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Park, Myonghwa, and Moonhee Gang. "Applying e-learning for Multicultural Healthcare Education." International Journal of Multimedia and Ubiquitous Engineering 8, no. 6 (November 30, 2013): 367–76. http://dx.doi.org/10.14257/ijmue.2013.8.6.36.
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Smothers, Valerie, Rachel Ellaway, and Peter Greene. "The E-learning evolution–leveraging new technology approaches to advance healthcare education." Medical Teacher 30, no. 2 (January 2008): 117–18. http://dx.doi.org/10.1080/01421590701881681.
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Moule, Pam, Rod Ward, and Lesley Lockyer. "Nursing and healthcare students’ experiences and use of e-learning in higher education." Journal of Advanced Nursing 66, no. 12 (October 15, 2010): 2785–95. http://dx.doi.org/10.1111/j.1365-2648.2010.05453.x.
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Beckett, Dan, Claire Gordon, and Matthew Jones. "The ACUMEN project." Acute Medicine Journal 7, no. 2 (April 1, 2008): 101. http://dx.doi.org/10.52964/amja.0209.
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E-learning for healthcare (e-LfH) is a collaborative programme between the Department of Health, the NHS and various professional bodies. It provides high quality, interactive education for healthcare workers, and has been described as ‘The most positive development in medical education in 20 years’ by the Chief Medical Officer, Sir Liam Donaldson. Indeed e-LfH have recently been awarded the elearning age 2007 Gold award for ‘Excellence in the production of e-learning content’.
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Callinan, Joanne. "Barriers and facilitators to e-learning in palliative care." International Journal of Palliative Nursing 26, no. 8 (December 2, 2020): 394–402. http://dx.doi.org/10.12968/ijpn.2020.26.8.394.
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Background: E-learning provides opportunities for flexible learning to those who cannot access palliative education in the traditional classroom setting, but it also presents learners with challenges. The study aims to identify the barriers and facilitators to accessing e-learning courses in palliative care. Methods: Cross-sectional surveys were developed, piloted and disseminated to healthcare professionals (HCPs) working in palliative care on the island of Ireland (Republic of Ireland and Northern Ireland). Results: Important factors that motivated HCPs to participate in e-learning are: dedicated time; quick technical and administrative support; computer training before completing an e-learning course; and regular contact with the tutor in online course work. Some 50% indicated face-to-face assistance and hands-on training sessions as the type of support that they would like to receive. Conclusions: Healthcare professionals' prior experiences and attitudes towards e-learning will guide educators developing programmes. This study indicates the prerequisite for organisational supports and practical considerations to facilitate the uptake of e-learning.
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Tullo, Ellen, Julia Newton, and Alison Clapp. "What can e-learning offer geriatric medicine in the UK?" Reviews in Clinical Gerontology 22, no. 3 (June 8, 2012): 235–42. http://dx.doi.org/10.1017/s0959259812000081.
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SummaryThe expansion of e-learning in medical education is a reflection of the inherent advantages that technology can bring to teaching and learning. Geriatric medicine has taken advantage of some of the benefits associated with e-learning in terms of undergraduate education, specialty training and interdisciplinary training. However, there are further opportunities and challenges to be met for geriatric medicine to make the very most of e-learning. This review outlines the terminology associated with e-learning, summarizes the advantages and potential problems, and considers the evidence base for the efficacy of e-learning. Current use of e-learning amongst professional groups is summarized and recommendations made for expanding the use of e-learning for all healthcare professionals working with older people.
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Soriano, Juan Vicente Izquierdo, Felix Buendia Garcia, Jose Luis Ortega Monzo, and Eduardo Tabernero. "E-Learning Experiences in La Ribera Health Department." Journal of Information Technology Research 7, no. 2 (April 2014): 7–23. http://dx.doi.org/10.4018/jitr.2014040102.
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This paper shows how the training of health professionals is improving thanks to the use of new technologies, in particular e-learning. This type of technology is widely used in medical education and there are multiple research works that report its effective deployment by health professionals and students. However, there is a need to incorporate e-learning platforms and online methods in healthcare organizations through a systematic and rigorous approach what is proposed in the current work. This approach has been applied since 2009 in the context of La Ribera Health Department implementing a high number of e-learning experiences. The obtained outcomes reveal how useful have been these experiences to promote an organized and effective professional training.
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Reeves, Scott, Simon Fletcher, Clodagh McLoughlin, Alastair Yim, and Kunal D. Patel. "Interprofessional online learning for primary healthcare: findings from a scoping review." BMJ Open 7, no. 8 (August 2017): e016872. http://dx.doi.org/10.1136/bmjopen-2017-016872.
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ObjectivesThis article presents the findings from a scoping review which explored the nature of interprofessional online learning in primary healthcare. The review was informed by the following questions: What is the nature of evidence on online postgraduate education for primary healthcare interprofessional teams? What learning approaches and study methods are used in this context? What is the range of reported outcomes for primary healthcare learners, their organisations and the care they deliver to patients/clients?SettingThe review explored the global literature on interprofessional online learning in primary healthcare settings.ResultsThe review found that the 23 included studies employed a range of different e-learning methods with contrasting course durations, use of theory, participant mix, approaches to accreditation and assessment of learning. Most of the included studies reported outcomes associated with learner reactions and positive changes in participant attitudes/perceptions and improvement in knowledge/skills as a result of engagement in an e-learning course. In contrast, fewer studies reported changes in participant behaviours, changes in organisational practice and improvements to patients/clients.ConclusionsA number of educational, methodological and outcome implications are be offered. E-learning can enhance an education experience, support development, ease time constraints, overcome geographic limitations and can offer greater flexibility. However, it can also contribute to the isolation of learners and its benefits can be negated by technical problems.
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Tsokova, Yordanka, Tanya Taneva, Biyanka Tornyova, and Todor Cherkezov. "UNDERGRADUATE HEALTHCARE STUDENTS’ ATTITUDE TO E-LEARNING AT MEDICAL UNIVERSITY - PLOVDIV." CBU International Conference Proceedings 5 (September 23, 2017): 855–61. http://dx.doi.org/10.12955/cbup.v5.1038.
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E-learning is seen as a possible solution to the problem of modernization of the university education in response to the changing needs of the society. In undergraduate healthcare training, e-learning is implemented predominantly as blended learning in addition to the traditional classroom teaching. A major factor in the success of e-learning are learners’ attitudes, beliefs and concerns. The aim of the present study was to investigate undergraduate healthcare students’ attitude to e-learning at Medical University – Plovdiv. In this case, e-learning is considered to be electronic educational resources organized as an interactive e-learning unit or course, provided through a learning content management system. The survey was carried out in 2016 through a self-reported questionnaire among 270 first year students from ten healthcare specialties. Participants were asked to express a degree of agreement with nine statements on a five point Likert scale. The influence of gender, age, specialty and previous e-learning experience on the opinion of students was investigated. The results showed that students’ attitudes towards e-learning were positive, but learners were not enthusiastic about it. Genders have different views about e-learning implementation – women are more likely to accept it. The experience first year students had did not allow them to judge if e-learning supports better time-management or life-long learning skills. Students agreed that implementation of e-learning depends on the subjects and there are disciplines that can be provided as distant courses within the learning management system.
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Golemanov, Ljudmil, Kristína Zgodavová, and Aleš Bourek. "Multilingual Virtual Quality Center Providing e-Learning Facilities for e-Health and Modern Healthcare Management Education and Training." Acta Mechanica Slovaca 14, no. 2 (October 31, 2010): 6–13. http://dx.doi.org/10.2478/v10147-011-0014-z.
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Gensichen, Jochen, Horst Christian Vollmar, Andreas Sönnichsen, Uta-Maria Waldmann, and John Sandars. "E-learning for education in primary healthcare—turning the hype into reality: A Delphi study." European Journal of General Practice 15, no. 1 (January 2009): 11–14. http://dx.doi.org/10.1080/13814780902864160.
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Catanzaro, Mary T. "Antibiotic Stewardship for Nursing: Can E-learning Be a First Step?" Infection Control & Hospital Epidemiology 41, S1 (October 2020): s118. http://dx.doi.org/10.1017/ice.2020.625.
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Background: The CDC and The Joint Commission have called for an interdisciplinary approach to antibiotic stewardship implementation. The healthcare team should consist of infectious disease physicians, pharmacists, infectious disease pharmacists, infection preventionists, microbiologists, and nurses. The scant literature to date has looked at nurses’ attitudes and beliefs toward participating in antibiotic stewardship and have identified several factors that contribute to the lack of uptake by nurses: lack of education around stewardship, poor communication among healthcare providers, and hospital or unit culture, among others. Additionally, nurses’ lack of interest in what would be more work or not within their scope of work was put forth as an additional factor by infection preventionists and pharmacists as a barrier to implementation. Method: An investigator-developed online survey was used to assess the usefulness of 3 investigator-developed educational e-learning modules that encompassed the role of nurses in antibiotic stewardship, pharmacy and laboratory topics related to antimicrobial stewardship, as well as the nurses’ attitudes toward their participation in such activities. Results: Participants took the survey after review of the 3 e-learning modules. The results indicate that, contrary to what pharmacists and infection preventionists thought, 82% of nurses felt they should contribute to and be part of the antimicrobial stewardship team. Additionally, after completing the modules, 73% felt more empowered to participate in stewardship discussions with an additional 23% wanting more education. 100% felt that they learned information that they could utilize in their everyday work. Barriers to implementation of stewardship activities on their unit included lack of education (41%), hospital or unit culture (27%), with only 4% citing they did not feel it was their job or that they had anything to contribute to a discussion. Also, 24% felt that there were no obstacles to participation. Conclusions: Surprisingly, most nurses who took this educational series and survey felt that they should be part of the antibiotic stewardship team. As cited previously from the literature, education and culture need to be addressed to overcome the nurses’ barriers to stewardship involvement. E-learning can provide an easy first step to educating nurses when time permits and can provide a good springboard for discussion on the units and with physicians and pharmacists. For a copy of the modules, please contact the author.Funding: NoneDisclosures: None
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Salvetti, Fernando, and Barbara Bertagni. "Interactive Holograms and Tutorials in Healthcare Education: Case Studies from the e-REAL Experience." International Journal of Advanced Corporate Learning (iJAC) 9, no. 2 (August 30, 2016): 13. http://dx.doi.org/10.3991/ijac.v9i2.5988.
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With both portable and permanent fixtures available, the e-REAL lab encompasses users in an entirely interactive and immersive ecosystem; advanced medical simulation reaches its best thanks to interactive 3D holographic visualization. Using a number of tools, e-REAL enables not only face-to-face training, but also e-learning and remote communication across the globe.
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Adamson, Keith, Rachelle Ashcroft, Sylvia Langlois, and Dean Lising. "Integrating Social Work Into Interprofessional Education." Advances in Social Work 20, no. 2 (September 10, 2020): 454–72. http://dx.doi.org/10.18060/23602.
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The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.
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Kitsiou, Spyros, and Maro Vlachopoulou. "An e-learning virtual quality centre for vocational education and training in healthcare management and informatics." International Journal of Healthcare Technology and Management 9, no. 2 (2008): 109. http://dx.doi.org/10.1504/ijhtm.2008.017366.
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Au, Alberto, Louise Palmer, and Catherine Carbery. "MED-E-SIM: Inspiring Healthcare Career through Simulated Learning in Australian Senior Secondary School Students." Health Professions Education 6, no. 4 (December 2020): 605–11. http://dx.doi.org/10.1016/j.hpe.2020.11.002.
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Pauzi, Mohd Faeiz, and Siti Norazlina Juhari. "Digital Transformation of Healthcare and Medical Education, Within, and Beyond Pandemic COVID-19." Asian Journal of Medicine and Biomedicine 4, no. 2 (October 25, 2020): 39–42. http://dx.doi.org/10.37231/ajmb.2020.4.2.363.
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Digital transformation during the pandemic COVID-19 has been impressive. Some organizations have accelerated the adoption of new technology and digitalization as their response to the pandemic COVID-19. The healthcare and medical education systems are also not left behind in adapting to new digital solutions. Examples include e-health and virtual consultations, management of big data and application of artificial intelligence, and the Internet of Things. The response in education includes remote learning and using educational technologies to empower medical graduate teaching. New ways of work using technologies and digital solutions not only beneficial within the unprecedented crisis but shine a light towards greater digital adoption beyond the pandemic COVID-19.
Keywords: digital transformation, e-health, healthcare, medical education, pandemic COVID-19
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Beletskaya, O. S., N. A. Eranova, and V. V. Kucheryavenko. "Spain and Italy Experience of Digital Education and E-Learning during the Pandemic." Язык и текст 7, no. 4 (2020): 71–91. http://dx.doi.org/10.17759/langt.2020070406.
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Due to the threat of the novel coronavirus infection, most schools, colleges and universities in Italy and Spain followed the recommendation of the Ministries of Science and Healthcare and opted to shift to distance learning mode. Needless to say, that fact had an impact on how the educational process was organized changed the format of communication and implementation of curricula and syllabi. The relevance of this study is conditioned by a growing interest to the problems of distance learning during the pandemic and the scarce research into this subject. The purpose of this paper is to identify and describe computer technologies applied in distance learning in educational institutions of Spain and Italy over the pandemic period. As part of research, we analyzed the data provided by the Spanish and Italian Ministries of Education and Science, as well as over 50 articles published by leading Spanish and Italian printed media, such as Corriere, Repubblica, Ilfattoquotidiano, Varesenews, Agi, OrizzonteScuolat, Udinetoday, El Pais, Expansion, ABC, El Tiempo, etc. The theoretical underpinning for the study is comprised of papers by distance learning experts: I.K. Korneyev, G.N. Ksandopulo, V.A. Mashurtsev [2009], V.L. Uskov [2008], Sharples M., Adams A., Alozie N., Ferguson R., FitzGerald E., Gaved M., McAndrew P., Means B., Remold [2015], Gros B. [2016], Bates A. [2015].
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Brands, Brigitte, Ngoc Nhan Tran, Erin Baudendistel-Happ, Marina Sanchez-Garcia, Martin R. Fischer, and Berthold Koletzko. "Global e-Learning in Early Nutrition and Lifestyle for International Healthcare Professionals: Design and Evaluation of the Early Nutrition Specialist Programme (ENS)." Nutrients 13, no. 3 (February 27, 2021): 775. http://dx.doi.org/10.3390/nu13030775.
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Background: Every encounter a healthcare professional has with new or expecting parents offers an opportunity for addressing improved early nutrition and lifestyle. Evidence-based qualification programmes via e-learning offer valuable tools for attenuating the world’s huge double burden of both under- and overnutrition in early childhood. We evaluated use and learner satisfaction of a global e-learning programme on early nutrition and lifestyle addressing international healthcare professionals. Methods: We implemented the Early Nutrition Specialist Programme (ENS) with six interactive e-learning courses on early nutrition building on more than ten years of experience with global e-learning platforms, expert knowledge and an international network in the subject field. We collected descriptive and explorative evaluation data on usage and learner satisfaction with a questionnaire and log data over three years among 4003 learners from 48 countries. Results: Results show high completion of the ENS programme, with 85.5% of learners finalizing the programme after enrollment into the first of six courses. Very good results were provided for learner satisfaction with the courses (96.7% of users), for increasing understanding of the topic (97.4%) and matching the indicated time investment (94.4%). Most predominant themes in the open text fields of user feedback questionnaires were “Increase interactivity or number of audio-visuals”, “Content suggestions or more examples” and “Technical (quality) issues or navigation problems”. Conclusions: The ENS programme evaluation shows high completion rates and level of satisfaction by learners from numerous countries. The different needs for Continuing Medical Education (CME) of healthcare professionals in diverse healthcare system settings can be met by a joint e-learning qualification programme. Further optimizations will be implemented based on user feedback. More research with a learning analytics approach may help to further identify the most effective and efficient didactic and pedagogic elements of e-learning.
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Udzhukhu, I. A., and R. K. Meshvez. "Electronic learning at a university as a new educational paradigm." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 1 (March 31, 2021): 73–79. http://dx.doi.org/10.47370/2078-1024-2021-13-1-73-79.
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The main task of the state social policy is formation of a digital society, the development of the digital economy as an urgent sphere of people's life. This has led to the transition of many areas to digital technologies: education, healthcare, services, etc. Objective circumstances of the global scale of spring 2019, associated with the widespread spread of coronavirus infection has caused optimization of distant educational technologies. The implementation of the new idea of e-education is inextricably linked with the process of its digitalization. The research problem: what are the factors of e-learning as a new educational paradigm in a university? The purpose of the research is to reveal the essence of e-learning at a university, its goals, components and functions. The research methodology is composed of a set of methods of scientific knowledge: generalization, analysis, synthesis. The research results. Theoretical and methodological prerequisites for the digitalization of education as a new educational paradigm have been revealed; the functions of digital education have been defined; technology brands of e-education have been identified; the concept of «digital literacy» has been disclosed. Key findings: e-learning is an innovative educational paradigm based on the transformation of the educational process (change in guidelines, organizational and managerial forms, technologies, teaching aids) and the use of a digital educational environment; e-education serves as a tool, an environment that opens up new learning opportunities through the use of technology brands (cloud technologies, online courses, «mobile» learning, adaptive learning, artificial intelligence, behavioral analytics, gamification). The research results can be used for further theoretical and methodological substantiation of the problem of e-learning in higher education, and in activities of modern scientific and pedagogical workers in the context of digitalization of the educational space.
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Hook, Melanie. "Laying foundations for tomorrow's dentists today." Bulletin of the Royal College of Surgeons of England 91, no. 10 (November 1, 2009): 329. http://dx.doi.org/10.1308/147363509x477301.
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In an age where Googling is now a verb and 'offline' need not always be about train delays, so learning and education has progressed on its own digital journey. The e-Den project is the first major collaboration between the four dental faculties of the royal colleges of surgeons of England, Edinburgh and Glasgow, and the Department of Health (DH), England, and is one of several programmes in different specialties that are being developed as part of DH's e-Learning for Healthcare (e-LfH) initiative.
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Walsh, Kieran, N. Seyidov, M. Wroczynski, G. Payne, and L. Bhagavatheeswaran. "Education and clinical decision support for healthcare professionals on emergency preparedness for extremely dangerous pathogens: report of a conference workshop." BMJ Military Health 166, no. 2 (February 20, 2020): 103–4. http://dx.doi.org/10.1136/jramc-2019-001328.
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Clinical decision support and e-learning will be essential if we are to achieve the goal of preventing outbreaks of infectious diseases caused by extremely dangerous pathogens. However, these resources on their own will not be enough to achieve this outcome. To achieve this outcome, resources must be integrated into undergraduate and postgraduate educational curricula, accredited as part of continuous professional development programmes, built around the knowledge and skills gaps of learners and developed using an evidence-based methodology that will enable healthcare professionals to put their learning into action for the benefit of both patients and populations. This article describes and contextualises the personal views discussed at a workshop on education and clinical decision support for healthcare professionals reacting to an infectious disease outbreak from extremely dangerous pathogens.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, Monika Pilch, Owen Harney, Gerard Molloy, and Andrew W. Murphy. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (September 1, 2020): 59. http://dx.doi.org/10.12688/hrbopenres.13110.1.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from 16 stakeholders to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a short and flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
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Hanlon, Michelle, Michael Hogan, Hannah Durand, Monika Pilch, Owen Harney, Gerard Molloy, and Andrew W. Murphy. "Designing an e-learning tool to support health practitioners caring for patients taking multiple medications." HRB Open Research 3 (April 6, 2021): 59. http://dx.doi.org/10.12688/hrbopenres.13110.2.
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Background: Population ageing and improvements in healthcare mean the number of people living with two or more chronic conditions, or ‘multimorbidity’, is rapidly increasing. This presents a challenge to current disease-specific care delivery models. Adherence to prescribed medications appears particularly challenging for individuals living with multimorbidity, given the often-complex drug regimens required to treat multiple conditions. Poor adherence is associated with increased mortality, as well as wasted healthcare resources. Supporting medication adherence is a key priority for general practitioners (GPs) and practice nurses as they are responsible for much of the disease counselling and medication prescribing associated with chronic illnesses. Despite this, practical resources and training for health practitioners on how to promote adherence in practice is currently lacking. Informed by the principles of patient and public involvement (PPI), the aim of this research was to develop a patient informed e-learning resource to help GPs and nurses support medication adherence. Method: Utilising collective intelligence (CI) and scenario-based design (SBD) methodology, input was gathered from key stakeholders in medication adherence to gain insights into barriers to supporting people with multimorbidity who are receiving polypharmacy, strategies for overcoming these barriers, and user needs and requirements to inform the design of the e-learning tool. Results: In total, 67 barriers to supporting people who are taking multiple medications were identified across 8 barrier categories. 162 options for overcoming the identified barriers were then generated. This data was used in the design of a flexible e-learning tool for continuous professional development, that has been integrated into general practice and clinical education programmes as a supportive tool. Conclusions: Using CI and SBD methodology was an effective way of facilitating collaboration, idea-generation, and the co-creation of design solutions amongst a diverse group of stakeholders. This approach could be usefully applied to address other complex healthcare-related challenges.
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Wall, Olivia M., and Maura P. Smiddy. "Factors that influence hand hygiene practice amongst occupational therapy students." Irish Journal of Occupational Therapy 45, no. 2 (September 4, 2017): 112–22. http://dx.doi.org/10.1108/ijot-02-2017-0009.
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Purpose Hand hygiene is the single most important intervention to reduce the risk of acquiring infection. All healthcare workers and healthcare students have a responsibility to prevent transmission of infection. The purpose of this study is to investigate students’ attitudes to hand hygiene following university-based education and practice placement. Students attended a lecture, completed an e-learning module, participated in a practical session using a ultra-violet light hand inspection cabinet and engaged in clinical placement. Design/methodology/approach In all, 64 students participated in a multimodal hand hygiene education programme before clinical placement, with each student completing an in-class questionnaire after placement. Data were analysed using descriptive and comparative statistics. Students rated educational methods that had most influence on them. Their preference was for a practical hand hygiene education session. Students were also influenced by the therapist they were on placement with. They were least influenced by the didactic college presentation. Findings This study highlights that students may be influenced by different methods of education at different stages in their course and that placement may be an important influencing factor in the earlier years of occupational therapy education. Research limitations/implications This study highlights the importance of the availability of a multimodal educational approach and clinical placement to promote increased compliance with hand hygiene amongst students. Practical implications University healthcare course curricula should include multimodal approaches to the education of hand hygiene. While hand hygiene e-learning modules are beneficial, they should be used in conjunction with a multimodal educational strategy that incorporates practical elements. The influence of the therapist on a students’ behaviour should be utilised to improve both student and professionals hand hygiene adherence. Originality/value Original piece of work that is not widely discussed in Occupational Therapy literature.
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Liyanagunawardena, Tharindu R., and Omar A. Aboshady. "Massive open online courses: a resource for health education in developing countries." Global Health Promotion 25, no. 3 (January 30, 2017): 74–76. http://dx.doi.org/10.1177/1757975916680970.
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Developing countries are suffering from increasing burdens presented by both non-communicable and emerging infectious diseases. Health education is an important step to fight against these mostly preventable diseases. E-learning has been shown to be one of the tools that address some of the training challenges experienced in developing countries by supporting efficient content delivery, decreasing costs and increasing access. Massive open online courses (MOOCs) are a recent innovative presentation of online learning that have attracted millions of learners from all over the world. In this commentary, we propose MOOCs as a potential tool to offer a tremendous opportunity to fulfil the unmet training needs of the health sector in developing countries in two complementary ways: as a resource for training healthcare professionals; and as a resource for the general public. Potential barriers to accessing MOOCs and possible solutions are also discussed.
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Hersh, W., and P. Otero. "Education in Biomedical and Health Informatics in the Web 3.0 Era: Standards for Data, Curricula, and Activities." Yearbook of Medical Informatics 20, no. 01 (August 2011): 139–41. http://dx.doi.org/10.1055/s-0038-1638752.
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SummaryWeb 3.0 is transforming the World Wide Web by allowing knowledge and reasoning to be gleaned from its content.Describe a new scenario in education and training known as “Education 3.0” that can help in the promotion of learning in health informatics in a collaborative way.Review of the current standards available for curricula and learning activities in in Biomedical and Health Informatics (BMHI) for a Web 3.0 scenario.A new scenario known as “Education 3.0” can provide open educational resources created and reused throughout different institutions and improved by means of an international collaborative knowledge powered by the use of E-learning. Currently there are standards that could be used in identifying and deliver content in education in BMHI in the semantic web era such as Resource Description Format (RDF), Web Ontology Language (OWL) and Sharable Content Object Reference Model (SCORM). In addition, there are other standards to support healthcare education and training. There are few experiences in the use of standards in e-learning in BMHI published in the literature.Web 3.0 can propose new approaches to building the BMHI workforce so there is a need to build tools as knowledge infrastructure to leverage it. The usefulness of standards in the content and competencies of training programs in BMHI needs more experience and research so as to promote the interoperability and sharing of resources in this growing discipline.
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Melo, Maria do Carmo Barros de, Nara Lucia de Carvalho Silva, Priscila Menezes Ferri Liu, Levi Costa Cerqueira Filho, Monalisa Maria Gresta, Alaneir de Fátima dos Santos, Barbara Fonseca Gazzinelli, Alexandre Rodrigues Ferreira, and Humberto José Alves. "E-Learning and Simulation on a Pré-Hospital Emergency Course: A Participant’s Perspective." Revista Brasileira de Educação Médica 40, no. 4 (December 2016): 713–19. http://dx.doi.org/10.1590/1981-52712015v40n4e02482014.
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ABSTRACT The use of simulation and e-learning has increased considerably in healthcare related educational activities, enabling the acquisition of skills ethically and safely. The objective is to describe the design and evaluation of a semi-distance pre-hospital emergency course for physicians and nurses at the Public Health Department of Belo Horizonte City, Minas Gerais, Brazil. The course comprised 13 online lessons and ten stations, which used simulated scenarios. The participants answered a semi-structured questionnaire using the Likert scale to evaluate the course. Course participation included 203 (63.6%) physicians and 116 (36.4%) nurses; most physicians (72.1%) had finished their studies over five years prior to the study, and had little practice (72.9%) on advanced life support measures. The distance course was well evaluated in terms of general quality, video quality, use of images and animations and usability. The e-learning system was considered to be user friendly by doctors and nurses, and the practical activities were well rated. The course used methodology based on simulation and distance education, and received positive evaluations. The system was rated as good and easy to use.
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Lenders, Carine, Sanjeev Ganguly, Padmaja Narayanan, Srinivas Konduru, Hanumanthu Reddy, Michael J. Burk, and Heba Azer. "A Novel Global Public–Private Partnership Approach to Physician Education in Medical Nutrition." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 860. http://dx.doi.org/10.1093/cdn/nzaa053_065.
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Abstract Objectives To assess a real-world global hybrid pediatric nutrition education program by measuring 1) e-learning test scores and percieved program ratings; and, 2) perceived quality of the overall program and participants’ plan to change their practice following a live symposium. Methods Retrospective cohort study of a novel hybrid global pediatric medical nutrition program using a public–private partnership framework that included academia, an educational platform, and industry. Following a pilot in India (2014) that was expanded to neighboring countries (2015), a one-year e-learning course followed by a live symposium was launched in 88 countries (2016–2018). Demographic data was comprised of characteristics such as age and country of practice using World Bank country income (WBCI) grouping. Program assessment include e-learning scores (knowledge scores) and ratings (perceived course quality and relevance to practice) as well as live symposium ratings (perceived quality of overall program and plan to change practice). A test scoring ≥70% was considered a ‘passing’ score to move to the next module. Likert scales (1 to 5) were used to rate perceived quality and relevance of/change to clinical practice (mean ± SD). Descriptive and ANOVA analyses were used. Results The sample consisted of 15,535 individuals. The e-learning completion rate was 96.6% (n = 15,009/15,535). The overall average e-learning testing scores was 86.3 ± 6.7 but these scores varied significantly by WBCI grouping (P < 0.0001). Using a Likert scale, the average perceived quality of e-learning was 4.18 ± 1.03, while that for clinical relevance was 4.12 ± 1.04 (n = 15,009). Of 3775 participants in the live symposium, 93.1% rated the quality of the symposium as ‘very good’ to ‘excellent’ while 86.7% of respondents planned to change their practice (n = 1779/2052). Conclusions The major finding of this study is that real-world global hybrid pediatric nutrition education is feasible, clinically relevant and as a result, a majority of respondents plan to change their practice. The findings of this study confirm recent views from global governmental and nongovernmental organizations, that public–private partnerships may be key to improving healthcare professional education and their practice. Funding Sources Nestlé Nutrition.
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Walder, Anna, Robert Green, and Sujata Soni. "Avoiding delays in diagnosis: the importance of proactive liaison and education of staff in the general hospital." Advances in Mental Health and Intellectual Disabilities 8, no. 6 (October 28, 2014): 399–402. http://dx.doi.org/10.1108/amhid-04-2014-0012.
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Purpose – The purpose of this paper is to illustrate the difficulties patients with intellectual disabilities face when they present to a general hospital with ambiguous symptoms and highlights the importance of adequate training for general staff in caring for people with learning disabilities. Design/methodology/approach – The authors describe the pathway of a person with a learning disability and mental health problems from A&E, through a general hospital, to discharge and the problems encountered in terms of diagnostic clarity and subsequent treatment. Findings – Delay in recognising a psychiatric cause for his symptoms and wrongly attributing his symptoms to his learning disability may have led to a protracted admission and invasive tests. Originality/value – Education of healthcare professionals and proactive liaison work can help improve outcomes for people with intellectual disabilities when they are admitted to generic services.
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Chase, Weihong, Joyce Zurmehly, Megan Amaya, and Kristine K. Browning. "Implementation of a Smoking Cessation e‐Learning Education Program for Oncology Clinic Healthcare Providers: Evaluation With Implications for Evidence‐Based Practice." Worldviews on Evidence-Based Nursing 17, no. 6 (November 20, 2020): 476–82. http://dx.doi.org/10.1111/wvn.12476.
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Roszak, Magdalena, Bartosz Sawik, Jacek Stańdo, and Ewa Baum. "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 9, no. 9 (September 2, 2021): 1147. http://dx.doi.org/10.3390/healthcare9091147.
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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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Veselova, D. V., Yu V. Pidshmorga, and T. A. Yakovleva. "PECULIARITIES OF TRAINING IN LEAN TECHNOLOGIES IN A REMOTE FORMAT AT THE "PROCESS FACTORY" OF KUBAN STATE MEDICAL UNIVERSITY IN THE CONDITIONS OF COVID-19 PANDEMIC." Bulletin of Udmurt University. Series Economics and Law 30, no. 5 (November 12, 2020): 623–28. http://dx.doi.org/10.35634/2412-9593-2020-30-5-623-628.
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The introduction of lean technologies in the organization of health care is due to the implementation of the priority federal project in the Russian Federation “Creation of a new model of a medical organization providing primary health care”. The work reflects the peculiarities of training in lean production for employees of healthcare organizations in an atypical situation associated with the COVID-19 pandemic. The use of distance technologies in the training center “Process Factory” of the Federal State Budgetary Educational Institution of Higher Education “Kuban State Medical University” of the Ministry of Health of Russia (KubSMU) was a timely response to the changing conditions, within which the information and methodological base of training cycles was promptly adapted. The article discusses the positive and negative aspects of distance learning lean technologies, shows the difficulties faced by both learners and Lean trainers. The article describes the regularities of the transition from the traditional full-time education at the “Process Factory” with the immersion of students in simulated conditions, to the alternative - distance learning, using virtual space and other innovative technologies for conducting classes. It is concluded that distance learning has a number of advantages in improving the qualifications of employees of healthcare institutions in the field of implementation of lean technologies. The methodology of E. Goldratt and the model of E. Kübler-Ross used in the work made it possible to identify the causes of resistance and create a set of measures to overcome resistance to change, implemented in a distance learning format.
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Chan, Bryan, and Ruth Wei. "Innovative digital tools in EBP and information literacy education for undergraduate nursing students." Journal of Information Literacy 14, no. 2 (November 26, 2020): 128. http://dx.doi.org/10.11645/14.2.2794.
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Background: Information literacy (IL) skills are essential for the translation of current knowledge into evidence-based practice (EBP) in healthcare, which in turn improves patient outcomes. However, students enter pre-registration nursing programs with variable IL skills, which can present challenges when preparing research-literate nursing graduates.
Objectives: To develop an online module for nursing students to learn the information literacy skills they require to effectively implement EBP.
Project design: A self-paced, interactive online module was developed for final year pre-registration nursing students at an Australian university and launched in late January 2019. Four different digital tools, including screen-capture videos, split-screen tutorials, e-portfolio/learning journey platforms, and digital badges, were integrated to create an interactive module on database searching and systematic reviews. A student feedback survey was added to collect information on the students’ learning experience.
Results: Students reported the online module was challenging but engaging and that its self-paced interactive nature assisted their learning. Digital badges were reported as a motivating factor by students, and their attitudes toward EBP were positive. Students were able to complete the module on their own, but a handful required face-to-face assistance.
Conclusion: This project successfully integrated screen-capture videos, split-screen tutorials, e-portfolios and micro-credentialing into one online learning module to assist nursing students with developing the IL skills required for effective EBP.
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Ricciardi, Francesco, and Lucio Tommaso De Paolis. "A Comprehensive Review of Serious Games in Health Professions." International Journal of Computer Games Technology 2014 (2014): 1–11. http://dx.doi.org/10.1155/2014/787968.
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Education of healthcare professionals is of primary importance for patient safety. In some health related professions, education and training have to be practiced during the entire working period and not only limited to school years. The use of new technology such as virtual reality and e-learning brings new possibilities with significant improvement in learning outcomes. Serious gaming describes a technology that can educate and train while entertaining users. This type of training can be very useful for health professions because it improves learning outcomes creating a learner oriented approach and providing a stealth mode of teaching. In some fields it represents an ideal instrument for continuous health professions education also in terms of costs because it is cheaper than traditional training methods that use cadavers or mannequins. In this paper we make a scoping review of serious games developed for health professions and health related fields in order to understand if they are useful tools for health related fields training. Many papers confirmed that serious gaming is a useful technology that improves learning and skills development for health professionals.
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DeBate, R. D., H. H. Severson, D. L. Cragun, J. M. Gau, L. K. Merrell, J. R. Bleck, S. Christiansen, et al. "Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors." Health Education Research 28, no. 3 (April 5, 2013): 472–87. http://dx.doi.org/10.1093/her/cyt050.
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Palagin, Ivan, Svetlana Rachina, Marina Sukhorukova, Irina Nizhegorodtseva, Ulyana Portnyagina, Svetlana Gordeeva, Elena Burasova, et al. "Current Antimicrobial Stewardship Practice and Education in Russian Hospitals: Results of a Multicenter Survey." Antibiotics 10, no. 8 (July 22, 2021): 892. http://dx.doi.org/10.3390/antibiotics10080892.
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Proper antibiotic usage education and training of medical students and healthcare professionals is the cornerstone to implement antimicrobial stewardship (AMS) programs worldwide. We conducted this voluntary and anonymous survey on current and preferred educational provision of AMS in Russia. Among 1358 polled respondents from six participating Centers located in geographically remote Federal Districts of Russia, the majority were nurses (52.8%) and doctors (42.0%). Results of the survey demonstrated better coverage of education in AMS on an undergraduate level (57.1%). More than half of respondents in total (52.4%) stated they had not received any postgraduate training. Those 38.4% respondents who received postgraduate teaching in AMS stated that it had been provided substantially by an employing hospital (28.4%) or by a medical university/college (22.3%). According to the conducted survey, the methods of education in AMS in Russian Federation mainly include traditional face-to-face lectures, presentations and provision with clinical guidelines, recommendations and printed materials. The involvement of e-learning and web-based online approaches was lacking. The survey allowed us the identify the key problems associated with training of healthcare workers in this field, in particular the varying availability of under- and postgraduate education in different parts of Russia.
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Alsoufi, Ahmed, Ali Alsuyihili, Ahmed Msherghi, Ahmed Elhadi, Hana Atiyah, Aimen Ashini, Arwa Ashwieb, et al. "Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning." PLOS ONE 15, no. 11 (November 25, 2020): e0242905. http://dx.doi.org/10.1371/journal.pone.0242905.
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The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. The disease can cause life-threatening conditions and it presents challenges for medical education, as instructors must deliver lectures safely, while ensuring the integrity and continuity of the medical education process. It is therefore important to assess the usability of online learning methods, and to determine their feasibility and adequacy for medical students. We aimed to provide an overview of the situation experienced by medical students during the COVID-19 pandemic, and to determine the knowledge, attitudes, and practices of medical students regarding electronic medical education. A cross-sectional survey was conducted with medical students from more than 13 medical schools in Libya. A paper-based and online survey was conducted using email and social media. The survey requested demographic and socioeconomic information, as well as information related to medical online learning and electronic devices; medical education status during the COVID-19 pandemic; mental health assessments; and e-learning knowledge, attitudes, and practices. A total of 3,348 valid questionnaires were retrieved. Most respondents (64.7%) disagreed that e-learning could be implemented easily in Libya. While 54.1% of the respondents agreed that interactive discussion is achievable by means of e-learning. However, only 21.1% agreed that e-learning could be used for clinical aspects, as compared with 54.8% who disagreed with this statement and 24% who were neutral. Only 27.7% of the respondents had participated in online medical educational programs during the COVID-19 pandemic, while 65% reported using the internet for participating in study groups and discussions. There is no vaccine for COVID-19 yet. As such, the pandemic will undeniably continue to disrupt medical education and training. As we face the prospect of a second wave of virus transmission, we must take certain measures and make changes to minimize the effects of the COVID-19 outbreak on medical education and on the progression of training. The time for change is now, and there should be support and enthusiasm for providing valid solutions to reduce this disruption, such as online training and virtual clinical experience. These measures could then be followed by hands-on experience that is provided in a safe environment.
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Olum, Ronald, Linda Atulinda, Edwin Kigozi, Dianah Rhoda Nassozi, Alzan Mulekwa, Felix Bongomin, and Sarah Kiguli. "Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052097321. http://dx.doi.org/10.1177/2382120520973212.
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Given the dearth need for healthcare workers in the control of the ongoing COVID-19 pandemic, e-learning has been adopted in many settings to hasten the continuation of medical training. However, there is a paucity of data in low resource settings on the plausibility of online learning platforms to support medical education. We aimed to assess the awareness, attitudes, preferences, and challenges to e-learning among Bachelor of Medicine and Bachelor of Surgery (MBChB) and Bachelor of Nursing (B.NUR) students at Makerere University, Uganda. An online cross-sectional study was conducted between July and August 2020. Current MBChB and B.NUR students aged 18 years or older constituted the study population. Using Google forms, a web-based questionnaire was administered through the Makerere University mailing list and WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 221 participants responded (response rate = 61%). Of the 214 valid responses, 195 (92.1%) were Ugandans, 123 (57.5% were male, and 165 (77.1%) were pursuing the MB ChB program. The median age was 23 (18 to 40) years. Ownership of computers, smartphones, and email addresses were at 131 (61.2%), 203 (94.9%), and 208 (97.2%), respectively. However, only 57 (26.6%) respondents had access to high or very high quality internet access. Awareness and self-reported usage of e-learning (MUELE) platforms were high among 206 (96.3%) and 177 (82.7%) respondents, respectively. However, over 50% lacked skills in using the Makerere University e-learning (MUELE) platform. About half (n = 104, 49%) of the students believed that e-learning reduces the quality of knowledge attained and is not an efficient method of teaching. Monthly income ( P = .006), internet connectivity quality ( P < .001), computer ownership ( P = .015) and frequency of usage of academic websites or applications ( P = .006) significantly affected attitudes towards e-learning. Moreover, internet costs and poor internet connectivity were the most important barriers to e-learning reported by 199 (93%) and 179 (84%) students, respectively. Sensitization and training of students and faculty on e-learning and use of existing learning platforms are important to improve the attitude and use of e-learning. Blended online and use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.
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Kanneganti, Abhiram, Ching-Hui Sia, Balakrishnan Ashokka, and Shirley Beng Suat Ooi. "Continuing medical education during a pandemic: an academic institution’s experience." Postgraduate Medical Journal 96, no. 1137 (May 13, 2020): 384–86. http://dx.doi.org/10.1136/postgradmedj-2020-137840.
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The COVID-19 pandemic has affected healthcare systems worldwide. The disruption to hospital routines has affected continuing medical education (CME) for specialty trainees (STs). We share our academic institution's experience in mitigating the disruption on the CME programme amidst the pandemic. Most specialty training programmes had switched to videoconferencing to maintain teaching. Some programmes also utilized small group teachings with precautions and e-learning modules. Surgical residencies were disproportionately affected due to reductions in elective procedures but some ways to provide continued surgical exposure include going through archived surgical videos with technical pointers from experienced faculty and usage of surgical simulators . We should adapt CME sessions to keep trainees up to date with core clinical competencies as they will continue to manage both COVID-19 and non-COVID-19 cases and this pandemic may last until year's end.
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Babul, Shelina, Kate Turcotte, Maude Lambert, Gabrielle Hadly, and Karen Sadler. "Delivering Evidence-Based Online Concussion Education to Medical and Healthcare Professionals: The Concussion Awareness Training Tool (CATT)." Journal of Sports Medicine 2020 (December 22, 2020): 1–10. http://dx.doi.org/10.1155/2020/8896601.
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Background. Medical and healthcare professionals report an important gap in their training and knowledge on concussion diagnosis and management. The Concussion Awareness Training Tool (CATT) for medical professionals provides evidenced-based training and resources, representing an important effort to fill this gap. The goal of the current article was to summarize and describe the general uptake of the 2018 relaunch of the CATT for medical professionals and to present results of a quality assurance/quality improvement (QA/QI) assessment including qualitative feedback from medical and healthcare professionals. Methodology. Tracking completions via certificates and Google Analytics were used to measure uptake over the first two years following the 2018 relaunch and promotion of CATT for medical professionals. Medical and healthcare professionals who had completed the CATT from the time of the relaunch on June 11, 2018, to July 31, 2019, were invited via e-mail to participate in the survey-based QA/QI assessment. Both quantitative and qualitative data were collected. Results. Year 1 saw 8,072 pageviews for the CATT for medical professionals landing page, increasing to 9,382 in Year 2. Eighty-nine medical and healthcare professionals who had completed the CATT for medical professionals participated in the QA/QI assessment. Results showed that 85% of respondents reported learning new information about concussion; 73% reported changing the way they diagnose, treat, or manage concussion; and 71% reported recommending the CATT to colleagues. Qualitative data also indicated highly favourable opinions and experiences. Conclusions. The CATT for medical professionals has demonstrated promise as a tool to promote knowledge translation practice and help fill the gap in concussion training and knowledge reported by medical and healthcare professionals.
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Jones, Jr., Plummer Alston. "From the Editor: A Community of Practice." North Carolina Libraries 60, no. 4 (January 21, 2009): 84. http://dx.doi.org/10.3776/ncl.v60i4.212.
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Why should I join the North Carolina Library Association?What’s in it for me? These are frequently asked and perennially valid questions. As Past President of NCLA, I have spent countless hours thinking about them. In late October 2002, I was fortunate to be able to attend and participate in a panel discussion on “Portraying Yourself Online: A Discussion of Teaching Styles in Online Courses,” withmy East Carolina University colleagues from the School of Education, Diane Kester, Susan Colaric, and Sue Steinweg. Our panel was one of many learning experiences featured at the E-Learn 2002 World Conference on ELearning in Corporate, Government, Healthcare, and Higher Education held in Montreal, October 15–19, 2000, by the Association for the Advancement of Computing in Education.
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Sinaga, Juniarta, Ni Gusti Ayu Eka, and Yenni Ferawati Sitanggang. "NURSING STUDENTS’ LEARNING EXPERIENCES IN AN ONLINE LEARNING COURSE." Nursing Current Jurnal Keperawatan 6, no. 1 (December 6, 2018): 43. http://dx.doi.org/10.19166/nc.v6i1.1285.
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<p>To improve the quality of online learning in Indonesia higher education, Faculty of Nursing (FoN), Universitas Pelita Harapan (UPH) supported by the Directorate of Higher Education in Indonesia that known as DIKTI developed an online course named Family Nursing. The course is a community nursing course in regard with the care of family nursing and it discusses the concept of family, family health, and the concept of a wellness family. The course was developed to achieve the mission of equitable access to information, relevance, and improvement of the quality of higher education throughout Indonesia, especially in nursing education. The online course was offered in one private nursing school in Jakarta area that never had any online course nor using online learning method in the delivery of their subjects. The aim of this report was to describe students’ experiences in an online course. This paper reports on the evaluation work of one semester online/blended learning project funded by DIKTI. Sixty five students, who experienced the online/blended learning method for the first time, were enrolled in the online course. The students have agreed to fill an evaluation online form after their mid semester exam. The evaluation form consisted of closed- and openended questions. This report revealed that most students (> 70%) agreed that their experience on the online (blended) learning was positive. However, it should be noted that, a quarter of students (27-28%) had less motivation to do the independent learning and perceived that the online learning was a learning experience that lack of support in developing their critical thinking. Several important themes further emerged including students’ issues (lack of knowledge and motivation), teaching-learning process issues (lack of facilities and clarity) and academic staff issues (minimal feedback and different perceptions between academic staff and students). Though online/blended learning can be employed to support nursing and healthcare education, there is limited appreciation of students' experience and the use of e-learning. Context is also being considered as an important part when applying the online/blended learning, thus, this report provides a new understanding of students’ opinions on their first experience when engaging with online learning at a private nursing school. This report further provides a number of inhibiting factors continue to affect the student experience.</p>
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Najafi Ghezeljeh, Tahereh, Razieh Karimpour, Soghra Omrani, Shima Haghani, and Azita Emami. "The Effects of E-Learning on Patient Safety Culture in Emergency Nurses." Journal of Client-centered Nursing Care 7, no. 3 (August 1, 2021): 215–26. http://dx.doi.org/10.32598/jccnc.7.3.378.1.
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Background: Patient Safety (PS) is a priority for all healthcare organizations. Instilling best practices is necessary for PS improvement. This study assessed the effects of Electronic Learning (e-learning) on PS culture among emergency nurses and nursing managers. Methods: This quasi-experimental study was conducted in March-August 2020 using a two-group pre-test, post-test non-randomized design. The study subjects included 69 nurses who were selected from the emergency rooms and 20 nursing managers of two hospitals in Qazvin City, Iran. They were recruited to study through the census sampling method. They were non-randomly allocated to either e-learning or a comparison group. The comparison group received PS-related education through two 1.5-hour lectures on two consecutive days. The experimental group received PS training through a 15-part online course in two months. PS culture was assessed before and 3 months after initiating the intervention. The necessary data were collected through the self-report method using a demographic data questionnaire and the Hospital Survey on Patient Safety Culture (HSOPSC) questionnaire. The obtained data were analyzed by Chi-squared test, Fisher’s Exact test, Independent-Samples t-test, Paired-Samples t-test, and Analysis of Covariance (ANCOVA) in SPSS. Results: The pre-test mean score of PS culture in the e-learning group was significantly less than that in the comparison group (P=0.002). The mean score of PS culture significantly increased in both research groups after the intervention (P<0.05). Besides, the post-test mean score of PS culture in the e-learning group was significantly greater than that in the comparison group (P<0.001). Conclusion: E-Learning is more effective than conventional lecturing in improving PS culture among emergency nurses. This method is suggested to be used as an effective approach to PS culture improvement among emergency nurses.
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Vijayan, Ranjit. "Teaching and Learning during the COVID-19 Pandemic: A Topic Modeling Study." Education Sciences 11, no. 7 (July 13, 2021): 347. http://dx.doi.org/10.3390/educsci11070347.
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The coronavirus disease 2019 (COVID-19) pandemic caused significant disruption to teaching and learning activities at all levels. Faculty, students, institutions, and parents have had to rapidly adapt and adopt measures to make the best use of available resources, tools and teaching strategies. While much of the online teaching pedagogies have been theoretically and practically explored to a limited extent, the scale at which these were deployed was unprecedented. This has led a large number of researchers to share challenges, solutions and knowledge gleaned during this period. The main aim of this work was to thematically model the literature related to teaching and learning during, and about, COVID-19. Abstracts and metadata of literature were extracted from Scopus, and topic modeling was used to identify the key research themes. The research encompassed diverse scientific disciplines, including social sciences, computer science, and life sciences, as well as learnings in support systems, including libraries, information technology, and mental health. The following six key themes were identified: (i) the impact of COVID-19 on higher education institutions, and challenges faced by these institutions; (ii) the use of various tools and teaching strategies employed by these institutions; (iii) the teaching and learning experience of schools and school teachers; (iv) the impact of COVID-19 on the training of healthcare workers; (v) the learnings about COVID-19, and treatment strategies from patients; and (vi) the mental health of students as a result of COVID-19 and e-learning. Regardless of the key themes, what stood out was the inequities in education as a result of the digital divide. This has had a huge impact not only in middle- and low-income nations, but also in several parts of the developed world. Several important lessons have been learned, which, no doubt, will be actively incorporated into teaching and learning practices and teacher training. Nonetheless, the full effect of these unprecedented educational adaptions on basic education, expert training, and mental health of all stakeholders is yet to be fully fathomed.
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Raunsbæk Knudsen, L., K. Lomborg, and A. De Thurah. "AB1308-HPR DEVELOPMENT OF AN E-LEARNING PATIENT EDUCATION PROGRAM TARGETING PATIENTS WITH RHEUMATOID ARTHRITIS: FROM CONTENT TO DESIGN." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 1944.1–1945. http://dx.doi.org/10.1136/annrheumdis-2020-eular.2280.
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Background:Patient education (PE), with the aim of supporting patients to self-manage their disease is important in the treatment and care of patients with rheumatoid arthritis (RA) (1). Today, there is a shift in the organization of healthcare systems due to a demographic change towards ageing populations and an increasing use of technology. Advancements in web-technology can offer alternative ways to provide PE – e.g. through an e-learning platform. However,E-Learning development must be based on the needs of the learners and on existing evidence on both education and content.Objectives:To develop an e-learning platform targeting newly diagnosed patients with RA.Methods:Focus group interviews with patients, rheumatologists and nurses, with the aim of exploring informational and educational needs related to RA and how this may be communicated in an e-learning program, were conducted. We used a short interview guide to ensure the focus of the interviews, however, strived for a less structured start of the interview to promote a free discussion and later a more structured discussion of specific questions. Pictures, illustrating possible topics in PE within RA and ways to communicate, were also applied. The transcribed interviews were analyzed using thematic analysis (2).The theoretical framework in the development and design drew on the cognitive theory of multimedia learning (3) and entertainment education (4).Results:Four themes, covering experiences and needs emerged in the analysis of the focus-group interviews;‘Knowledge of RA, the disease course and prognosis’, ‘Medical treatment’, ‘A new life situation’and‘Daily living with RA’.Subsequently, the program was developed through an iterative process between the project group, patient representatives, a communication consultant, graphic designers and an e-learning company.The program was divided into three learning modules covering knowledge of RA, complications, medical treatment, examinations and daily living with RA, e.g. coping with emotions, pain, fatigue, work, education, physical activity etc. It offers a combination of e.g. animations, videos with personal patient stories, podcasts, written text, spoken words and interactive quizzes.Conclusion:The e-learning program is developed and ready for feasibility testing. Subsequently, the effectiveness of the program will be tested in a RCT study among approximately 250 patients.References:[1]Zangi HA, Ndosi M, Adams J, et al. EULAR recommendations for patient education for people with inflammatory arthritis. Ann Rheum Dis. 2015; 0:1-9.[2]Braun V, Clarke V. Using thematic analysis in psychology.Qualitative research in psychology. 2006; 3 (2): 77-101.[3]Mayer R. The Cambridge handbook of multimedia learning. 2005. New York.[4]Singhal A, Cody MJ, Rogers EM, Sabido M (editors). Entertainment-education and social change – History, research and practice. Taylor and Francis; 2003.Acknowledgments:We thank the participants in focus groups who shared their experiences. We also express our gratitude to the Novo Nordisk Foundation for supporting the study. Furthermore, we are grateful for the collaboration with the communication consultants, graphic designers and the e-learning company, who have contributed to the development of the e-learning platform.Disclosure of Interests:Line Raunsbæk Knudsen Consultant of: Phizer (Not relevant for the present study)., Speakers bureau: Phizer (Not relevant for the present study).Lily (Not relevant for the present study).Roche (Not relevant for the present study)., Kirsten Lomborg: None declared, Annette de Thurah Grant/research support from: Novartis (not relevant for the present study)., Speakers bureau: Lily (not relevant for the present study).
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Abou Sherif, Sara, and Sachin Patel. "Evaluation of a mental health first aid workshop for healthcare professionals." BJPsych Open 7, S1 (June 2021): S1. http://dx.doi.org/10.1192/bjo.2021.67.
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AimsAnnually, 1 in 4 people in the UK will experience a mental health problem. Alongside the approach of increasing awareness of the issue amongst the general population, there is a drive to deliver training and education on the recognition and management of mental health crises. Limited resources exist to aid healthcare professionals in delivering mental health first aid (MHFA), with the vast majority focussing on lengthy training courses. Small group problem-based learning (PBL) is utilised widely in medical education and this modality offers advantages in deliverability, audience participation and experiential learning. Our aim was to deliver and explore the effectiveness of a PBL MHFA workshop to various healthcare professionals.MethodAs part of an Emergency Medicine Mental Health Education day, we delivered four 30-minute PBL MHFA workshops. These involved an introduction to MHFA, followed by an interactive discussion of 4 mental health simulated cases, whereby participants anonymously answered a range of questions using the web-based platform Mentimeter. We devised a simple MHFA A,B,C,D,E acronym to bring structure to problem solving. Pre- and post-workshop questionnaires were used to assess outcomes using Likert scales to measure various aspects of MHFA (1 = strongly disagree and 5 = strongly agree). Statistical significance was calculated using T-Test with P < 0.05 defining statistical significance.ResultA total of 28 professionals attended the workshops, 20 (72%) completed both the pre and post workshop questionnaire. 19 (76%) were nurses (5 Registered Mental Health Nurses and 14 Registered General Nurses), 3 (12%) were doctors, 2 (8%) were HCA's and 1 was a policeman. 15 (75%) of the participants reported historically having had the need to deliver MHFA but only 3 (15%) had previously received training. After the workshop, participants reported significantly increased understanding [3.0 to 4.3 (p < 0.05)] and confidence in delivering MHFA [3.05 to 4.30 (p < 0.05)]. There was significantly improved confidence in assessing risk [3.03 to 4.05], calling for appropriate help [3.45 to 4.35] and de-escalation techniques [3.05 to 4.15].ConclusionTo our knowledge this is the first mini PBL-based MHFA workshop. We have demonstrated that the PBL workshop setup is an effective means to deliver training on MHFA. We recognise the importance of MHFA training reaching a larger audience and its potential value if incorporated into national healthcare training programmes and made available to the general public.
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Day, Alison, and Louise Goswami. "Driving change with evidence and knowledge: Transforming knowledge services for the NHS across England." Business Information Review 37, no. 1 (March 2020): 10–18. http://dx.doi.org/10.1177/0266382120909240.
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Health Education England (HEE) through its publication of Knowledge for Healthcare (HEE (2014) Knowledge for Healthcare: a development framework for NHS Library and Knowledge Services in England 2015–2020. https://www.hee.nhs.uk/sites/default/files/documents/Knowledge_for_healthcare_a_development_framework_2014.pdf sets out an ambitious vision to transform NHS Library and Knowledge Services at a time of great change for the health service. Five years on this article outlines the key strand of work undertaken to mobilise evidence and organisational knowledge at scale across the health service in England. Using evidence and knowledge is crucial to drive and sustain change and the role of librarians and knowledge specialists is business critical to underpin this service transformation in healthcare. Driver diagrams were used to plan the work to encourage NHS organisations to apply and use evidence, build know-how, continue to learn and drive innovation. Engagement with senior stakeholders was a critical enabler and the impact of the #AMillionDecisions advocacy campaign to highlight the multiple benefits of working with librarians and knowledge specialists is considered. The development of practical tools has supported delivery. These have included a maturity model self-assessment tool to identify opportunities to use evidence and knowledge by senior leaders and updating of the NHS Knowledge Mobilisation Framework e-learning and postcards to enable healthcare staff to use simple knowledge management techniques to share their knowledge and learning. This work was dependent upon developing the skills of existing health librarians and various approaches are described. The article concludes with a reflection on the recommendations from the Topol Review (Topol E (2019) The Topol Review. Preparing the healthcare workforce to deliver the digital future. An independent report on behalf of the Secretary of State for Health and Social Care. https://topol.hee.nhs.uk/wp-content/uploads/HEE-Topol-Review-2019.pdf (accessed 31 January 2020)) to expand the knowledge specialist workforce and outlines future developments planned for the next 5 years and beyond.
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Abbasi, Maria S., Naseer Ahmed, Batool Sajjad, Abdullah Alshahrani, Sumera Saeed, Shaur Sarfaraz, Rana S. Alhamdan, Fahim Vohra, and Tariq Abduljabbar. "E-Learning perception and satisfaction among health sciences students amid the COVID-19 pandemic." Work 67, no. 3 (December 1, 2020): 549–56. http://dx.doi.org/10.3233/wor-203308.
Full textAbstract:
BACKGROUND: E-learning is increasingly used during the COVID-19 pandemic, however the impact of this change on students is not known. This study aimed to evaluate perception and satisfaction of health sciences students towards E-learning during the COVID-19 lockdown. METHODS: A structured questionnaire was distributed to 2000 health care students either through email or social media platforms. The questionnaire was divided into two sections: the first section addressed demographic information such as age, education level, course of study, number of lectures attended and country. The second section gathered information on perception and satisfaction of students using 13 close-ended questions. Frequencies and percentages were assessed for demographic data, perception and satisfaction level of students. The paired sample t-test, independent t test and Spearman correlation were applied to evaluate statistical significance between different variables of the study. A p-value of <0.05 was considered significant. RESULTS: Data from 1255 participants were included at a response rate of 66.4%. More than one third (37%) of the students took 25 or more online E-learning sessions and 47% preferred Zoom as an online platform. Participants belonged to 11 countries from developed and developing nations. 41% reported interference of E-learning due to network problems. 60% considered that clinical and practical skills are best learned in clinics and laboratories. More than one third of the students preferred classroom teaching and 34% of the students did not feel confident enough to take exit exams after E-learning sessions. CONCLUSION: E-learning satisfaction levels were better among developed countries (7.34) compared to developing countries (5.82). The majority of participants agreed that E-learning was satisfactory in acquiring knowledge, however not effective in acquiring clinical and technical skills. As the COVID-19 lockdown eases, there is a need for improvement in the methods employed in E-learning and more blended learning among healthcare students is recommended.
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Belyaeva, Ekaterina, Oxana Kartashova, Nadezhda Sokolaeva, Zoya Snezhko, and Valentina Spichak. "Effects of visual impairment on sensory integration and new opportunitiesfor inclusive education." Bangladesh Journal of Medical Science 20, no. 4 (June 18, 2021): 801–8. http://dx.doi.org/10.3329/bjms.v20i4.54138.
Full textAbstract:
Objective: Inclusive education aims to offer comprehensive collaborative education to healthy and disabled children. The purpose of the study is to perform a comparative analysis of the learning results in healthy and disabled children from different groups with those who study remotely, and a similar analysis between students of higher education institutions.
Methods: The study was conducted in 2018–19 in Moscow, Russia, involving 150 students with disabilities and 397 healthy students. Consideration was given to academic performance, psychophysical development and speech development.
Results and Discussion: Among students with healthcare nosologies, students with vision impairments are considered the most promising. The number of underachievers is 4.9 times lower than their peers (p 0.001).The greatest success in e-learning was among students with health nosologies relative to a similar group of children.
Conclusions: The number of outstanding students in the group with visual impairments exceeds those in the control group by 1.5 times (p≤0.05). Of the students with health nosologies, the most promising group is visually impaired students. High academic performance of students with visual impairments and disordered motor activity provides them with the opportunity to practice comprehensive education at universities, including inclusive education, which corresponds to current worldwide trends.
Bangladesh Journal of Medical Science Vol.20(4) 2021 p.801-808