Addressing the Digital Divide in Health Education: A Systematic Review.

The disparity in access to essential healthcare resources and services is exacerbated by the digital divide, which presents a significant obstacle to health education. Effective tactics to advance digital equity and provide equitable access to resources for telehealth and digital health are needed to close this gap. Digital databases such as PubMed, MEDLINE, Scopus, Web of Science, and Google Scholar were used to conduct a systematic review. Keywords and Boolean operators including "digital divide," "health education," "digital equity," "telehealth," "digital health literacy," and "strategies" were used in the literature search process. Only peer-reviewed English-language papers that addressed methods for bridging the digital divide in health education were accepted after being screened in accordance with the preset inclusion and exclusion criteria. The results were compiled using a narrative synthesis method after data were retrieved and synthesized with the aid of suitable quality assessment tools. After satisfying the inclusion criteria, seven papers were added to the systematic review. The results emphasized the complexity of the digital divide in health education and provided a range of approaches to mitigate disparities in access to digital health technologies and resources. The importance of digital equality and universal design, continuous intervention evaluation and monitoring, and enduring obstacles to Internet access and healthcare technology availability were among the major themes. This systematic study emphasizes how critical it is to put evidence-based tactics into practice in order to close the digital divide in health education. Through the promotion of universal design principles, ongoing evaluation of treatments, and digital equity, stakeholders can mitigate health disparities, improve population health, and guarantee equitable access to telehealth and digital health services.

A Mixed-Method Analytical Cross-Sectional Research of Person-Centered Learning Behaviors Among Adolescent and Adult Learners.

Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is to evaluate the person-centered behaviors that influence learning among learners in adolescent and adult age groups by employing a learning behavior questionnaire that has been previously validated. Material and methods A cross-sectional study in which 944 participants were enrolled, including 456 adolescents from English-medium schools (aged 11 to 16 years) and 488 adults from a health professional institute (aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the study's quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp LLC, College Station, USA), all of the responses were tallied and statistically examined. Results  The mean scores of person-centered learning behaviors were significantly higher for learners in the adult age group than for learners in the adolescent age group. The findings of the component, which was qualitative in nature, were consistent with the findings of the learning behavior questionnaire analysis. For both adults and adolescents, the difference in mean person-centered learning scores was statistically negligible at a 5% level of significance (p=0.415 and p=0.368, respectively). Conclusion The study's checklist, which is self-monitoring in nature, may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.

A Mixed-Method Analytical Cross-Sectional Research on Participation-Centered Learning Behaviors for Adolescent and Adult Learners Utilizing a Validated Learning Behavior Questionnaire.

Background In their academic lives, students progress from the stage of primary learning to the stage of adolescent learning and then to the stage of adult learning. At every step of learning, learners display particular learning habits, which must be mapped out to maximize learning. Objectives The objective of the present study is the evaluation of the participation-centered learning behaviors among adolescent and adult learners employing a validated learning behavior questionnaire. Material and methods This was a cross-sectional research. A total of 944 participants were in the study, including 456 adolescents from English-medium schools (aged 11 to 16) and 488 adults from a health professional institute ( aged 18 to 23 years). The validated learning behavior questionnaire, which study participants rated on a scale of 0, 1, and 2, served as the quantitative component. The focus group discussion that was held for a group of adult and teenage students comprised the study's qualitative component. Using STATA-14 software (StataCorp, College Station, United States), all of the responses were tallied and statistically examined. Results The mean scores of participation-centered learning behaviors were significantly higher in adult learners than in teenage learners. The findings of the qualitative component analyzed were consistent with the findings of the learning behavior questionnaire analysis. Conclusion The study's self-monitoring checklist may aid in the evaluation of learning behaviors and make it simpler for adult and adolescent learners to establish excellent learning habits.

Navigating merits and limits on the current perspectives and ethical challenges in the utilization of artificial intelligence in psychiatry - An exploratory mixed methods study.

BACKGROUND: The integration of Artificial Intelligence (AI) in psychiatry presents opportunities for enhancing patient care but raises significant ethical concerns and challenges in clinical application. Addressing these challenges necessitates an informed and ethically aware psychiatric workforce capable of integrating AI into practice responsibly. METHODS: A mixed-methods study was conducted to assess the outcomes of the "CONNECT with AI" - (Collaborative Opportunity to Navigate and Negotiate Ethical Challenges and Trials with Artificial Intelligence) workshop, aimed at exploring AI's ethical implications and applications in psychiatry. This workshop featured presentations, discussions, and scenario analyses focusing on AI's role in mental health care. Pre- and post-workshop questionnaires and focus group discussions evaluated participants' perspectives, and ethical understanding regarding AI in psychiatry. RESULTS: Participants exhibited a cautious optimism towards AI, recognizing its potential to augment mental health care while expressing concerns over ethical usage, patient-doctor relationships, and AI's practical application in patient care. The workshop significantly improved participants' ethical understanding, highlighting a substantial knowledge gap and the need for further education in AI among psychiatrists. CONCLUSION: The study underscores the necessity of continuous education and ethical guideline development for psychiatrists in the era of AI, emphasizing collaborative efforts in AI system design to ensure they meet clinical needs ethically and effectively. Future initiatives should aim to broaden psychiatrists' exposure to AI, fostering a deeper understanding and integration of AI technologies in psychiatric practice.

Twelve tips for addressing ethical concerns in the implementation of artificial intelligence in medical education.

Artificial Intelligence (AI) holds immense potential for revolutionizing medical education and healthcare. Despite its proven benefits, the full integration of AI faces hurdles, with ethical concerns standing out as a key obstacle. Thus, educators should be equipped to address the ethical issues that arise and ensure the seamless integration and sustainability of AI-based interventions. This article presents twelve essential tips for addressing the major ethical concerns in the use of AI in medical education. These include emphasizing transparency, addressing bias, validating content, prioritizing data protection, obtaining informed consent, fostering collaboration, training educators, empowering students, regularly monitoring, establishing accountability, adhering to standard guidelines, and forming an ethics committee to address the issues that arise in the implementation of AI. By adhering to these tips, medical educators and other stakeholders can foster a responsible and ethical integration of AI in medical education, ensuring its long-term success and positive impact.

In the ever-evolving landscape of medical education, the integration of Artificial Intelligence (AI) stands out as a revolutionary innovation with the potential to reshape learning methodologies and advance healthcare practices.However, this transformative journey is impeded by ethical concerns that demand careful attention.This reflects a delicate balance that educators must strike between embracing innovation and ensuring responsible implementation.The twelve provided tips serve as a practical guide, highlighting the complexities involved in incorporating AI ethically.By following these guidelines, educators contribute to shaping a healthcare workforce that is not only technologically proficient but also ethically grounded.

Elevating Educational Research: A Focus on Objectives, Operations, and Outcomes Model.

The Triple "O" model in educational research, meaning the Objectives, Operations, and Outcomes model, is a plan to dive into how research works. Objectives are the reasons for this research, directing what researchers aim to explore. Operations focus on transforming these reasons into actual steps; they navigate the methods for gathering information. As for the Outcomes, they represent significant shifts resulting from the research, such as improved methods of teaching or students achieving their educational targets with better learning outcomes. Using the Triple "O" model, researchers are expected to explore educational research and studies significantly and effectively. This model provides a clear plan on how to conduct research and pay attention to the results. It is ready to change the whole scene of educational research and make good, important differences in learning.

Reviving medical education through teachers training programs: A literature review.

The art of teaching in undergraduate and post graduate medical curriculum was revised in last century with targeted programs to equip the medical faculty with advanced teaching technologies. Medical education units (MEUs) were established by the medical council to train the existing medical faculty of the country in teaching methodologies. This study aimed to evaluate the MEU's impact on teachers' training and compare the status of trained teachers before and after the MEU era. Published literature and statistics on the MCI website were compiled to compare teachers' training status over time empirically. MEU, R.C., and N.C. have been highly efficient in improving the proportion of teachers trained from 5.38 to 50.32% across the country, especially after the upgradation of MEU in 2009. Proportion of the teachers trained increased from 5.38% to 50.32% due to the programs organized by various MEU, regional and nodal centres, especially after the upgradation of MEU in 2009. Lack of trained resource persons and administrative support were the common challenges faced. Properly organized MEU and planned activities should be emphasized in every institute. for effective development of the faculties.

Evaluation of a Product-Centered Learning Behaviors for Adolescent and Adult Learners Using a Validated Learning Behavior Questionnaire: A Mixed-Method Analytical Cross-Sectional Study.

BACKGROUND:  A learner transitions from being a primary learner to an adolescent learner and further to an adult learner in his/her academic life. The learners exhibit specific learning behaviors at all stages of learning, the mapping of which is required for optimization of learning. PRIMARY OBJECTIVE:  To assess the product-centered learning behaviors in adolescent and adult learners using a validated learning behavior questionnaire. SECONDARY OBJECTIVES:  To develop a self-monitoring checklist and a Set, Train Your Mind, Apply, and Reinforce (STAR) matrix from the learning behavior questionnaire. MATERIAL AND METHODS: It was a mixed-method analytical cross-sectional study. A total of 944 learners participated in the study, out of which 456 were adolescent learners (11-16 years) from an English-medium school (Central Board of Secondary Education (CBSE)) and 488 were adult learners (18-23 years) from a health professional institute. The quantitative component of the study was the validated learning behavior questionnaire, in which the study participants had to rate listed items on a scale of 0, 1, and 2. The qualitative component of the study was the focus group discussions (FGDs), which were conducted each for group of adolescent and adult learners. All the responses were tabulated and statistically analyzed using STATA-14 software. RESULTS: The mean scores of product-centered learning behaviors was significantly higher in adult learners as compared to adolescent learners. The findings of the qualitative component evaluated were in tune with the findings of the analysis of the learning behavior questionnaire. The self-monitoring checklist and STAR matrix were generated from the validated learning behavior questionnaire. CONCLUSION:  The evolved self-monitoring checklist and STAR matrix may aid in the assessment of learning behaviors and facilitate the inculcation of learning behaviors amongst adolescent and adult learners.

Applying visual mapping techniques to promote learning in community-based medical education activities.

BACKGROUND: Teaching and learning Community-Based Medical Education (CBME) requires the active engagement of students in various activities to cover planned curricular content. CBME being multifaceted involves careful application and formation of links when attending to community health problems and public health issues. Students often depend on factual recall rather than 'engaging in', to counteract the broad and comprehensive nature of CBME. This study was conducted to assess the effectiveness of Visual mapping techniques as a learning tool in a CBME program for the subject Community Medicine and thereby assist medical undergraduate students in overcoming identified learning challenges. METHODOLOGY: An interventional study was conducted where medical undergraduates were randomly assigned to two different groups (each group = 30). After sensitization, a broad theme was taught to both the groups as a part of community-based teaching (CBT), each week for a month. The students in the intervention group were given the assignment to draw visual maps using the mind mapping & concept mapping techniques, after each CBT session, while the control group had Question-Answer session with built-in discussion (Conventional method) by an equally qualified, experienced faculty with no mapping assignments. A surprise written examination was conducted on the topics taught, and scores of both the groups were compared. Feedback was obtained from the intervention group. RESULTS: Mean score of the examination by the intervention group (29.85 ± 3.22) was significantly higher than and that of the control group (23.06 ± 4.09) (t = 7.14 and p < 0.05). The students shared that the assignment of drawing mind and concept maps for topics taught helped in attempting questions of the written examination by facilitating easy recall of the information learned. It aided to frame the answers to descriptive questions in a structured way with the use of keywords. However, identifying the concepts and establishing relationship between them was slightly challenging. CONCLUSION: 'Visual mapping' in the form of Mind and Concept mapping was found to be an effective learning tool for multifaceted CBME especially in promoting meaningful learning and facilitating rational thinking by the medical undergraduates.

Formative assessment in practical for Indian postgraduates in health professions education: A strategic initiative towards competency-based education.

BACKGROUND: Observational assessment (OA) or Workplace Based Assessment (WPBA) is being increasingly used to assess the trainees by direct observation to shape their learning. The current deficiencies in our conventional assessment system are due to lack of conceptualization of assessment as a process for continuous improvement and learning, leading to non-utilization of many available tools of assessment. OBJECTIVE: The present study aimed to introduce formative assessment (FA) for postgraduates at all the constituent colleges (Medical, Dental, Ayurveda, Nursing) under the ambit of Datta Meghe Institute of Medical Sciences (Deemed University) Sawangi (M) Wardha, (Maharashtra), India. METHODOLOGY: Observational Assessment tools used for FA were Mini CEX (Mini Clinical Evaluation Exercise) and DOPS (Direct Observation of Procedural Skills)in addition to Objectively Structured Clinical/Practical Examination (OSCE/OSPE). Six encounters of OAs were conducted at the end of each semester. The OA tool used was either the MiniCEX or/and DOPS, depending on the type of subject (Preclinical, Para-clinical, Clinical). RESULTS: A significant improvement in scores from one semester to other as the postgraduate learner progresses, was observed. The overall response from the postgraduate students and faculty for FA was satisfactory. CONCLUSION: Formative assessment in practical's, was feasible, acceptable and effective program to improve the overall learning and competency of postgraduates.

Curriculum Evaluation of Physiology subject of medical undergraduate using 'FIPO model'.

BACKGROUND: After the formal process of developing/revising and implementing the curriculum, the need arises for its 'Evaluation'. A plan of evaluation is an integral part of the process of curriculum development, which ultimately yields an evaluation report, giving us the directives for the curriculum reforms in the future. 'Curriculum Evaluation' is one of the six steps of curriculum development as given by David E Kern. OBJECTIVE: The present study was undertaken with an objective to evaluate the whole process of curriculum revision and effectiveness of the Physiology curriculum in achieving the goals, objectives, and outcomes. METHODOLOGY: A framework or model is developed named 'FIPO model' of curriculum evaluation. According to this, all four components (Formative phase, Input, Process, Output and Outcome) are evaluated for the 'Curriculum'. In addition, the model also states the key/concerned person/persons responsible and the assessment/monitoring modality for each component. RESULT: All parameters included in the 'Formative phase' of the model, helped to evaluate the initial preparation for carrying out the curriculum revision. For 'Input' evaluation, various resources of Physiology department for curriculum revision, implementation, and evaluation, were assessed. It includes Manpower, Infrastructure, Material, Time, Money, etc. The third component of the FIPO model, i.e. process evaluation dealt with two processes, i.e. curriculum revision and curriculum implementation. Evaluation of 'Output and Outcome' of the entire exercise of undertaking curriculum revision was undertaken. CONCLUSION: The curriculum evaluation report stated that the curriculum of Physiology subject of MBBS (Phase I) is revised, implemented and evaluated systematically as per the prescribed guidelines using the available resources in an effective and efficient manner. The demonstrable output for the same was the document of 'Revised Curriculum' and significant outcomes were in the form of satisfactory result and distinctions for the subject Physiology.

Appraisal of Core Therapy, Supportive Therapy, and Alternative Therapy in a Tertiary Care Rural Hospital of Vidarbha Region in Correlation to Plethora of Menopausal Problems.

CONTEXT: Menopause is a crucial phase of the women fraternity which marks the end of reproductive age. Mostly it is physiological; however, certain conditions may lead to premature menopause. Menopause has an extensive spectrum of symptoms which are extremely bothersome. An effective, empathetic, and rational treatment strategy is necessary. AIM: The present study was carried out to appraise the treatment strategies to tackle menopausal problems in Acharya Vinoba Bhave Rural Hospital, Sawangi (Meghe), Wardha - a tertiary care hospital in rural Vidarbha. MATERIALS AND METHODS: This monocentric hospital-based qualitative study was carried out on 330 menopausal women. Data were collected from in-depth interview of the health-care professionals of obstetrics and gynecology department and patients. RESULTS: Of 330 participants, the incidence of natural menopause was 90.96% (2016) and 85.36% (2017); surgical menopause was 09.03% (2016) and 14.63% (2017). There was no incidence of chemotherapy-induced and pelvic radiation-induced menopause during the study. Pharmacotherapy (85.45%) and surgery (19.09%) were the mainstay treatments. The most common route of drug administration was oral (92.20%), followed by intravaginal (15.60%), topical (09.57%), and injectables (0.35%). Pharmacotherapy was categorized into core therapy (84.75%), supportive therapy (47.52%), and alternative therapy (03.19%). CONCLUSION: The present study concludes that there is a decline in the use of hormone replacement therapy for the management of menopausal complaints. There is lack of awareness of the complexity of menopausal symptoms and available treatment strategies in this rural population, and therefore, it is recommended to organize various awareness camps, so that a prompt and most suitable treatment can be provided.