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Job N, Johnston JS, Westgate C, Skinner NA, Ward V, Ballard M. Community health worker perspectives on advocacy: design-based research to develop a digital advocacy training course. Front Public Health 2024; 12:1334279. [PMID: 38660355 PMCID: PMC11039831 DOI: 10.3389/fpubh.2024.1334279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2023] [Accepted: 03/28/2024] [Indexed: 04/26/2024] Open
Abstract
Introduction While community health workers (CHWs) are well-positioned as health advocates, they frequently lack support and feel undervalued. Advocacy training may prepare CHWs to support communities better. Methods This study uses a design-based research approach to (1) explore how participation in curriculum-development workshops for a digital advocacy course influenced CHWs' (n = 25) perceptions of advocacy and (2) describe how CHW involvement shaped course development. Data were collected via five discussion groups and seven surveys over six months. Results Initially, the CHWs perceived themselves as community-advocates but not as self-advocates. They increasingly reflected on the merits of advocating for better working conditions and aspired to greater involvement in decision-making. CHWs reflected positively on their advisory role in shaping the course to improve content acceptability and validity. Discussion Training efforts to engage CHWs in advocacy must overcome systemic barriers and norms internalized by CHWs that deter them from reaching their full potential as advocates.
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Affiliation(s)
- Nophiwe Job
- Stanford Center for Health Education, Cape Town, South Africa
| | | | - Carey Westgate
- Community Health Impact Coalition, London, United Kingdom
| | | | - Victoria Ward
- Stanford Center for Health Education, Stanford, CA, United States
- Stanford University School of Medicine, Stanford, CA, United States
| | - Madeleine Ballard
- Community Health Impact Coalition, London, United Kingdom
- Icahn School of Medicine at Mount Sinai, New York, NY, United States
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Liu K, Xu Y, Ma C, Yu N, Tan F, Li Y, Bai Y, Fu X, Wan J, Fan D, Yin H, Chen M, Chen H, Jiang L, Song J, Ji P, Zhao X, Pang M. Efficacy of a Virtual 3D Simulation-Based Digital Training Module for Building Dental Technology Students' Long-Term Competency in Removable Partial Denture Design: Prospective Cohort Study. JMIR Serious Games 2024; 12:e46789. [PMID: 38596827 PMCID: PMC11009623 DOI: 10.2196/46789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 01/29/2024] [Accepted: 02/21/2024] [Indexed: 04/11/2024] Open
Abstract
Background Removable partial denture (RPD) design is crucial to long-term success in dental treatment, but shortcomings in RPD design training and competency acquisition among dental students have persisted for decades. Digital production is increasing in prevalence in stomatology, and a digital RPD (D-RPD) module, under the framework of the certified Objective Manipulative Skill Examination of Dental Technicians (OMEDT) system reported in our previous work, may improve on existing RPD training models for students. Objective We aimed to determine the efficacy of a virtual 3D simulation-based progressive digital training module for RPD design compared to traditional training. Methods We developed a prospective cohort study including dental technology students at the Stomatology College of Chongqing Medical University. Cohort 1 received traditional RPD design training (7 wk). Cohort 2 received D-RPD module training based on text and 2D sketches (7 wk). Cohort 3 received D-RPD module pilot training based on text and 2D sketches (4 wk) and continued to receive training based on 3D virtual casts of real patients (3 wk). RPD design tests based on virtual casts were conducted at 1 month and 1 year after training. We collected RPD design scores and the time spent to perform each assessment. Results We collected the RPD design scores and the time spent to perform each assessment at 1 month and 1 year after training. The study recruited 109 students, including 58 (53.2%) female and 51 male (56.8%) students. Cohort 1 scored the lowest and cohort 3 scored the highest in both tests (cohorts 1-3 at 1 mo: mean score 65.8, SD 21.5; mean score 81.9, SD 6.88; and mean score 85.3, SD 8.55, respectively; P<.001; cohorts 1-3 at 1 y: mean score 60.3, SD 16.7; mean score 75.5, SD 3.90; and mean score 90.9, SD 4.3, respectively; P<.001). The difference between cohorts in the time spent was not statistically significant at 1 month (cohorts 1-3: mean 2407.8, SD 1370.3 s; mean 1835.0, SD 1329.2 s; and mean 1790.3, SD 1195.5 s, respectively; P=.06) but was statistically significant at 1 year (cohorts 1-3: mean 2049.16, SD 1099.0 s; mean 1857.33, SD 587.39 s; and mean 2524.3, SD 566.37 s, respectively; P<.001). Intracohort comparisons indicated that the differences in scores at 1 month and 1 year were not statistically significant for cohort 1 (95% CI -2.1 to 13.0; P=.16), while cohort 3 obtained significantly higher scores 1 year later (95% CI 2.5-8.7; P=.001), and cohort 2 obtained significantly lower scores 1 year later (95% CI -8.8 to -3.9; P<.001). Conclusions Cohort 3 obtained the highest score at both time points with retention of competency at 1 year, indicating that progressive D-RPD training including virtual 3D simulation facilitated improved competency in RPD design. The adoption of D-RPD training may benefit learning outcomes.
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Affiliation(s)
- KeXin Liu
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - YaQian Xu
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - ChaoYi Ma
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - Na Yu
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - FaBing Tan
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - Yi Li
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - YaXin Bai
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - XiaoMing Fu
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - JiaWu Wan
- Beijing Unidraw Virtual Reality Technology Research Institute Co, Ltd, Beijing, China
| | - DongQi Fan
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - HuBin Yin
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - MeiXi Chen
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - HongJi Chen
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - Lin Jiang
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - JinLin Song
- College of Stomatology, Chongqing Medical University, Chongqing, China
| | - Ping Ji
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
| | - XiaoHan Zhao
- State Key Laboratory of Virtual Reality Technology and Systems, BeiHang University, Beijing, China
| | - MengWei Pang
- College of Stomatology, Chongqing Medical University, Chongqing, China
- Chongqing Key Laboratory of Oral Diseases and Biomedical Sciences, Chongqing, China
- Chongqing Municipal Key Laboratory of Oral Biomedical Engineering of Higher Education, Chongqing, China
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Düking P, Sperlich B, Voigt L, Van Hooren B, Zanini M, Zinner C. ChatGPT Generated Training Plans for Runners are not Rated Optimal by Coaching Experts, but Increase in Quality with Additional Input Information. J Sports Sci Med 2024; 23:56-72. [PMID: 38455449 PMCID: PMC10915606 DOI: 10.52082/jssm.2024.56] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/13/2023] [Accepted: 12/19/2023] [Indexed: 03/09/2024]
Abstract
ChatGPT may be used by runners to generate training plans to enhance performance or health aspects. However, the quality of ChatGPT generated training plans based on different input information is unknown. The objective of the study was to evaluate ChatGPT-generated six-week training plans for runners based on different input information granularity. Three training plans were generated by ChatGPT using different input information granularity. 22 quality criteria for training plans were drawn from the literature and used to evaluate training plans by coaching experts on a 1-5 Likert Scale. A Friedmann test assessed significant differences in quality between training plans. For training plans 1, 2 and 3, a median rating of <3 was given 19, 11, and 1 times, a median rating of 3 was given 3, 5, and 8 times and a median rating of >3 was given 0, 6, 13 times, respectively. Training plan 1 received significantly lower ratings compared to training plan 2 for 3 criteria, and 15 times significantly lower ratings compared to training plan 3 (p < 0.05). Training plan 2 received significantly lower ratings (p < 0.05) compared to plan 3 for 9 criteria. ChatGPT generated plans are ranked sub-optimally by coaching experts, although the quality increases when more input information are provided. An understanding of aspects relevant to programming distance running training is important, and we advise avoiding the use of ChatGPT generated training plans without an expert coach's feedback.
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Affiliation(s)
- Peter Düking
- Department of Sports Science and Movement Pedagogy, Technische Universität Braunschweig, Braunschweig, Germany
| | - Billy Sperlich
- Integrative and Experimental Exercise Science, Department of Sport Science, University of Würzburg, Würzburg, Germany
| | - Laura Voigt
- Institute of Psychology, German Sport University Cologne, Cologne, Germany
| | - Bas Van Hooren
- Department of Nutrition and Movement Sciences, School of Nutrition and Translational Research in Metabolism (NUTRIM), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Michele Zanini
- School of Sport, Exercise, and Health Sciences, Loughborough University, Loughborough, United Kingdom
| | - Christoph Zinner
- Department of Sport, University of Applied Sciences for Police and Administration of Hesse, Wiesbaden, Germany
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Walker T, Buckingham SA, Poole R, Elliott LR, Menneer T, Tu G, Morrissey K. Telephone-Based Training Intervention for Using Digital Communication Technologies for Social Housing Residents During the COVID-19 Pandemic: Mixed Methods Feasibility and Acceptability Evaluation. JMIR Form Res 2024; 8:e45506. [PMID: 38277209 PMCID: PMC10858426 DOI: 10.2196/45506] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Revised: 11/01/2023] [Accepted: 11/20/2023] [Indexed: 01/27/2024] Open
Abstract
BACKGROUND In an era in which digital communication technologies play a pivotal role in everyday life, social housing residents remain highly susceptible to digital exclusion. OBJECTIVE This study aims to evaluate the feasibility and acceptability of a telephone-based training intervention designed to empower people to confidently use digital communication technologies (ie, video calls and web-based messaging). METHODS Conducted in collaboration with a UK social housing association, the intervention was facilitated by a unitary authority's Digital Inclusion Team during the COVID-19 pandemic. A mixed methods approach was used, encompassing quantitative and qualitative data collection on demand, reach, implementation, and potential outcomes. Demographic and qualitative data on the reasons for undertaking or not undertaking the training were collected via telephone interviews during the recruitment process. Digital competency and well-being data were collected via a self-reported survey before and after the intervention. RESULTS Among the 4485 residents who were offered training, 67 (1.49%) expressed interest, of whom 12 (18%) of the 67 completed the training. The findings indicate a demand for basic digital training among social housing residents. The key findings revolve around the substantial dropout rate among those who were interested in undertaking the training. Barriers were strongly influenced by socioeconomic and health circumstances, reflecting the sociodigital inequalities commonly found in this group. For the training participants, the intervention was acceptable and achieved its goals, demonstrating the potential of tailored, persistent training efforts in overcoming barriers. There were no changes in self-reported well-being or digital competency outcomes (but this was limited by the small sample size). CONCLUSIONS Sociodigital inequalities impact the reach, implementation, and acceptability of telephone-based digital training for social housing residents. Barriers to reaching and training digitally excluded groups can be overcome through the use of trusted intermediaries, personalized recruitment approaches, the minimization of administrative barriers, and tailored and agile training programs. Recognizing the resource-intensive nature of such initiatives, this study calls for enhanced recognition of intermediary efforts in national digital inclusion policies.
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Affiliation(s)
- Tim Walker
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro, United Kingdom
| | - Sarah Ann Buckingham
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro, United Kingdom
| | - Ria Poole
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro, United Kingdom
| | - Lewis Roland Elliott
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro, United Kingdom
| | - Tamaryn Menneer
- European Centre for Environment and Human Health, University of Exeter Medical School, Truro, United Kingdom
| | - Gengyang Tu
- International Business School Suzhou, Xi'an Jiaotong-Liverpool University, Suzhou, China
| | - Karyn Morrissey
- Department of Technology, Management and Economics, Technical University of Denmark, Lyngby, Denmark
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Mathur S, Weiss HA, Neuman M, Leurent B, Field AP, Shetty T, J. JE, Nair P, Mathews R, Malik K, Michelson D, Patel V. Developing knowledge-based psychotherapeutic competencies in non-specialist providers: A pre-post study with a nested randomised controlled trial of a coach-supported versus self-guided digital training course for a problem-solving psychological intervention in India. Glob Ment Health (Camb) 2023; 10:e87. [PMID: 38161749 PMCID: PMC10755375 DOI: 10.1017/gmh.2023.81] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 11/14/2023] [Accepted: 11/17/2023] [Indexed: 01/03/2024] Open
Abstract
We evaluated a digital learning programme for non-specialists to develop knowledge-based competencies in a problem-solving intervention for adolescents to examine the overall impact of training on knowledge-based competencies among learners; and to compare the effects of two training conditions (self-guided digital training with or without coaching) in a nested parallel, two-arm, individually randomised controlled trial. Eligible participants were 18 or older; fluent in Hindi or English; able to access digital training; and had no prior experience of delivering structured psychotherapies. 277 participants were enrolled from 31 March 2022 to 19 June 2022 of which 230 (83%) completed the study. There was a significant increase in competency score from pre-training (Mean = 7.01, SD = 3.29) to post-training (Mean = 8.88, SD = 3.80), 6 weeks after the pre-training assessment. Knowledge competency scores showed larger increase among participants randomised to the coaching arm (AMD = 1.09, 95% CI 0.26-1.92, p = 0.01) with an effect size (d) of 0.33 (95% CI 0.08-0.58). More participants completed training in the coaching arm (n = 96, 69.6%) compared to the self-guided training arm (n = 56, 40.3%). In conclusion, a coach-supported remote digital training intervention is associated with enhanced participation by learners and increased psychotherapeutic knowledge competencies.
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Affiliation(s)
| | - Helen A. Weiss
- Medical Research Council International Statistics and Epidemiology Group, Faculty of Epidemiology and Population Health, London School of Hygiene and Tropical Medicine, London, UK
| | - Melissa Neuman
- Medical Research Council International Statistics and Epidemiology Group, Faculty of Epidemiology and Population Health, London School of Hygiene and Tropical Medicine, London, UK
| | - Baptiste Leurent
- Department of Statistical Science, University College London, London, UK
| | - Andy P. Field
- School of Psychology, University of Sussex, Brighton, UK
| | | | | | | | | | - Kanika Malik
- Jindal School of Psychology and Counselling, O.P. Jindal Global University, Sonipat, India
| | - Daniel Michelson
- School of Psychology, University of Sussex, Brighton, UK
- Department of Child & Adolescent Psychiatry, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London, UK
| | - Vikram Patel
- Department of Global Health and Social Medicine, Harvard Medical School, Boston, MA, USA
- Department of Global Health and Population, Harvard T.H. Chan School of Public Health, Boston, MA, USA
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Gao L, Keller FM, Becker P, Dahmen A, Lippke S. Predictors of Dropout Among Psychosomatic Rehabilitation Patients During the COVID-19 Pandemic: Secondary Analysis of a Longitudinal Study of Digital Training. J Med Internet Res 2023; 25:e43584. [PMID: 37903289 PMCID: PMC10683786 DOI: 10.2196/43584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Revised: 09/29/2023] [Accepted: 10/11/2023] [Indexed: 11/01/2023] Open
Abstract
BACKGROUND High dropout rates are a common problem reported in web-based studies. Understanding which risk factors interrelate with dropping out from the studies provides the option to prevent dropout by tailoring effective strategies. OBJECTIVE This study aims to contribute an understanding of the predictors of web-based study dropout among psychosomatic rehabilitation patients. We investigated whether sociodemographics, voluntary interventions, physical and mental health, digital use for health and rehabilitation, and COVID-19 pandemic-related variables determine study dropout. METHODS Patients (N=2155) recruited from 4 psychosomatic rehabilitation clinics in Germany filled in a web-based questionnaire at T1, which was before their rehabilitation stay. Approximately half of the patients (1082/2155, 50.21%) dropped out at T2, which was after the rehabilitation stay, before and during which 3 voluntary digital trainings were provided to them. According to the number of trainings that the patients participated in, they were categorized into a comparison group or 1 of 3 intervention groups. Chi-square tests were performed to examine the differences between dropout patients and retained patients in terms of sociodemographic variables and to compare the dropout rate differences between the comparison and intervention groups. Logistic regression analyses were used to assess what factors were related to study dropout. RESULTS The comparison group had the highest dropout rate of 68.4% (173/253) compared with the intervention groups' dropout rates of 47.98% (749/1561), 50% (96/192), and 42.9% (64/149). Patients with a diagnosis of combined anxiety and depressive disorder had the highest dropout rate of 64% (47/74). Younger patients (those aged <50 y) and patients who were less educated were more likely to drop out of the study. Patients who used health-related apps and the internet less were more likely to drop out of the study. Patients who remained in their jobs and patients who were infected by COVID-19 were more likely to drop out of the study. CONCLUSIONS This study investigated the predictors of dropout in web-based studies. Different factors such as patient sociodemographics, physical and mental health, digital use, COVID-19 pandemic correlates, and study design can correlate with the dropout rate. For web-based studies with a focus on mental health, it is suggested to consider these possible dropout predictors and take appropriate steps to help patients with a high risk of dropping out overcome difficulties in completing the study.
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Affiliation(s)
- Lingling Gao
- Health Psychology and Behavioural Medicine, Constructor University Bremen, Bremen, Germany
| | - Franziska Maria Keller
- Health Psychology and Behavioural Medicine, Constructor University Bremen, Bremen, Germany
| | | | - Alina Dahmen
- Health Psychology and Behavioural Medicine, Constructor University Bremen, Bremen, Germany
- Klinikum Wolfsburg, Wolfsburg, Germany
| | - Sonia Lippke
- Health Psychology and Behavioural Medicine, Constructor University Bremen, Bremen, Germany
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Thomson L, Hassard J, Frost A, Bartle C, Yarker J, Munir F, Kneller R, Marwaha S, Daly G, Russell S, Meyer C, Vaughan B, Newman K, Blake H. Digital Training Program for Line Managers (Managing Minds at Work): Protocol for a Feasibility Pilot Cluster Randomized Controlled Trial. JMIR Res Protoc 2023; 12:e48758. [PMID: 37874612 PMCID: PMC10630869 DOI: 10.2196/48758] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2023] [Revised: 07/10/2023] [Accepted: 07/17/2023] [Indexed: 10/25/2023] Open
Abstract
BACKGROUND Mental health problems affect 1 in 6 workers annually and are one of the leading causes of sickness absence, with stress, anxiety, and depression being responsible for half of all working days lost in the United Kingdom. Primary interventions with a preventative focus are widely acknowledged as the priority for workplace mental health interventions. Line managers hold a primary role in preventing poor mental health within the workplace and, therefore, need to be equipped with the skills and knowledge to effectively carry out this role. However, most previous intervention studies have directly focused on increasing line managers' understanding and awareness of mental health rather than giving them the skills and competencies to take a proactive preventative approach in how they manage and design work. The Managing Minds at Work (MMW) digital training intervention was collaboratively designed to address this gap. The intervention aims to increase line managers' knowledge and confidence in preventing work-related stress and promoting mental health at work. It consists of 5 modules providing evidence-based interactive content on looking after your mental health, designing and managing work to promote mental well-being, management competencies that prevent work-related stress, developing a psychologically safe workplace, and having conversations about mental health at work. OBJECTIVE The primary aim of this study is to pilot and feasibility test MMW, a digital training intervention for line managers. METHODS We use a cluster randomized controlled trial design consisting of 2 arms, the intervention arm and a 3-month waitlist control, in this multicenter feasibility pilot study. Line managers in the intervention arm will complete a baseline questionnaire at screening, immediately post intervention (approximately 6 weeks after baseline), and at 3- and 6-month follow-ups. Line managers in the control arm will complete an initial baseline questionnaire, repeated after 3 months on the waitlist. They will then be granted access to the MMW intervention, following which they will complete the questionnaire post intervention. The direct reports of the line managers in both arms of the trial will also be invited to take part by completing questionnaires at baseline and follow-up. As a feasibility pilot study, a formal sample size is not required. A minimum of 8 clusters (randomized into 2 groups of 4) will be sought to inform a future trial from work organizations of different types and sectors. RESULTS Recruitment for the study closed in January 2022. Overall, 24 organizations and 224 line managers have been recruited. Data analysis was finished in August 2023. CONCLUSIONS The results from this feasibility study will provide insight into the usability and acceptability of the MMW intervention and its potential for improving line manager outcomes and those of their direct reports. These results will inform the development of subsequent trials. TRIAL REGISTRATION ClinicalTrials.gov NCT05154019; https://clinicaltrials.gov/study/NCT05154019. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) DERR1-10.2196/48758.
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Affiliation(s)
- Louise Thomson
- School of Medicine, University of Nottingham, Nottingham, United Kingdom
| | | | - Alexandra Frost
- Institute of Mental Health, Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, United Kingdom
| | - Craig Bartle
- School of Medicine, University of Nottingham, Nottingham, United Kingdom
| | - Joanna Yarker
- Department of Organisational Psychology, Birkbeck College, University of London, London, United Kingdom
- Affinity Health at Work, London, United Kingdom
| | - Fehmidah Munir
- School of Sport, Exercise and Health Sciences, Loughborough University, Loughborough, United Kingdom
| | - Richard Kneller
- School of Economics, University of Nottingham, Nottingham, United Kingdom
| | - Steven Marwaha
- Institute for Mental Health, School of Psychology, University of Birmingham, Birmingham, United Kingdom
- Specialist Mood Disorders Clinic, The Zinnia Centre, Birmingham and Solihull Mental Health NHS Foundation Trust, Birmingham, United Kingdom
| | - Guy Daly
- Office of the Provost, British University in Egypt, Cairo, Egypt
| | - Sean Russell
- Faculty of Health and Life Sciences, Coventry University, Coventry, United Kingdom
| | | | - Benjamin Vaughan
- Institute of Mental Health, Nottinghamshire Healthcare NHS Foundation Trust, Nottingham, United Kingdom
| | - Kristina Newman
- Psychology Department, Nottingham Trent University, Nottingham, United Kingdom
| | - Holly Blake
- School of Health Sciences, University of Nottingham, Nottingham, United Kingdom
- NIHR Nottingham Biomedical Research Centre, Nottingham, United Kingdom
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Nwokoma E, Anyasi H, Archie S, Onyezobi C, OlaOlorun F, Anyanti J, Nwala A, Afolabi K, Little K, Demise E, Danna K, Rademacher K, Plotkin M. Use of Objective Structured Clinical Examination (OSCE) in a hybrid digital / in-person training for hormonal IUD in Nigeria: findings and applications of the approach. Gates Open Res 2023; 7:120. [PMID: 38009107 PMCID: PMC10673859 DOI: 10.12688/gatesopenres.14695.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/27/2023] [Indexed: 11/28/2023] Open
Abstract
Background: The hormonal intrauterine device, a long-acting reversible contraceptive method, is being introduced to pilot sites in the private and public sector in Nigeria by the Nigerian Federal Ministry of Health since 2019. To inform training of health care providers, a study was conducted on a hybrid digital and in-person training which utilized Objective Structured Clinical Examination (OSCE) to assess competency of provider trainees. This study represents one of few documented experiences using OSCE to assess the effectiveness of a digital training. Methods: From September - October 2021, in Enugu, Kano and Oyo states of Nigeria, 62 health care providers from public and private sector health facilities were trained in hormonal IUD service provision using a hybrid digital / in-person training approach. Providers, who were skilled in provision of copper IUD, underwent a didactic component using digital modules, followed by an in-person practicum, and finally supervised service provision in the provider trainee's workplace. Skills were assessed using OSCE during the one-day practicum. Results: Use of the OSCE to assess skills provided valuable information to study team. The performance of provider trainees was high (average 94% correct completion of steps in the OSCE). Conclusions: OSCE was used as a research methodology as part of this pilot study; to date, OSCE has not been integrated into the training approach to be scaled up by FMOH. Uniformly high performance of provider trainees was seen on the OSCE, unsurprising since provider trainees were experienced in providing copper IUD. If and when training is rolled out to providers inexperienced with copper IUD, OSCE may have a more important role to assess skills before service provision. The role of OSCE in design of hybrid digital / in-person training approaches should be further explored in rollout of hormonal IUD and other contraceptive technologies.
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Affiliation(s)
- Ezechukwu Nwokoma
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Helen Anyasi
- FHI 360 Nigeria, Abuja, Federal Capital Territory, Nigeria
| | | | - Chinedu Onyezobi
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Funmilola OlaOlorun
- College of Medicine, University of Ibadan, Evidence for Sustainable Human Development Systems in Africa, Ibadan, Oyo, Nigeria
| | - Jennifer Anyanti
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Anthony Nwala
- Society for Family Health Nigeria, Abuja, Federal Capital Territory, Nigeria
| | - Kayode Afolabi
- Reproductive Health Division, Nigeria Federal Ministry of Health, Abuja, Federal Capital Territory, Nigeria
| | - Kristen Little
- Population Services International, Washington, District of Columbia, USA
| | - Eden Demise
- Population Services International, Washington, District of Columbia, USA
| | - Kendal Danna
- Population Services International, Washington, District of Columbia, USA
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9
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Chong KM, Yang HW, He HC, Lien WC, Yang MF, Chi CY, Chen YP, Huang CH, Ko PCI. The Effectiveness of Online-Only Blended Cardiopulmonary Resuscitation Training: Static-Group Comparison Study. J Med Internet Res 2023; 25:e42325. [PMID: 37018023 PMCID: PMC10131976 DOI: 10.2196/42325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 02/08/2023] [Accepted: 02/21/2023] [Indexed: 04/06/2023] Open
Abstract
BACKGROUND Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education faces obstacles during the outbreak of emerging infectious diseases, such as COVID-19. When face-to-face teaching is limited, distance learning-blended learning (BL) or an online-only model-is encouraged. However, evidence regarding the effect of online-only CPR training is scarce, and comparative studies on classroom-based BL (CBL) are lacking. While other strategies have recommended self-directed learning and deliberate practice to enhance CPR education, no previous studies have incorporated all of these instructional methods into a BLS course. OBJECTIVE This study aimed to demonstrate a novel BLS training model-remote practice BL (RBL)-and compare its educational outcomes with those of the conventional CBL model. METHODS A static-group comparison study was conducted. It included RBL and CBL courses that shared the same paradigm, comprising online lectures, a deliberate practice session with Little Anne quality CPR (QCPR) manikin feedback, and a final assessment session. In the main intervention, the RBL group was required to perform distant self-directed deliberate practice and complete the final assessment via an online video conference. Manikin-rated CPR scores were measured as the primary outcome; the number of retakes of the final examination was the secondary outcome. RESULTS A total of 52 and 104 participants from the RBL and CBL groups, respectively, were eligible for data analysis. A comparison of the 2 groups revealed that there were more women in the RBL group than the CBL group (36/52, 69.2% vs 51/104, 49%, respectively; P=.02). After adjustment, there were no significant differences in scores for QCPR release (96.9 vs 96.4, respectively; P=.61), QCPR depth (99.2 vs 99.5, respectively; P=.27), or QCPR rate (94.9 vs 95.5, respectively; P=.83). The RBL group spent more days practicing before the final assessment (12.4 vs 8.9 days, respectively; P<.001) and also had a higher number of retakes (1.4 vs 1.1 times, respectively; P<.001). CONCLUSIONS We developed a remote practice BL-based method for online-only distant BLS CPR training. In terms of CPR performance, using remote self-directed deliberate practice was not inferior to the conventional classroom-based instructor-led method, although it tended to take more time to achieve the same effect. TRIAL REGISTRATION Not applicable.
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Affiliation(s)
- Kah Meng Chong
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | | | - Hsien-Chin He
- Department of Family Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Wan-Ching Lien
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Mei-Fen Yang
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Chien-Yu Chi
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Yen-Pin Chen
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Chien-Hua Huang
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
| | - Patrick Chow-In Ko
- Department of Emergency Medicine, National Taiwan University Hospital, Taipei City, Taiwan
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10
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Feenstra TM, Mak-van der Vossen MC, Schijven MP, Nieveen van Dijkum EJM. Digital Training Resources in the Dutch Surgical Residency Curricula and the Perspectives of Residents: A Thematic Analysis of Resident Interviews. J Surg Educ 2023; 80:457-467. [PMID: 36402731 DOI: 10.1016/j.jsurg.2022.10.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 10/30/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Digital training resources show great promise in augmenting traditional surgical education - especially in times of social distancing and limited surgical caseload. Embedding digital resources in surgical curricula is however not current, nor common practice in Dutch hospitals. While the digital world has become part of a resident's everyday life, surprisingly little is known about surgical residents' experiences and expectations towards use of digital resources for their own surgical education. This study aims to identify digital resources currently used in Dutch surgical curricula and to describe surgical residents' perspectives towards digital education. METHODS A series of semi-structured interviews with Dutch surgical residents were conducted until data sufficiency occurred. The interviews consisted of two parts: 1) current surgical training and implemented digital resources, and 2) future surgical training and the role of digital resources therein. All interviews were digitally recorded, transcribed verbatim, and thematically analyzed. RESULTS Sixteen surgical residents were interviewed - two out of each of the eight educational regions for surgery in the Netherlands. Five digital resource categories were identified and four general educational themes (requirements, advantages, disadvantages, and general education themes), overarching 13 sub-themes. In general, residents were enthusiastic with regard to using digital resources, especially when the perceived advantages supported their autonomy. CONCLUSIONS Dutch surgical residents indicate that digital resources may support their educational experiences, but state that ideally they must be combined with much appreciated on-the-job training, and be offered to them tailored to their individual needs. No resources are considered to be a "magic bullet" in itself. The specific needs of residents and educators need to be addressed clearly in order to successfully adopt and implement digital resources on a larger scale.
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Affiliation(s)
- Tim M Feenstra
- Amsterdam UMC, University of Amsterdam, Department of Surgery, Amsterdam, North Holland, the Netherlands; Amsterdam Gastroenterology and Metabolism, Amsterdam UMC, Amsterdam, North Holland, the Netherlands; Amsterdam Public Health, Digital Health, Amsterdam UMC, Amsterdam, North Holland, the Netherlands
| | - Marianne C Mak-van der Vossen
- Amsterdam UMC, University of Amsterdam, Department of General Practice, Amsterdam, North Holland, the Netherlands; Amsterdam Public Health research institute University of Amsterdam, Amsterdam, North Holland, the Netherlands
| | - Marlies P Schijven
- Amsterdam UMC, University of Amsterdam, Department of Surgery, Amsterdam, North Holland, the Netherlands; Amsterdam Gastroenterology and Metabolism, Amsterdam UMC, Amsterdam, North Holland, the Netherlands; Amsterdam Public Health, Digital Health, Amsterdam UMC, Amsterdam, North Holland, the Netherlands
| | - Els J M Nieveen van Dijkum
- Amsterdam UMC, University of Amsterdam, Department of Surgery, Amsterdam, North Holland, the Netherlands; Amsterdam Gastroenterology and Metabolism, Amsterdam UMC, Amsterdam, North Holland, the Netherlands; Amsterdam institute for Infection and Immunity, Amsterdam UMC, Amsterdam, North Holland, the Netherlands.
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11
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Marconi PL, Scognamiglio R, Marchiori E, Angeloni D, Mascia ML, Penna MP. Impact of Coding Educational Programs (CEP) on Digital Media Problematic Use (DMPU) and on Its Relationship with Psychological Dependence and Emotional Dysregulation. Int J Environ Res Public Health 2023; 20:2983. [PMID: 36833677 PMCID: PMC9957488 DOI: 10.3390/ijerph20042983] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/10/2022] [Revised: 02/03/2023] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
Alongside the positive effects linked to the introduction of digital technologies into our lives, particular dysfunctional behaviors in the use of digital tools have appeared, through which the expression of conditions such as addiction, difficulties in affective and behavioral self-regulation and mental health problems have been channeled. The present study aims to investigate, in a sample of young students aged m = 12.91 (ds = 0.56) years, whether Coding Educational Programs (CEP), deployed to 44.9% of the sample, is effective in psychological dependence, emotional self-regulation and Digital Media Problematic Use (DMPU), as self-assessed through questionnaires (DERS, DSRS, IAT, MPIQ and MPPUS). CEP had no effect on emotional dysregulation or on DMPU. They were effective in the time management of mobile phone use, with students rescheduling from daytime use on working days to daytime use on the weekend. Moreover, people who attended CEP more frequently used smartphones for orienting themselves and for obtaining information. In conclusion, CEP are effective in achieving a more functional and important use of smartphones and better time management. It is possible that CEP effect on metacognition could reduce DMPU if alternative ways to regulate emotions are available.
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Affiliation(s)
| | | | | | | | - Maria Lidia Mascia
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
| | - Maria Pietronilla Penna
- Department of Pedagogy, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
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12
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Gallardo-Montes CDP, Caurcel-Cara MJ, Crisol-Moya E, Peregrina-Nievas P. ICT Training Perception of Professionals in Functional Diversity in Granada. Int J Environ Res Public Health 2023; 20:2064. [PMID: 36767431 PMCID: PMC9915307 DOI: 10.3390/ijerph20032064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2022] [Revised: 01/17/2023] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
Training in Information and Communication Technologies (ICTs) has become very valuable in the current educational panorama, given the proliferation of digital resources available in the formal and non-formal education context. Fortunately, the field of attention to diversity has also benefited from it. For this reason, it is essential that the professionals who attend to people with functional diversity have a good attitude towards them, as well as training in accordance with their requirements. The aim of this study was to analyse how professionals in Granada (Spain) perceived their ICT training. A total of 404 specialists who worked in the field of attention to diversity were interviewed. In general, participants showed a favourable opinion towards ICT but they expressed a medium-low perception of their digital training. Nevertheless, these results are encouraging, as younger teachers showed a more favourable opinion and training towards ICT. In the long term, this will be a generation that is more educated and aware of the benefits, applicability and usefulness of these resources for working with people with functional diversity.
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Affiliation(s)
| | - María Jesús Caurcel-Cara
- Department of Developmental and Educational Psychology, University of Granada, 18071 Granada, Spain
| | - Emilio Crisol-Moya
- Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
| | - Paula Peregrina-Nievas
- Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
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13
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Ang WHD, Chew HSJ, Dong J, Yi H, Mahendren R, Lau Y. Digital training for building resilience: Systematic review, meta-analysis, and meta-regression. Stress Health 2022; 38:848-869. [PMID: 35460533 PMCID: PMC10084366 DOI: 10.1002/smi.3154] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Revised: 03/25/2022] [Accepted: 04/19/2022] [Indexed: 01/01/2023]
Abstract
Resilience is learnable and broadly described as an individual's adaptive coping ability, its potential value for stress reduction must be explored. With a global coronavirus pandemic, innovative ways to deliver resilience training amidst heightened mental health concerns must be urgently examined. This systematic review aimed to (1) evaluate the effectiveness of digital training for building resilience and reducing anxiety, depressive and stress symptoms and (2) to identify essential features for designing future digital training. A three-step search was conducted in eight electronic databases, trial registries and grey literature to locate eligible studies. Randomised controlled trials examining the effects of digital training aimed at enhancing resilience were included. Data analysis was conducted using the Stata version 17. Twenty-two randomised controlled trials involving 2876 participants were included. Meta-analysis revealed that digital training significantly enhanced the participants' resilience with moderate to large effect (g = 0.54-1.09) at post-intervention and follow-up. Subgroup analyses suggested that training delivered via the Internet with a flexible programme schedule was more effective than its counterparts. This review supports the use of digital training in improving resilience. Further high-quality randomised controlled trials with large sample size are needed.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Jie Dong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Huso Yi
- Saw Swee Hock School of Public Health, National University of Singapore, Singapore, Singapore
| | - Rathi Mahendren
- Department of Psychological Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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14
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Bouzid D, Mirault T, Ghazali A, Muller L, Casalino E, Peiffer Smadja N, Auber B, Guerin M, Sambet CH, Etienne I, De Lastours V, Badoual C, Lemogne C, Ruszniewski P, Université Paris Cité’ OSCE study group, Faye A, Tran Dinh A. Feasibility of large-scale eOSCES: the simultaneous evaluation of 500 medical students during a mock examination. Med Educ Online 2022; 27:2084261. [PMID: 35698458 PMCID: PMC9225734 DOI: 10.1080/10872981.2022.2084261] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2021] [Revised: 04/13/2022] [Accepted: 05/25/2022] [Indexed: 09/23/2023]
Abstract
UNLABELLED The COVID-19 pandemic has led health schools to cancel many on-site training and exams. Teachers were looking for the best option to carry out online OSCEs, and Zoom was the obvious choice since many schools have used it to pursue education purposes. METHODS We conducted a feasibility study during the 2020-2021 college year divided into six pilot phases and the large-scale eOSCEs on Zoom on June 30th, 2021. We developed a specific application allowing us to mass create Zoom meetings and built an entire organization, including a technical support system (an SOS room and catching-up rooms) and teachers' training sessions. We assessed satisfaction via an online survey. RESULTS On June 30th, 531/794 fifth-year medical students (67%) participated in a large-scale mock exam distributed in 135 Zoom meeting rooms with the mobilization of 298 teachers who either participated in the Zoom meetings as standardized patients (N =135, 45%) or examiners (N =135, 45%) or as supervisors in the catching-up rooms (N =16, 6%) or the SOS room (N =12, 4%). In addition, 32/270 teachers (12%) experienced difficulties connecting to their Zoom meetings and sought the help of an SOS room member. Furthermore, 40/531 students (7%) were either late to their station or had technical difficulties and declared those issues online and were welcomed in one of the catching-up rooms to perform their eOSCE stations. Additionally, 518/531 students (98%) completed the entire circuit of three stations, and 225/531 students (42%) answered the online survey. Among them, 194/225 (86%) found eOSCES helpful for training and expressed their satisfaction with this experience. CONCLUSION Organizing large-scale eOSCEs on Zoom is feasible with the appropriate tools. In addition, eOCSEs should be considered complementary to on-site OSCEs and to train medical students in telemedicine.
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Affiliation(s)
- Donia Bouzid
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm IAME, F-75018Paris, France
- Emergency Department, Bichat-Claude Bernard University Hospital AP-HP, Paris, France
| | - Tristan Mirault
- UFR de Médecine, Université Paris Cité, Paris, France
- Département d’hypertension artérielle, Hôpital Européen Georges PompidouAP-HP, Paris, France
| | - Aiham Ghazali
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm IAME, F-75018Paris, France
| | | | - Enrique Casalino
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm IAME, F-75018Paris, France
- Emergency Department, Bichat-Claude Bernard University Hospital AP-HP, Paris, France
- UFR de Médecine, Université Paris Cité, Paris, France
| | - Nathan Peiffer Smadja
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm IAME, F-75018Paris, France
- UFR de Médecine, Université Paris Cité, Paris, France
- Infectious diseases Unit, Bichat-Claude Bernard University Hospital AP-HP, Paris, France
| | - Baptiste Auber
- Account executive- Higher Education- Zoom, San José, California
| | | | | | | | - Victoire De Lastours
- Université Paris Cité and Université Sorbonne Paris Nord, Inserm IAME, F-75018Paris, France
- UFR de Médecine, Université Paris Cité, Paris, France
- Service de Médecine Interne, Hôpital Beaujon AP-HP, Clichy, France
| | - Cécile Badoual
- UFR de Médecine, Université Paris Cité, Paris, France
- Service d’anatomopathologie, Hôpital Européen Georges Pompidou AP-HP, Paris, France
| | - Cédric Lemogne
- UFR de Médecine, Université Paris Cité, Paris, France
- Université Paris Cité, INSERM U1266, Institut de Psychiatrie et Neuroscience de Paris, F-75014 Paris, France
- Service de Psychiatrie de l’adulte, AP-HP, Hôpital Hôtel-Dieu, F-75004 Paris, France
| | - Philippe Ruszniewski
- UFR de Médecine, Université Paris Cité, Paris, France
- Service de gastro-entérologie et pancréatologie, Hôpital Beaujon AP-HP, Paris, France
| | | | - Albert Faye
- UFR de Médecine, Université Paris Cité, Paris, France
- Service de Pédiatrie Générale, Hôpital Robert Debré AP-HP, Paris, France
| | - Alexy Tran Dinh
- UFR de Médecine, Université Paris Cité, Paris, France
- Département d’Anesthésie-Réanimation, Hôpital Bichat-Claude Bernard, AP-HP, Paris, France
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15
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Kiyozumi T, Ishigami N, Tatsushima D, Araki Y, Yoshimura Y, Saitoh D. Instructor Development Workshops for Advanced Life Support Training Courses Held in a Fully Virtual Space: Observational Study. JMIR Serious Games 2022; 10:e38952. [PMID: 35767318 PMCID: PMC9280467 DOI: 10.2196/38952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 05/18/2022] [Accepted: 06/12/2022] [Indexed: 11/24/2022] Open
Abstract
Background Various face-to-face training opportunities have been lost due to the COVID-19 pandemic. Instructor development workshops for advanced resuscitation (ie, advanced life support) training courses are no exception. Virtual reality (VR) is an attractive strategy for remote training. However, to our knowledge, there are no reports of resuscitation instructor training programs being held in a virtual space. Objective This study aimed to investigate the learning effects of an instructor development workshop that was conducted in a virtual space. Methods In this observational study, we created a virtual workshop space by using NEUTRANS (Synamon Inc)—a commercial VR collaboration service. The instructor development workshop for the advanced life support training course was held in a virtual space (ie, termed the VR course) as a certified workshop by the Japanese Association of Acute Medicine. We asked 13 instructor candidates (students) who participated in the VR course to provide a workshop report (VR group). Reports from a previously held face-to-face workshop (ie, the face-to-face course and group) were likewise prepared for comparison. A total of 5 certified instructor trainers viewed and scored the reports on a 5-point Likert scale. Results All students completed the VR course without any problems and received certificates of completion. The scores for the VR group and the face-to-face group did not differ at the level of statistical significance (median 3.8, IQR 3.8-4.0 and median 4.2, IQR 3.9-4.2, respectively; P=.41). Conclusions We successfully conducted an instructor development workshop in a virtual space. The degree of learning in the virtual workshop was the same as that in the face-to-face workshop.
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Affiliation(s)
- Tetsuro Kiyozumi
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Norio Ishigami
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Daisuke Tatsushima
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Yoshiyuki Araki
- Department of Defense Medicine, National Defense Medical College, Tokorozawa, Japan
| | - Yuya Yoshimura
- Department of Emergency and Critical Care Medicine, Hachinohe City Hospital, Hchinohe, Japan
| | - Daizoh Saitoh
- Division of Traumatology, Research Institute, Department of Traumatology and Critical Care, National Defense Medical College, Tokorozawa, Japan
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Sivananthan A, Nicholas V, Kerry G, Harlow C, Saha P, Younan HC, Williams S, David L, Lisk C, Schofield L. Perceptions of Digital Teaching During COVID-19; A National Survey of 359 Internal Medicine Trainees. Adv Med Educ Pract 2022; 13:641-647. [PMID: 35789801 PMCID: PMC9250338 DOI: 10.2147/amep.s355786] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Accepted: 05/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The Covid-19 pandemic brought significant disruption to post-graduate medical education. Lecture-based training days were rapidly converted to webinars. This study aims to assess the perceptions of digital training in internal medical trainees. METHODS IMTs (internal medicine trainees) nationally were surveyed on their perceptions of digital training, ease of access, engagement, and interactivity via a 10-item questionnaire. A mixed-method approach using qualitative and quantitative questions was used. Likert scales were analysed using a mean result of above 3 to indicate agreement. RESULTS 359 trainees responded. Trainees agreed that they preferred digital training to face-to-face teaching (mean 3.68); digital training was more engaging (mean 4.25), easier to access (mean 4.49), and as effective for learning as face-to-face teaching (mean 4.69). The most reported advantages were no travel (89%) and the ability to watch later on (88%). 63% of trainees reported loss of social interaction as a disadvantage. DISCUSSION This survey suggests that digital teaching has a potential role in IMT training beyond the pandemic.
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Affiliation(s)
- Arun Sivananthan
- Institute of Global Health Innovation, Imperial College London, London, UK
- Department of Gastroenterology, Imperial College Healthcare NHS Trust, London, UK
| | - Victoria Nicholas
- Department of Medicine, Chelsea and Westminster NHS Foundation Trust, London, UK
| | - Georgina Kerry
- Department of Gastroenterology, St George’s University Hospital NHS Foundation Trust, London, UK
| | - Christopher Harlow
- Department of Cardiology, Epsom and St Heliers University Hospital, London, UK
| | - Pratyasha Saha
- Department of Rheumatology, University College London NHS Trust, London, UK
| | - Helen-Cara Younan
- Department of Intensive Care Medicine, Imperial College Healthcare NHS Trust, London, UK
| | | | - Lewis David
- Department of Endocrinology, Bart’s Health NHS Trust, London, UK
| | - Clifford Lisk
- Department of Geriatrics, Royal Free NHS Trust, London, UK
| | - Louise Schofield
- Department of Palliative Medicine, Royal Free NHS Trust, London, UK
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Kozora E, Zell JL, Baraghoshi D, Smith RM, Strand M. Improved executive function in patients with systemic lupus erythematosus following interactive digital training. Lupus 2022; 31:910-920. [PMID: 35584197 DOI: 10.1177/09612033221098534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
OBJECTIVE This study aimed to evaluate the sensitivity of a digital platform to assess attentional and executive function in systemic lupus erythematosus (SLE) patients, and to evaluate the impact of an at-home interactive digital treatment to improve cognitive dysfunction in this clinical population. BACKGROUND Deficits in attention and executive function are common in patients with SLE. Despite these cognitive difficulties, there are limited brief assessment techniques and few treatment options to improve cognitive abilities in patients with SLE. Interactive digital treatment approaches (use of video game-based software) have been successful in identifying and improving cognition in other clinical populations. METHODS Sixty SLE patients completed baseline neuropsychological tests (of attention, psychomotor speed, and executive function), a tablet-based digital platform (EVOTM Monitor), and biobehavioral measures. The patients were randomized into treatment SLE (n = 30) or no contact control SLE (n = 30) groups, and returned 4 weeks later for follow-up cognitive, EVO Monitor, and biobehavioral testing. The SLE treatment group was trained on a tablet-based digital treatment (AKL-T01) and was instructed to complete 5 sessions at least 5 days per week for 4-weeks for a total of approximately 25 min of gameplay per day. RESULTS Systemic lupus erythematosus patients demonstrated impairment in visuomotor and processing speed, visual attention, and cognitive flexibility/sequencing skills at baseline. The video game-like treatment group (AKL-T01) had significant improvement in visuomotor speed (Trail Making A) and cognitive flexibility/sequencing (Trail Making B) compared to the control group at 4-week follow-up. The treatment group also demonstrated significant improvement in EVO Monitor multitasking at follow-up (with no change in controls). At baseline, a multitasking metric from EVO Monitor was associated with performance on tasks of cognitive flexibility (Trail Making B) and psychomotor speed (WAIS-IV Coding). CONCLUSIONS These findings provide evidence that SLE patients who participated in a 4-week interactive digital video game-like activity had significant improvement in motor speed and executive functions, and would benefit from participation in digital interventions designed to target frontoparietal networks of the brain. Preliminary findings also suggest specific metrics from EVO Monitor may also be useful to detect cognitive impairment and cognitive changes in patients with SLE.
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Affiliation(s)
- Elizabeth Kozora
- 2930National Jewish Health, Denver, CO, USA.,Departments of Neurology, 12225University of Colorado School of Medicine, Aurora, CO, USA.,Psychiatry, 12225University of Colorado School of Medicine, Aurora, CO, USA
| | - JoAnn L Zell
- Rheumatology, 12225University of Colorado School of Medicine, Aurora, CO, USA
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Bouamra B, Chakroun K, Medeiros De Bustos E, Dobson J, Rouge JA, Moulin T. Simulation-Based Teaching of Telemedicine for Future Users of Teleconsultation and Tele-Expertise: Feasibility Study. JMIR Med Educ 2021; 7:e30440. [PMID: 34941553 PMCID: PMC8734919 DOI: 10.2196/30440] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/14/2021] [Revised: 09/20/2021] [Accepted: 09/20/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Health care professionals worldwide are increasingly using telemedicine in their daily clinical practice. However, there is still a lack of dedicated education and training even though it is needed to improve the quality of the diverse range of telemedicine activities. Simulation-based training may be a useful tool in telemedicine education and training delivery. OBJECTIVE This study aims to assess the feasibility and acceptability of simulation-based telemedicine training. METHODS We assessed five telemedicine training sessions conducted in a simulation laboratory. The training was focused on video teleconsultations between a patient and a health care professional. The assessment included the participants' satisfaction and attitudes toward the training. RESULTS We included 29 participants in total. Participant satisfaction was high (mean score 4.9 of 5), and those that took part stated the high applicability of the simulation-based training to their telemedicine practices (mean score 4.6 of 5). They also stated that they intended to use telemedicine in the future (mean score 4.5 of 5). CONCLUSIONS Simulation-based training of telemedicine dedicated to video teleconsultation was feasible and showed high satisfaction from participants. However, it remains difficult to scale for a high number of health care professionals.
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Affiliation(s)
- Benjamin Bouamra
- Department of Neurology, Besançon University Hospital, Besançon, France
| | - Karim Chakroun
- Department of Neurology, Besançon University Hospital, Besançon, France
| | | | - Jennifer Dobson
- Department of Neurology, Besançon University Hospital, Besançon, France
| | - Jeanne-Antide Rouge
- Faculty of Medicine, University of Franche-Comté MedSim Laboratory, Besançon, France
| | - Thierry Moulin
- Department of Neurology, Besançon University Hospital, Besançon, France
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19
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Martin A, Raber JP, Shayer D, Lai D, Goodcoff A, Kannikal J, Raja AS, He S. Get waivered remote: Nationwide, remote DEA-x waiver course in response to COVID-19. Digit Health 2021; 7:20552076211048985. [PMID: 34691756 PMCID: PMC8529309 DOI: 10.1177/20552076211048985] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Problem As of 2020, less than 5% of physicians in the United States have a drug
enforcement administration-X waiver to prescribe buprenorphine. The
coronavirus-2019 pandemic restricted in-person gatherings, including
traditional drug enforcement administration-X waiver courses. As a result,
in-person conferences have needed to adopt remote formats. Many programs
identified a gap between educational delivery and the faculty skills
required to deliver content remotely. Approach To address the need for high-quality remote learning, Get Waivered designed
and implemented a novel experience for clinicians, called Get Waivered
Remote. An educational session was live-streamed via Zoom™. To foster
interactivity, like in-person didactic conferences, participants were polled
to facilitate discussion among presenters, learners, and facilitators during
the broadcast Outcomes The RE-AIM framework was used for evaluation. Our program had a
Reach encompassing 814 users that participated during
the live-streamed event; Effectiveness with 73.79%
reporting being somewhat familiar or very familiar with the practice of
opioid dependency treatment with approved buprenorphine medications;
Adoption with 95.15% reporting a favorable experience
and 92.23% reporting it was similar or more enjoyable than their usual
teaching; Implementation with 450 messages sent by 281
users to engage with presenters and other learners via Zoom chat in real
time. Next steps Get Waivered Remote provides a proof-of-concept that a broadcast with a
concurrent, interactive remote learning platform is feasible, low cost, and
simple to execute. Further study is required to assess the ability of our
group to maintain this innovation and also to measure its impact on the
treatment of opioid use disorder.
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Affiliation(s)
- Alister Martin
- Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA, USA
| | - Joshua P Raber
- Dr Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, FL, USA
| | | | - Deborah Lai
- Division of Psychology and Language Sciences, University College London, London, UK
| | - Adam Goodcoff
- Department of Emergency Medicine, University of Illinois - Chicago, Chicago, IL, USA
| | | | - Ali S Raja
- Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA, USA
| | - Shuhan He
- Department of Emergency Medicine, Massachusetts General Hospital, Boston, MA, USA.,Digital Growth Strategy, Strategic Alliance Initiative, Center for Innovation in Digital HealthCare, Massachusetts General Hospital, Boston, MA, USA
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Stäuble CK, Jeiziner C, Hersberger KE, Meyer zu Schwabedissen HE, Lampert ML. Pharmacogenetics in Pharmaceutical Care-Piloting an Application-Oriented Blended Learning Concept. Pharmacy (Basel) 2021; 9:pharmacy9030152. [PMID: 34564559 PMCID: PMC8482083 DOI: 10.3390/pharmacy9030152] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 08/20/2021] [Accepted: 09/01/2021] [Indexed: 12/15/2022] Open
Abstract
To enable application-oriented training of Swiss pharmacists on pharmacogenetic (PGx) testing, an advanced, digital training program was conceptualized based on the Miller's Pyramid framework, using a blended learning approach. The PGx advanced training program included an asynchronous self-study online module, synchronous virtual classroom sessions with lectures and workshops, and a follow-up case study for in-depth applied learning including the analysis of the participants' PGx profile. The evaluation of the training program consisted of (a) an assessment of the participants' development of knowledge, competencies and attitudes towards PGx testing in the pharmacy setting; (b) a satisfaction survey including; (c) questions about their future plans for implementing a PGx service. Twenty-one pharmacists participated in this pilot program. The evaluation showed: (a) a significant improvement of their PGx knowledge (mean score in the knowledge test 75.3% before to 90.3% after training completion) and a significant increase of their self-perceived competencies in applying PGx counselling; (b) a high level of satisfaction with the training program content and the format (at least 79% expressed high/very high agreement with the statements in the questionnaire); (c) a mixed view on whether participants will implement PGx testing as a pharmacy service (indecisive 8; agreed/completely agreed to implement 7/1; disagreed 3 (n = 19)). We consider ongoing education as an important driver for the implementation of PGx in pharmacy practice.
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Affiliation(s)
- Céline K. Stäuble
- Biopharmacy, Department of Pharmaceutical Sciences, University of Basel, 4056 Basel, Switzerland;
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
- Institute of Hospital Pharmacy, Solothurner Spitäler, 4600 Olten, Switzerland
- Correspondence:
| | - Chiara Jeiziner
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
| | - Kurt E. Hersberger
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
| | | | - Markus L. Lampert
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
- Institute of Hospital Pharmacy, Solothurner Spitäler, 4600 Olten, Switzerland
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21
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Roszak M, Sawik B, Stańdo J, Baum E. E-Learning as a Factor Optimizing the Amount of Work Time Devoted to Preparing an Exam for Medical Program Students during the COVID-19 Epidemic Situation. Healthcare (Basel) 2021; 9:1147. [PMID: 34574923 PMCID: PMC8469934 DOI: 10.3390/healthcare9091147] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 08/29/2021] [Accepted: 08/30/2021] [Indexed: 11/17/2022] Open
Abstract
The COVID-19 pandemic had a huge impact on the learning and teaching processes, particularly in healthcare education and training, because of the principal position of the cutting-edge student-patient interaction. Replacing the traditional form of organization and implementation of knowledge evaluation with its web-based equivalent on an e-learning platform optimizes the whole didactic process not only for the unit carrying it out but, above all, for students. This research is focused on the effectiveness of the application of e-learning for computer-based knowledge evaluation and optimizing exam administration for students of medical sciences. The proposed approach is considered in two categories: from the perspective of the providers of the evaluation process, that is, the teaching unit; and the recipients of the evaluation process, that is, the students.
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Affiliation(s)
- Magdalena Roszak
- Department of Computer Science and Statistics, Poznan University of Medical Sciences, 60-806 Poznan, Poland;
| | - Bartosz Sawik
- Department of Business Informatics and Engineering Management, AGH University of Science and Technology, 30-059 Krakow, Poland
- Haas School of Business, University of California at Berkeley, Berkeley, CA 94720, USA
- Department of Statistics, Computer Science and Mathematics, Public University of Navarra, 31006 Pamplona, Spain
| | - Jacek Stańdo
- Centre of Mathematics and Physics, Lodz University of Technology, 90-924 Lodz, Poland;
| | - Ewa Baum
- Department of Social Sciences and the Humanities, Poznan University of Medical Sciences, 60-806 Poznan, Poland;
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22
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Barour S, Richert R, Virard F, Wulfman C, Iozzino R, Elbashti M, Naveau A, Ducret M. Immersive 3D Educational Contents: A Technical Note for Dental Educators. Healthcare (Basel) 2021; 9:178. [PMID: 33562418 DOI: 10.3390/healthcare9020178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2020] [Revised: 02/01/2021] [Accepted: 02/03/2021] [Indexed: 11/17/2022] Open
Abstract
Three-dimensional files featuring patients’ geometry can be obtained through common tools in dental practice, such as an intraoral scanner (IOS) or Cone Beam Computed Tomography (CBCT). The use of 3D files in medical education is promoted, but only few methodologies were reported due to the lack of ease to use and accessible protocols for educators. The aim of this work was to present innovative and accessible methodologies to create 3D files in dental education. The first step requires the definition of the educational outcomes and the situations of interest. The second step relies on the use of IOS and CBCT to digitize the content. The last “post-treatment” steps involve free software for analysis of quality, re-meshing and simplifying the file in accordance with the desired educational activity. Several examples of educational activities using 3D files are illustrated in dental education and discussed. Three-dimensional files open up many accessible applications for a dental educator, but further investigations are required to develop collaborative tools and prevent educational inequalities between establishments.
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23
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Re AM, Benavides-Varela S, Pedron M, De Gennaro MA, Lucangeli D. Response to a Specific and Digitally Supported Training at Home for Students With Mathematical Difficulties. Front Psychol 2020; 11:2039. [PMID: 32982850 PMCID: PMC7489095 DOI: 10.3389/fpsyg.2020.02039] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 07/22/2020] [Indexed: 11/15/2022] Open
Abstract
The present study evaluated the effectiveness of a shortened, specialized, and digitally supported training program for enhancing numerical skills in primary and secondary school children with mathematical difficulty (MD). The participants (n = 57) were randomly assigned to two groups: for the experimental group, the tasks were differentiated and adapted to each student's learning profile. Moreover, children of this group used a Web App (i.e., "I bambini contano" or "Children count" in English) for improving arithmetic fact retrieval at home; for the control group, the difficulty of the activities was graded according to the school curriculum, and this group did not use the Web App. Pre- to post-training measurements showed that children of the experimental group had an improvement significantly higher than the control group, in particular in arithmetic facts and written calculation. Moreover, a follow-up evaluation indicated that the efficacy of the experimental training program lasted up to 2 months after the intervention. The results indicate that a specialized face-to-face intervention along with a digitally supported training at home can benefit children with mathematical learning difficulties.
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Affiliation(s)
- Anna Maria Re
- Department of Psychology, University of Turin, Turin, Italy
| | - Silvia Benavides-Varela
- Department of Developmental Psychology and Socialisation and Department of Neuroscience, University of Padua, Padua, Italy
| | | | | | - Daniela Lucangeli
- Department of Developmental Psychology and Socialisation, University of Padua, Padua, Italy
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24
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Lenes A, Klasen M, Adelt A, Göretz U, Proch-Trodler C, Schenkat H, Sopka S. Crisis as a chance. A digital training of social competencies with simulated persons at the Medical Faculty of RWTH Aachen, due to the lack of attendance teaching in the SARS-Cov-2 pandemic. GMS J Med Educ 2020; 37:Doc82. [PMID: 33364361 PMCID: PMC7740011 DOI: 10.3205/zma001375] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 10/05/2020] [Accepted: 10/29/2020] [Indexed: 05/04/2023]
Abstract
Objective: The AIXTRA Competence Center for Training and Patient Safety at RWTH Aachen University has developed a concept to enable learning of communication skills with simulated persons (SP) digitally. Methodology: Existing SP cases in curricular teaching were checked for digital applicability and modified. Digital seminars with the methodology of simulated conversations with SP, for planned 690 students for the courses "history taking", 6th semester, conversations in psychiatry, 8th semester, and in the clinical competence course, 10th semester, were conducted via video conferencing software. The structure is similar to SP-seminars in classroom teaching with a case presentation, a doctor/patient dialogue and a feedback session. In the 6th and 10th semester, the seminars were evaluated anonymously by the students using an online questionnaire. SP were asked by e-mail for their assessment. The lecturers were asked about their experience with the digital seminars by means of qualitative interviews. Results: The survey of students with 92 completed questionnaires indicates a high level of acceptance. Digital teaching with SP was rated "very good" by 63% of the students and "good" by 37% as an overall mark for the course. The digital implementation is well practicable, the retention and accessibility of all learning goals is rated as given. Conclusion: Digital teaching with SP can be well realized with appropriate preparation. Specific aspects of digital implementation (e.g. role and data protection) must be taken into account. The differentiated evaluation of the surveys will bring further results and deductive questions.
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Affiliation(s)
- Andrea Lenes
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
- *To whom correspondence should be addressed: Andrea Lenes, RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Pauwelsstrasse 30, D-52074 Aachen, Germany, E-mail:
| | - M. Klasen
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - A. Adelt
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - U. Göretz
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
| | - C. Proch-Trodler
- RWTH Aachen, Medizinische Fakultät, Modellstudiengang, Aachen, Germany
| | - H. Schenkat
- RWTH Aachen, Medizinische Fakultät, Modellstudiengang, Aachen, Germany
| | - S. Sopka
- RWTH Aachen, Medizinische Fakultät, Aixtra Kompetenzzentrum für Training und Patientensicherheit, Aachen, Germany
- Uniklinik Aachen, Klinik für Anästhesiologie, Aachen, Germany
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25
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O'Connell J, Shafran R, Pote H. A Randomized Controlled Trial Evaluating the Effectiveness of Face-to-Face and Digital Training in Improving Child Mental Health Literacy Rates in Frontline Pediatric Hospital Staff. Front Psychiatry 2020; 11:570125. [PMID: 33643077 PMCID: PMC7905032 DOI: 10.3389/fpsyt.2020.570125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2020] [Accepted: 12/21/2020] [Indexed: 11/18/2022] Open
Abstract
Background: Children with chronic physical health conditions are up to six times more likely to develop a mental health condition than their physically well peers. Frontline pediatric hospital staff are in a good position to identify mental health problems and facilitate appropriate support for patients. To date, no evaluation of mental health literacy training has taken place with this professional group to enable early identification of difficulties. It is also not known whether face-to-face or digital training is more effective or preferable in this setting. To improve the skills of frontline hospital staff, a face-to-face and digital mental health literacy training course was delivered using MindEd content and evaluated in a randomized controlled trial. Method: Two-hundred and three frontline staff across different professions from a tertiary pediatric hospital were randomized to a face-to-face (n = 64), digital (n = 71), or waitlist control group (n = 68). Face-to-face training was two and a half hours and digital training took ~1 h. The effects of training were evaluated pre- and post-training and at two-week follow-up. Questionnaires assessed mental health knowledge, stigma, confidence in recognizing concerns and knowing what to do, actual helping behavior, as well as training delivery preference, completion rate, and satisfaction. Results: Both face-to-face and digital training increased mental health knowledge, confidence in recognizing mental health problems and knowing what to do compared to waitlist controls. Digital training increased actual helping behavior relative to the waitlist controls and stigma decreased across all groups. Staff were satisfied with both delivery methods but preferred face-to-face training. Conclusions: The results provide promising findings that digital content is an effective way of improving mental health literacy in frontline pediatric hospital staff. Providing digital training could be a time-efficient way of upskilling non-mental health professionals to identify mental health needs in a pediatric population and facilitate access to appropriate care.
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Affiliation(s)
- Jennifer O'Connell
- Department of Psychology, Royal Holloway, University of London, Egham, United Kingdom
| | - Roz Shafran
- UCL Institute of Child Health, London, United Kingdom
| | - Helen Pote
- Department of Psychology, Royal Holloway, University of London, Egham, United Kingdom
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Payne P, Fiering S, Zava D, Gould TJ, Brown A, Hage P, Gaudet C, Crane-Godreau M. Digital Delivery of Meditative Movement Training Improved Health of Cigarette-Smoke-Exposed Subjects. Front Public Health 2018; 6:282. [PMID: 30406067 PMCID: PMC6202937 DOI: 10.3389/fpubh.2018.00282] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2018] [Accepted: 09/12/2018] [Indexed: 12/11/2022] Open
Abstract
Many FA who flew prior to the ban on smoking in commercial aircraft exhibit an unusual pattern of long-term pulmonary dysfunction. This randomized controlled study tested the hypothesis that digitally delivered meditative movement (MM) training improves chronic obstructive pulmonary disease (COPD)-related symptoms in flight attendants (FA) who were exposed to second-hand cigarette smoke (SHCS) while flying. Phase I of this two-phase clinical trial was a single-arm non-randomized pilot study that developed and tested methods for MM intervention; we now report on Phase II, a randomized controlled trial comparing MM to a control group of similar FA receiving health education (HE) videos. Primary outcomes were the 6-min walk test and blood levels of high sensitivity C-reactive protein (hs-CRP). Pulmonary, cardiovascular, autonomic and affective measures were also taken. There were significant improvements in the 6-min walk test, the Multidimensional Assessment of Interoceptive Awareness (MAIA) score, and the COPD Assessment Test. Non-significant trends were observed for increased dehydroepiandrosterone sulfate (DHEAS) levels, decreased anxiety scores and reduced blood hs-CRP levels, and increased peak expiratory flow (PEF). In a Survey Monkey questionnaire, 81% of participants who completed pre and post-testing expressed mild to strong positive opinions of the study contents, delivery, or impact, while 16% expressed mild negative opinions. Over the course of the year including the study, participant adoption of the MM practices showed a significant and moderately large correlation with overall health improvement; Pearson's R = 0.62, p < 0.005. These results support the hypothesized benefits of video-based MM training for this population. No adverse effects were reported. Clinical Trial Registration:www.ClinicalTrials.gov, identifier: NCT02612389
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Affiliation(s)
- Peter Payne
- Department of Microbiology and Immunology, Geisel School of Medicine at Dartmouth, Lebanon, PA, United States
| | - Steven Fiering
- Department of Microbiology and Immunology, Geisel School of Medicine at Dartmouth, Lebanon, PA, United States
| | - David Zava
- ZRT Laboratory, Beaverton, OR, United States
| | - Thomas J Gould
- Department of Biobehavioral Health, Pennsylvania State University, University Park, PA, United States
| | - Anthony Brown
- Roswell Park Comprehensive Cancer Center, Buffalo, NY, United States
| | - Paul Hage
- Roswell Park Comprehensive Cancer Center, Buffalo, NY, United States
| | - Carole Gaudet
- Department of Microbiology and Immunology, Geisel School of Medicine at Dartmouth, Lebanon, PA, United States
| | - Mardi Crane-Godreau
- Department of Microbiology and Immunology, Geisel School of Medicine at Dartmouth, Lebanon, PA, United States
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