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- Kononowicz, A. A., et al.
(författare)
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Virtual patient simulations for health professional education
- 2016
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Ingår i: Cochrane Database of Systematic Reviews. - : John Wiley & Sons. - 1469-493X. ; :5
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Forskningsöversikt (refereegranskat)abstract
- The objective of this review is to evaluate the effectiveness of virtual patient simulation as an educational intervention versus traditional learning, other types of e‐Learning interventions and other forms of virtual patient simulation interventions for delivering pre‐registration and post‐registration healthcare professional education. We will primarily assess the impact of these interventions on learners’ knowledge, skills and attitudes. Our secondary objective is to assess the cost‐effectiveness of these interventions.
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- Edelbring, S, et al.
(författare)
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The influence of case follow-up intensity on how students perceive virtual patient methodology
- 2010
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Ingår i: eLearning Symposium Final Programme & Abstract Book.pdf.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: A need for a structured approach for student guidance has been identified in using media presented patient cases (de Leng et al., 2007). Furthermore integration aspects seem to influence what importance and value students find in virtual patients (VPs) in relation to course content and their study situation (Hege et al., 2007). One important course integration aspect is how students’ VP case work is followed up. Summary of work: We investigated students’ perceptions of VPs in a clinical course using a questionnaire (n=161, response rate: 65%). The course was delivered with variations in case follow-up strategy: none, medium and high intensity of follow-ups. Intensity was defined after degree of processing requirements of students at a follow-up seminar. Differences in students’ perceptions of VPs was analysed regarding this variation. Summary of results: Students’ questionnaire responses will be presented regarding their perceptions of the value of VPs in the course. Items include relation to the examination, future professional practice, understanding of subject matter, learning facts about symptom and diagnosis and training of diagnosing skills. Conclusions: Preliminary analysis shows that level of intensity of follow-up activities in the course influence the value that students ascribe to VPs. Take-home message: Careful planning of case follow-up increase the value of using VPs in courses.
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- Huwendiek, S, et al.
(författare)
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Towards a typology of virtual patients
- 2009
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Ingår i: Medical teacher. - : Informa UK Limited. - 1466-187X .- 0142-159X. ; 31:8, s. 743-748
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Tidskriftsartikel (refereegranskat)
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- Jafari, J., et al.
(författare)
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Readiness of diabetics to use the internet and mobile services : The case of a large city in a middle-income country
- 2015
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Ingår i: Journal of Community Medicine & Health Education. - : Omics Publishing Group. - 2161-0711. ; 5, s. 1-6
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Tidskriftsartikel (refereegranskat)abstract
- Objective: To determine the potential of providing health-related services on the Internet or via mobile phones to diabetic patients in a large city in Iran, a middle-income country. Background: Diabetes mellitus (DM) is increasing worldwide, especially in developing countries, as a consequence of urbanisation, which is associated with risk factors for diabetes such as physical inactivity and high sugar and fat diets. The use of the Internet and mobile services is increasing worldwide. Independent use of the Internet and mobile technologies by patients could be a key step towards self-care management of DM. Methods: A two-part validated questionnaire was completed by patients who attended one of two diabetic clinics for a routine check-up. The first part consisted of 16 demographic-related items. The second part contained 26 items about the specific use of the Internet and mobile services to access information. Results: In total, 407 questionnaires were completed. The results showed that 108 (26.5%) of the respondents had routine access to the Internet, of which 95.4% had routine access to mobile services and 77.8% were positive about using an official Iranian website for medical information. However, 55% of the respondents preferred to obtain health-related information from television, radio, and educational films. Conclusions: The data suggest that the diabetic patients who used the Internet in this study were willing to receive educational material via the Internet. However, many still preferred traditional sources of health-related information. The findings indicated that our future effort in self-care management should focus on early technology adopters to increase the penetration rate of technology in the field of health care.
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- Li, SS, et al.
(författare)
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Setting priorities for EU healthcare workforce IT skills competence improvement
- 2019
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Ingår i: Health informatics journal. - : SAGE Publications. - 1741-2811 .- 1460-4582. ; 25:1, s. 174-185
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Tidskriftsartikel (refereegranskat)abstract
- A major challenge for healthcare quality improvement is the lack of IT skills and knowledge of healthcare workforce, as well as their ambivalent attitudes toward IT. This article identifies and prioritizes actions needed to improve the IT skills of healthcare workforce across the EU. A total of 46 experts, representing different fields of expertise in healthcare and geolocations, systematically listed and scored actions that would improve IT skills among healthcare workforce. The Child Health and Nutrition Research Initiative methodology was used for research priority-setting. The participants evaluated the actions using the following criteria: feasibility, effectiveness, deliverability, and maximum impact on IT skills improvement. The leading priority actions were related to appropriate training, integrating eHealth in curricula, involving healthcare workforce in the eHealth solution development, improving awareness of eHealth, and learning arrangement. As the different professionals’ needs are prioritized, healthcare workforce should be actively and continuously included in the development of eHealth solutions.
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- Williams, K, et al.
(författare)
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Assessment of competencies by use of virtual patient technology
- 2011
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Ingår i: Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry. - : Springer Science and Business Media LLC. - 1545-7230. ; 35:5, s. 328-330
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- Zhu, E, et al.
(författare)
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Design of Mobile Augmented Reality in Health Care Education : A Theory-Driven Framework
- 2015
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Ingår i: JMIR Medical Education. - : J M I R Publications, Inc.. - 2369-3762. ; 1:2, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND:Augmented reality (AR) is increasingly used across a range of subject areas in health care education as health care settings partner to bridge the gap between knowledge and practice. As the first contact with patients, general practitioners (GPs) are important in the battle against a global health threat, the spread of antibiotic resistance. AR has potential as a practical tool for GPs to combine learning and practice in the rational use of antibiotics.OBJECTIVE:This paper was driven by learning theory to develop a mobile augmented reality education (MARE) design framework. The primary goal of the framework is to guide the development of AR educational apps. This study focuses on (1) identifying suitable learning theories for guiding the design of AR education apps, (2) integrating learning outcomes and learning theories to support health care education through AR, and (3) applying the design framework in the context of improving GPs' rational use of antibiotics.METHODS:The design framework was first constructed with the conceptual framework analysis method. Data were collected from multidisciplinary publications and reference materials and were analyzed with directed content analysis to identify key concepts and their relationships. Then the design framework was applied to a health care educational challenge.RESULTS:The proposed MARE framework consists of three hierarchical layers: the foundation, function, and outcome layers. Three learning theories-situated, experiential, and transformative learning-provide foundational support based on differing views of the relationships among learning, practice, and the environment. The function layer depends upon the learners' personal paradigms and indicates how health care learning could be achieved with MARE. The outcome layer analyzes different learning abilities, from knowledge to the practice level, to clarify learning objectives and expectations and to avoid teaching pitched at the wrong level. Suggestions for learning activities and the requirements of the learning environment form the foundation for AR to fill the gap between learning outcomes and medical learners' personal paradigms. With the design framework, the expected rational use of antibiotics by GPs is described and is easy to execute and evaluate. The comparison of specific expected abilities with the GP personal paradigm helps solidify the GP practical learning objectives and helps design the learning environment and activities. The learning environment and activities were supported by learning theories.CONCLUSIONS:This paper describes a framework for guiding the design, development, and application of mobile AR for medical education in the health care setting. The framework is theory driven with an understanding of the characteristics of AR and specific medical disciplines toward helping medical education improve professional development from knowledge to practice. Future research will use the framework as a guide for developing AR apps in practice to validate and improve the design framework.
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