual elements, becomes ever more relevant in the medical domain, especially in urology, ranging from education and training over surgeries. We aimed to review existing MR technologies and their applications in urology. Methods A non-systematic review of current literature was performed using the PubMed-Medline database using the medical subject headings (MeSH) term “mixed reality”, combined with one of the following terms: “virtual reality”, “augmented reality”, ‘’urology’’ and “augmented virtuality”. The relevant studies were utilized. Results MR applications such as MR guided systems, immersive VR headsets, AR models, MR-simulated ureteroscopy and smart glasses have enormous potential in education, training and surgical interventions of urology. Medical students, urology residents and inexperienced urologists can gain experience thanks to MR technologies. MR applications are also used in patient education before interventions. Conclusions For surgical support, the achievable accuracy is often not sufficient. The main challenges are the non-rigid nature of the genitourinary organs, intraoperative data acquisition, online and multimodal registration and calibration of devices. However, the progress made in recent years is tremendous in all respects and the gap is constantly shrinking. MR, including AV and AR, is an intriguing technology with tremendous potential in urology field. ∙The main challenges lie in intraoperative data acquisition, online and multimodal registration and calibration of devices and data, appropriate display hardware, as well as cooperative devices and tools in the operation theatres. ∙Medical experts should feel encouraged to experience MR solutions and to communicate their specific needs and effects they aim at.
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Affiliation(s)
- Gerd Reis
- German Research Center for Artificial Intelligence, Department Augmented Vision, Kaiserslautern, Germany
| | - Mehmet Yilmaz
- Department of Urology, Faculty of Medicine, University of Freiburg - Medical Centre, Freiburg, Germany
- Corresponding author. Department of Urology, Faculty of Medicine, Medical Centre– University of Freiburg Hugstetter Str. 55, 79106, Freiburg, Germany.
| | - Jason Rambach
- German Research Center for Artificial Intelligence, Department Augmented Vision, Kaiserslautern, Germany
| | - Alain Pagani
- German Research Center for Artificial Intelligence, Department Augmented Vision, Kaiserslautern, Germany
| | - Rodrigo Suarez-Ibarrola
- Department of Urology, Faculty of Medicine, University of Freiburg - Medical Centre, Freiburg, Germany
| | - Arkadiusz Miernik
- Department of Urology, Faculty of Medicine, University of Freiburg - Medical Centre, Freiburg, Germany
| | - Paul Lesur
- German Research Center for Artificial Intelligence, Department Augmented Vision, Kaiserslautern, Germany
| | - Nareg Minaskan
- German Research Center for Artificial Intelligence, Department Augmented Vision, Kaiserslautern, Germany
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Hanafy SM, Jumaa MI, Arafa MA. A comparative study of online learning in response to the coronavirus disease 2019 pandemic versus conventional learning. Saudi Med J 2021; 42:324-331. [PMID: 33632912 PMCID: PMC7989255 DOI: 10.15537/smj.2021.42.3.20200741] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Accepted: 02/09/2021] [Indexed: 11/16/2022] Open
Abstract
OBJECTIVES To explore the attitude and perception of undergraduate medical students and their staff towards the educational methods (conventional versus online) and to assess their performance accordingly. METHODS It was a comparative cross sectional study, conducted at the Faculty of Medicine, Al- Imam University, Riyadh, Saudi Arabia on May 30, 2020. A structured questionnaire was designed to collect the data from students and staff about conventional teaching, online teaching, conventional examination and online examination. It was in the form of 5-point Likert-type scale ranging from 5-strongly agree, to 1-strongly disagree, in addition to age and gender. The results of conventional and online examination were recorded. RESULTS The total sample reached 230 students and 20 staff. Mean scores for conventional teaching and examination were significantly higher than online. The mean values for grades of online final examination was significantly higher than those of midterm conventional examination. Most of the statements related to conventional teaching and examination attained a good response where students and their staff conveyed a negative perception pertinent to online examination. Students and staff showed a higher percentage of agreement in favor of online examination allowing immediate feedback. CONCLUSION Conventional teaching was perceived as more effective, accessible, less technical difficulties and less fraud and cheating. Online learning, should be allowed in undergraduate medical education, by combining it with conventional learning, and students should be prepared to it.
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Affiliation(s)
- Safaa M. Hanafy
- From the Department of Anatomy (Hanafy, Jumaa), Faculty of Medicine, Al-Imam Mohammad Bin Saud Islamic University; from the Cancer Research Chair, Faculty of Medicine (Arafa), King Saud University Riyadh, Kingdom of Saudi Arabia; and from the Department of Anatomy (Jumaa), Faculty of Medicine, Al-Azhar University, Asuit, Egypt.
- Address correspondence and reprint request to: Dr. Safaa M. Hanafy, Assistant Professor, Department of Anatomy, Faculty of Medicine, Al-Imam Mohammad Bin Saud Islamic University, Riyadh, Kingdom of Saudi Arabia. E-mail: ORCID ID: http://orcid.org/0000-0003-4590-839X
| | - Mohammad I. Jumaa
- From the Department of Anatomy (Hanafy, Jumaa), Faculty of Medicine, Al-Imam Mohammad Bin Saud Islamic University; from the Cancer Research Chair, Faculty of Medicine (Arafa), King Saud University Riyadh, Kingdom of Saudi Arabia; and from the Department of Anatomy (Jumaa), Faculty of Medicine, Al-Azhar University, Asuit, Egypt.
| | - Mostafa A. Arafa
- From the Department of Anatomy (Hanafy, Jumaa), Faculty of Medicine, Al-Imam Mohammad Bin Saud Islamic University; from the Cancer Research Chair, Faculty of Medicine (Arafa), King Saud University Riyadh, Kingdom of Saudi Arabia; and from the Department of Anatomy (Jumaa), Faculty of Medicine, Al-Azhar University, Asuit, Egypt.
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25
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He L, Yang N, Xu L, Ping F, Li W, Sun Q, Li Y, Zhu H, Zhang H. Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. MEDICAL EDUCATION 2021; 55:293-308. [PMID: 32881047 DOI: 10.1111/medu.14364] [Citation(s) in RCA: 46] [Impact Index Per Article: 15.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Revised: 07/29/2020] [Accepted: 08/26/2020] [Indexed: 05/08/2023]
Abstract
CONTEXT Synchronous distance education (SDE) has been widely used for health science students in recent years. This study examined the effectiveness and acceptance of SDE compared with traditional education for health science students and explored the potential moderators that could impact the pooled results. METHODS A systematic review and meta-analysis was conducted of randomised controlled trials (RCTs) from January 2000 to March 2020 searched on nine electronic databases, including Web of Science, PubMed, Cochrane Library, Scopus, EMBASE, CINAHL, ERIC, PsycINFO, and ProQuest Dissertations and Theses. The outcomes measured were knowledge, skills with objective assessments and overall satisfaction with subjective evaluations. The pooled results were calculated using random-model effects, and moderators were explored through meta-regression. RESULTS A total of seven RCTs with 594 participants were included. At the post-test level, the pooled effect size of knowledge acquisitions (SMD 0.12, 95% CI -0.07-0.32) showed insignificant difference between the SDE and traditional education groups (P = .207), with low heterogeneity (I2 = 17.6%). Subgroup analyses observed no factors that significantly impacted the pooled results of knowledge acquisition at the post-test levels (P for interaction > 0.05). Knowledge gains from pretest to post-test in SDE groups also did not differ significantly between groups (SMD 0.15, 95% CI -0.22-0.53; P = .428). The pooled effect size of skills (SMD 0.02, 95% CI -0.24-0.28; P = .735) was similarly insignificant. The pooled effect size of overall satisfaction (SMD 0.60, 95% CI 0.38-0.83; P < .001) significantly favoured SDE over traditional education. Incorporating two-group studies without randomisations did not significantly change the overall results of knowledge acquisition at the post-test level (SMD -0.002, 95% CI -0.11-0.10; P = .994), with moderate heterogeneity (I2 = 61.9%). CONCLUSIONS Synchronous distance education was not significantly different from traditional education in effectiveness and had higher satisfaction ratings. Our findings might provide indications for adoptions of online remote education in health science education centres.
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Affiliation(s)
- Liyun He
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Na Yang
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Lingling Xu
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Fan Ping
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Wei Li
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Qi Sun
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Yuxiu Li
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Huijuan Zhu
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
| | - Huabing Zhang
- Department of Endocrinology, Key Laboratory of Endocrinology of National Health Commission, Peking Union Medical College Hospital, Chinese Academy of Medical Sciences and Peking Union Medical College, Beijing, China
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How Did the COVID-19 Pandemic Affect Higher Education Learning Experience? An Empirical Investigation of Learners’ Academic Performance at a University in a Developing Country. ADVANCES IN HUMAN-COMPUTER INTERACTION 2021. [DOI: 10.1155/2021/6649524] [Citation(s) in RCA: 62] [Impact Index Per Article: 20.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
COVID-19 has dramatically reshaped the way global education is delivered. Millions of learners were affected by educational institution closures due to the pandemic, which resulted in the largest online movement in the history of education. With this sudden shift away from classrooms in many parts of the globe, universities had to rapidly shift to virtual and digital strategies. Many believe that the adoption of online distance learning will persist after pandemic. A new hybrid model of education is expected to emerge, and, given the digital divide, new shifts in education approaches could widen equality gaps. This is one of the first empirical studies investigating the effect of the sudden shift from face-to-face to online distance learning due to COVID-19 lockdown at one of the universities in Egypt. Comparison of grades was made between 376 business students who completed a face-to-face course in spring 2019 and 372 students who completed the same course but fully online via distance learning mode in spring 2020 during the lockdown. T-test was conducted to compare grades of quizzes, course work, and final exam for the two groups. Chi-square test was used to compare grade distribution for both groups. The effect of gender, credit hours, age, and CGPA was assessed. The results suggested that there was no statistically significant difference in students’ grades. In addition, the unplanned and rapid move to online distance learning at the time of pandemic did not result in a poor learning experience as was expected. The study also included a survey of 435 students and interviews with a sample of professors about their learning and teaching experience during the lockdown. The results of this study provide specific recommendations for universities, instructors, and higher education portal designers about future application of online distance learning. Since Egypt decided to make the shift to online distant learning in all future higher education plans, the results of this research would be especially vital for universities in Egypt and other developing countries. If administered correctly, this shift could lead to a larger learner population, more cost efficiencies, and more university revenue.
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Lorenzo-Alvarez R, Rudolphi-Solero T, Ruiz-Gomez MJ, Sendra-Portero F. Game-Based Learning in Virtual Worlds: A Multiuser Online Game for Medical Undergraduate Radiology Education within Second Life. ANATOMICAL SCIENCES EDUCATION 2020; 13:602-617. [PMID: 31665564 DOI: 10.1002/ase.1927] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2018] [Revised: 10/15/2019] [Accepted: 10/24/2019] [Indexed: 05/22/2023]
Abstract
Game-based learning can have a positive impact on medical education, and virtual worlds have great potential for supporting immersive online games. It is necessary to reinforce current medical students' knowledge about radiological anatomy and radiological signs. To meet this need, the objectives of this study were: to design a competition-based game in the virtual world, Second Life and to analyze the students' perceptions of Second Life and the game, as well as to analyze the medium-term retention of knowledge and the potential impact on the final grades. Ninety out of 197 (45.6%) third-year medical students voluntarily participated in an online game based on self-guided presentations and multiple-choice tests over six 6-day stages. Participants and non-participants were invited to perform an evaluation questionnaire about the experience and a post-exposure knowledge test. Participants rated the experience with mean scores equal to or higher than 8.1 on a 10-point scale, highlighting the professor (9.5 ± 1.1; mean ± SD) and the virtual environment (8.9 ± 1.1). Participants had better results in the post-exposure test than non-participants (59.0 ± 13.5 versus 45.3 ± 11.5; P < 0.001) and a lower percentage of answers left blank (6.7 ± 8.4 versus 13.1 ± 12.9; P = 0.014). Competitive game-based learning within Second Life is an effective and well-accepted means of teaching core radiological anatomy and radiological signs content to medical students. The higher medium-term outcomes obtained by participants may indicate effective learning with the game. Additionally, valuable positive perceptions about the game, the educational contents, and the potential benefit for their education were discovered among non-participants.
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Affiliation(s)
| | | | - Miguel J Ruiz-Gomez
- Department of Radiology and Physical Medicine, University of Málaga, Málaga, Spain
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Paul J, Jefferson F. A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. FRONTIERS IN COMPUTER SCIENCE 2019. [DOI: 10.3389/fcomp.2019.00007] [Citation(s) in RCA: 81] [Impact Index Per Article: 16.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
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