جستجوی مقالات مرتبط با کلیدواژه « virtual » در نشریات گروه « پزشکی »

The use of electronic devices (e-devices/ED) in online classrooms by students during the COVID-19 pandemic has been reported as one of the factors contributing to eye fatigue. The aim of this scoping review was to identify the risk factors (ergonomics and environmental conditions) for eye fatigue among students.

A scoping review was conducted on databases such as PubMed, Scopus, Google Scholar, etc. with keywords including eye strain, students, online learning, ergonomics, and environmental factors along the COVID-19 pandemic during the years 2020-2022. Initially, 106 articles were identified. Then, 29 articles were assessed by applying inclusion and exclusion criteria. Finally, 18 articles were selected.

Students used e-devices for ≥4-6 hours/day, so the mean score of Computer Vision Syndrome (CVS) was determined to be 30, and the range of eye strain was reported 13.0-94.5%. The review results indicated that use of e-devices due to improper ergonomics (wrong posture, duration of screens usage, screen distance<50 cm computer and<12-inch mobile phone, no breaks, viewing angle, number and duration of online classes/day, diminished blinking rate) and environmental conditions (fatigue 1.728 times in low lighting, relative humidity<40%, air quality/conditioner, high temperature) had significant effects on the eye fatigue of students during the COVID-19 pandemic.

Raising awareness of DES among parents and students, proper postures, reducing duration on a screen (<6 hours/day online class), a suitable distance to screen, adjusting the workplace/screen lighting, viewing angle≤15°, usage of software screen time limit, frequent blinking, eyes’ examination, using wetting drops, 15-minute breaks after 2 hours work, and eye exercises can be effective in reducing eye fatigue in students.

The covid-19 pandemic has a huge impact on the medical education in India especially the undergraduate medical course. We follow the curriculum based medical education (CBME) as set up by the national medical council in India. Conducting the practical internal assessment for pathology undergraduate students virtually was challenging and we conducted the same using the “Virtual Image based - objective structured practical examination (OSPE)”.

To analyze the effectiveness and impact of virtual image based OSPE as a method of internal assessment for pathology undergraduate students during the covid-19 pandemic.

A total of 198 students took part in the Virtual image based –OSPE pattern of examination. Each OSPE was well structured and had image based questions for 5 marks each. A clinical history was attached with each case and included images of gross morphology and appropriate microscopic pictures. A feedback was taken from the students regarding the image based-OSPE. The feedback included 10 questions assessed on a 5 point Likert scale.

The online image based OSPE was conducted with ease using the online digital software-“jssu online”, successfully simulating the actual offline experience. Answer scripts were uploaded online and the correction was done using the university digital software. The feedback was given by 177 second year MBBS students. The assessment pattern being new and exciting, was received well by majority of the students.

Virtual image based OSPE’s are a good substitute for conducting the online practical internal assessment for undergraduate pathology students during the covid-19 pandemic. Especially in universities with a good digital platform, these can be used with ease.

While there are numerous advantages to using cyberspace for students' learning, it also increases the likelihood of unethical behavior. Therefore, this qualitative study aimed to identify and analyze ethical faults in cyberspace at Jahrom University of Medical Sciences.

This study was conducted at Jahrom University of Medical Sciences over a five-year period using a qualitative approach with thematic analysis. The population included 467 students, who were divided into ten groups and had taken a medical etiquette course. The students were asked to draw their desired factors in a visual art format as tree branches while working in teams to express ethical faults and issues in cyberspace. A total of 9 focus groups and 23 teamwork documents were analyzed, and groups with comprehensive analysis of the issue were selected by purposive sampling and focus groups interview to continue until data saturation was achieved. Braun & Clark's six-phase framework was used for thematic analysis in data analysis.

The findings of this study identified three major themes or factors related to cyberspace, including reasons, faults, and preventive solutions that had creator-dependent 27 factors (Sub-themes) and 160 codes. These themes revealed the major ethical concepts in cyberspace from the student's viewpoint.

As technology develops rapidly, it is crucial to ensure integrity in education for all stakeholders related to an online learning community. Therefore, educational institutions need to focus on preventing cyber faults by educating and training users.

Considering the educational value of non-wax and virtual typodonts, in this study, the results of the evaluation were compared to quantify each of the indicators in the evaluation of knowledge, attitude, and performance.

All tenth-semester dental students were divided into 2 equal groups of 25 and were trained by two typodontists. A standard questionnaire with a Cronbach α of .830 was used to evaluate their knowledge and attitude, which was prepared based on a 7-point Likert scale. To analyze the data, the paired t test, independent t test, and analysis of covariance (ANOVA) were used with SPSS version 21. The significance level was set as 0.05.

In each of the 2 educational methods, a significant increase in the overall score of the questionnaire completed by the students was observed after the educational intervention (P < 0.001).  Among the 17 questions related to students, only 1 question in the non-wax typodont group and 4 in the virtual typodont group did not show a significant effect of the intervention (P > 0.05).

  Both typodonts had remarkable educational advantages and accounted for a large share of the points in the questionnaires. In cases where physical sense was important in education, non-wax typodont and in cases where spatial understanding of biomechanics was necessary in tooth movement, virtual typodont was superior.

Informal caregivers of COVID-19 patients, who are in direct contact with patients and the virus, experience many psychological issues and are prone to Illness Anxiety Disorder (IAD). Accordingly, this study aims to determine the effects of virtual training of the Benson Relaxation Technique (BRT) on IAD in the informal caregivers of COVID-19 patients.

This randomized clinical trial study was conducted on 54 informal caregivers of COVID-19 patients who scored X ≥20 on the health anxiety inventory (HAI) by Salkovskis. They were randomly divided into control (n=28) and intervention (n=26) groups. The intervention group received the BRT audio file and pamphlet through messengers, and applied this technique twice a day, each for 20 min, for 3 weeks. However, the control group did not receive any training. Subsequently, after 3 weeks, HAI was completed by both groups again. Data analysis was done using SPSS software, version 22.

The mean score of IAD in the informal caregivers of the patients before the intervention in the experimental and the control groups was 24.88±5.89 and 23.27±5.64, respectively. After the intervention, the mean score of the IAD in the informal caregivers of the patients in the intervention and the control groups changed to 17.30±7.15 and 19.78±7.14, respectively. The result of the t-test showed a significant difference between the changes in the IAD scores of the two groups after the implementation of the intervention (P=0.046).

The findings show that the virtual training of BRT, as a comprehensive, simple, and inexpensive method, reduces IAD in the informal caregivers of COVID-19 patients. The healthcare systems can take steps to support these people who are exposed to IAD by providing virtual training of BRT to informal caregivers of COVID-19 patients.

Improving patient safety is a common international priority because errors and other forms of unnecessary damage to the process of patient care and treatment are global problems. Training programs such as web-based programs enhance the patient safety culture in staff. This study was carried out to evaluate the impact of virtual collaborative learning with mobile devices on patient safety culture among the staff of a maternity center.

This study was conducted on staff working in Kowsar Hospital of Qazvin in 2019 with a pretest-posttest design. Sixty-three eligible participants were recruited using convenience sampling. The educational contents were shared on a website. Data were collected online using the hospital Survey on Patient Safety Culture questionnaire. Educational intervention sessions were held once a week, for 8 weeks. The paired t-test and chi-square test were used for statistical analysis. The significance level was set at 0.05.

The mean score of safety culture increased significantly from 141.19±16 to 147.93±14.05 after the intervention (P<0.001). Error reporting at the center also increased significantly after the intervention (P<0.001).

This research showed that the collaborative method using mobile learning can be effective for the promotion of patient safety culture among the maternity center staff.

Following the COVID-19 pandemic, virtual education was adopted as the only way to prevent the cessation of educational processes. This study aimed to identify the challenges experienced by faculty members and students of the faculty of Nutrition and Food Technology, Shahid Beheshti University of Medical Sciences, during the COVID-19 pandemic in Tehran, Iran.

In this cross-sectional study, 218 students from all levels and 31 faculty members participated. Data were collected from February through March 2022, using two separate online questionnaires for students and faculty members to investigate potential problems and challenges in various educational areas. The results of the completed questionnaires were recorded in an Excel file and then transferred to the SPSS software (version 21) for statistical analysis.

Students were moderately satisfied with the quality of virtual education (P=0.02). Challenges related to “educational strategies” were the key challenges experienced by the students. Undergraduate students faced the most challenges (P=0.001). From the faculty members’ perspective, challenges related to “technical problems of virtual education” were the most important ones. Both faculty members and students viewed the challenges related to “policy-making, planning, and regulations” as the least important obstacles.

This study showed that the capacity development of students and faculty members to develop educational strategies and improving infrastructure to overcome technical problems in virtual education is probably the most important factor that needs to be addressed within the educational system.

Virtual education is considered a considerable transformation in educational systems, which depends on cultural creation, human sources, technological, educational, administrative, social, cultural, managerial, and economic infrastructures. This study investigated the opportunities and challenges in the virtual teaching of theoretical courses based on medical students' perspectives at Shahroud University of Medical Sciences, Shahroud, Iran.

This descriptive cross-sectional study was conducted on 505 students at Shahroud University of Medical Sciences using simple random sampling. Two demographic questionnaires and e-learning challenges and opportunities were used to collect information. The data were entered into SPSS software (version 18) and analyzed using descriptive and analytical statistics.

According to the results, most of the students were female (n=274; 54.3%). The mean±SD age of the participants was 21.78±0.13 years. Most of the students participating in the general medicine study were studying at a medical school, were non-native, and lived in dormitories. Moreover, virtual education challenges and opportunities showed a significant relationship with gender (P=0.001), age (P=0.001), place of residence (P=0.001), satisfaction with the field of study (P=0.001), history of Coronavirus disease (P=0.001), history of vaccination (P=0.001), the Internet problems (P=0.001), and access to virtual learning tools (P=0.001). Among the variables, the highest mean±SD score was cost and effectiveness (37.26±5). The overall mean±SD of the questionnaire was obtained at 101.60±11.78.

Considering the relationship between opportunities and challenges of e-learning with several variables, we call for proper planning to improve the situation.

Context:

 Self-regulated learning is a process by which learners choose goals for themselves and then try to regulate, control and manage their cognition, motivation, and behavior. The COVID-19 pandemic faced students to numerous educational challenges. Rapid transition of the traditional classroom to the virtual environment affected E-learning acceptance of the students in the age of the COVID-19 pandemic.

The present study aimed to determine the relationship between online self-regulated learning and E-learning acceptance among Mazandaran University of medical sciences during the COVID-19 pandemic.

Settings and Design: 

This descriptive-analytical study was conducted on 234 Mazandaran University of medical sciences students.

The nonprobability quota sampling method was used for data collection. Inclusion criterion was experience E-learning at least one semester in the age of COVID-19 pandemic. Internship medical sciences students were excluded. The online questionnaire consisted of three parts: Sociodemographic questionnaire, online self-regulated learning and E-learning acceptance. Statistical Analysis Used: Descriptive statistics, one-way ANOVA, Pearson test, and univariate and multivariate linear regression model were utilized.

According to the univariate linear regression model, E-learning acceptance explored 19.8% variance of the online self-regulated learning. The multivariate linear regression showed age, gender, marital status, medical students, another job and E-learning acceptance explored 47.1% variance of the online self-regulated learning.

The results showed that E-learning acceptance was correlated with online self-regulated learning. The faculty members and university managers can use strategies to enhance the E-learning acceptance to improve online self-regulated learning and facilitate barriers in the age of mandatory online learning

In COVID pandemic, attending the continuing medical education, workshops, and conferences with physical attendance is not possible. We designed, developed, and hosted the first of its kind academic virtual/online conference at par with an in‑person academic conference to disseminate the expertise of the renowned subject experts along with researchers to present their research work due to the ongoing pandemic. We, in this article, had summarized the most critical steps in order to make the process easier for first‑timers while providing our more comprehensive walkthroughs on each step. We choose a live session of the speakers on the Zoom meeting mode to retain the atmosphere of a live conference. WhatsApp, Google (Google Meet and E‑mail), and Kahoot were other platforms to communicate with speakers, researchers, and participants to seamlessly participate. A number of advantages in terms of protection for delegates/speakers and their families came from the Virtual Conference on Nutrition and Health, restricting the spread of COVID‑19, low budget for organizers, economically much cheaper alternatives both for speakers and participants, dissemination of knowledge, time productive, and meeting research paper presentation eligibility for a professional course. When one is new to technology, try adding an innovative aspect as a starting point to future virtual and in‑person events, and seeing how it works is imperative. Ensuring Internet bandwidth, updated hardware, or webcam and/or microphone functionality at the participant end is critical.

The global health crisis caused by the COVID-19 pandemic has led many institutions and universities around the world to bring about a sudden shift to virtual education to continue their educational activities.

This study aimed to explain the challenges of the sudden shift to asynchronous virtual education in nursing education throughout the COVID-19 pandemic.

A qualitative study was conducted during 2020, on nursing faculty members and undergraduate nursing students in the Urmia School of Nursing and Midwifery, Iran. A total of 12 faculty members and 8 students were enrolled in the study using purposive sampling. Data were collected using semi-structured face-to-face interviews and then analyzed through the content analysis method.

Participants identified “inappropriate groundwork” and “low inclination to virtual education” as the main challenges of the sudden shift to asynchronous e-learning in nursing education during the COVID19 pandemic.

The authorities of nursing schools should provide the appropriate groundwork for virtual education by the provision and upgrading of the required hardware and software, teaching how to use the facilities, and developing standard protocols for virtual education.

Numerous medical students feel that they are not ready to study medicine at the beginning of entering university. One way to reduce the challenges of entering the university is to provide opportunities to familiarize students with the university.

This study was conducted to design an educational e-learning module for freshman medical students to help a successful transition to university life.

This study was a single-group study with a post-test design at Tehran University of Medical Sciences, Tehran, Iran, within 2018-2019. The transitional e-learning module included content regarding academic integration, social integration, and information integration.The e-learning module for new medical students was implemented as a 20-day course at the beginning of their attendance at the university. After the students completed the e-Learning course or module, a questionnaire was completed to assess students’ attitudes toward the quality of the transitional e-learning module. The data were analyzed using SPSS software (version 22.0).

Out of 209 questionnaires, 135 questionnaires were returned. The findings showed that more than 65% of the students believed that the program could prepare them for academic integration into the institution. In total, the highest (8.62±1.15) and lowest (7.07±2.39) scores belonged to the "information integration” and “social integration” sections, respectively.

The e-learning module was implemented to provide students with practical support to adapt to the university. The survey findings showed that it helped freshman medical students prepare for academic and information integration into the university.

Remote video visits (aka telemedicine, virtual care) have the potential to increase access to orthopaedicspecialty evaluation while decreasing the overall cost of care. Clinical implementation of remote video visits may benefitfrom an understanding of potential barriers to participation. We enrolled one hundred and thirty participants from a university-based musculoskeletal clinic with a largeuninsured population. We asked participants to complete a survey, including demographics and scaled perceptionquestions about remote video visits. Data from these surveys were analyzed with multivariable logistic regression todetermine factors associated with willingness to participate in video visits, as well as the situations in which patientswould consider a video visit. Willingness to participate in video visits was associated with the perception of video visits being moreconvenient (OR 3.0) and a decreased perceived importance of physical exam (OR 0.36) but not age, technologycomfort, or travel distance to the clinic. Additionally, those with prior video visit experience were more comfortablewith technology, perceived video visits to be more convenient, and were more willing to have another video visit.Fifteen percent were willing to have a video visit for their first visit, while 78% would participate for a routine nonsurgicalfollow-up. Musculoskeletal telemedicine programs can become established by focusing on people that prioritizeconvenience, place less importance on a hands-on exam, and are established patients.Level of evidence: II

Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.

In this prospective mixed methods study (n=52), we created a novel Telehealth Education Curriculum (TEC) for the third year Obstetrics and Gynecology (Ob/Gyn) rotation at New York Medical College during COVID-19. The TEC included supervised telehealth patient encounters via video conference [and a virtual Objective Structured Clinical Encounter (vOSCE)] designed to simulate a telehealth encounter (Zoom Video Communications, Inc.). We measured student perceptions of theTEC via two 4-point Likert surveys, which included free response questions, administered via SurveyMonkey between April and June 2020. Participation was voluntary and responses were deidentified. We computed means and response distributions across survey questions using SPSS; IBM version 19.

The response rate was 92% for both the Telehealth (33/36) and vOSCE (48/52) surveys. Seventy-six percent (25/33) strongly or moderately agreed that telehealth and in-person patientencounters have similar educational value. Eighty-three percent (40/48) strongly or moderately agreed the vOSCE provided a valuable patient interaction. Ninety-seven percent (32/33) stronglyor moderately agreed the telehealth encounters should continue during COVID-19 restrictions versus 82% (27/33) agreeing they should be incorporated into the curriculum post COVID-19.

Almost all students responded that the TEC should continue during COVID-19 and most agreed it should be incorporated into the Ob/Gyn clerkship permanently, after COVID-19. We found vOSCEs to be an effective method for teaching telehealth to medical students. Key challenges identified by students included adjusting to a virtual format, lack of body language, and communicating empathy virtually. Positive takeaways included practice with telemedicine and an opportunity for continued clinical education during COVID-19.