Factors influencing nurses' satisfaction to online learning approach: a cross ICU analysis.

BACKGROUND: Given the increasing complexity of illnesses and rapid pace of technological advancements in professional training, it is vital to offer nurses ample opportunities to hone their clinical expertise and skills, particularly in ensuring the delivery of premier medical care. This study aimed to determine the factors and predictors influencing nurses' satisfaction with adopting mobile learning approaches in intensive care unit healthcare settings. Additionally, it sought to investigate the applicability of the technology acceptance model in explaining their inclinations and validating the measurement scales employed in the research. METHODS: The study employed a cross-sectional survey research design, utilizing a technology acceptance questionnaire and a learning satisfaction questionnaire. The survey was conducted in six intensive care unit departments. A total of 212 participants completed the survey as the primary instrument. Rigorous assessments were conducted to establish the content validity and ensure instrument reliability. RESULTS: The findings demonstrated that perceived usefulness was the most influential factor affecting nurses' intentions to embrace mobile learning approaches, with perceived ease of use emerging as the principal determinant of perceived usefulness. CONCLUSIONS: Incorporating mobile learning methodologies is paramount to increasing the calibration of professional nursing education programs. By effectively integrating digital information technology and tools, nursing educators can overcome teaching challenges, deliver innovative clinical nursing education content through mobile learning approaches, and foster optimal development in the field.

Training approaches for the dissemination of clinical guidelines for NSSI: a quasi-experimental trial.

BACKGROUND: Non-suicidal self-injury (NSSI) is of high clinical relevance due to its high prevalence and negative long-term implications. In 2016, the German consensus-based clinical guidelines for diagnostic, assessment and treatment of NSSI in childhood and adolescence were published. However, research indicates that clinical guidelines are often poorly implemented in clinical practice. One crucial part of this process is the training of healthcare professionals to transfer knowledge and capacities to bring guideline recommendations into clinical practice. METHODS: The effect of three different dissemination strategies (printed educational material, e-learning, and blended-learning) on the NSSI guidelines´ recommendations was examined among 671 physicians and psychotherapists via an online-survey. The quasi-experimental study included three measurement points (before the training, after the training, 3-month follow-up) and mixed effects models were used to test for changes in knowledge, competences and attitudes toward NSSI and treatment. Moreover, the transfer of gained competences to practical work and user satisfaction were reviewed. RESULTS: With all three training formats, the intended changes of the outcome variables could be observed. Hereby, the printed educational material condition showed the lowest improvement in the scores for the 'negative attitudes toward NSSI and those who self-injure'. The training effect remained stable throughout the follow-up measurement. The highest application rate of acquired intervention techniques in clinical practice was reported for the blended-learning condition. For all three training strategies, user satisfaction was high and evaluation of training quality was positive, with printed educational material receiving the lowest and blended-learning the highest evaluations. CONCLUSIONS: In summary, all three training formats were perceived to be of high quality and seem to be suited to cover the needs of a heterogeneous group of physicians and psychotherapists. The choice of training method could be driven by considering which training goals are desired to be achieved and by the benefit-cost ratio allowing for tailored training approaches.

E-Learning Strategies Implemented by Instructors for Individuals with Hearing Impairment.

The current study aims at exploring the strategies used by instructors to deal with e-learning of individuals with hearing impairment and identifying barriers encountered by instructors of individuals with hearing impairment through a telephonic interview. A set of validated probes was created, and a semi structured interview was conducted with 12 instructors who teach individuals with hearing impairment. The obtained data was subjected to inductive content analysis. Two major themes emerged from the data; challenges encountered by instructors and strategies adopted by instructors. Several subthemes and codes were grouped under each theme. Overall, the study indicated the need for extensive research concerning e-learning for individuals with hearing impairment.

A Mixed Methods Pilot Study to Evaluate User Engagement with MedMicroMaps: A Novel Interactive E-learning Tool for Medical Microbiology.

Educators are witnessing the unfolding of the era of artificial intelligence, raising the question of how to transfer the benefits of yesterday's pedagogy to the future of education. An interactive digital mind map of infectious diseases was developed for second-year medical students (n = 865). Analysis of user engagement showed global distribution with 498 QR scans on a single day. Student responses (n = 79, 9.1% response rate) indicated positive feedback on the resources of Extremely Satisfied (range 65-75%, n = 59-51). The findings of the study support further expansion of MedMicroMaps to cross-platform interfaces with adaptations for diverse audiences within allied health fields. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-024-02047-3.

Acceptance of e-learning and associated factors among postgraduate medical and health science students at first generation universities in Amhara region, 2023: using modified technology acceptance model.

BACKGROUND: Electronic learning is the process of remote teaching and learning through the use of electronic media. There is a dearth of research on the factors influencing e-learning acceptance in Ethiopia using the modified technology acceptance model (TAM). Previous research appears to have overlooked the mediating impact of factors on e-learning acceptability Therefore, the present study aimed to assess the acceptance of e-learning and its associated factors among postgraduate medical and health science students by applying TAM at first-generation universities in the Amhara region. METHODS: This institutional-based cross-sectional study was conducted from March 15 to April 20, 2023, at Amhara First Generation University, Ethiopia. A total of 659 students participated in the study. A self-administered questionnaire in the Amharic language was used to collect the data. SEM analysis was employed to test the proposed model and the relationships among factors using SPSS version 25 and AMOS version 26. RESULTS: The proportion of postgraduate students who agreed to use e-learning was 60.7%, 95% CI (56.9-64.4). SEM analysis revealed that perceived ease of use (ß = 0.210, p < 0.001), attitude (ß = 0.377, p < 0.001) and perceived usefulness (ß = 0.330, p < 0.001) had positive direct relationships with acceptance of e-learning. Perceived usefulness (ß = 0.131, p < 0.001), and perceived ease of use (ß = 0.029, p < 0.01) significantly mediate the relationship between self-efficacy, and acceptance of e-learning. Accessibility had a positive indirect effect on acceptance of e-learning through perceived ease of use (ß = 0.040, p < 0.01). Facilitating condition had a positive indirect on acceptance of e-learning through perceived ease of use (ß = 0.070, p < 0.01), and perceived usefulness (ß = 0.084, p < 0.001). CONCLUSION AND RECOMMENDATION: Overall, the proportion of postgraduate students who accepted e-learning is promising. Perceived ease of use perceived usefulness, and attitude had positive direct effects on the acceptance of e-learning. Facilitating conditions and self-efficacy had positive indirect effects on the acceptance of e-learning. Thus, implementers need to prioritize enhancing the provision of devices, students' skills, and knowledge of e-learning by providing continuous support to improve students' acceptance of the use of e-learning.

Customized Mobile App for Residents Rotating Through Pediatric Critical Care Unit.

Objective: Physicians often use mobile apps for patient care, but few apps are dedicated to pediatric critical care medicine (PCCM). This study developed a mobile app specifically for Pediatric Critical Care Unit (PICU) residents to aid their onboarding process and aimed to assess whether it could enhance their confidence and comfort levels. Method: From March 2020 to April 2021, 90 residents participated and completed pre- and post-rotation quizzes with 20 questions each. Quiz score differences between the control and app groups were analyzed using t-tests. A survey was also administered at the end of the rotation to compare comfort level and confidence in PCCM knowledge pre- and post-rotation. Results: Enrollment included 50 residents in the control group and 40 in the app group. The participation rate was 100%, but not all participants completed both quizzes and survey. The app group showed a significantly greater improvement in quiz scores from pre- to post-rotation compared to the control group (increase of 0.23 questions vs 1.67, p = 0.045). However, the two groups had no significant differences in confidence in PCCM knowledge (p = 0.246) or comfort levels (p = 0.776) in the PICU. Conclusions: This study found no significant difference in confidence levels between the App and control groups at the end of the PICU rotation. However, the App group outperformed the control group in knowledge assessments. Frequent use of the app likely reinforced essential concepts and facilitated adaptation to the PICU service. Overall, the app's positive impact on knowledge and adaptation indicates it is a valuable tool for enhancing medical residents' educational experiences in busy clinical environments.

The Double-Edged Sword of Online Learning for Ethnoracial Differences in Adolescent Mental Health During Late Period of the COVID-19 Pandemic in the United States: National Survey.

BACKGROUND: Despite several theories suggesting online learning during the COVID-19 pandemic would aggravate ethnoracial disparities in mental health among adolescents, extant findings suggest no ethnoracial differences in mental health or that those from minoritized ethnoracial groups reported better mental health than their White counterparts. OBJECTIVE: This study aimed to identify why findings from prior studies appear to not support that ethnoracial disparities in mental health were aggravated by testing 2 pathways. In pathway 1 pathway, online learning was associated with reporting fewer confidants, which in turn was associated with poorer mental health. In pathway 2, online learning was associated with reporting better sleep, which in turn was associated with better mental health. METHODS: We analyzed survey data from a US sample (N=540) of 13- to 17-year-olds to estimate how school modality was associated with mental health via the 2 pathways. The sample was recruited from the AmeriSpeak Teen Panel during spring of 2021, with an oversample of Black and Latino respondents. Ethnoracial categories were Black, Latino, White, and other. Mental health was measured with the 4-item Patient Health Questionnaire, which assesses self-reported frequency of experiencing symptoms consistent with anxiety and depression. School modality was recorded as either fully online or with some in-person component (fully in-person or hybrid). We recorded self-reports of the number of confidants and quality of sleep. Covariates included additional demographics and access to high-speed internet. We estimated bivariate associations between ethnoracial group membership and both school modality and mental health. To test the pathways, we estimated a path model. RESULTS: Black and Latino respondents were more likely to report being in fully online learning than their White counterparts (P<.001). Respondents in fully online learning reported fewer confidants than those with any in-person learning component (ß=-.403; P=.001), and reporting fewer confidants was associated with an increased likelihood of reporting symptoms consistent with anxiety (ß=-.121; P=.01) and depression (ß=-.197; P<.001). Fully online learning respondents also reported fewer concerns of insufficient sleep than their in-person learning counterparts (ß=-.162; P=.006), and reporting fewer concerns was associated with a decreased likelihood of reporting symptoms consistent with anxiety (ß=.601; P<.001) and depression (ß=.588; P<.001). Because of these countervailing pathways, the total effect of membership in a minoritized ethnoracial group on mental health was nonsignificant. CONCLUSIONS: The findings compel more nuanced discussions about the consequences of online learning and theorizing about the pandemic's impact on minoritized ethnoracial groups. While online learning may be a detriment to social connections, it appears to benefit sleep. Interventions should foster social connections in online learning and improve sleep, such as implementing policies to enable later start times for classes. Future research should incorporate administrative data about school modality, rather than relying on self-reports.

An Approach to the Design and Development of an Accredited Continuing Professional Development e-Learning Module on Virtual Care.

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.

Challenges of distance learning encountering nursing students after the COVID-19 pandemic: a study from the Middle East.

BACKGROUND: The COVID-19 pandemic necessitated an abrupt transition to online learning in nursing education, presenting unprecedented challenges. This research aims to comprehensively assess the challenges faced by nursing students during this transition, exploring key issues, recommending strategies, and analyzing their impact on student perceptions. METHODS: Using a cross-sectional design, the study surveyed 941 nursing students across eight Arab countries-Jordan, Iraq, Lebanon, Palestine, Oman, KSA, UAE, and Egypt-to ensure a representative sample and enhance external validity. Data collection involved a thorough survey covering academic, technological, and administrative challenges. Reliability analysis, descriptive statistics, and variance analysis using Kruskal -Wallis and Mann-Whitney tests were conducted to examine differences between countries and sociodemographic variables. RESULTS: Descriptive statistics revealed significant demographic disparities. Single individuals in Jordan and those with lower family income in Palestine and Lebanon reported notably higher challenges. Female students in Iraq and Lebanon perceived greater challenges compared to males. Students pursuing diplomas in Jordan and bridging programs in Lebanon faced elevated difficulties. Governmental university students in Lebanon and private university students in Jordan encountered distinct challenges. Lack of available internet was particularly challenging in Jordan and Lebanon, whereas students using tablets in Lebanon and laptops in Palestine reported heightened challenges. Economic disparities, notably in family income, further hindered engagement with online learning materials. Across countries, academic challenges included managing coursework and accessing resources, exacerbated by administrative inefficiencies, especially in Palestine and Lebanon. Students in the UAE reported fewer challenges, facilitated by robust internet infrastructure and comprehensive institutional support. CONCLUSION: This study provides critical insights into the challenges faced by nursing students during the Middle East's online learning transition. Key challenges encompass technological issues, academic workload, and administrative inefficiencies, with significant disparities across countries. The findings underscore the urgent need for targeted interventions, particularly in Palestine, to enhance online learning experiences. Policymakers and educational institutions can leverage these insights to advocate for student-centric approaches and policy development aimed at improving online learning across the region.

Exploring the effects of e-learning readiness and psychological distress on graduate students' e-learning satisfaction during the COVID-19 pandemic: A descriptive study from Lebanon.

The COVID-19 pandemic triggered a substantial surge in e-learning adoption, impacting students' lives and well-being. This study investigates factors influencing student satisfaction with e-learning in Lebanon during the pandemic, with a focus on disparities between public and private education sectors. Utilizing an online survey and convenience sampling techniques, we gathered data from 307 graduate students representing both sectors. Employing regression-based methods, our study identifies instructor readiness as the most influential factor affecting e-learning satisfaction (ß = 0.483, p < 0.001). Moreover, it reveals that heightened psychological distress diminishes student satisfaction (ß = -0.189, p = 0.013). Additionally, students exhibit varying learning preferences, with a clear preference for hybrid (66 %) and face-to-face (27 %) learning over online alternatives (7 %). Our study concludes by emphasizing the imperative of enhancing public education sector e-learning infrastructure and providing adapted psychological services to address the impact of the COVID-19 pandemic and future crises effectively.

Mapping the research landscape: A bibliometric analysis of e-learning during the COVID-19 pandemic.

The COVID-19 pandemic has considerably affected e-learning, leading to a surge in research output from 2020 to 2022. This increase is attributed to the rapid transition to online education, presenting challenges and opportunities for teachers. The shift to online education has also prompted the exploration of innovative approaches and educators' as well as learners' perceptions and experiences in e-learning. In this study, the research output on e-learning from 2020 to 2022 has been analyzed to reveal the major research trends. The study employs bibliometric techniques to explore the data retrieved from Scopus. Particularly, an analysis of metadata such as the geographical distribution of publications, authorship, keywords, and the impact of works has been conducted. The results reveal the most influential authors and works, as well as the emerging topics in the field. The data has been processed by utilizing bibliometric tools such as VOSviewer, Citespace, and Harzing's Publish or Perish.

Exploring the factors that influence academic performance in Jordanian higher education institutions.

Since the coronavirus 2019 (COVID-19) pandemic hit the world, many universities have used digital asynchronous learning tools such as Digital Learning Management Systems (DLMS) to continue the educational process. Despite its global usage, only a few studies have investigated its quality in the Jordanian context during the COVID-19 period from a quantitative and qualitative approach perspective. Thus, the current study aims to explore the factors that influence academic performance in Jordanian higher education institutions during the COVID-19 pandemic. A mixed methods research approach was employed to evaluate the quality of the teaching-learning process for Jordanian students in higher education institutions. The triangulated data focused on three core pillars namely if students saw a difference in their grades prior to, during, and after the pandemic, the challenges faced and improvement suggestions. Accordingly, the quantitative approach with an online questionnaire and the qualitative approach with structured interviews were applied to collect the required data from Jordanian students in higher education institutions. The results of the current study revealed that the evaluation of the teaching-learning process quality during the pandemic period affected students' academic performance in different proportions based on their specialization area. In addition, the study results also identified the most important challenges that faced the students during this period and suggested procedures to overcome them and improve the distance learning process. The current study offers empirical evidence on critical success factors underlying digital learning management systems in the COVID-19 era, which can help policymakers in Jordanian universities and the ministry of higher education and scientific research to improve the quality of the teaching-learning process in the Jordanian context.

Nurturing Success: E-Learning readiness and academic self-efficacy in nursing students.

BACKGROUND: As nursing education embraces e-learning as a vital component of its pedagogical approach, understanding the interplay between students' readiness for E-learning and their academic self-efficacy becomes imperative in nurturing successful learning outcomes amidst evolving educational paradigms. PURPOSE: This study aimed to explore the relationship between e-learning readiness, academic self-efficacy, and the academic achievement of nursing students within the dynamic educational environment. DESIGN: This study employed a cross-sectional design. METHODS: A total of 208 nursing students were recruited through convenience sampling at the end of the second semester in 2022. The evaluation included the utilization of Grade Point Average, the Online Learning Readiness Scale, and the Academic Self-Efficacy Scale. FINDINGS: Previous research has indicated a significant positive correlation between academic achievement and readiness for e-learning, suggesting that higher levels of readiness for e-learning among nursing students lead to improved academic achievement (p ≤ 0.001). Additionally, the findings of the current study revealed a notable positive correlation between academic achievement and academic self-efficacy (p ≤ 0.001). CONCLUSION: This study provides valuable insights into the critical role of academic self-efficacy and e-learning readiness in enhancing academic achievement among nursing students.

The efficacy of the TEACH e-Learning course at improving early childhood educators' physical activity and sedentary behaviour self-efficacy, knowledge, intentions, and perceived behavioural control: a randomized controlled trial.

BACKGROUND: Early childhood educators play a critical role in promoting physical activity and reducing sedentary time in childcare centres. However, early childhood educators receive limited specialised pre- and in-service learning opportunities relating to these behaviours and may lack the capacity to effectively engage children in healthy movement behaviours. This study aimed to examine the efficacy of an e-Learning course on increasing early childhood educators' physical activity and sedentary behaviour-related capacities. METHODS: A two-group parallel randomized controlled trial was conducted with early childhood educators in Canada (Mage = 41.78, 97% female). Participants randomized to the intervention group were asked to complete a physical activity and sedentary behaviour e-Learning course within a 4-week period. Participants randomized to the waitlist control condition were assigned to a waitlist to receive the intervention after the testing period. Participants reported on their self-efficacy, knowledge, intentions, and perceived behavioural control relating to physical activity and sedentary behaviours at baseline, post-intervention, and 3 months follow-up. Linear mixed effects models were estimated to determine difference in changes in outcomes from baseline to post-intervention, and follow-up. RESULTS: A total of 209 early childhood educators participated in the study (intervention n = 98; control n = 111). The TEACH e-Learning course was found to be efficacious at improving all of the examined outcomes, with standardized effect sizes ranging from d = 0.58 to d = 0.65 for self-efficacy outcomes, d = 0.66 to d = 1.20 for knowledge outcomes, d = 0.50 to d = 0.65 for intention outcomes, and d = 0.33 to d = 0.69 for perceived behavioural control outcomes post-intervention. The intervention effects were sustained at follow-up for all outcomes apart from perceived behavioural control to limit screen time. Additionally, the magnitude of the effect for knowledge outcomes decreased at follow-up, with standardized effect sizes ranging from d = 0.49 to d = 0.67. CONCLUSIONS: The e-Learning course was highly successful at improving early childhood educators' capacity pertaining to physical activity and sedentary behaviours. Providing training content through e-Learning may be an efficacious approach to providing continual professional learning opportunities relating to physical activity and sedentary time to early childhood educators on a large scale.

Learning cardiac embryology on YouTube-What videos are there to view?

In modern medical curricula, embryology is typically taught through lectures, with a few institutions providing tutorials. The use of 3-D videos or animations enables students to study these embryological structures and how they change with time. The aim of this study was to assess the quality of cardiac embryology videos available on YouTube. A systematic literature review regarding the use of YouTube in teaching or learning cardiac embryology identified no papers that examined this specific question, and next, a systematic search of YouTube was performed. A total of 1200 cardiac embryology videos were retrieved using 12 specific search terms, with 370 videos retrieved under two or more search terms and excluded. A further 511 videos were excluded under additional, specific criteria. The remaining 319 videos were evaluated with the YouTube Video Assessment Criteria (UTvAC), with 121 rated as "useful." Videos on YouTube are uploaded with a wide audience in mind, from children to cardiologists, and content control is imperfect. Multiple videos were identified as duplicates of videos from original channels, typically without attribution. While 49 videos showed operations or human material, none contained an ethical statement regarding consent, and only 10 of these included an age restriction or graphical advisory. While there are useful videos for medical students studying cardiac embryology on YouTube, intuitive search strategies will also identify many with irrelevant content and of variable quality. Digital competence and search strategies are not innate skills, so educators should teach students to assess information so as to avoid overload or "filter failure."

A novel learner driver first aid eLearning program: a mixed-method pre-post pilot test and evaluation.

BACKGROUND: Approximately 1.35 million people worldwide are killed in road accidents every year. Mandatory first aid training for learner drivers has been introduced in some European countries but no such requirements are in effect in Australia. The current study aimed to pilot and evaluate a first aid eLearning program for Australian learner drivers undertaking their mandated supervised driving hours. METHODS: A total of 103 participants (M age = 20.57; 52.4% female, 96% completion rate) responded to an online survey immediately before and two weeks after completing the Learner Driver First Aid program. Participants completed measures of first aid self-efficacy, first aid knowledge, and attitudes towards first aid, and provided qualitative feedback on the program. Paired samples t-tests and Mann-Whitney U tests assessed improvements in first aid self-efficacy, knowledge, and attitudes, and qualitative feedback were analysed thematically. RESULTS: Participants showed significant pre-post program improvements in first aid self-efficacy (p < .001) and first aid knowledge (p < .001); however, there were no significant changes in attitudes towards first aid (p = .028). Self-efficacy and knowledge improvements were significantly greater for those without prior first aid training (p < .001). Participants rated the usability of the online program favourably and most (93.2%) were satisfied or extremely satisfied with the program. Qualitative feedback suggested participants found the program to be accessible and interactive but noted concerns about the transfer of skills to the real-world context. CONCLUSIONS: The findings provide support for the efficacy of online first aid training for Australian learner drivers. However, further improvements to the eLearning program based on participant feedback should be considered. This study recommends the Learner Driver First Aid program be refined and rolled out to the Australian public.

Flipped and Peer-Assisted teaching: a new model in virtual anatomy education.

INTRODUCTION: In response to the COVID-19 crisis, this study aimed to introduce a new virtual teaching model for anatomy education that combines Peer-Assisted Learning (PAL) and flipped classrooms, aligning with constructivist principles. METHOD: The Flipped Peer Assisted (FPA) method was implemented in a virtual neuroanatomy course for second-year medical students at Birjand University of Medical Sciences via a descriptive study. The method involved small groups of PAL, with peer learning serving as educational assistants and the teacher acting as a facilitator. Educational content was uploaded to the university's learning management system (LMS). The opinion of medical students regarding the teaching method were evaluated using a 15-item questionnaire on a five-point Likert scale. RESULTS: A total of 210 students participated in the instruction using the FPA method. The analysis of students' scores revealed an average score of 26.75 ± 3.67 on the 30-point test. According to student feedback, this teaching method effectively motivated students to study, enhanced teamwork and communication skills, transformed their perspective on the anatomy course, provided opportunities for formative assessment and feedback, and demonstrated the teacher's dedication to education. CONCLUSION: The FPA model demonstrates its effectiveness in transforming traditional classroom teaching and fostering teaching and learning in virtual environments, particularly during pandemics like COVID-19. This model holds promise for enhancing anatomy education in challenging circumstances.

Blended e-learning and certification for medicines development professionals: results of a 7-year collaboration between King's College, London and the GMDP Academy, New York.

Introduction: The field of Medicines Development faces a continuous need for educational evolution to match the interdisciplinary and global nature of the pharmaceutical industry. This paper discusses the outcomes of a 7-year collaboration between King's College London and the Global Medicines Development Professionals (GMDP) Academy, which aimed to address this need through a blended e-learning program. Methods: The collaboration developed a comprehensive curriculum based on the PharmaTrain syllabus, delivered through a combination of asynchronous and synchronous e-learning methods. The program targeted a diverse range of professionals serving in areas related to Medical Affairs. Results: Over seven annual cohorts, 682 participants from eighty-six countries were enrolled in the program. The program's effectiveness was assessed using Kirkpatrick's model, showing elevated levels of satisfaction (over 4.0 on a five-point scale), suggesting significant gains in competence at the cognitive level and leveraged performance. Notably, 70% of responding alumni reported significant improvement in their functions, corroborated by 30% of their supervisors. The further long-term impact of the program on their respective organization has not been established. Discussion: The GMDP Academy's program has significantly contributed to life-long learning in Medicines Development, addressing educational gaps and fostering interdisciplinary collaboration. Its success highlights the importance of continuous education in keeping pace with the industry's evolving demands and underscores the potential of blended learning in achieving educational objectives in pharmaceutical medicine.

Prioritisation of clinical trial learning needs of musculoskeletal researchers: an inter-disciplinary modified Delphi study by the Australia & New Zealand musculoskeletal clinical trials network.

BACKGROUND: There is a need to increase the capacity and capability of musculoskeletal researchers to design, conduct, and report high-quality clinical trials. The objective of this study was to identify and prioritise clinical trial learning needs of musculoskeletal researchers in Australia and Aotearoa New Zealand. Findings will be used to inform development of an e-learning musculoskeletal clinical trials course. METHODS: A two-round online modified Delphi study was conducted with an inter-disciplinary panel of musculoskeletal researchers from Australia and Aotearoa New Zealand, representing various career stages and roles, including clinician researchers and consumers with lived experience of musculoskeletal conditions. Round 1 involved panellists nominating 3-10 topics about musculoskeletal trial design and conduct that they believe would be important to include in an e-learning course about musculoskeletal clinical trials. Topics were synthesised and refined. Round 2 asked panellists to rate the importance of all topics (very important, important, not important), as well as select and rank their top 10 most important topics. A rank score was calculated whereby higher scores reflect higher rankings by panellists. RESULTS: Round 1 was completed by 121 panellists and generated 555 individual topics describing their musculoskeletal trial learning needs. These statements were grouped into 37 unique topics for Round 2, which was completed by 104 panellists. The topics ranked as most important were: (1) defining a meaningful research question (rank score 560, 74% of panellists rated topic as very important); (2) choosing the most appropriate trial design (rank score 410, 73% rated as very important); (3) involving consumers in trial design through to dissemination (rank score 302, 62% rated as very important); (4) bias in musculoskeletal trials and how to minimise it (rank score 299, 70% rated as very important); and (5) choosing the most appropriate control/comparator group (rank score 265, 65% rated as very important). CONCLUSIONS: This modified Delphi study generated a ranked list of clinical trial learning needs of musculoskeletal researchers. Findings can inform training courses and professional development to improve researcher capabilities and enhance the quality and conduct of musculoskeletal clinical trials.

Automated sentiment analysis of visually impaired students' audio feedback in virtual learning environments.

This research introduces an innovative intelligent model developed for predicting and analyzing sentiment responses regarding audio feedback from students with visual impairments in a virtual learning environment. Sentiment is divided into five types: high positive, positive, neutral, negative, and high negative. The model sources data from post-COVID-19 outbreak educational platforms (Microsoft Teams) and offers automated evaluation and visualization of audio feedback, which enhances students' performances. It also offers better insight into the sentiment scenarios of e-learning visually impaired students to educators. The sentiment responses from the assessment to point out deficiencies in computer literacy and forecast performance were pretty successful with the support vector machine (SVM) and artificial neural network (ANN) algorithms. The model performed well in predicting student performance using ANN algorithms on structured and unstructured data, especially by the 9th week against unstructured data only. In general, the research findings provide an inclusive policy implication that ought to be followed to provide education to students with a visual impairment and the role of technology in enhancing the learning experience for these students.