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Nursing Students' Attitudes Toward Technology: Multicenter Cross-Sectional Study. 护理专业学生对技术的态度:多中心横断面研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-29 DOI: 10.2196/50297
Ana Luiza Dallora, Ewa Kazimiera Andersson, Bruna Gregory Palm, Doris Bohman, Gunilla Björling, Ludmiła Marcinowicz, Louise Stjernberg, Peter Anderberg

Background: The growing presence of digital technologies in health care requires the health workforce to have proficiency in subjects such as informatics. This has implications in the education of nursing students, as their preparedness to use these technologies in clinical situations is something that course administrators need to consider. Thus, students' attitudes toward technology could be investigated to assess their needs regarding this proficiency.

Objective: This study aims to investigate attitudes (enthusiasm and anxiety) toward technology among nursing students and to identify factors associated with those attitudes.

Methods: Nursing students at 2 universities in Sweden and 1 university in Poland were invited to answer a questionnaire. Data about attitudes (anxiety and enthusiasm) toward technology, eHealth literacy, electronic device skills, and frequency of using electronic devices and sociodemographic data were collected. Descriptive statistics were used to characterize the data. The Spearman rank correlation coefficient and Mann-Whitney U test were used for statistical inferences.

Results: In total, 646 students answered the questionnaire-342 (52.9%) from the Swedish sites and 304 (47.1%) from the Polish site. It was observed that the students' technology enthusiasm (techEnthusiasm) was on the higher end of the Technophilia instrument (score range 1-5): 3.83 (SD 0.90), 3.62 (SD 0.94), and 4.04 (SD 0.78) for the whole sample, Swedish students, and Polish students, respectively. Technology anxiety (techAnxiety) was on the midrange of the Technophilia instrument: 2.48 (SD 0.96), 2.37 (SD 1), and 2.60 (SD 0.89) for the whole sample, Swedish students, and Polish students, respectively. Regarding techEnthusiasm among the nursing students, a negative correlation with age was found for the Swedish sample (P<.001; ρSwedish=-0.201) who were generally older than the Polish sample, and positive correlations with the eHealth Literacy Scale score (P<.001; ρall=0.265; ρSwedish=0.190; ρPolish=0.352) and with the perceived skill in using computer devices (P<.001; ρall=0.360; ρSwedish=0.341; ρPolish=0.309) were found for the Swedish, Polish, and total samples. Regarding techAnxiety among the nursing students, a positive correlation with age was found in the Swedish sample (P<.001; ρSwedish=0.184), and negative correlations with eHealth Literacy Scale score (P<.001; ρall=-0.196; ρSwedish=-0.262; ρPolish=-0.133) and with the perceived skill in using computer devices (P<.001; ρall=-0.209; ρSwedish=-0.347; ρPolish=-0.134) were found for the Swedish, Polish, and total samples and with the semester only for the Swedish sample (P<.001; ρSwedish=-0.124). Gender differences were found regarding techAnxiety in

背景:数字技术在医疗保健领域的应用日益广泛,这就要求医疗保健人员熟练掌握信息学等学科的知识。这对护理专业学生的教育产生了影响,因为他们在临床情况下使用这些技术的准备程度是课程管理人员需要考虑的问题。因此,可以通过调查学生对技术的态度来评估他们在这方面的需求:本研究旨在调查护理专业学生对技术的态度(热情和焦虑),并找出与这些态度相关的因素:方法:邀请瑞典两所大学和波兰一所大学的护理专业学生回答问卷。收集了有关对技术的态度(焦虑和热情)、电子健康知识、电子设备技能、使用电子设备的频率以及社会人口学数据。采用描述性统计来描述数据的特征。统计推断采用斯皮尔曼等级相关系数和曼-惠特尼 U 检验:共有 646 名学生回答了问卷,其中瑞典校区 342 人(52.9%),波兰校区 304 人(47.1%)。据观察,学生的技术热情(techEnthusiasm)在技术嗜好工具(分值范围 1-5)中处于较高水平:整个样本、瑞典学生和波兰学生的技术热情分别为 3.83(标准差 0.90)、3.62(标准差 0.94)和 4.04(标准差 0.78)。技术焦虑(techAnxiety)处于技术嗜好工具的中等水平:全体样本、瑞典学生和波兰学生分别为 2.48(标准差 0.96)、2.37(标准差 1)和 2.60(标准差 0.89)。关于护理专业学生的科技热情,瑞典样本发现与年龄呈负相关(PSwedish=-0.201),他们的年龄普遍高于波兰样本,而与电子健康素养量表得分呈正相关(Pall=0.265;ρ瑞典=0.190;ρ波兰=0.352),瑞典、波兰和总样本与使用计算机设备的感知技能(Pall=0.360;ρ瑞典=0.341;ρ波兰=0.309)呈正相关。关于护理专业学生的技术焦虑,在瑞典样本中发现与年龄呈正相关(PSwedish=0.184),与电子健康素养量表得分呈负相关(Pall=-0.196;ρSwedish=-0.262;ρPolish=-0.在瑞典、波兰和总样本中发现了性别差异(Pall=-0.209;ρ瑞典=-0.347;ρ波兰=-0.134),仅在瑞典样本中发现了学期差异(PSwedish=-0.124)。在瑞典样本中,技术焦虑存在性别差异,女性的平均得分高于男性(分别为 2.451,SD 1.014 和 1.987,SD 0.854):本研究突出了护理专业学生的科技热情和科技焦虑,强调了与各种因素的相关性。国际注册报告标识符(irrid):RR2-10.2196/14643。
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引用次数: 0
Exploring the Performance of ChatGPT Versions 3.5, 4, and 4 With Vision in the Chilean Medical Licensing Examination: Observational Study. 探索 ChatGPT 3.5、4 和 4 版在智利医师资格考试中的表现:观察研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-29 DOI: 10.2196/55048
Marcos Rojas, Marcelo Rojas, Valentina Burgess, Javier Toro-Pérez, Shima Salehi

Background: The deployment of OpenAI's ChatGPT-3.5 and its subsequent versions, ChatGPT-4 and ChatGPT-4 With Vision (4V; also known as "GPT-4 Turbo With Vision"), has notably influenced the medical field. Having demonstrated remarkable performance in medical examinations globally, these models show potential for educational applications. However, their effectiveness in non-English contexts, particularly in Chile's medical licensing examinations-a critical step for medical practitioners in Chile-is less explored. This gap highlights the need to evaluate ChatGPT's adaptability to diverse linguistic and cultural contexts.

Objective: This study aims to evaluate the performance of ChatGPT versions 3.5, 4, and 4V in the EUNACOM (Examen Único Nacional de Conocimientos de Medicina), a major medical examination in Chile.

Methods: Three official practice drills (540 questions) from the University of Chile, mirroring the EUNACOM's structure and difficulty, were used to test ChatGPT versions 3.5, 4, and 4V. The 3 ChatGPT versions were provided 3 attempts for each drill. Responses to questions during each attempt were systematically categorized and analyzed to assess their accuracy rate.

Results: All versions of ChatGPT passed the EUNACOM drills. Specifically, versions 4 and 4V outperformed version 3.5, achieving average accuracy rates of 79.32% and 78.83%, respectively, compared to 57.53% for version 3.5 (P<.001). Version 4V, however, did not outperform version 4 (P=.73), despite the additional visual capabilities. We also evaluated ChatGPT's performance in different medical areas of the EUNACOM and found that versions 4 and 4V consistently outperformed version 3.5. Across the different medical areas, version 3.5 displayed the highest accuracy in psychiatry (69.84%), while versions 4 and 4V achieved the highest accuracy in surgery (90.00% and 86.11%, respectively). Versions 3.5 and 4 had the lowest performance in internal medicine (52.74% and 75.62%, respectively), while version 4V had the lowest performance in public health (74.07%).

Conclusions: This study reveals ChatGPT's ability to pass the EUNACOM, with distinct proficiencies across versions 3.5, 4, and 4V. Notably, advancements in artificial intelligence (AI) have not significantly led to enhancements in performance on image-based questions. The variations in proficiency across medical fields suggest the need for more nuanced AI training. Additionally, the study underscores the importance of exploring innovative approaches to using AI to augment human cognition and enhance the learning process. Such advancements have the potential to significantly influence medical education, fostering not only knowledge acquisition but also the development of critical thinking and problem-solving skills among health care professionals.

背景介绍OpenAI 的 ChatGPT-3.5 及其后续版本 ChatGPT-4 和 ChatGPT-4 With Vision(4V,又称 "GPT-4 Turbo With Vision")的部署对医疗领域产生了显著影响。这些模型在全球医学考试中表现出色,显示出教育应用的潜力。然而,它们在非英语环境中的有效性,尤其是在智利医疗执照考试中的有效性(这是智利医疗从业人员的关键步骤),却鲜有人问津。这一空白凸显了评估 ChatGPT 在不同语言和文化背景下适应性的必要性:本研究旨在评估 ChatGPT 3.5、4 和 4V 版本在智利主要医学考试 EUNACOM(Examen Único Nacional de Conocimientos de Medicina)中的表现:使用智利大学的三个官方练习(540 道题)测试 ChatGPT 3.5、4 和 4V 版本,这些练习与 EUNACOM 的结构和难度一致。3 个 ChatGPT 版本的每次练习都提供了 3 次尝试机会。对每次尝试中的问题回答进行了系统分类和分析,以评估其准确率:所有版本的 ChatGPT 都通过了 EUNACOM 演习。结果:所有版本的 ChatGPT 都通过了欧盟海军司令部的演习,特别是 4 和 4V 版本的表现优于 3.5 版本,平均准确率分别达到 79.32% 和 78.83%,而 3.5 版本的准确率为 57.53%(PConclusions:本研究揭示了 ChatGPT 通过 EUNACOM 考试的能力,3.5、4 和 4V 版本的熟练程度截然不同。值得注意的是,人工智能(AI)的进步并未显著提高基于图像问题的成绩。不同医学领域的熟练程度存在差异,这表明需要进行更细致的人工智能培训。此外,这项研究还强调了探索创新方法的重要性,即利用人工智能增强人类认知能力并强化学习过程。这种进步有可能对医学教育产生重大影响,不仅能促进知识的获取,还能培养医疗保健专业人员的批判性思维和解决问题的能力。
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引用次数: 0
Effectiveness of Blended Versus Traditional Refresher Training for Cardiopulmonary Resuscitation: Prospective Observational Study. 心肺复苏混合培训与传统复习培训的效果:前瞻性观察研究。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-29 DOI: 10.2196/52230
Cheng-Yu Chien, Shang-Li Tsai, Chien-Hsiung Huang, Ming-Fang Wang, Chi-Chun Lin, Chen-Bin Chen, Li-Heng Tsai, Hsiao-Jung Tseng, Yan-Bo Huang, Chip-Jin Ng

Background: Generally, cardiopulmonary resuscitation (CPR) skills decline substantially over time. By combining web-based self-regulated learning with hands-on practice, blended training can be a time- and resource-efficient approach enabling individuals to acquire or refresh CPR skills at their convenience. However, few studies have evaluated the effectiveness of blended CPR refresher training compared with that of the traditional method.

Objective: This study investigated and compared the effectiveness of traditional and blended CPR training through 6-month and 12-month refresher sessions with CPR ability indicators.

Methods: This study recruited participants aged ≥18 years from the Automated External Defibrillator Donation Project. The participants were divided into 4 groups based on the format of the CPR training and refresher training received: (1) initial traditional training (a 30-minute instructor-led, hands-on session) and 6-month traditional refresher training (Traditional6 group), (2) initial traditional training and 6-month blended refresher training (an 18-minute e-learning module; Mixed6 group), (3) initial traditional training and 12-month blended refresher training (Mixed12 group), and (4) initial blended training and 6-month blended refresher training (Blended6 group). CPR knowledge and performance were evaluated immediately after initial training. For each group, following initial training but before refresher training, a learning effectiveness assessment was conducted at 12 and 24 months. CPR knowledge was assessed using a written test with 15 multiple-choice questions, and CPR performance was assessed through an examiner-rated skill test and objectively through manikin feedback. A generalized estimating equation model was used to analyze changes in CPR ability indicators.

Results: This study recruited 1163 participants (mean age 41.82, SD 11.6 years; n=725, 62.3% female), with 332 (28.5%), 270 (23.2%), 258 (22.2%), and 303 (26.1%) participants in the Mixed6, Traditional6, Mixed12, and Blended6 groups, respectively. No significant between-group difference was observed in knowledge acquisition after initial training (P=.23). All groups met the criteria for high-quality CPR skills (ie, average compression depth: 5-6 cm; average compression rate: 100-120 beats/min; chest recoil rate: >80%); however, a higher proportion (98/303, 32.3%) of participants receiving blended training initially demonstrated high-quality CPR skills. At 12 and 24 months, CPR skills had declined in all the groups, but the decline was significantly higher in the Mixed12 group, whereas the differences were not significant between the other groups. This finding indicates that frequent retraining can maintain high-quality CPR skills and that blended refresher training is as effective as traditional refresher training.

Conclusions: Our findings indicate

背景:一般来说,心肺复苏(CPR)技能会随着时间的推移而大幅下降。通过将基于网络的自我调节学习与实践练习相结合,混合式培训可以成为一种节省时间和资源的方法,使个人能够在方便的时候获得或更新心肺复苏技能。然而,与传统方法相比,很少有研究对混合式心肺复苏术复习培训的效果进行评估:本研究通过 6 个月和 12 个月的心肺复苏术能力指标,调查并比较了传统心肺复苏术培训和混合式心肺复苏术培训的效果:本研究从自动体外除颤器捐赠项目中招募了年龄≥18 岁的参与者。根据所接受的心肺复苏培训和复习培训的形式,将参与者分为 4 组:(1)初始传统培训(30 分钟的教师指导实践课程)和 6 个月的传统复习培训(传统 6 组);(2)初始传统培训和 6 个月的混合复习培训(18 分钟的电子学习模块;混合 6 组);(3)初始传统培训和 12 个月的混合复习培训(混合 12 组);(4)初始混合培训和 6 个月的混合复习培训(混合 6 组)。初始培训结束后,立即对心肺复苏知识和表现进行评估。每组在初始培训后、复习培训前,分别在 12 个月和 24 个月时进行学习效果评估。心肺复苏术知识通过包含 15 道选择题的书面测试进行评估,心肺复苏术表现通过考官评分的技能测试和人体模型反馈进行客观评估。采用广义估计方程模型分析心肺复苏能力指标的变化:本研究共招募了 1163 名参与者(平均年龄 41.82 岁,标准差 11.6 岁;n=725,62.3% 为女性),其中混合 6 组、传统 6 组、混合 12 组和混合 6 组分别有 332 人(28.5%)、270 人(23.2%)、258 人(22.2%)和 303 人(26.1%)。在初始培训后的知识掌握情况方面,没有观察到明显的组间差异(P=0.23)。所有组别都达到了高质量心肺复苏技能的标准(即平均按压深度:5-6 厘米;平均按压频率:100-120 次/分钟;胸廓按压深度:5-6 厘米;平均按压频率:100-120 次/分钟):100-120 次/分;胸廓回缩率:>然而,在接受混合培训的参与者中,最初表现出高质量心肺复苏技能的比例更高(98/303,32.3%)。在 12 个月和 24 个月时,所有组别的心肺复苏技能都有所下降,但混合12 组的下降幅度明显更高,而其他组之间的差异并不显著。这一结果表明,频繁的复训可以保持高质量的心肺复苏技能,而且混合复训与传统复训一样有效:我们的研究结果表明,为期 6 个月的心肺复苏术进修培训课程能更有效地保持高质量的心肺复苏术技能,而且作为进修课程,自学电子模块与教师指导课程同样有效。虽然混合式学习方法具有成本和资源效益,但必须考虑参与者的人口统计、培训环境和参与程度等因素,才能最大限度地发挥这种方法的潜力:IGOGO NCT05659108; https://www.cgmh-igogo.tw.
{"title":"Effectiveness of Blended Versus Traditional Refresher Training for Cardiopulmonary Resuscitation: Prospective Observational Study.","authors":"Cheng-Yu Chien, Shang-Li Tsai, Chien-Hsiung Huang, Ming-Fang Wang, Chi-Chun Lin, Chen-Bin Chen, Li-Heng Tsai, Hsiao-Jung Tseng, Yan-Bo Huang, Chip-Jin Ng","doi":"10.2196/52230","DOIUrl":"10.2196/52230","url":null,"abstract":"<p><strong>Background: </strong>Generally, cardiopulmonary resuscitation (CPR) skills decline substantially over time. By combining web-based self-regulated learning with hands-on practice, blended training can be a time- and resource-efficient approach enabling individuals to acquire or refresh CPR skills at their convenience. However, few studies have evaluated the effectiveness of blended CPR refresher training compared with that of the traditional method.</p><p><strong>Objective: </strong>This study investigated and compared the effectiveness of traditional and blended CPR training through 6-month and 12-month refresher sessions with CPR ability indicators.</p><p><strong>Methods: </strong>This study recruited participants aged ≥18 years from the Automated External Defibrillator Donation Project. The participants were divided into 4 groups based on the format of the CPR training and refresher training received: (1) initial traditional training (a 30-minute instructor-led, hands-on session) and 6-month traditional refresher training (Traditional6 group), (2) initial traditional training and 6-month blended refresher training (an 18-minute e-learning module; Mixed6 group), (3) initial traditional training and 12-month blended refresher training (Mixed12 group), and (4) initial blended training and 6-month blended refresher training (Blended6 group). CPR knowledge and performance were evaluated immediately after initial training. For each group, following initial training but before refresher training, a learning effectiveness assessment was conducted at 12 and 24 months. CPR knowledge was assessed using a written test with 15 multiple-choice questions, and CPR performance was assessed through an examiner-rated skill test and objectively through manikin feedback. A generalized estimating equation model was used to analyze changes in CPR ability indicators.</p><p><strong>Results: </strong>This study recruited 1163 participants (mean age 41.82, SD 11.6 years; n=725, 62.3% female), with 332 (28.5%), 270 (23.2%), 258 (22.2%), and 303 (26.1%) participants in the Mixed6, Traditional6, Mixed12, and Blended6 groups, respectively. No significant between-group difference was observed in knowledge acquisition after initial training (P=.23). All groups met the criteria for high-quality CPR skills (ie, average compression depth: 5-6 cm; average compression rate: 100-120 beats/min; chest recoil rate: >80%); however, a higher proportion (98/303, 32.3%) of participants receiving blended training initially demonstrated high-quality CPR skills. At 12 and 24 months, CPR skills had declined in all the groups, but the decline was significantly higher in the Mixed12 group, whereas the differences were not significant between the other groups. This finding indicates that frequent retraining can maintain high-quality CPR skills and that blended refresher training is as effective as traditional refresher training.</p><p><strong>Conclusions: </strong>Our findings indicate","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11091803/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140858259","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
Exploring the Performance of ChatGPT-4 in the Taiwan Audiologist Qualification Examination: Preliminary Observational Study Highlighting the Potential of AI Chatbots in Hearing Care. 探索 ChatGPT-4 在台湾听力学家资格考试中的表现:初步观察研究凸显人工智能聊天机器人在听力保健中的潜力。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-26 DOI: 10.2196/55595
Shangqiguo Wang, Changgeng Mo, Yuan Chen, Xiaolu Dai, Huiyi Wang, Xiaoli Shen

Background: Artificial intelligence (AI) chatbots, such as ChatGPT-4, have shown immense potential for application across various aspects of medicine, including medical education, clinical practice, and research.

Objective: This study aimed to evaluate the performance of ChatGPT-4 in the 2023 Taiwan Audiologist Qualification Examination, thereby preliminarily exploring the potential utility of AI chatbots in the fields of audiology and hearing care services.

Methods: ChatGPT-4 was tasked to provide answers and reasoning for the 2023 Taiwan Audiologist Qualification Examination. The examination encompassed six subjects: (1) basic auditory science, (2) behavioral audiology, (3) electrophysiological audiology, (4) principles and practice of hearing devices, (5) health and rehabilitation of the auditory and balance systems, and (6) auditory and speech communication disorders (including professional ethics). Each subject included 50 multiple-choice questions, with the exception of behavioral audiology, which had 49 questions, amounting to a total of 299 questions.

Results: The correct answer rates across the 6 subjects were as follows: 88% for basic auditory science, 63% for behavioral audiology, 58% for electrophysiological audiology, 72% for principles and practice of hearing devices, 80% for health and rehabilitation of the auditory and balance systems, and 86% for auditory and speech communication disorders (including professional ethics). The overall accuracy rate for the 299 questions was 75%, which surpasses the examination's passing criteria of an average 60% accuracy rate across all subjects. A comprehensive review of ChatGPT-4's responses indicated that incorrect answers were predominantly due to information errors.

Conclusions: ChatGPT-4 demonstrated a robust performance in the Taiwan Audiologist Qualification Examination, showcasing effective logical reasoning skills. Our results suggest that with enhanced information accuracy, ChatGPT-4's performance could be further improved. This study indicates significant potential for the application of AI chatbots in audiology and hearing care services.

背景:人工智能聊天机器人(如 ChatGPT-4人工智能(AI)聊天机器人,如ChatGPT-4,已在医学教育、临床实践和研究等各方面显示出巨大的应用潜力:本研究旨在评估 ChatGPT-4 在 2023 年台湾听力学家资格考试中的表现,从而初步探索人工智能聊天机器人在听力学和听力保健服务领域的潜在用途:方法:ChatGPT-4 的任务是为 2023 年台湾听力学家资格考试提供答案和推理。考试包括六个科目:(1)听觉基础科学;(2)行为听力学;(3)电生理听力学;(4)听力设备原理与实践;(5)听觉与平衡系统的健康与康复;(6)听觉与言语交流障碍(包括职业道德)。每个科目包括 50 道选择题,行为听力学除外,有 49 道题,共计 299 道题:6 个科目的正确答题率如下:结果:6 个科目的答题正确率分别为:听觉基础科学 88%、行为听力学 63%、电生理听力学 58%、听力设备原理与实践 72%、听觉与平衡系统健康与康复 80%、听觉与言语交流障碍(包括职业道德)86%。299 道试题的总体正确率为 75%,超过了考试的合格标准,即所有科目的平均正确率为 60%。对 ChatGPT-4 答题情况的全面审查表明,错误答案主要是由于信息错误造成的:结论:ChatGPT-4 在台湾听力学家资格考试中表现优异,展示了有效的逻辑推理能力。我们的研究结果表明,如果能提高信息的准确性,ChatGPT-4 的成绩还能进一步提高。这项研究表明,人工智能聊天机器人在听力学和听力保健服务中的应用潜力巨大。
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引用次数: 0
Correction: Telehealth Education in Allied Health Care and Nursing: Web-Based Cross-Sectional Survey of Students' Perceived Knowledge, Skills, Attitudes, and Experience. 更正:专职医疗保健和护理中的远程保健教育:基于网络的学生认知、技能、态度和经验横断面调查。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-26 DOI: 10.2196/59919
Lena Rettinger, Peter Putz, Lea Aichinger, Susanne Maria Javorszky, Klaus Widhalm, Veronika Ertelt-Bach, Andreas Huber, Sevan Sargis, Lukas Maul, Oliver Radinger, Franz Werner, Sebastian Kuhn

[This corrects the article DOI: 10.2196/51112.].

[此处更正了文章 DOI:10.2196/51112]。
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引用次数: 0
The Use of Animations Depicting Cardiac Electrical Activity to Improve Confidence in Understanding of Cardiac Pathology and Electrocardiography Traces Among Final-Year Medical Students: Nonrandomized Controlled Trial. 使用描绘心电活动的动画提高医科应届生对心脏病理学和心电图描记的理解信心:非随机对照试验
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-23 DOI: 10.2196/46507
Alexandra M. Cardoso Pinto, Daniella Soussi, Subaan Qasim, Aleksandra Dunin-Borkowska, Thiara Rupasinghe, Nicholas Ubhi, Lasith Ranasinghe
BackgroundElectrocardiography (ECG) interpretation is a fundamental skill for medical students and practicing medical professionals. Recognizing ECG pathologies promptly allows for quick intervention, especially in acute settings where urgent care is needed. However, many medical students find ECG interpretation and understanding of the underlying pathology challenging, with teaching methods varying greatly.ObjectiveThis study involved the development of novel animations demonstrating the passage of electrical activity for well-described cardiac pathologies and showcased them alongside the corresponding live ECG traces during a web-based tutorial for final-year medical students. We aimed to assess whether the animations improved medical students' confidence in visualizing cardiac electrical activity and ECG interpretation, compared to standard ECG teaching methods.MethodsFinal-year medical students at Imperial College London attended a web-based tutorial demonstrating the 7 animations depicting cardiac electrical activity and the corresponding ECG trace. Another tutorial without the animations was held to act as a control. Students completed a questionnaire assessing their confidence in interpreting ECGs and visualizing cardiovascular electrical transmission before and after the tutorial. Intervention-arm participants were also invited to a web-based focus group to explore their experiences of past ECG teaching and the tutorial, particularly on aspects they found helpful and what could be further improved in the tutorial and animations. Wilcoxon signed-rank tests and Mann-Whitney U tests were used to assess the statistical significance of any changes in confidence. Focus group transcripts were analyzed using inductive thematic analysis.ResultsOverall, 19 students attended the intervention arm, with 15 (79%) completing both the pre- and posttutorial questionnaires and 15 (79%) participating in focus groups, whereas 14 students attended the control arm, with 13 (93%) completing both questionnaires. Median confidence in interpreting ECGs in the intervention arm increased after the tutorial (2, IQR 1.5-3.0 vs 3, IQR 3-4.5; P<.001). Improvement was seen in both confidence in reviewing or diagnosing cardiac rhythms and the visualization of cardiac electrical activity. However, there was no significant difference between the intervention and control arms, for all pathologies (all P>.05). The main themes from the thematic analysis were that ECGs are a complex topic and past ECG teaching has focused on memorizing traces; the visualizations enabled deeper understanding of cardiac pathology; and ECG learning requires repetition, and clinical links remain essential.ConclusionsThis study highlights the value of providing concise explanations of the meaning and pathophysiology behind ECG traces, both visually and verbally. ECG teaching that incorporates relevant pathophysiology, alongside vignettes with discussions regarding investigations and
背景心电图(ECG)判读是医学生和执业医务人员的一项基本技能。及时识别心电图的病理变化可帮助快速干预,尤其是在需要紧急护理的急诊环境中。然而,许多医学生发现心电图解读和对潜在病理的理解具有挑战性,而教学方法却千差万别。本研究开发了新颖的动画,演示了描述清晰的心脏病理的电活动过程,并在针对应届医学生的网络教程中与相应的实时心电图描记一起展示。我们的目的是评估与标准心电图教学方法相比,动画是否能提高医学生对心脏电活动可视化和心电图解读的信心。方法伦敦帝国理工学院的医科应届生参加了一个网络教程,展示了 7 个描述心脏电活动的动画和相应的心电图描记。另一个教程不包含动画,作为对照。学生们在教程前后填写了一份问卷,评估他们对解读心电图和心血管电传导可视化的信心。干预组的学员还受邀参加了一个网络焦点小组,以探讨他们对以往心电图教学和教程的感受,特别是他们认为教程和动画在哪些方面有帮助,哪些方面可以进一步改进。Wilcoxon 符号秩检验和 Mann-Whitney U 检验用于评估信心变化的统计学意义。采用归纳主题分析法对焦点小组的记录进行了分析。结果总的来说,19 名学生参加了干预组,其中 15 人(79%)完成了辅导前后的问卷调查,15 人(79%)参加了焦点小组,而 14 名学生参加了对照组,其中 13 人(93%)完成了辅导前后的问卷调查。干预组学生对解读心电图的信心中位数在辅导后有所提高(2,IQR 1.5-3.0 vs 3,IQR 3-4.5;P.05)。专题分析的主要主题是:心电图是一个复杂的课题,过去的心电图教学侧重于记忆心电图描记;可视化教学有助于加深对心脏病理的理解;心电图学习需要反复练习,临床联系仍然至关重要。结合相关病理生理学的心电图教学,以及讨论检查和处理方案的小故事,可能比单纯基于模式识别的练习对学生更有帮助。虽然动画有助于学生的学习,但关键因素还是导师的讲解。这些动画作为教学的补充可能会更有帮助,例如,作为开放获取的视频。
{"title":"The Use of Animations Depicting Cardiac Electrical Activity to Improve Confidence in Understanding of Cardiac Pathology and Electrocardiography Traces Among Final-Year Medical Students: Nonrandomized Controlled Trial.","authors":"Alexandra M. Cardoso Pinto, Daniella Soussi, Subaan Qasim, Aleksandra Dunin-Borkowska, Thiara Rupasinghe, Nicholas Ubhi, Lasith Ranasinghe","doi":"10.2196/46507","DOIUrl":"https://doi.org/10.2196/46507","url":null,"abstract":"Background\u0000Electrocardiography (ECG) interpretation is a fundamental skill for medical students and practicing medical professionals. Recognizing ECG pathologies promptly allows for quick intervention, especially in acute settings where urgent care is needed. However, many medical students find ECG interpretation and understanding of the underlying pathology challenging, with teaching methods varying greatly.\u0000\u0000\u0000Objective\u0000This study involved the development of novel animations demonstrating the passage of electrical activity for well-described cardiac pathologies and showcased them alongside the corresponding live ECG traces during a web-based tutorial for final-year medical students. We aimed to assess whether the animations improved medical students' confidence in visualizing cardiac electrical activity and ECG interpretation, compared to standard ECG teaching methods.\u0000\u0000\u0000Methods\u0000Final-year medical students at Imperial College London attended a web-based tutorial demonstrating the 7 animations depicting cardiac electrical activity and the corresponding ECG trace. Another tutorial without the animations was held to act as a control. Students completed a questionnaire assessing their confidence in interpreting ECGs and visualizing cardiovascular electrical transmission before and after the tutorial. Intervention-arm participants were also invited to a web-based focus group to explore their experiences of past ECG teaching and the tutorial, particularly on aspects they found helpful and what could be further improved in the tutorial and animations. Wilcoxon signed-rank tests and Mann-Whitney U tests were used to assess the statistical significance of any changes in confidence. Focus group transcripts were analyzed using inductive thematic analysis.\u0000\u0000\u0000Results\u0000Overall, 19 students attended the intervention arm, with 15 (79%) completing both the pre- and posttutorial questionnaires and 15 (79%) participating in focus groups, whereas 14 students attended the control arm, with 13 (93%) completing both questionnaires. Median confidence in interpreting ECGs in the intervention arm increased after the tutorial (2, IQR 1.5-3.0 vs 3, IQR 3-4.5; P<.001). Improvement was seen in both confidence in reviewing or diagnosing cardiac rhythms and the visualization of cardiac electrical activity. However, there was no significant difference between the intervention and control arms, for all pathologies (all P>.05). The main themes from the thematic analysis were that ECGs are a complex topic and past ECG teaching has focused on memorizing traces; the visualizations enabled deeper understanding of cardiac pathology; and ECG learning requires repetition, and clinical links remain essential.\u0000\u0000\u0000Conclusions\u0000This study highlights the value of providing concise explanations of the meaning and pathophysiology behind ECG traces, both visually and verbally. ECG teaching that incorporates relevant pathophysiology, alongside vignettes with discussions regarding investigations and","PeriodicalId":36236,"journal":{"name":"JMIR Medical Education","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140671319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development of Web-Based Education Modules to Improve Carer Engagement in Cancer Care: Design and User Experience Evaluation of the e-Triadic Oncology (eTRIO) Modules for Clinicians, Patients, and Carers. 开发基于网络的教育模块,提高癌症护理人员的参与度:针对临床医生、患者和护理人员的电子三联肿瘤学(eTRIO)模块的设计和用户体验评估。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-17 DOI: 10.2196/50118
Rebekah Laidsaar-Powell, Sarah Giunta, Phyllis Butow, Rachael Keast, Bogda Koczwara, Judy Kay, Michael Jefford, Sandra Turner, Christobel Saunders, Penelope Schofield, Frances Boyle, Patsy Yates, Kate White, Annie Miller, Zoe Butt, Melanie Bonnaudet, Ilona Juraskova

Background: Carers often assume key roles in cancer care. However, many carers report feeling disempowered and ill-equipped to support patients. Our group published evidence-based guidelines (the Triadic Oncology [TRIO] Guidelines) to improve oncology clinician engagement with carers and the management of challenging situations involving carers.

Objective: To facilitate implementation of the TRIO Guidelines in clinical practice, we aimed to develop, iteratively refine, and conduct user testing of a suite of evidence-based and interactive web-based education modules for oncology clinicians (e-Triadic Oncology [eTRIO]), patients with cancer, and carers (eTRIO for Patients and Carers [eTRIO-pc]). These were designed to improve carer involvement, communication, and shared decision-making in the cancer management setting.

Methods: The eTRIO education modules were based on extensive research, including systematic reviews, qualitative interviews, and consultation analyses. Guided by the person-based approach, module content and design were reviewed by an expert advisory group comprising academic and clinical experts (n=13) and consumers (n=5); content and design were continuously and iteratively refined. User experience testing (including "think-aloud" interviews and administration of the System Usability Scale [SUS]) of the modules was completed by additional clinicians (n=5), patients (n=3), and carers (n=3).

Results: The final clinician module comprises 14 sections, requires approximately 1.5 to 2 hours to complete, and covers topics such as carer-inclusive communication and practices; supporting carer needs; and managing carer dominance, anger, and conflicting patient-carer wishes. The usability of the module was rated by 5 clinicians, with a mean SUS score of 75 (SD 5.3), which is interpreted as good. Clinicians often desired information in a concise format, divided into small "snackable" sections that could be easily recommenced if they were interrupted. The carer module features 11 sections; requires approximately 1.5 hours to complete; and includes topics such as the importance of carers, carer roles during consultations, and advocating for the patient. The patient module is an adaptation of the relevant carer module sections, comprising 7 sections and requiring 1 hour to complete. The average SUS score as rated by 6 patients and carers was 78 (SD 16.2), which is interpreted as good. Interactive activities, clinical vignette videos, and reflective learning exercises are incorporated into all modules. Patient and carer consumer advisers advocated for empathetic content and tone throughout their modules, with an easy-to-read and navigable module interface.

Conclusions: The eTRIO suite of modules were rigorously developed using a person-based design methodology to meet the unique information needs and learning requirements of clinicians,

背景:照护者通常在癌症护理中扮演着重要角色。然而,许多照护者表示,他们在为患者提供支持时感到力不从心、能力不足。我们小组发布了循证指南(三联肿瘤学[TRIO]指南),以改善肿瘤临床医生与照护者的接触以及对涉及照护者的挑战性情况的管理:为促进 TRIO 指南在临床实践中的实施,我们旨在为肿瘤临床医生(e-Triadic Oncology [eTRIO])、癌症患者和照护者(eTRIO for Patients and Carers [eTRIO-pc])开发、反复改进和测试一套基于证据的互动式网络教育模块。这些模块旨在改善癌症管理环境中护理人员的参与、沟通和共同决策:eTRIO 教育模块基于广泛的研究,包括系统综述、定性访谈和咨询分析。在以人为本的方法指导下,由学术和临床专家(人数=13)和消费者(人数=5)组成的专家顾问团对模块内容和设计进行了审查;内容和设计不断得到反复改进。其他临床医生(5 人)、患者(3 人)和护理人员(3 人)对模块进行了用户体验测试(包括 "思考-朗读 "访谈和系统可用性量表 [SUS]):最终的临床医生模块包括 14 个部分,大约需要 1.5 到 2 个小时完成,涵盖的主题包括:照顾者包容性沟通和实践;支持照顾者的需求;管理照顾者的主导地位、愤怒和患者与照顾者之间的意愿冲突。5 名临床医生对该模块的可用性进行了评分,平均 SUS 得分为 75 分(标准差为 5.3),可解释为 "良好"。临床医生通常希望信息的格式简洁明了,分成 "可点心 "的小部分,以便在中断时可以很容易地重新开始。照护者模块共有 11 个部分,大约需要 1.5 个小时完成,包括照护者的重要性、照护者在会诊中的角色以及为患者辩护等主题。患者模块是对照护者模块相关部分的改编,包括 7 个部分,需要 1 小时完成。6 名患者和照护者对 SUS 的平均评分为 78 分(标准差为 16.2),这被解释为 "良好"。互动活动、临床小故事视频和反思性学习练习被纳入所有模块。患者和护理者消费顾问主张在整个模块中采用感同身受的内容和语气,模块界面易于阅读和浏览:eTRIO 模块套件采用以人为本的设计方法进行严格开发,以满足临床医生、患者和护理人员独特的信息需求和学习要求,目的是提高护理人员参与癌症咨询和癌症护理的效率和支持性。
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引用次数: 0
Knowledge Transfer and Networking Upon Implementation of a Transdisciplinary Digital Health Curriculum in a Unique Digital Health Training Culture: Prospective Analysis 在独特的数字健康培训文化中实施跨学科数字健康课程时的知识转移和网络:前瞻性分析
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-15 DOI: 10.2196/51389
Juliane Kröplin, Leonie Maier, J. Lenz, Bernd Romeike
Abstract Background Digital health has been taught at medical faculties for a few years. However, in general, the teaching of digital competencies in medical education and training is still underrepresented. Objective This study aims to analyze the objective acquisition of digital competencies through the implementation of a transdisciplinary digital health curriculum as a compulsory elective subject at a German university. The main subject areas of digital leadership and management, digital learning and didactics, digital communication, robotics, and generative artificial intelligence were developed and taught in a transdisciplinary manner over a period of 1 semester. Methods The participants evaluated the relevant content of the curriculum regarding the competencies already taught in advance during the study, using a Likert scale. The participants’ increase in digital competencies were examined with a pre-post test consisting of 12 questions. Statistical analysis was performed using an unpaired 2-tailed Student t test. A P value of <.05 was considered statistically significant. Furthermore, an analysis of the acceptance of the transdisciplinary approach as well as the application of an alternative examination method (term paper instead of a test with closed and open questions) was carried out. Results In the first year after the introduction of the compulsory elective subject, students of human medicine (n=15), dentistry (n=3), and medical biotechnology (n=2) participated in the curriculum. In total, 13 participants were women (7 men), and 61.1% (n=11) of the participants in human medicine and dentistry were in the preclinical study stage (clinical: n=7, 38.9%). All the aforementioned learning objectives were largely absent in all study sections (preclinical: mean 4.2; clinical: mean 4.4; P=.02). The pre-post test comparison revealed a significant increase of 106% in knowledge (P<.001) among the participants. Conclusions The transdisciplinary teaching of a digital health curriculum, including digital teaching methods, considers perspectives and skills from different disciplines. Our new curriculum facilitates an objective increase in knowledge regarding the complex challenges of the digital transformation of our health care system. Of the 16 student term papers arising from the course, robotics and artificial intelligence attracted the most interest, accounting for 9 of the submissions.
摘要 背景 医学院系开设数字健康课程已有几年时间。然而,总体而言,数字能力教学在医学教育和培训中的比重仍然不足。目的 本研究旨在分析德国一所大学通过实施作为必修选修课的跨学科数字健康课程而客观获得的数字能力。在为期一个学期的时间里,以跨学科的方式开发并教授了数字领导与管理、数字学习与教学、数字通信、机器人技术和生成人工智能等主要学科领域。方法 在研究过程中,学员们使用李克特量表对课程中已提前教授的能力方面的相关内容进行了评估。通过由 12 个问题组成的前后测试,考察了学员数字能力的提高情况。统计分析采用非配对双尾学生 t 检验。P 值小于 0.05 则具有统计学意义。此外,还对跨学科方法的接受程度以及替代考试方法(用学期论文代替包含封闭式和开放式问题的测试)的应用情况进行了分析。结果 在开设必修选修课后的第一年,人类医学(15 人)、牙科学(3 人)和医学生物技术(2 人)专业的学生参加了该课程。共有 13 名女生(7 名男生)参加,61.1%(n=11)的人类医学和口腔医学学员处于临床前学习阶段(临床:n=7,38.9%)。上述所有学习目标在所有研究科基本都不存在(临床前:平均 4.2;临床:平均 4.4;P=.02)。前后测试比较显示,学员的知识水平显著提高了 106%(P<.001)。结论 数字健康课程的跨学科教学,包括数字教学方法,考虑了不同学科的观点和技能。我们的新课程有助于客观地增加有关医疗保健系统数字化转型的复杂挑战的知识。在该课程产生的 16 篇学生学期论文中,机器人和人工智能最引人关注,占提交论文的 9 篇。
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引用次数: 0
Global Rate of Willingness to Volunteer Among Medical and Health Students During Pandemic: Systemic Review and Meta-Analysis 大流行病期间全球医卫学生志愿服务意愿率:系统回顾与元分析
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-15 DOI: 10.2196/56415
Mahsusi Mahsusi, Syihaabul Hudaa, N. Nuryani, Mustofa Fahmi, Ghina Tsurayya, M. Iqhrammullah
Background During health crises such as the COVID-19 pandemic, shortages of health care workers often occur. Recruiting students as volunteers could be an option, but it is uncertain whether the idea is well-accepted. Objective This study aims to estimate the global rate of willingness to volunteer among medical and health students in response to the COVID-19 pandemic. Methods A systematic search was conducted on PubMed, Embase, Scopus, and Google Scholar for studies reporting the number of health students willing to volunteer during COVID-19 from 2019 to November 17, 2023. The meta-analysis was performed using a restricted maximum-likelihood model with logit transformation. Results A total of 21 studies involving 26,056 health students were included in the meta-analysis. The pooled estimate of the willingness-to-volunteer rate among health students across multiple countries was 66.13%, with an I2 of 98.99% and P value of heterogeneity (P-Het)<.001. Removing a study with the highest influence led to the rate being 64.34%. Our stratified analyses indicated that those with older age, being first-year students, and being female were more willing to volunteer (P<.001). From highest to lowest, the rates were 77.38%, 77.03%, 65.48%, 64.11%, 62.71%, and 55.23% in Africa, Western Europe, East and Southeast Asia, Middle East, and Eastern Europe, respectively. Because of the high heterogeneity, the evidence from this study has moderate strength. Conclusions The majority of students are willing to volunteer during COVID-19, suggesting that volunteer recruitment is well-accepted.
背景 在 COVID-19 大流行等卫生危机期间,经常会出现医护人员短缺的情况。招募学生作为志愿者不失为一种选择,但这种想法是否被广泛接受尚不确定。本研究旨在估算全球医学生和保健专业学生在应对 COVID-19 大流行时愿意成为志愿者的比例。方法 在PubMed、Embase、Scopus和Google Scholar上进行了系统性检索,以查找报告2019年至2023年11月17日期间愿意在COVID-19期间提供志愿服务的医学生人数的研究。荟萃分析采用了限制性最大似然模型,并进行了对数转换。结果 本次荟萃分析共纳入 21 项研究,涉及 26056 名医学生。多个国家医学生志愿率的汇总估计值为 66.13%,I2 为 98.99%,异质性 P 值(P-Het)<.001。剔除一项影响最大的研究后,该比例为 64.34%。我们的分层分析表明,年龄较大、一年级学生和女性更愿意做志愿者(P<.001)。从高到低,非洲、西欧、东亚和东南亚、中东和东欧的志愿服务率分别为 77.38%、77.03%、65.48%、64.11%、62.71% 和 55.23%。由于异质性较高,本研究的证据强度适中。结论 大多数学生愿意在 COVID-19 期间担任志愿者,这表明志愿者招募得到了广泛认可。
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引用次数: 0
Rolling the DICE (Design, Interpret, Compute, Estimate): Interactive Learning of Biostatistics With Simulations. 滚动 DICE(设计、解释、计算、估计):通过模拟互动学习生物统计学。
IF 3.6 Q1 Social Sciences Pub Date : 2024-04-15 DOI: 10.2196/52679
Robert Thiesmeier, Nicola Orsini
Despite the increasing relevance of statistics in health sciences, teaching styles in higher education are remarkably similar across disciplines: lectures covering the theory and methods, followed by application and computer exercises in given data sets. This often leads to challenges for students in comprehending fundamental statistical concepts essential for medical research. To address these challenges, we propose an engaging learning approach-DICE (design, interpret, compute, estimate)-aimed at enhancing the learning experience of statistics in public health and epidemiology. In introducing DICE, we guide readers through a practical example. Students will work in small groups to plan, generate, analyze, interpret, and communicate their own scientific investigation with simulations. With a focus on fundamental statistical concepts such as sampling variability, error probabilities, and the construction of statistical models, DICE offers a promising approach to learning how to combine substantive medical knowledge and statistical concepts. The materials in this paper, including the computer code, can be readily used as a hands-on tool for both teachers and students.
尽管统计学在健康科学中的相关性越来越大,但高等教育中各学科的教学方式却非常相似:讲授理论和方法,然后在给定的数据集中进行应用和计算机练习。这往往导致学生难以理解医学研究中必不可少的基本统计概念。为了应对这些挑战,我们提出了一种引人入胜的学习方法--DICE(设计、解释、计算、估计),旨在增强公共卫生和流行病学中统计学的学习体验。在介绍 DICE 时,我们通过一个实际例子来引导读者。学生将以小组为单位,通过模拟来计划、生成、分析、解释和交流自己的科学调查。DICE 注重基本统计概念,如抽样变异性、误差概率和统计模型的构建,为学习如何将实质性医学知识与统计概念相结合提供了一种很有前途的方法。本文中的材料(包括计算机代码)可随时用作教师和学生的实践工具。
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引用次数: 0
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JMIR Medical Education
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