Investigating the immediate and mid-term effect of a gamified e-learning platform for the enhancement of traffic knowledge and skills among Vietnamese adolescents operating powered two-wheelers.

INTRODUCTION: Traffic crashes caused by adolescents are being assessed as particularly serious and a common concern of society as a whole. Improving traffic knowledge and skills is crucial in reducing adolescent traffic crashes. OBJECTIVES: This study aimed to investigate the effects of a gamified e-learning platform on traffic knowledge and skills among adolescents (aged 15-18) in Vietnam. METHOD: Using a pretest-posttest design, this quasi-experimental study, included 350 participants within the intervention group and 350 participants within the control group. All participants were selected from three high schools in Ho Chi Minh City in Vietnam. Intervention group participants got a gamified traffic safety learning experience with a gamified e-learning platform, while control group participants received general traffic safety education through conventional methods using short videos. The effect was measured via tests focusing on traffic knowledge and skills. Data were subsequently collected from both groups before (i.e., pretest) and immediately after (i.e., posttest 1) following the education. In addition, within the intervention group also a second posttest (i.e., posttest 2) was conducted six months after following the education. RESULTS: A significant increase in scores on posttest 1 compared to the pretest was found in the intervention group but not in the control group. Also, among the intervention group, the scores in posttest 2 were significantly better than those in the pretest, however, there was no difference in scores between posttest 1 and posttest 2. CONCLUSION: The results of this study indicated that the gamified e-learning platform cannot only improve participants' knowledge of traffic safety but also help participants retain such knowledge for at least six months. PRACTICAL IMPLICATIONS: The study findings can reinforce the important role of traffic safety education in improving adolescent traffic knowledge and skills.

An e-learning platform for clinical reasoning in cardiovascular diseases: a study reporting on learner and tutor satisfaction.

BACKGROUND: Medical students gain essential skills through hospital training and internships, which complement their theoretical education. However, virtual patient platforms have been shown to effectively promote clinical reasoning and enhance learning outcomes. This study evaluates a web-based platform designed for learning clinical reasoning in cardiovascular diseases, detailing its functionalities and user satisfaction. METHODS: The Virtual Patient platform presents medical students with clinically valid scenarios, encompassing stages such as patient description, anamnesis, objective examination, presumptive diagnosis, health investigations, treatment planning, complications, differential and final diagnoses, and prognosis. Scenarios are generated either automatically or manually by professors, based on labeled and annotated clinical data. The Virtual Patient contains two types of medical cases: simple scenarios describing patients with one pathology, and complex scenarios describing patients with several related pathologies. The platform was evaluated by a total of 210 users: 178 medical students, 7 professors, and 25 engineering students, using questionnaires adjusted for each evaluation round to assess satisfaction and gather feedback. The evaluation by medical students was performed in four rounds, each round corresponding to successive enhancements of the platform functionalities and addition of new cases, with a total number of 1,098 evaluation sessions. RESULTS: The platform was evaluated at different implementation stages, involving simple and complex scenarios for various heart diseases. The majority of students found the platform very useful (82.58%), with significant appreciation for its features and functionalities, for example the dialogue module supporting natural language interactions in Romanian and English or the feed-back obtained during interaction. Professors highly valued the platform's flexibility in scenario generation, real-time feedback provision, and data management capabilities. They appreciated the possibility to provide feedback and score student performance in real-time or after the session, though some professors suggested improving the explainability of the scores. CONCLUSIONS: The Virtual Patient platform enables medical students to virtually replicate hospital interactions, diagnose patients, and plan treatments in clinically valid scenarios for cardiovascular diseases. User evaluations demonstrated high satisfaction and appreciation for the platform's features. Future work will focus on expanding medical cases, enhancing the dialogue module, improving scenario generation for complex cases, and extending the synthetic data generation component to produce additional types of medical investigations.

InterAgent on FHIR - Lessons Learned from Implementing an Intelligent Tutoring System with the Help of HL7 FHIR.

INTRODUCTION: For an interoperable Intelligent Tutoring System (ITS), we used resources from Fast Healthcare Interoperability Resources (FHIR) and mapped learning content with Unified Medical Language System (UMLS) codes to enhance healthcare education. This study addresses the need to enhance the interoperability and effectiveness of ITS in healthcare education. STATE OF THE ART: The current state of the art in ITS involves advanced personalized learning and adaptability techniques, integrating technologies such as machine learning to personalize the learning experience and to create systems that dynamically respond to individual learner needs. However, existing ITS architectures face challenges related to interoperability and integration with healthcare systems. CONCEPT: Our system maps learning content with UMLS codes, each scored for similarity, ensuring consistency and extensibility. FHIR is used to standardize the exchange of medical information and learning content. IMPLEMENTATION: Implemented as a microservice architecture, the system uses a recommender to request FHIR resources, provide questions, and measure learner progress. LESSONS LEARNED: Using international standards, our ITS ensures reproducibility and extensibility, enhancing interoperability and integration with existing platforms.

Effectiveness of eLearning programme for capacity building of healthcare professionals: a systematic review.

BACKGROUND: The effectiveness of eLearning in enhancing healthcare professionals' capacity has received substantial attention globally. This review sought to synthesis evidence on the effectiveness of various types of eLearning programmes, and the facilitators and barriers to its use. METHODS: The review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Four main databases (PubMed, Web of Science, JSTOR, and Scopus) in July 2023 and 44 articles met the eligibility criteria and were included in the review. The JBI critical appraisal checklist was used to appraise the methodological quality of the studies. The data were examined using narrative review to determine the effectiveness of the intervention as well as the barriers and facilitators to its use. RESULTS: This review found that asynchronous, synchronous, blended, and self-learning methodologies are effective eLearning approaches for continuous professional development. Previous positive experiences, user-friendly interfaces and relevance of the eLearning content to daily practice are critical elements that facilitate eLearning usage. Poor computer competence and literacy, lack of personal computers and high family duties were the main personal factors that hindered eLearning use. Some systemic barriers included; heavy workloads, shortage of specialised eLearning facilitators poor management involvement, and technical inadequacies within the ICT departments. Environmental issues such as poor infrastructure, including limited internet and frequent power outages acted as barriers. CONCLUSION: The review highlights the effectiveness of various eLearning approaches among health professionals and presents the disparities between developing and developed economies in relation to the facilitators and barriers.

[Lifelong learning in cardiology: success through innovation : Use of e-learning in further education and training]. / Lebenslanges Lernen in der Kardiologie: Durch Innovation erfolgreich : Einsatz von E-Learning in Fort- und Weiterbildung.

Lifelong learning in cardiology is essential, as treatment standards, technologies and drug treatment are constantly evolving. In this respect e­learning plays a central role, enabling doctors to flexibly and efficiently expand their knowledge. There are various offerings, from medical students and specialist training to highly specialised expert knowledge. The e­learning platforms have become an indispensable tool in specialist training. Another concept is the combination of face-to-face teaching and e­learning, known as blended learning. This is particularly effective in medical training. These models enable flexible preparation and follow-up and appeal to different types of learners. Overall, e­learning offers a valuable resource for flexibly and efficiently acquiring knowledge and keeping up to date.

The effect of promoting factors on learning by four different delivery modes.

BACKGROUND: In the digital era, developing effective teaching methods is crucial due to the challenges of maintaining students' concentration amidst distractions. This study assessed the effects of learning-promoting factors both across group boundaries and within RCT learning groups examined in our previous study on the effectiveness of online versus live teaching. METHODS: The participants' experiences in the domains of Concentration, Anticipation, Liking and Desire to reuse were evaluated online immediately after a lesson on diagnosing pediatric respiratory issues implemented either in a Live, Live-stream, Vodcast or Podcast setting. The students rated their experiences on a scale of 1-10 with scores above a median of 8 indicating high experience levels in each factor. Learning was evaluated using a Webropol e-Test immediately and five weeks after the teaching session. The 15-minute test, comprised of 10 multiple-choice questions and real-life video scenarios, measured both theoretical and diagnostic skills. The test score scale ranged from - 26 to 28 points. RESULTS: High concentration was experienced by 70/72 (97.2%) students in the Live, 41/75 (54.7%) students in the Live-stream, 53/72 (73.6%) students in the Vodcast and 36/79 (45.6%) students in the Podcast teaching groups (P < 0.01). High concentration promoted learning the most, resulting in a 1.93 score improvement in the short-term test and a 1.65 score improvement in the long-term test. Among those with high concentration, the average test scores ranged from 21.9 to 23.4, while the range for low concentration was 18.3-20.0. CONCLUSION: In our study, good concentration promoted higher test scores in comparison with low concentration across all the learning modalities, both in digital and live settings. However, the live teaching modality resulted in the highest levels of concentration. Our results suggest that teachers should use various teaching modalities and utilize related special features to engage learners and maintain their concentration.

Impacts of blended learning with BOPPPS model on Chinese medical undergraduate students: a comprehensive systematic review and meta-analysis of 44 studies.

BACKGROUND: With the development of Internet information technology, especially the impact of the sudden outbreak of the novel coronavirus disease 2019 epidemic, along with the call for "classes suspended but learning continues," a large number of medical educators have learned and experienced online teaching. They have understood the shortcomings of traditional teaching methods. Not only the blended BOPPPS teaching mode combines the advantages of the BOPPPS teaching mode but also the online teaching platform breaks through the limitation of time and space. However, a general consensus on the effectiveness of the blended BOPPPS teaching strategy in China is lacking, and few studies use quantitative synthesis to evaluate the effectiveness of this teaching strategy. Hence, this study aimed to assess the overall effectiveness of online and offline blended BOPPPS teaching strategies in higher medical education in China compared with the lecture-based learning (LBL) teaching model. METHODS: Studies that blended learning with the BOPPPS model in China from January 2000 to October 2023 were searched in the Chinese and English-language online databases. We analyzed the objective and subjective scores of students and performed subgroup analysis for specialties and online teaching platforms. The data were analyzed using the Stata version 14.0 software. The quality assessment was performed using the Jadad scoring scale. RESULTS: Forty-four studies were included in this meta-analysis. Compared with the LBL mode, the blended the BOPPPS teaching mode was more effective in terms of the overall capacity [standardized mean difference (SMD) = 1.193, 95% confidence interval (CI): 0.813-1.572], mastery of medical theory knowledge (SMD = 1.090, 95% CI: 0.730-1.450), and practical skills (SMD = 1.246, 95% CI: 0.799-1.693). The analyzed questionnaire surveys indicated the positive effects of the blended BOPPPS teaching mode on classroom satisfaction, autonomous learning ability, learning interest, teamwork ability, interpersonal skills, ability to analyze and solve problems, group interaction, learning engagement, and learning strategies. CONCLUSIONS: The study underscored that the blended BOPPPS teaching mode could effectively improve the comprehensive quality of students. The subjective scores also indicated that students generally preferred this novel teaching mode.

Large Language Models in Nursing Education: State-of-the-Art.

This study explores the integration of Large Language Models (LLMs) into nursing education, highlighting a paradigm shift towards interactive learning environments. We aimed to analyze the literature to identify how large language models are being implemented in nursing education, as well as key opportunities and limitations that need to be addressed. English records published since 2022 were retrieved from 4 databases including LLMs in nursing education. A total of 19 records were eligible. As LLMs advanced natural language processing capabilities enable interactive learning experiences, nursing educators are presented with unique opportunities to enhance curriculum delivery, foster critical thinking, and simulate complex clinical scenarios. Through a comprehensive analysis of current applications, limitations and future research, this paper navigates the complexities of adopting LLMs (eg ChatGPT) in nursing education. This paper concludes with a call for action to advance the integration of AI in nursing, enhancing educational outcomes while ensuring ethical, effective use.

Mixed Reality in Medical Education - Introduction of a Practical Course Module.

With increasing digitalization in healthcare, there is growing potential for the use of Mixed Reality (MR) in medicine. In response to this, we developed a course to provide students with hands-on experience in MR and familiarize them with the technology. Utilizing the HoloLens 2, we designed an application enabling multiple users to interact with virtual objects overlaid on the real world and shared across devices. We used 3D heart anatomy models to let students discuss cardiovascular diseases together. We conducted a preliminary evaluation of our prototype, involving ten participants. The first test indicated a positive reception of the course, with students expressing keen interest in MR. With this work we share our experience to contribute to the field of MR applications.

Analyzing the Efficacy of an Open Access Biomedical Informatics Boot Camp.

Each summer, the University at Buffalo hosts a free, virtual biomedical informatics (BMI) boot camp. Lectures covering various subject matter areas are offered including, but not limited to: machine learning, natural language processing, programming, database queries, clinical decision support (CDS), and public and consumer health informatics. Once the 2023 boot camp had concluded, an anonymous, voluntary survey was offered to everyone who attended. The results of the boot camp were overwhelmingly positive with 70% of the survey participants indicating that they agreed that their expectations were met. 82% of the participants indicated that our JupyterHub and the educational coding materials stored on it are useful tools for the learning process. Qualitative analyses showed a desire for additional hands-on learning over theoretical lectures.

An online training and feedback module enhances the musculoskeletal examination performance of medical interns.

BACKGROUND: Pathologies of the locomotor system are frequent and can cause disability and impact the quality of life of the people affected. In recent years, online training and feedback have emerged as learning tools in many fields of medicine. OBJECTIVE: This study aims to evaluate medical interns' musculoskeletal examination performance after completing an online training and feedback module. METHODS: This study employed a quasi-experimental design. Medical interns were invited to complete a 4-week musculoskeletal physical examination training and feedback module via an e-learning platform. The course included written and audiovisual content pertaining to medical history, physical examination, and specific tests for the diagnosis of the most common knee, spine, shoulder, ankle, and foot conditions. Before and after completing the module, their ability to perform the physical examination was evaluated using an objective structured clinical examination (OSCE) with simulated patients that took place face-to-face. A control group of experts was assessed using the OSCE, and their performance was compared to that of the interns before and after the training. At the end of the module feedback on the OSCE was provided to participants through the platform asynchronously and two evaluation questions about the user experience were conducted at the end of the study. RESULTS: A total of 35 subjects were assessed using the OSCE, including 29 interns and 6 experts. At the beginning of the training module, the group of interns obtained an average score of 50.6 ± 15.1. At the end of the module, 18 interns retook the OSCE, and their performance increased significantly to an average of 76.6 ± 12.8 (p < 0.01). Prior to the training, the experts performed significantly better than the interns (71.2 vs. 50.6; p = 0.01). After the interns received the training and feedback, there were no significant differences between the two groups (71.2 vs. 76.6; p = 0.43). Two evaluation questions were conducted at the end of the study, revealing that 93% of the participants affirm that the training module will be useful in their clinical practice, and 100% of the participants would recommend the training module to a colleague. CONCLUSION: The online training and feedback module enhances the musculoskeletal examination performance of medical interns.

Can an Immersive Virtual Reality 360 Enhancing Students' Self-Directed Learning on Diabetes Knowledge and Self-Efficacy?

Nurses need to be competent in clinical nursing knowledge and skills via engagement in continuing education. The knowledge of nurses should be updated especially in caring for diabetes disease. The potential for immersive experience provision by 360-degree video. This study aims to design an immersive interactive learning experience based on 360° immersive videos and pilot testing on nursing students receiving diabetes education.

Enhancing Engagement and Achievement in Nursing Education: The Effect of Combining Online PBL and Design Thinking on Student Motivation and Satisfaction - A Qualitative Analysis.

This study explores the integration of design thinking into online problem-based learning (PBL) within the context of nursing education, leveraging Google Jamboard as a facilitative interactive tool. By prioritizing creativity, empathy, and iteration, this innovative approach seeks to bolster student motivation and satisfaction. Employing a quasi-experimental design, the research involved third-year nursing students and compared the efficacy of traditional PBL methods against a hybrid model that integrates design thinking principles. Notably, the experimental group's interaction with Google Jamboard significantly enhanced their engagement, resulting in notable improvements in both motivation and satisfaction. The findings underscore the benefits of merging online PBL with design thinking, particularly when supported by digital tools, in creating a more vibrant and effective learning environment. This methodology not only stimulates active learning but also fosters vital competencies such as critical thinking and collaboration, which are crucial in the nursing profession. The results of this study advocate for the implementation of cutting-edge teaching methodologies in nursing education and pave the way for further investigation into the enduring impacts of this educational amalgamation.

The Effectiveness of On-Demand Health Education Systems in Assisting the Nursing Workload.

This article explores the "On-Demand Health Education System" in healthcare, highlighting its role in enhancing nursing efficiency and quality. Using a database, it allows nurses to provide tailored education via QR codes for patients and families. Key findings show its positive impact on education quality and efficiency, though improvements are needed in user interface and accessibility for certain groups like the elderly. Future enhancements should focus on user experience and expanding accessibility, acknowledging the potential of such systems in medical education with technological advancement.

The Application of Generative AI for Nursing Education.

Building a nursing education platform through Microsoft Power Apps. The main purpose is to provide convenience, real-time access, and comprehensive knowledge in nursing, as well as to improve work efficiency.

Challenges of Teaching EHR-Based Documentation in an Obstetrical Clinical Course While Fostering Positive Student Experiences.

Perinatal documentation is challenging and complex requiring multiple documentation modalities. By customizing an academic EHR to parallel documentation in perinatal units, pre-licensure nursing students will learn and experience documentation standards and practice on the academic EHR. Student feedback and experiences will be recorded utilizing student surveys.

Development of an Online Training System on Pulmonary Aspiration for Clinical Nurses.

Pulmonary aspiration is a particularly problematic condition in patients in hospitals and nursing home. To promote patient safety and prevent serious complications, the nurse's role in preventing and caring for patient at high risk of pulmonary aspiration is crucial. Our team has developed an online training system on pulmonary aspiration for nurses to improve their ability to identify early risk factors, scientifically assess the risk of aspiration, and effectively intervene and manage when pulmonary aspiration occurs. This system was developed via WeChat app, the most popular social media application in China. It has four main functions, such as online training, online assessment, announcement interaction, and learning record. This online training systems offer the benefits of flexible learning time with anytime access, rich resources that are easy to update, and greater cost-effectiveness. This paper presents and discusses the development process of this system.

Revolutionizing Nurse Practitioner Training: Integrating Virtual Reality and Large Language Models for Enhanced Clinical Education.

This project introduces an innovative virtual reality (VR) training program for student Nurse Practitioners, incorporating advanced 3D modeling, animation, and Large Language Models (LLMs). Designed to simulate realistic patient interactions, the program aims to improve communication, history taking, and clinical decision-making skills in a controlled, authentic setting. This abstract outlines the methods, results, and potential impact of this cutting-edge educational tool on nursing education.

Application of data-driven blended online-offline teaching in medicinal chemistry for pharmacy students: a randomized comparison.

BACKGROUND: The purpose of this study was to evaluate the effectiveness and efficiency of implementing a data-driven blended online-offline (DDBOO) teaching approach in the medicinal chemistry course. METHODS: A total of 118 third-year students majoring in pharmacy were enrolled from September 2021 to January 2022. The participants were randomly assigned to either the DDBOO teaching group or the traditional lecture-based learning (LBL) group for medicinal chemistry. Pre- and post-class quizzes were administered, along with an anonymous questionnaire distributed to both groups to assess students' perceptions and experiences. RESULTS: There was no significant difference in the pre-class quiz scores between the DDBOO and LBL groups (T=-0.637, P = 0.822). However, after class, the mean quiz score of the DDBOO group was significantly higher than that of the LBL group (T = 3.742, P < 0.001). Furthermore, the scores for learning interest, learning motivation, self-learning skill, mastery of basic knowledge, teamwork skills, problem-solving ability, innovation ability, and satisfaction, as measured by the questionnaire, were significantly higher in the DDBOO group than in the traditional group (all P < 0.05). CONCLUSION: The DDBOO teaching method effectively enhances students' academic performance and satisfaction. Further research and promotion of this approach are warranted.

Optimizing placebo and minimizing nocebo effects through communication: e-learning and virtual reality training development.

BACKGROUND: The effects of many treatments in healthcare are determined by factors other than the treatment itself. Patients' expectations and the relationship with their healthcare provider can significantly affect treatment outcomes and thereby play a major role in eliciting placebo and nocebo effects. We aim to develop and evaluate an innovative communication training, consisting of an e-learning and virtual reality (VR) training, for healthcare providers across all disciplines, to optimize placebo and minimize nocebo effects through healthcare provider-patient communication. The current paper describes the development, mid-term evaluation, optimization, and final evaluation of the communication training, conducted in The Netherlands. METHODS: The development of both the e-learning and the VR training consisted of four phases: 1) content and technical development, 2) mid-term evaluation by healthcare providers and placebo/communication researchers, 3) optimization of the training, and 4) final evaluation by healthcare providers. To ensure the success, applicability, authenticity, and user-friendliness of the communication training, there was ongoing structural collaboration with healthcare providers as future end users, experts in the field of placebo/communication research, and educational experts in all phases. RESULTS: Placebo/communication researchers and healthcare providers evaluated the e-learning positively (overall 7.9 on 0-10 scale) and the content was perceived as useful, accessible, and interesting. The VR training was assessed with an overall 6.9 (0-10 scale) and was evaluated as user-friendly and a safe method for practicing communication skills. Although there were some concerns regarding the authenticity of the VR training (i.e. to what extent the virtual patient reacts like a real patient), placebo and communication researchers, as well as healthcare providers, recognized the significant potential of the VR training for the future. CONCLUSIONS: We have developed an innovative and user-friendly communication training, consisting of an e-learning and VR training (2D and 3D), that can be used to teach healthcare providers how to optimize placebo effects and minimize nocebo effects through healthcare provider-patient communication. Future studies can work on improved authenticity, translate the training into other languages and cultures, expand with additional VR cases, and measure the expected effects on providers communication skills and subsequently patient outcomes.