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

The quality of reports plays a crucial role in patient care. Statistics reveal instances of negligence in patient care due to ineffective reporting by nurses, underscoring the need for enhanced efforts in nursing student education. Given the variety of methods available for teaching report writing, this study aimed to compare the efficacy of workshop and virtual training approaches in improving the quality of report writing among nursing students at Birjand University of Medical Sciences.

This interventional study involved 111 nursing students from Birjand, randomly allocated into three groups of virtual training (n=36), workshop training (n=36), and control (n=39). For students in the workshop training group, educational content was delivered through a workshop comprising three 4-hour sessions covering six topics. For the virtual training group, educational material was provided as text, audio, and visual files via Telegram over one week (six days dedicated to training and one day for summarizing the content) and sent to students daily at specified times. The status of students' report writing skills was assessed before and after the intervention (immediately and two weeks post-training).

The mean score for report writing quality immediately after the completion of the workshop training program was 91.4 ± 58.80 in the workshop training group, significantly higher than that in the other groups studied. Moreover, the mean score for report writing quality two weeks after completing the training program in the workshop training group was 16.5 ± 91.78, significantly higher than that in the other two groups. The mean difference in report writing quality scores immediately after training completion in the workshop training group was significantly greater than in the other groups (P<0.001).

Based on the findings of this study, the workshop method was more effective than the virtual approach for teaching report writing to nursing students.

 The possible accidents for mountaineers and the importance of safety highlight the necessity of first aid training in the mountains. Therefore, the present study aimed to assess the impact of face-to-face, virtual, and integrated first aid training on the knowledge, attitude, and skills of mountaineers.

The present quasi-experimental study was conducted on 93 mountaineers using the available sampling method and random allocation using permutation blocks of six in three groups of virtual, face-to-face, and integrated training. The intervention was carried out for four weeks. Face-to-face and integrated training groups attended in-person classes, while the virtual training group received the content through WhatsApp messenger during the same period. Participants completed the demographic characteristic form, as well as knowledge, attitude, and skill questionnaires before the intervention and three weeks after its completion, and the data were analyzed in SPSS software (version 22) using descriptive and inferential statistical tests (P<0.05).

The mean scores of knowledge, attitude, and skills in the three groups before and after the intervention had a significant difference and increased after the intervention (P<0.001). In the inter-group comparison, the face-to-face training group obtained higher scores in attitude (69.58±4.19) and skill (44.06±12.99) compared to the virtual and integrated education (P<0.000214).

There was a significant difference between the attitude, knowledge, and skill scores of mountaineers in all three groups of face-to-face, virtual, and integrated training before and after the intervention, and the mean scores increased. Nonetheless, the mean score of face-to-face training was higher than that of virtual and integrated training methods. It is suggested that face-to-face training be used to teach first aid to mountaineers.

Cardiac arrest and heart attack are the most common cardiovascular diseases in the world. Most of the time, during a cardiac arrest, there is a person as an observer who can prevent brain death and save the patient's life in the golden time (first 4 to 6 minutes of cardiopulmonary arrest) by performing resuscitation. The aim of this study was to compare two methods of basic cardiopulmonary resuscitation training in person and virtual on the level of learning resuscitation skills (awareness and performance) in military families.

In this clinical trial study, 100 people from families living in selected organizational areas were randomly assigned to two groups of face-to-face training (50 people) and virtual training (50 people). In the face-to-face training group, during a 2-hour session, cardiopulmonary resuscitation and how to deal with cardiac arrest victims were taught theoretically and practically (mannequins). In the virtual educational group, educational materials were presented by using virtual channels (once-up Weita platform) and sending animation videos, photos, short texts, and PDF files of educational booklets during two weeks. In order to collect data, a demographic form, an awareness questionnaire including 14 four-choice questions, and a performance assessment checklist including 13 items were used to assess the skill in cardiopulmonary resuscitation. At the end, the collected data were compared between the two groups.

Data related to age (P = 0.468), sex (P = 0.812), education (P = 0.307), occupation (P = 0.055) had no significant difference in the two groups. The U-Man-Whitney test showed that there was no statistically significant difference before the intervention between the two groups of face-to-face and virtual education in terms of knowledge and skill levels (P>0.05). Wilcoxon's statistical test showed that the difference in the mean score of knowledge and skill level before and after the intervention in both face-to-face and virtual education groups was statistically significant (P<0.05). Furthermore, the U-Man Whitney test showed that there is a statistically significant difference after the intervention between the two groups of face-to-face and virtual training in terms of knowledge and skill level (P<0.05).

In this research, in both face-to-face and virtual training groups, the amount of knowledge and skill increased significantly compared to before and after the training. However, by comparing the two groups, it was observed that the amount of knowledge in the participants of the virtual training group was higher and the amount of skill in the participants of the face-to-face training group were more. Despite the belief of the effectiveness of face-to-face training, the findings of this research showed that virtual training can be as effective as face-to-face training.

The crisis caused by the Covid-19 pandemic has severely affected education in universities.Therefore,it seems necessary to create a new and practical view in the education process.One of the most important teaching methods in medical sciences is the morning report.The purpose of this study is to compare the morning report conventional & virtual forms, from the viewpoint interns and medical assistants during the Covid-19 pandemic.

A descriptive-analytical study was conducted on 124 medical students of  Babol Ayatollah Rouhani Hospital(1400-1401).The data was collected using a researcher-made and extracted questionnaire based on the manual of clinical education standards of the relevant ministry in three dimensions of educational structure, educational content, and empowerment enhancement. Descriptive statistics and t-test,Spearman's correlation,Mann-Whitney and Wilcoxon tests were used to analyze the data.

From the students' viewpoint, the conventional course was significantly more favorable than the virtual in all three dimensions. Conventional training compared to virtual has had the biggest difference in terms of the educational structure. The quality of the virtual course was evaluated in terms of four indicators, and results showed that studied groups agreed on the lack of desirable quality of the virtual course.

The results showed that holding the morning report by face-to-face method was more favorable than the virtual method in all three dimensions investigated. Therefore, to deal with educational challenges in times of crisis, by explaining a written and planned program including virtual courses, any educational vacuum can be avoided.

Communication skills and stress affect the quality of nursing care. Due to the COVID-19 epidemic and limitations in face-to-face training, this study was conducted to investigate the effect of virtual training of emotional intelligence components on perceived stress and communication skills among nursing students.    

This Experimental study was conducted on 56 nursing students who entered the study based on the inclusion and exclusion criteria. The participants were randomly assigned to a control group (n=28) and an intervention group (n=28) with permuted block randomization. The intervention group received emotional intelligence components training using Skype software. Data were collected through a Demographic questionnaire, Cohen’s Perceived Stress questionnaire, and Queendom’s Communication Skills questionnaire. Data analysis was performed using SPSS statistical software (Version 22). 

The results revealed no statistically significant difference between the two groups regarding the mean scores of perceived stress and communication skills before the intervention (P>0.05). However, a statistically significant difference was observed between the mean scores of perceived stress and communication skills (P<0.05) in both groups one month after the intervention. 

The study indicated that the virtual training of emotional intelligence components reduced the nursing students’ perceived stress and increased their communication skills. These results highlight the importance of emotional intelligence training for nursing students.

Virtual education in the field of medicine is not a new topic, but it has received special attention due to the limited attendance of students during the covid-19 pandemic. In the current research, the methods of face-to-face training and offline training (virtual- electronic) in learning the concepts of advanced cardiopulmonary resuscitation have been carried out among interns in the emergency department of Besat Hospital in Hamadan

In this interventional study, 60 medical interns from the emergency department of Ba'ath Hospital, Hamadan, were randomly divided into two groups of 30 people in the first 6 months of 2019, one group receiving face-to-face training and the other group receiving non-attendance (virtual) training. were trained. The theoretical and practical skills of both groups were evaluated and measured before and after the training and were compared and analyzed using descriptive statistics and inferential statistical tests.

The average theory score of interns under non-face-to-face training was significantly higher than that of interns under face-to-face training (P=0.013). However, no significant difference was observed in terms of the average OSCE score (P=0.136). The academic level and basic information of the studied interns were the same in both groups, so there was no statistically significant correlation between the students' theory and ASK scores with age, sex, academic average, and months of internship. In terms of students satisfaction, there was no significant difference between the students under face-to-face and non-face-to-face education in terms of satisfaction.

Both face-to-face and non-face-to-face training methods are effective in learning advanced cardiopulmonary resuscitation concepts in emergency department interns. The effectiveness of non-attendance training in learning theoretical knowledge is more than practical skills.

Given the Covid-19 and immediate investment in providing virtual university education, it is important to measure the performance of faculty members in this area. Accordingly, this study was conducted to design and psychometrics of a questionnaire to assess the performance of faculty members in providing virtual training.

A descriptive study of instrument making was performed on 161 members of the faculty of medical universities in 1400. Sampling was done in an accessible way and through a virtual link by sending e-mail to academic address professors in education vice chancellor system of universities. Formal validity, content validity (CVR, CVI), criterion validity (convergent and divergent), heuristic factor analysis and reliability were measured by Cronbach's alpha method and halving. Descriptive statistics, Pearson correlation coefficient, Student t-test and one-way analysis of variance were used to report the data.

The findings of this study indicate an acceptable formal, content, and criterion validity. The findings identified four factors, including incentive creation, participation and regulation, learning assessment, and professional skills, which together explained 65.18% of the common variance. The internal consistency of the questionnaire was calculated by Cronbach's alpha method of 0.897 and Guttman coefficient in the halving method was calculated to be 0.873.

Due to the acceptable validity and reliability of the questionnaire, this tool can be used for faculty members in providing virtual training by educational evaluation systems, as well as researchers to measure the effective factors or improve the performance of professors in providing virtual training.

Identifying the strengths and weaknesses of evaluation and quality assurance of an e-learning system can help design the systematic structure of the evaluation process in the higher education to elevate the quality of education. In view of this, this study endeavored to elaborate on the strengths and weaknesses of evaluation and quality assurance of e-learning in medical universities.

This qualitative study was conducted by conventional (inductive) content analysis method in the academic year 2020 in Ahvaz University of Medical Sciences. The population consisted of professors, director of the EDC, educational vice-chancellor/president of university. The sample size was selected using purposive sampling. Semi-structured electronic questionnaire was used to collect data and Granheim and Landman content analysis approach was used to analyze the data.

The analysis of qualitative data obtained from 153 questionnaires from 46 universities of medical sciences was done in two main areas: strength and weakness including 17 main categories and 65 sub-categories. Strength includes providing e-learning evaluation tools, Stakeholders monitoring and feedback, assessment and adaptation of virtual lesson plans with curriculum, using the system for evaluation, developing protocols and evaluation mechanisms, forming an accreditation committee, so on. Weakness includes lack of comprehensive evaluation and quality assurance protocol, lack of evaluation infrastructure in Navid system, quantification and attention to the number of contents, ambiguity in ensuring the safety of final exams, so on.

Providing standards and developing an evaluation mechanism can increase the quality of the e-learning evaluation process and make it easier to implement.

Today, the outbreak of Covid-19 has been declared a global pandemic by the World Health Organization. Following the Corona pandemic and home quarantine, restrictions have been imposed on individuals, especially in the country's education sector. Meanwhile, university professors are faced with the conditions of virtual education and changes in daily activities. Therefore, the aim of the present study was to investigate the effect of virtual education conditions on musculoskeletal status and physical activity of university professors during the Corona pandemic

In the current descriptive research, standard questionnaires of Nordic musculoskeletal status and Beck physical activity were used. The statistical population included professors from Farhangian universities across the country, with 98 centers, of which 260 participated in the study. McNemar, paired, and Spearman correlation tests were used at the significance level of P≤0.05.

There was a significant difference between the prevalence of musculoskeletal disorders in the neck, shoulders, back, and waist before and during the coronavirus pandemic (P≤ 0.05). Also, there was a negative correlation between neck and wrist disorders with work physical activity and between wrist and knee disorders with leisure and exercise physical activity (P≤ 0.05). There was a significant difference between the hours of using social media for leisure and education, using laptops and mobile phones, and the amount of night and day sleep before and during the corona (P≤ 0.05).

It seems that the current situation of the corona pandemic, led to changes in musculoskeletal health and type of physical activity of university professors. Communication tools and virtual education and the time spent on them have led to reduced physical activity in various dimensions of work, leisure, and exercise, the prevalence of some musculoskeletal disorders, and even changes in the university professors' sleep rate. It is suggested that university professors improve their regular physical activities and consider ergonomics of using learning assistant tools.

Training has an important role in decreasing accidents and increasing safety level in workplaces. The aim of this study was to compare the effect of in-person training with that of virtual training on using personal protective equipment among the workers of an open stone quarry.

This study was conducted on 75 workers of an open stone quarry in 2018. The study population was divided into three groups of control, inperson training, and virtual training. The educational content was compiled by the researchers and then confirmed by a group of experts. Data regarding the use of personal protective equipment at workplace were collected by means of a questionnaire both before and after training. Data analysis was performed using the Chi-square test, paired sample t-test, and ANOVA.

The results revealed no significant difference among the research groups before training in terms of using personal protective equipment (P>0.05). However, after training, there was a significant difference among the groups in this regard (P<0.003). Accordingly, the rate of using safety helmet and mask increased in both virtual training (P=0.005 and P=0.0001, respectively) and in-person training (P=0.043 and P=0.0001, respectively) groups as compared to that in the control group (P˂0.05).

The findings of this study showed that in-person and virtual training methods were effective in increasing the adoption of personal protective equipment and safety behaviors. It seems that the use of virtual training as an alternative or complementary method for traditional methods can be an appropriate approach for retraining and improving self-care and safety behavior among the workers of the quarries.