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Identifying Learning Preferences and Strategies in Health Data Science Courses: Systematic Review. 识别健康数据科学课程中的学习偏好和策略:系统回顾。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-12 DOI: 10.2196/50667
Narjes Rohani, Stephen Sowa, Areti Manataki

Background: Learning and teaching interdisciplinary health data science (HDS) is highly challenging, and despite the growing interest in HDS education, little is known about the learning experiences and preferences of HDS students.

Objective: We conducted a systematic review to identify learning preferences and strategies in the HDS discipline.

Methods: We searched 10 bibliographic databases (PubMed, ACM Digital Library, Web of Science, Cochrane Library, Wiley Online Library, ScienceDirect, SpringerLink, EBSCOhost, ERIC, and IEEE Xplore) from the date of inception until June 2023. We followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines and included primary studies written in English that investigated the learning preferences or strategies of students in HDS-related disciplines, such as bioinformatics, at any academic level. Risk of bias was independently assessed by 2 screeners using the Mixed Methods Appraisal Tool, and we used narrative data synthesis to present the study results.

Results: After abstract screening and full-text reviewing of the 849 papers retrieved from the databases, 8 (0.9%) studies, published between 2009 and 2021, were selected for narrative synthesis. The majority of these papers (7/8, 88%) investigated learning preferences, while only 1 (12%) paper studied learning strategies in HDS courses. The systematic review revealed that most HDS learners prefer visual presentations as their primary learning input. In terms of learning process and organization, they mostly tend to follow logical, linear, and sequential steps. Moreover, they focus more on abstract information, rather than detailed and concrete information. Regarding collaboration, HDS students sometimes prefer teamwork, and sometimes they prefer to work alone.

Conclusions: The studies' quality, assessed using the Mixed Methods Appraisal Tool, ranged between 73% and 100%, indicating excellent quality overall. However, the number of studies in this area is small, and the results of all studies are based on self-reported data. Therefore, more research needs to be conducted to provide insight into HDS education. We provide some suggestions, such as using learning analytics and educational data mining methods, for conducting future research to address gaps in the literature. We also discuss implications for HDS educators, and we make recommendations for HDS course design; for example, we recommend including visual materials, such as diagrams and videos, and offering step-by-step instructions for students.

背景:跨学科健康数据科学(HDS)的学习和教学极具挑战性,尽管人们对 HDS 教育的兴趣与日俱增,但对 HDS 学生的学习经历和偏好却知之甚少:我们进行了一项系统性研究,以确定健康数据科学学科的学习偏好和策略:我们检索了 10 个文献数据库(PubMed、ACM Digital Library、Web of Science、Cochrane Library、Wiley Online Library、ScienceDirect、SpringerLink、EBSCOhost、ERIC 和 IEEE Xplore),检索时间从开始之日起至 2023 年 6 月。我们遵循 PRISMA(系统综述和元分析首选报告项目)指南,纳入了用英语撰写的、调查生物信息学等 HDS 相关学科任何学术水平学生的学习偏好或策略的主要研究。由两名筛选者使用混合方法评估工具对偏倚风险进行独立评估,我们使用叙述性数据综合法来呈现研究结果:在对数据库中检索到的 849 篇论文进行摘要筛选和全文审阅后,我们选择了 2009 年至 2021 年间发表的 8 篇(0.9%)研究论文进行叙述性综合。其中大部分论文(7/8,88%)调查了学习偏好,只有 1 篇论文(12%)研究了人文社科课程的学习策略。系统综述显示,大多数人类发展报告学习者更喜欢将视觉演示作为主要的学习输入。在学习过程和组织方面,他们大多倾向于遵循逻辑、线性和顺序步骤。此外,他们更关注抽象信息,而不是详细和具体的信息。在合作方面,高分学生有时喜欢团队合作,有时喜欢单独工作:使用混合方法评估工具评估的研究质量介于 73% 和 100% 之间,表明总体质量优秀。然而,该领域的研究数量较少,而且所有研究结果都是基于自我报告的数据。因此,需要开展更多的研究,以深入了解 HDS 教育。我们提出了一些建议,如使用学习分析和教育数据挖掘方法,以开展未来研究,填补文献空白。我们还讨论了对人类发展数据系统教育者的影响,并对人类发展数据系统课程设计提出了建议;例如,我们建议加入图表和视频等可视化材料,并为学生提供逐步指导。
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引用次数: 0
An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care. 设计和开发关于虚拟护理的认可继续职业发展电子学习模块的方法。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-08 DOI: 10.2196/52906
Vernon Curran, Robert Glynn, Cindy Whitton, Ann Hollett

Unlabelled: Virtual care appointments expanded rapidly during COVID-19 out of necessity and to enable access and continuity of care for many patients. While previous work has explored health care providers' experiences with telehealth usage on small-scale projects, the broad-level adoption of virtual care during the pandemic has expounded opportunities for a better understanding of how to enhance the integration of telehealth as a regular mode of health care services delivery. Training and education for health care providers on the effective use of virtual care technologies are factors that can help facilitate improved adoption and use. We describe our approach to designing and developing an accredited continuing professional development (CPD) program using e-learning technologies to foster better knowledge and comfort among health care providers with the use of virtual care technologies. First, we discuss our approach to undertaking a systematic needs assessment study using a survey questionnaire of providers, key informant interviews, and a patient focus group. Next, we describe our steps in consulting with key stakeholder groups in the health system and arranging committees to inform the design of the program and address accreditation requirements. The instructional design features and aspects of the e-learning module are then described in depth, and our plan for evaluating the program is shared as well. As a CPD modality, e-learning offers the opportunity to enhance access to timely continuing professional education for health care providers who may be geographically dispersed across rural and remote communities.

无标签:在 COVID-19 期间,虚拟医疗预约迅速扩大,这是出于必要,也是为了使许多患者能够获得医疗服务并保持医疗服务的连续性。虽然以前的工作探讨了医疗服务提供者在小规模项目中使用远程保健的经验,但在大流行期间广泛采用虚拟护理为更好地了解如何将远程保健整合为提供医疗服务的常规模式提供了机会。对医疗服务提供者进行有效使用虚拟医疗技术的培训和教育,有助于促进更好地采用和使用虚拟医疗技术。我们介绍了利用电子学习技术设计和开发经认可的持续专业发展(CPD)计划的方法,以促进医疗服务提供者更好地了解和适应虚拟医疗技术的使用。首先,我们讨论了利用医疗服务提供者调查问卷、关键信息提供者访谈和患者焦点小组开展系统性需求评估研究的方法。接下来,我们介绍了与医疗系统中的主要利益相关群体进行磋商的步骤,以及安排委员会为项目设计提供信息并满足评审要求的情况。然后,我们将深入介绍电子学习模块的教学设计特点和各个方面,并分享我们的项目评估计划。作为一种持续专业教育模式,电子学习为可能分散在农村和偏远社区的医疗服务提供者提供了更多及时获得持续专业教育的机会。
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引用次数: 0
Assessing ChatGPT's Competency in Addressing Interdisciplinary Inquiries on Chatbot Uses in Sports Rehabilitation: Simulation Study. 评估 ChatGPT 在解决有关聊天机器人在运动康复中的应用的跨学科探索方面的能力:描述性分析。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-07 DOI: 10.2196/51157
Joseph C McBee, Daniel Y Han, Li Liu, Leah Ma, Donald A Adjeroh, Dong Xu, Gangqing Hu

Background: ChatGPT showcases exceptional conversational capabilities and extensive cross-disciplinary knowledge. In addition, it can perform multiple roles in a single chat session. This unique multirole-playing feature positions ChatGPT as a promising tool for exploring interdisciplinary subjects.

Objective: The aim of this study was to evaluate ChatGPT's competency in addressing interdisciplinary inquiries based on a case study exploring the opportunities and challenges of chatbot uses in sports rehabilitation.

Methods: We developed a model termed PanelGPT to assess ChatGPT's competency in addressing interdisciplinary topics through simulated panel discussions. Taking chatbot uses in sports rehabilitation as an example of an interdisciplinary topic, we prompted ChatGPT through PanelGPT to role-play a physiotherapist, psychologist, nutritionist, artificial intelligence expert, and athlete in a simulated panel discussion. During the simulation, we posed questions to the panel while ChatGPT acted as both the panelists for responses and the moderator for steering the discussion. We performed the simulation using ChatGPT-4 and evaluated the responses by referring to the literature and our human expertise.

Results: By tackling questions related to chatbot uses in sports rehabilitation with respect to patient education, physiotherapy, physiology, nutrition, and ethical considerations, responses from the ChatGPT-simulated panel discussion reasonably pointed to various benefits such as 24/7 support, personalized advice, automated tracking, and reminders. ChatGPT also correctly emphasized the importance of patient education, and identified challenges such as limited interaction modes, inaccuracies in emotion-related advice, assurance of data privacy and security, transparency in data handling, and fairness in model training. It also stressed that chatbots are to assist as a copilot, not to replace human health care professionals in the rehabilitation process.

Conclusions: ChatGPT exhibits strong competency in addressing interdisciplinary inquiry by simulating multiple experts from complementary backgrounds, with significant implications in assisting medical education.

公司背景ChatGPT 展示了卓越的对话能力和广泛的跨学科知识。此外,它还能在一个聊天会话中扮演多个角色。这种独特的多角色扮演功能使 ChatGPT 成为探索跨学科课题的一种有前途的工具:本研究旨在评估 ChatGPT 在处理跨学科探究方面的能力,使用一个案例研究来探索聊天机器人在运动康复领域应用的机遇和挑战:我们开发了一个名为 PanelGPT 的模型,通过模拟小组讨论来评估 ChatGPT 处理跨学科话题的能力。以聊天机器人在运动康复中的应用这一跨学科话题为例,我们通过 PanelGPT 让 ChatGPT 在模拟小组讨论中扮演理疗师、心理学家、营养学家、人工智能专家和运动员。在模拟过程中,我们向小组成员提出问题,而 ChatGPT 既扮演小组成员回答问题,又扮演主持人引导讨论。我们使用 ChatGPT-4 进行了模拟,并参考文献和我们的人类专业知识对回答进行了评估:结果:通过解决聊天机器人在运动康复中的应用所涉及的患者教育、物理治疗、生理学、营养学和伦理考虑等相关问题,ChatGPT 模拟小组讨论的回答合理地指出了聊天机器人的优势,如全天候支持、个性化建议、自动跟踪和提醒。它还正确地强调了患者教育的重要性,并指出了一些挑战,如有限的互动模式、情绪相关建议的不准确性、数据隐私和安全的保证、数据处理的透明度以及模型培训的公平性。它还强调,聊天机器人是作为副驾驶提供协助,而不是在康复过程中取代人类医疗保健专业人员:ChatGPT 通过模拟来自互补背景的多位专家,在解决跨学科探究方面表现出很强的能力,对协助医学教育具有重要意义:临床试验:不适用。
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引用次数: 0
How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production. 如何制作在线视频教授健康程序技能:健康教育工作者视频制作新手教程》。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-07 DOI: 10.2196/51740
Komal Srinivasa, Amanda Charlton, Fiona Moir, Felicity Goodyear-Smith

Background: Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video.

Objective: We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video.

Methods: We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz.

Results: The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations.

Conclusions: We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.

背景:临床教育工作者是学生需要学习的程序性技能方面的专家。一些临床教育工作者对制作自己的程序视频很感兴趣,但他们通常不是视频制作方面的专家,而且临床教育文献中有关这一主题的信息也很有限。因此,我们为临床教育工作者提供了一个制作程序视频的教程:目的:我们从一个刚开始制作视频的临床教育工作者的角度出发,介绍了制作医疗程序视频所需的步骤,并参考了文献中的最佳实践。我们还制作了一份确保视频质量的要素清单。最后,我们确定了制作此类视频的障碍和促进因素:我们以病理实验室处理一块骨骼肌为例制作视频。我们将视频制作分为三个阶段:前期制作、制作和后期制作。在撰写了学习成果后,我们制作了故事板和脚本,并通过了主题专家和视听专家的验证。照片和视频由安装在独脚架上的数码相机拍摄。使用视频编辑软件对视频片段和照片进行排序,插入文字和音频旁白,并生成封闭式字幕。完成后的视频上传到 YouTube(谷歌),然后插入开源创作软件,以实现互动式测验:最终视频长 4 分 4 秒,耗时 70 小时。最终视频包括音频旁白、隐藏式字幕、书签和互动式测验。我们发现,有效的视频有六个关键因素:(1) 明确的学习成果,(2) 引人入胜,(3) 以学习者为中心,(4) 融入多媒体学习原则,(5) 融入成人学习理论,(6) 视听质量高。为了确保教育质量,我们制定了一份清单,列出了教育工作者在制作视频时可以使用的要素。对于刚开始制作视频的临床教育工作者来说,制作程序视频的障碍之一是需要投入大量时间来培养视频制作和编辑技能。制作在线视频的促进因素包括创建一个实践社区,以及利用模拟进行反复的技能练习:我们概述了程序化视频制作的步骤,并制定了质量要素核对表。这些步骤和核对表可以指导临床教育工作者制作高质量的视频,同时认识到时间、技术和认知方面的要求。
{"title":"How to Develop an Online Video for Teaching Health Procedural Skills: Tutorial for Health Educators New to Video Production.","authors":"Komal Srinivasa, Amanda Charlton, Fiona Moir, Felicity Goodyear-Smith","doi":"10.2196/51740","DOIUrl":"10.2196/51740","url":null,"abstract":"<p><strong>Background: </strong>Clinician educators are experts in procedural skills that students need to learn. Some clinician educators are interested in creating their own procedural videos but are typically not experts in video production, and there is limited information on this topic in the clinical education literature. Therefore, we present a tutorial for clinician educators to develop a procedural video.</p><p><strong>Objective: </strong>We describe the steps needed to develop a medical procedural video from the perspective of a clinician educator new to creating videos, informed by best practices as evidenced by the literature. We also produce a checklist of elements that ensure a quality video. Finally, we identify the barriers and facilitators to making such a video.</p><p><strong>Methods: </strong>We used the example of processing a piece of skeletal muscle in a pathology laboratory to make a video. We developed the video by dividing it into 3 phases: preproduction, production, and postproduction. After writing the learning outcomes, we created a storyboard and script, which were validated by subject matter and audiovisual experts. Photos and videos were captured on a digital camera mounted on a monopod. Video editing software was used to sequence the video clips and photos, insert text and audio narration, and generate closed captions. The finished video was uploaded to YouTube (Google) and then inserted into open-source authoring software to enable an interactive quiz.</p><p><strong>Results: </strong>The final video was 4 minutes and 4 seconds long and took 70 hours to create. The final video included audio narration, closed captioning, bookmarks, and an interactive quiz. We identified that an effective video has six key factors: (1) clear learning outcomes, (2) being engaging, (3) being learner-centric, (4) incorporating principles of multimedia learning, (5) incorporating adult learning theories, and (6) being of high audiovisual quality. To ensure educational quality, we developed a checklist of elements that educators can use to develop a video. One of the barriers to creating procedural videos for a clinician educator who is new to making videos is the significant time commitment to build videography and editing skills. The facilitators for developing an online video include creating a community of practice and repeated skill-building rehearsals using simulations.</p><p><strong>Conclusions: </strong>We outlined the steps in procedural video production and developed a checklist of quality elements. These steps and the checklist can guide a clinician educator in creating a quality video while recognizing the time, technical, and cognitive requirements.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11339575/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141898532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Use of a Novel Virtual Reality Training Tool for Peritoneal Dialysis: Qualitative Assessment Among Health Care Professionals. 腹膜透析新型虚拟现实培训工具的使用:医护人员的定性评估。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-06 DOI: 10.2196/46220
Caterina Lonati, Marie Wellhausen, Stefan Pennig, Thomas Röhrßen, Fatih Kircelli, Svenja Arendt, Ulrich Tschulena

Background: Effective peritoneal dialysis (PD) training is essential for performing dialysis at home and reducing the risk of peritonitis and other PD-related infections. Virtual reality (VR) is an innovative learning tool that is able to combine theoretical information, interactivity, and behavioral instructions while offering a playful learning environment. To improve patient training for PD, Fresenius Medical Care launched the stay•safe MyTraining VR, a novel educational program based on the use of a VR headset and a handheld controller.

Objective: This qualitative assessment aims to investigate opinions toward the new tool among the health care professionals (HCPs) who were responsible for implementing the VR application.

Methods: We recruited nursing staff and nephrologists who have gained practical experience with the stay•safe MyTraining VR within pilot dialysis centers. Predetermined open-ended questions were administered during individual and group video interviews.

Results: We interviewed 7 HCPs who have 2 to 20 years of experience in PD training. The number of patients trained with the stay•safe MyTraining VR ranged from 2 to 5 for each professional. The stay•safe MyTraining VR was well accepted and perceived as a valuable supplementary tool for PD training. From the respondents' perspective, the technology improved patients' learning experience by facilitating the internalization of both medical information and procedural skills. HCPs highlighted that the opportunity offered by VR to reiterate training activities in a positive and safe learning environment, according to each patient's needs, can facilitate error correction and implement a standardized training curriculum. However, VR had limited use in the final phase of the patient PD training program, where learners need to get familiar with the handling of the materials. Moreover, the traditional PD training was still considered essential to manage the emotional and motivational aspects and address any patient-specific application-oriented questions. In addition to its use within PD training, VR was perceived as a useful tool to support the decision-making process of patients and train other HCPs. Moreover, VR introduction was associated with increased efficiency and productivity of HCPs because it enabled them to perform other activities while the patient was practicing with the device. As for patients' acceptance of the new tool, interviewees reported positive feedback, including that of older adults. Limited use with patients experiencing dementia or severe visual impairment or lacking sensomotoric competence was mentioned.

Conclusions: The stay•safe MyTraining VR is suggested to improve training efficiency and efficacy and thus could have a positive impact in the PD training scenario. Our study offers a process proposal that can serve as a guide to the implementation

背景:有效的腹膜透析(PD)培训对于在家进行透析以及降低腹膜炎和其他 PD 相关感染的风险至关重要。虚拟现实(VR)是一种创新的学习工具,它能够将理论信息、互动性和行为指导结合起来,同时提供一个有趣的学习环境。为了改善对腹膜透析患者的培训,费森尤斯医疗用品公司推出了 "保持安全的MyTraining VR",这是一个基于VR头显和手持控制器的新型教育项目:本定性评估旨在调查负责实施VR应用的医护人员(HCPs)对这一新工具的看法:我们招募了在试点透析中心使用过 stay-safe MyTraining VR 的护理人员和肾病专家。我们在个人和小组视频访谈中提出了预先设定的开放式问题:我们采访了 7 位在透析培训方面拥有 2 到 20 年经验的 HCP。每位专业人员接受过 stay-safe MyTraining VR 培训的患者人数从 2 人到 5 人不等。stay-safe MyTraining VR 被广泛接受,并被认为是一种有价值的腹膜透析培训辅助工具。从受访者的角度来看,该技术通过促进医疗信息和程序技能的内化,改善了患者的学习体验。医疗保健人员强调,虚拟现实技术可提供机会,在积极和安全的学习环境中根据每位病人的需要重申培训活动,有助于纠正错误和实施标准化的培训课程。然而,VR 在患者 PD 培训计划的最后阶段作用有限,因为在这一阶段学员需要熟悉材料的操作。此外,传统的病前指导培训仍被认为是管理情绪和动机方面以及解决患者具体应用问题的关键。除了在病程发展培训中使用外,VR 还被认为是支持患者决策过程和培训其他医疗保健人员的有用工具。此外,引入虚拟现实技术还能提高医护人员的工作效率和生产率,因为在患者使用设备练习时,医护人员可以从事其他活动。至于患者对这一新工具的接受程度,受访者报告了积极的反馈,包括老年人的反馈。有受访者提到,对于患有痴呆症、严重视力障碍或缺乏感知能力的患者,该工具的使用受到限制:保持安全的 MyTraining VR 被认为可以提高训练效率和效果,因此可以对肢体障碍训练产生积极影响。我们的研究提供了一个流程建议,可作为在其他透析中心实施基于 VR 的 PD 培训计划的指南。我们还需要开展专门研究,以评估其运营效益和对患者管理的影响。
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引用次数: 0
Multidisciplinary Design-Based Multimodal Virtual Reality Simulation in Nursing Education: Mixed Methods Study. 护理教育中基于多学科设计的多模式虚拟现实模拟:混合方法研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-26 DOI: 10.2196/53106
Ji-Young Yeo, Hyeongil Nam, Jong-Il Park, Soo-Yeon Han

Background: The COVID-19 pandemic underscored the necessity for innovative educational methods in nursing. Our study takes a unique approach using a multidisciplinary simulation design, which offers a systematic and comprehensive strategy for developing virtual reality (VR) simulations in nursing education.

Objective: The aim of this study is to develop VR simulation content for a pediatric nursing module based on a multidisciplinary simulation design and to evaluate its feasibility for nursing education.

Methods: This study used a 1-group, posttest-only design. VR content for pediatric nursing practice was developed by integrating the technological characteristics of a multimodal VR system with the learning elements of traditional nursing simulation, combining various disciplines, including education, engineering, and nursing. A user test was conducted with 12 nursing graduates (preservice nurses) followed by post hoc surveys (assessing presence, VR systems, VR sickness, and simulation satisfaction) and in-depth, one-on-one interviews.

Results: User tests showed mean scores of 4.01 (SD 1.43) for presence, 4.91 (SD 0.81) for the VR system, 0.64 (SD 0.35) for VR sickness, and 5.00 (SD 1.00) for simulation satisfaction. In-depth interviews revealed that the main strengths of the immersive VR simulation for pediatric pneumonia nursing were effective visualization and direct experience through hands-on manipulation; the drawback was keyword-based voice interaction. To improve VR simulation quality, participants suggested increasing the number of nursing techniques and refining them in more detail.

Conclusions: This VR simulation content for a pediatric nursing practice using a multidisciplinary educational design model was confirmed to have positive educational potential. Further research is needed to confirm the specific learning effects of immersive nursing content based on multidisciplinary design models.

背景:COVID-19 大流行凸显了创新护理教育方法的必要性。我们的研究采用多学科模拟设计的独特方法,为在护理教育中开发虚拟现实(VR)模拟提供了系统而全面的策略:本研究旨在基于多学科模拟设计,为儿科护理模块开发 VR 模拟内容,并评估其在护理教育中的可行性:本研究采用 1 组、仅事后测试的设计。将多模态 VR 系统的技术特点与传统护理模拟的学习要素相结合,结合教育学、工程学和护理学等多个学科,开发了儿科护理实践的 VR 内容。对 12 名护理专业毕业生(职前护士)进行了用户测试,随后进行了事后调查(评估临场感、VR 系统、VR 病症和模拟满意度)和一对一的深入访谈:用户测试显示,临场感的平均得分为 4.01(标清 1.43),VR 系统的平均得分为 4.91(标清 0.81),VR 晕眩的平均得分为 0.64(标清 0.35),模拟满意度的平均得分为 5.00(标清 1.00)。深入访谈显示,小儿肺炎护理的沉浸式 VR 模拟的主要优点是有效的可视化和通过动手操作的直接体验;缺点是基于关键词的语音交互。为提高 VR 模拟质量,参与者建议增加护理技术的数量并对其进行更详细的完善:采用多学科教育设计模式的儿科护理实践 VR 模拟内容被证实具有积极的教育潜力。要确认基于多学科设计模式的沉浸式护理内容的具体学习效果,还需要进一步的研究。
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引用次数: 0
Assessing the Ability of a Large Language Model to Score Free-Text Medical Student Clinical Notes: Quantitative Study. 评估大语言模型为自由文本医学生临床笔记评分的能力:定量研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-25 DOI: 10.2196/56342
Harry B Burke, Albert Hoang, Joseph O Lopreiato, Heidi King, Paul Hemmer, Michael Montgomery, Viktoria Gagarin

Background: Teaching medical students the skills required to acquire, interpret, apply, and communicate clinical information is an integral part of medical education. A crucial aspect of this process involves providing students with feedback regarding the quality of their free-text clinical notes.

Objective: The goal of this study was to assess the ability of ChatGPT 3.5, a large language model, to score medical students' free-text history and physical notes.

Methods: This is a single-institution, retrospective study. Standardized patients learned a prespecified clinical case and, acting as the patient, interacted with medical students. Each student wrote a free-text history and physical note of their interaction. The students' notes were scored independently by the standardized patients and ChatGPT using a prespecified scoring rubric that consisted of 85 case elements. The measure of accuracy was percent correct.

Results: The study population consisted of 168 first-year medical students. There was a total of 14,280 scores. The ChatGPT incorrect scoring rate was 1.0%, and the standardized patient incorrect scoring rate was 7.2%. The ChatGPT error rate was 86%, lower than the standardized patient error rate. The ChatGPT mean incorrect scoring rate of 12 (SD 11) was significantly lower than the standardized patient mean incorrect scoring rate of 85 (SD 74; P=.002).

Conclusions: ChatGPT demonstrated a significantly lower error rate compared to standardized patients. This is the first study to assess the ability of a generative pretrained transformer (GPT) program to score medical students' standardized patient-based free-text clinical notes. It is expected that, in the near future, large language models will provide real-time feedback to practicing physicians regarding their free-text notes. GPT artificial intelligence programs represent an important advance in medical education and medical practice.

背景:向医学生传授获取、解释、应用和交流临床信息所需的技能是医学教育不可或缺的一部分。这一过程的一个重要方面是向学生提供有关其自由文本临床笔记质量的反馈:本研究旨在评估大型语言模型 ChatGPT 3.5 为医学生的自由文本病史和体格检查笔记评分的能力:这是一项单一机构的回顾性研究。标准化病人学习了一个预先指定的临床病例,并作为病人与医科学生进行了互动。每位学生都会就他们之间的互动写一份自由文本的病史和体格检查记录。学生的笔记由标准化病人和 ChatGPT 使用预先指定的评分标准进行独立评分,评分标准包括 85 个病例要素。准确率的衡量标准是正确率:研究对象包括 168 名一年级医学生。结果:研究对象包括 168 名一年级医学生,总计获得 14280 分。ChatGPT 错误评分率为 1.0%,标准化病人错误评分率为 7.2%。ChatGPT 的错误率为 86%,低于标准化病人的错误率。ChatGPT 的平均错误评分率为 12(标准差 11),明显低于标准化患者的平均错误评分率 85(标准差 74;P=.002):结论:与标准化患者相比,ChatGPT 的错误率明显较低。这是第一项评估生成式预训练转换器(GPT)程序对医学生基于标准化病人的自由文本临床笔记进行评分的能力的研究。预计在不久的将来,大型语言模型将为执业医师的自由文本笔记提供实时反馈。GPT 人工智能程序是医学教育和医学实践的重要进步。
{"title":"Assessing the Ability of a Large Language Model to Score Free-Text Medical Student Clinical Notes: Quantitative Study.","authors":"Harry B Burke, Albert Hoang, Joseph O Lopreiato, Heidi King, Paul Hemmer, Michael Montgomery, Viktoria Gagarin","doi":"10.2196/56342","DOIUrl":"10.2196/56342","url":null,"abstract":"<p><strong>Background: </strong>Teaching medical students the skills required to acquire, interpret, apply, and communicate clinical information is an integral part of medical education. A crucial aspect of this process involves providing students with feedback regarding the quality of their free-text clinical notes.</p><p><strong>Objective: </strong>The goal of this study was to assess the ability of ChatGPT 3.5, a large language model, to score medical students' free-text history and physical notes.</p><p><strong>Methods: </strong>This is a single-institution, retrospective study. Standardized patients learned a prespecified clinical case and, acting as the patient, interacted with medical students. Each student wrote a free-text history and physical note of their interaction. The students' notes were scored independently by the standardized patients and ChatGPT using a prespecified scoring rubric that consisted of 85 case elements. The measure of accuracy was percent correct.</p><p><strong>Results: </strong>The study population consisted of 168 first-year medical students. There was a total of 14,280 scores. The ChatGPT incorrect scoring rate was 1.0%, and the standardized patient incorrect scoring rate was 7.2%. The ChatGPT error rate was 86%, lower than the standardized patient error rate. The ChatGPT mean incorrect scoring rate of 12 (SD 11) was significantly lower than the standardized patient mean incorrect scoring rate of 85 (SD 74; P=.002).</p><p><strong>Conclusions: </strong>ChatGPT demonstrated a significantly lower error rate compared to standardized patients. This is the first study to assess the ability of a generative pretrained transformer (GPT) program to score medical students' standardized patient-based free-text clinical notes. It is expected that, in the near future, large language models will provide real-time feedback to practicing physicians regarding their free-text notes. GPT artificial intelligence programs represent an important advance in medical education and medical practice.</p>","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11327632/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141907879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Roles and Responsibilities of the Global Specialist Digital Health Workforce: Analysis of Global Census Data. 全球数字医疗专家队伍的角色与责任:全球普查数据分析。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-25 DOI: 10.2196/54137
Kerryn Butler-Henderson, Kathleen Gray, Salma Arabi

Background: The Global Specialist Digital Health Workforce Census is the largest workforce survey of the specialist roles that support the development, use, management, and governance of health data, health information, health knowledge, and health technology.

Objective: This paper aims to present an analysis of the roles and functions reported by respondents in the 2023 census.

Methods: The 2023 census was deployed using Qualtrics and was open from July 1 to August 13, 2023. A broad definition was provided to guide respondents about who is in the specialist digital health workforce. Anyone who self-identifies as being part of this workforce could undertake the survey. The data was analyzed using descriptive statistical analysis and thematic analysis of the functions respondents reported in their roles.

Results: A total of 1103 respondents completed the census, with data reported about their demographic information and their roles. The majority of respondents lived in Australia (n=870, 78.9%) or New Zealand (n=130, 11.8%), with most (n=620, 56.3%) aged 35-54 years and identifying as female (n=720, 65.3%). The top four occupational specialties were health informatics (n=179, 20.2%), health information management (n=175, 19.8%), health information technology (n=128, 14.4%), and health librarianship (n=104, 11.7%). Nearly all (n=797, 90%) participants identified as a manager or professional. Less than half (430/1019, 42.2%) had a formal qualification in a specialist digital health area, and only one-quarter (244/938, 26%) held a credential in a digital health area. While two-thirds (502/763, 65.7%) reported undertaking professional development in the last year, most were self-directed activities, such as seeking information or consuming online content. Work undertaken by specialist digital health workers could be classified as either leadership, functional, occupational, or technological.

Conclusions: Future specialist digital health workforce capability frameworks should include the aspects of leadership, function, occupation, and technology. This largely unqualified workforce is undertaking little formal professional development to upskill them to continue to support the safe delivery and management of health and care through the use of digital data and technology.

背景:全球数字健康专业人员普查是对支持健康数据、健康信息、健康知识和健康技术的开发、使用、管理和治理的专业人员进行的最大规模劳动力调查:全球数字健康专家劳动力普查是对支持健康数据、健康信息、健康知识和健康技术的开发、使用、管理和治理的专家角色进行的最大规模的劳动力调查:本文旨在对 2023 年普查中受访者报告的角色和职能进行分析:2023 年普查使用 Qualtrics 进行,开放时间为 2023 年 7 月 1 日至 8 月 13 日。普查提供了一个广泛的定义,以指导受访者了解哪些人属于专业数字医疗人员。凡是自我认定属于这支队伍的人都可以参与调查。我们采用描述性统计分析和受访者在其角色中所报告职能的主题分析对数据进行了分析:共有 1103 名受访者完成了普查,并报告了他们的人口信息和职责数据。大多数受访者居住在澳大利亚(870 人,占 78.9%)或新西兰(130 人,占 11.8%),大多数(620 人,占 56.3%)年龄在 35-54 岁之间,女性(720 人,占 65.3%)。排名前四位的职业专业分别是卫生信息学(n=179,20.2%)、卫生信息管理(n=175,19.8%)、卫生信息技术(n=128,14.4%)和卫生图书馆学(n=104,11.7%)。几乎所有参与者(n=797,90%)都认为自己是管理人员或专业人员。不到一半(430/1019,42.2%)的参与者拥有数字健康专业领域的正式资格,只有四分之一(244/938,26%)的参与者拥有数字健康领域的证书。虽然有三分之二(502/763,65.7%)的人表示在去年进行了专业进修,但大多数都是自发活动,如寻求信息或消费在线内容。专科数字卫生工作者所从事的工作可分为领导力、职能、职业或技术几类:未来的专业数字医疗人员能力框架应包括领导力、职能、职业和技术等方面。这支基本上不合格的队伍几乎没有进行正规的专业培训,以提高他们通过使用数字数据和技术继续支持安全提供和管理健康与护理的能力。
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引用次数: 0
Using the Kirkpatrick Model to Evaluate the Effect of a Primary Trauma Care Course on Health Care Workers' Knowledge, Attitude, and Practice in Two Vietnamese Local Hospitals: Prospective Intervention Study. 使用柯克帕特里克模型评估初级创伤护理课程对越南两家地方医院医护人员的知识、态度和实践的影响:前瞻性干预研究。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-23 DOI: 10.2196/47127
Ba Tuan Nguyen, Van Anh Nguyen, Christopher Leigh Blizzard, Andrew Palmer, Huu Tu Nguyen, Thang Cong Quyet, Viet Tran, Marcus Skinner, Haydn Perndt, Mark R Nelson

Background: The Primary Trauma Care (PTC) course was originally developed to instruct health care workers in the management of patients with severe injuries in low- and middle-income countries (LMICs) with limited medical resources. PTC has now been taught for more than 25 years. Many studies have demonstrated that the 2-day PTC workshop is useful and informative to frontline health staff and has helped improve knowledge and confidence in trauma management; however, there is little evidence of the effect of the course on changes in clinical practice. The Kirkpatrick model (KM) and the knowledge, attitude, and practice (KAP) model are effective methods to evaluate this question.

Objective: The aim of this study was to investigate how the 2-day PTC course impacts the satisfaction, knowledge, and skills of health care workers in 2 Vietnamese hospitals using a conceptual framework incorporating the KAP model and the 4-level KM as evaluation tools.

Methods: The PTC course was delivered over 2 days in the emergency departments (EDs) of Thanh Hoa and Ninh Binh hospitals in February and March 2022, respectively. This study followed a prospective pre- and postintervention design. We used validated instruments to assess the participants' satisfaction, knowledge, and skills before, immediately after, and 6 months after course delivery. The Fisher exact test and the Wilcoxon matched-pairs signed rank test were used to compare the percentages and mean scores at the pretest, posttest, and 6-month postcourse follow-up time points among course participants.

Results: A total of 80 health care staff members attended the 2-day PTC course and nearly 100% of the participants were satisfied with the course. At level 2 of the KM (knowledge), the scores on multiple-choice questions and the confidence matrix improved significantly from 60% to 77% and from 59% to 71%, respectively (P<.001), and these improvements were seen in both subgroups (nurses and doctors). The focus of level 3 was on practice, demonstrating a significant incremental change, with scenarios checklist points increasing from a mean of 5.9 (SD 1.9) to 9.0 (SD 0.9) and bedside clinical checklist points increasing from a mean of 5 (SD 1.5) to 8.3 (SD 0.8) (both P<.001). At the 6-month follow-up, the scores for multiple-choice questions, the confidence matrix, and scenarios checklist all remained unchanged, except for the multiple-choice question score in the nurse subgroup (P=.005).

Conclusions: The PTC course undertaken in 2 local hospitals in Vietnam was successful in demonstrating improvements at 3 levels of the KM for ED health care staff. The improvements in the confidence matrix and scenarios checklist were maintained for at least 6 months after the course. PTC courses should be effective in providing and sustaining improvement in knowledge and trauma care practice in other LMICs such as Vi

背景:初级创伤护理(PTC)课程最初是为了指导医疗工作者如何在医疗资源有限的中低收入国家(LMICs)救治严重受伤的病人。PTC 的教学至今已超过 25 年。许多研究表明,为期 2 天的 PTC 培训班对一线医护人员非常有用,信息量大,有助于提高他们在创伤管理方面的知识和信心;但是,几乎没有证据表明该课程对临床实践的改变产生了影响。柯克帕特里克模型(KM)和知识、态度与实践模型(KAP)是评估这一问题的有效方法:本研究的目的是使用一个概念框架,将 KAP 模型和 4 级 KM 作为评估工具,调查为期 2 天的 PTC 课程如何影响越南 2 家医院医护人员的满意度、知识和技能:PTC 课程分别于 2022 年 2 月和 3 月在清化医院和宁平医院的急诊科(ED)进行,为期两天。本研究采用前瞻性干预前后设计。我们使用经过验证的工具来评估参与者在课程开始前、课程结束后和课程结束 6 个月后的满意度、知识和技能。我们使用费舍尔精确检验和 Wilcoxon 配对符号秩检验来比较课程参与者在课程前测试、课程后测试和课程后 6 个月随访时间点的百分比和平均得分:共有 80 名医护人员参加了为期 2 天的 PTC 课程,近 100%的学员对课程表示满意。在知识管理第二级(知识)中,多项选择题的得分和信心矩阵的得分分别从 60% 和 59% 显著提高到 77% 和 71%(结论:在两个地方开展的 PTC 课程对医护人员的知识管理水平有显著提高:在越南两家当地医院开展的 PTC 课程成功地提高了急诊室医护人员在知识管理三个级别上的能力。在课程结束后的至少 6 个月内,信心矩阵和情景检查表方面的改进都得以保持。在越南等其他低收入和中等收入国家,PTC 课程应能有效提供并维持知识和创伤护理实践方面的改进。
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引用次数: 0
Appraisal of ChatGPT's Aptitude for Medical Education: Comparative Analysis With Third-Year Medical Students in a Pulmonology Examination. ChatGPT 医学教育能力评估:在肺病学考试中与三年级医学生的比较分析。
IF 3.2 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-07-23 DOI: 10.2196/52818
Hela Cherif, Chirine Moussa, Abdel Mouhaymen Missaoui, Issam Salouage, Salma Mokaddem, Besma Dhahri

Background: The rapid evolution of ChatGPT has generated substantial interest and led to extensive discussions in both public and academic domains, particularly in the context of medical education.

Objective: This study aimed to evaluate ChatGPT's performance in a pulmonology examination through a comparative analysis with that of third-year medical students.

Methods: In this cross-sectional study, we conducted a comparative analysis with 2 distinct groups. The first group comprised 244 third-year medical students who had previously taken our institution's 2020 pulmonology examination, which was conducted in French. The second group involved ChatGPT-3.5 in 2 separate sets of conversations: without contextualization (V1) and with contextualization (V2). In both V1 and V2, ChatGPT received the same set of questions administered to the students.

Results: V1 demonstrated exceptional proficiency in radiology, microbiology, and thoracic surgery, surpassing the majority of medical students in these domains. However, it faced challenges in pathology, pharmacology, and clinical pneumology. In contrast, V2 consistently delivered more accurate responses across various question categories, regardless of the specialization. ChatGPT exhibited suboptimal performance in multiple choice questions compared to medical students. V2 excelled in responding to structured open-ended questions. Both ChatGPT conversations, particularly V2, outperformed students in addressing questions of low and intermediate difficulty. Interestingly, students showcased enhanced proficiency when confronted with highly challenging questions. V1 fell short of passing the examination. Conversely, V2 successfully achieved examination success, outperforming 139 (62.1%) medical students.

Conclusions: While ChatGPT has access to a comprehensive web-based data set, its performance closely mirrors that of an average medical student. Outcomes are influenced by question format, item complexity, and contextual nuances. The model faces challenges in medical contexts requiring information synthesis, advanced analytical aptitude, and clinical judgment, as well as in non-English language assessments and when confronted with data outside mainstream internet sources.

背景:ChatGPT的迅速发展引起了公众和学术界的极大兴趣和广泛讨论,尤其是在医学教育方面:本研究旨在通过与三年级医学生的对比分析,评估 ChatGPT 在肺科考试中的表现:在这项横断面研究中,我们对两组不同的学生进行了对比分析。第一组由 244 名三年级医学生组成,他们曾参加过我校 2020 年的肺病学考试,该考试以法语进行。第二组在两组不同的对话中使用了 ChatGPT-3.5:无语境(V1)和有语境(V2)。在 V1 和 V2 中,ChatGPT 收到的问题与学生收到的问题相同:结果:V1 在放射学、微生物学和胸外科方面表现出了卓越的能力,在这些领域超过了大多数医学生。然而,它在病理学、药理学和临床肺病学方面面临挑战。相比之下,V2 在各种问题类别中都能提供更准确的回答,与专业无关。与医学生相比,ChatGPT 在多项选择题中表现不佳。V2 在回答结构化开放式问题时表现出色。两个 ChatGPT 会话,尤其是 V2,在回答中低难度问题时的表现都优于学生。有趣的是,学生们在面对高难度问题时表现出了更高的熟练度。V1 没有通过考试。相反,V2 成功通过了考试,成绩超过了 139 名(62.1%)医学生:结论:虽然 ChatGPT 可以访问基于网络的综合数据集,但其成绩与普通医科学生的成绩相差无几。结果受问题形式、项目复杂性和背景细微差别的影响。在需要信息综合、高级分析能力和临床判断能力的医学环境中,以及在非英语语言评估和面对主流互联网来源以外的数据时,该模型都面临着挑战。
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JMIR Medical Education
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