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1.
PLoS One ; 16(4): e0249839, 2021.
Artículo en Inglés | MEDLINE | ID: mdl-33831082

RESUMEN

The COVID-19 pandemic led to widespread closure of universities. Many universities turned to e-learning to provide educational continuity, but they now face the challenge of how to reopen safely and resume in-class learning. This is difficult to achieve without methods for measuring the impact of school policies on student physical interactions. Here, we show that selectively deploying e-learning for larger classes is highly effective at decreasing campus-wide opportunities for student-to-student contact, while allowing most in-class learning to continue uninterrupted. We conducted a natural experiment at a large university that implemented a series of e-learning interventions during the COVID-19 outbreak. The numbers and locations of 24,000 students on campus were measured over a 17-week period by analysing >24 million student connections to the university Wi-Fi network. We show that daily population size can be manipulated by e-learning in a targeted manner according to class size characteristics. Student mixing showed accelerated growth with population size according to a power law distribution. Therefore, a small e-learning dependent decrease in population size resulted in a large reduction in student clustering behaviour. Our results suggest that converting a small number of classes to e-learning can decrease potential for disease transmission while minimising disruption to university operations. Universities should consider targeted e-learning a viable strategy for providing educational continuity during periods of low community disease transmission.


Asunto(s)
Instrucción por Computador , Educación a Distancia , Pandemias , Estudiantes , Universidades , /epidemiología , Femenino , Humanos , Masculino
2.
Pathologe ; 42(3): 305-309, 2021 May.
Artículo en Alemán | MEDLINE | ID: mdl-33852052

RESUMEN

Digital formats have become an indispensable part of academic teaching, including education and training in pathology. Their use offers the perspective of rendering conventional teaching formats more diversified and more flexible since students can adopt the timing and learning speed to their individual needs. However, digital formats should be designed to fulfill the intended didactic purpose within a teaching concept that addresses competences and specific aims. The current view is that E­learning neither will nor should replace face-to-face teaching, but that both can fuse into blended-learning formats using the best of both worlds. It is important to view the implementation of E­learning as a dynamic process that should be underpinned by didactic research and be constantly developed further through evaluation and feedback from both teachers and students.


Asunto(s)
Instrucción por Computador , Curriculum , Humanos
3.
Curationis ; 44(1): e1-e7, 2021 Mar 10.
Artículo en Inglés | MEDLINE | ID: mdl-33764129

RESUMEN

BACKGROUND: The real-world problems and ever-changing challenges currently confronting the future of nursing education and healthcare require a problem-based learning approach using simulation strategy. This is exacerbated by the increasing burden of diseases such as tuberculosis, human immunodeficiency virus and acquired immune deficiency syndrome (HIV and AIDS) and more recently the coronavirus disease 2019 (COVID-19) pandemic, as well as advancing technology and changing regulations and policies. Problem-based learning is a student-centred learning strategy, where students are presented with situations drawn from practice, which can be used to bridge the theory-practice gap. OBJECTIVES: To explore the perceptions and views of healthcare educators on how problem-based learning can be facilitated through simulation. METHOD: A qualitative, exploratory, descriptive and contextual research design was used. Thirteen educators from the Faculty of Health Sciences of the University of Johannesburg, with 5 years' teaching experience, were purposively selected from the Dean's office, the Nursing Department, emergency medical care and the departments of podiatry, somatology and radiography. The participants were selected based on their extensive knowledge of problem-based learning and the use of simulation. Data were collected through in-depth, individual, semi-structured interviews. Thematic analysis provided six themes and 13 related sub-themes. The article focuses on the perceptions and views of educators regarding problem-based learning through simulation. RESULTS: Problem-based learning through simulation allows students to work together in teams, which demonstrates a new modus operandi and renders a holistic approach to patient care. CONCLUSION: Problem-based learning through simulation should be utilised to encourage reflective knowledge exchange. Students from various departments can learn about new innovations, creativity and develop critical thinking when solving complex health-related problems.


Asunto(s)
Actitud del Personal de Salud , Actitud hacia los Computadores , Instrucción por Computador/métodos , Educación en Enfermería/métodos , Docentes de Enfermería/psicología , Aprendizaje Basado en Problemas/métodos , Adulto , Curriculum , Femenino , Humanos , Masculino , Persona de Mediana Edad , Investigación Cualitativa , Adulto Joven
5.
Phys Ther ; 101(4)2021 04 04.
Artículo en Inglés | MEDLINE | ID: mdl-33751113

RESUMEN

OBJECTIVE: The objectives of this cross-sectional qualitative study were to explore the perspectives of students enrolled in one physical therapist undergraduate education program in Australia about their experience with transitioning to full eLearning and student recommendations to improve the learning experience during the COVID-19 pandemic. METHODS: Seven focus groups with 28 undergraduate physical therapist students were conducted following the transitioning to full eLearning as a result of strict physical distancing measures. Focus group questions explored the students' experiences of the transition from face-to-face to full eLearning approach and the students' recommendations for improving future eLearning experiences. Data were analyzed using inductive thematic analysis. RESULTS: The 3 themes identified were: (1) students presenting heightened negative feelings such as anxiety, stress, and reduced motivation to study; (2) students continuing to value the face-to-face learning, as it provided social support and facilitated feedback from peers and tutors; (3) student recommendations for eLearning included having online lectures and supplementary videos but face-to-face practical classes and developing healthy learning habits such as scheduled times for studying, exercise, and other activities that regulate stress. CONCLUSIONS: The transition to a full eLearning approach in an undergraduate physical therapist education program during the COVID-19 pandemic revealed that students had heightened negative emotions due to the pandemic. Students valued face-to-face practical classes to learn and receive social support from peers and tutors. Student recommendations to future eLearning suggested changes to curriculum development geared toward a greater blended approach to learning. Blended learning may include using online lectures instead of face-to-face lectures and online resources to supplement student learning of practical skills. IMPACT: As higher education moves toward a more blended approach, lessons learned from this study can help educators design future physical therapist education programs. The findings can also assist programs in delivering a full eLearning approach as the COVID-19 pandemic continues.


Asunto(s)
Instrucción por Computador , Educación a Distancia , Educación Profesional/tendencias , Modalidades de Fisioterapia/educación , Estudiantes del Área de la Salud , Adulto , Australia , Estudios Transversales , Curriculum , Femenino , Grupos Focales , Humanos , Masculino , Investigación Cualitativa , Estrés Psicológico/psicología , Adulto Joven
6.
Med Confl Surviv ; 37(1): 55-68, 2021 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-33719754

RESUMEN

Distance-learning increasingly forms part of many academic and professional courses. OxPal, a collaboration between University of Oxford medical students and doctors and their counterparts in the occupied Palestinian territory (oPt), sought to evaluate the feasibility and efficacy of interactive online distance-learning through a pre-established international partnership as a method for rapid knowledge sharing during the novel coronavirus disease 2019 (COVID-19) response. Two interactive online lectures for medical students and clinicians in the oPt on the COVID-19 pandemic were conducted. The first lecture was an 'Introduction to COVID-19' and the second focused on 'Data-sharing during the pandemic'. 212 and 174 attended each lecture, respectively. Feedback was via an online questionnaire. >95% of respondents indicated the lectures covered a gap in their medical education. 87% and 77% of respondents rated lecture quality 'Good' or 'Excellent' for the two lectures respectively. Qualitative feedback elicited requests for more clinically focused lectures, which have since been provided. Online lectures are feasible and effective for rapid education of medical students and clinicians in the oPt in a public health emergency. We hope this encourages other institutions to provide similar support in the oPt and other 'tutor-deplete' regions facing specific geopolitical challenges to local medical education.


Asunto(s)
/epidemiología , Medicina Clínica/educación , Educación a Distancia/organización & administración , Educación Médica/organización & administración , Estudiantes de Medicina/estadística & datos numéricos , Árabes , Instrucción por Computador/estadística & datos numéricos , Curriculum , Humanos , Jordania , Encuestas y Cuestionarios
7.
Sensors (Basel) ; 21(5)2021 Feb 25.
Artículo en Inglés | MEDLINE | ID: mdl-33668757

RESUMEN

In face-to-face and online learning, emotions and emotional intelligence have an influence and play an essential role. Learners' emotions are crucial for e-learning system because they promote or restrain the learning. Many researchers have investigated the impacts of emotions in enhancing and maximizing e-learning outcomes. Several machine learning and deep learning approaches have also been proposed to achieve this goal. All such approaches are suitable for an offline mode, where the data for emotion classification are stored and can be accessed infinitely. However, these offline mode approaches are inappropriate for real-time emotion classification when the data are coming in a continuous stream and data can be seen to the model at once only. We also need real-time responses according to the emotional state. For this, we propose a real-time emotion classification system (RECS)-based Logistic Regression (LR) trained in an online fashion using the Stochastic Gradient Descent (SGD) algorithm. The proposed RECS is capable of classifying emotions in real-time by training the model in an online fashion using an EEG signal stream. To validate the performance of RECS, we have used the DEAP data set, which is the most widely used benchmark data set for emotion classification. The results show that the proposed approach can effectively classify emotions in real-time from the EEG data stream, which achieved a better accuracy and F1-score than other offline and online approaches. The developed real-time emotion classification system is analyzed in an e-learning context scenario.


Asunto(s)
Instrucción por Computador , Educación a Distancia , Electroencefalografía , Emociones , Algoritmos , Humanos , Aprendizaje Automático
8.
Medicine (Baltimore) ; 100(9): e24829, 2021 Mar 05.
Artículo en Inglés | MEDLINE | ID: mdl-33655944

RESUMEN

ABSTRACT: An increasing number of studies focus on the effectiveness of Massive Open Online Courses (MOOC)-based blended learning, whereas none have yet studied using it for teaching fundamental nursing skills at an undergraduate level.To evaluate the effectiveness of MOOC-based blended learning versus face-to-face classroom teaching techniques within the fundamental nursing course at the Faculty of Nursing, University of Xiang Nan, China.This cluster randomized controlled trial enrolled 181 students and assigned them into either an MOOC-based blended or a face-to-face classroom teaching group, both involving the Fundamental Nursing course for undergraduate nursing students. The analyzed outcomes included test scores, critical thinking ability, and feedback received from the students on the Fundamental Nursing course.MOOC-based blended techniques versus face-to-face classroom teaching methods demonstrated higher daily performance (P = .014), operational performance (P = .001), theoretical achievements (P < .001), and final grades (P < .001) in Fundamental Nursing.Moreover, the mean change in the participants' critical thinking ability items between groups were, mostly, statistically significant. The items focusing on the feedback from the students demonstrated significant differences between the groups in terms of their satisfaction with the teaching they received (P < .001) and the overall learning effects (P = .030).This study confirmed that receiving MOOC-based blended learning was superior when compared against face-to-face classroom teaching techniques for learning within the Fundamental Nursing course.


Asunto(s)
Curriculum , Educación a Distancia/métodos , Bachillerato en Enfermería/métodos , Evaluación Educacional/métodos , Internet , Aprendizaje Basado en Problemas/métodos , Enseñanza/organización & administración , China , Instrucción por Computador/métodos , Femenino , Humanos , Masculino , Adulto Joven
9.
BMC Oral Health ; 21(1): 119, 2021 03 16.
Artículo en Inglés | MEDLINE | ID: mdl-33726713

RESUMEN

BACKGROUND: The high prevalence of periodontal diseases is an important oral health problem worldwide. It is necessary to increase public knowledge on and influence attitudes towards periodontal diseases in order to prevent them. However, the effect of oral health education (OHE) as a primary preventive method in China is unsatisfactory. The aim of this study is to investigate the feasibility of extending an e-learning course regarding periodontal health by comparing the effects of oral health education regarding periodontal health (OHE-PH) on dental and non-dental students and the effects between a traditional course and an e-learning course among non-dental students at Sichuan University. METHODS: A quasi-experimental study with a pre-test and a post-test was performed. A total of 217 dental students and 134 non-dental students attended a traditional course; 69 non-dental students attended an e-learning course. Before- and after-course questionnaires about periodontal health knowledge, attitudes and behaviours were administered. RESULTS: After the traditional/e-learning course, the knowledge of both dental and non-dental students about periodontal diseases and self-reported behaviours for gingival bleeding and oral care improved. The non-dental students reached or surpassed the level of dental students before the course. The non-dental students taking the e-learning course performed better in some areas than those taking the traditional course. CONCLUSIONS: OHE-PH was effective for dental and non-dental students. The e-learning course on OHE-PH was sufficient for improving knowledge and self-reported behaviours among non-dental undergraduates and was even better than the traditional course in some areas. The e-learning course may be an effective method for periodontal health education and oral health promotion among undergraduates.


Asunto(s)
Instrucción por Computador , Salud Bucal , China , Estudios de Factibilidad , Promoción de la Salud , Humanos , Encuestas y Cuestionarios
10.
MedEdPORTAL ; 17: 11090, 2021 02 05.
Artículo en Inglés | MEDLINE | ID: mdl-33598535

RESUMEN

Introduction: The COVID-19 pandemic in March of 2020 necessitated the removal of medical students from direct patient care activities to prevent disease spread and to conserve personal protective equipment. In order for medical student education to continue, virtual and online electives were designed and implemented expeditiously. We created a virtual curriculum that taught quality improvement (QI) skills within the context of the global pandemic. Methods: This 4-week curriculum enrolled 16 students. Students completed the revised QI knowledge application tool (QIKAT-R) before and after the course to assess QI knowledge. Students completed prereading, online modules, and received lectures on QI and incident command systems. Each group designed their own QI project related to our hospital system's response to the pandemic. Finally, groups presented their projects at a peer symposium and completed peer evaluations. Results: Students' QIKAT-R scores improved throughout the course from a mean of 5.5 (SD = 1.3) to a mean of 7.5 (SD = 1.1; p < 0.001). Students reported that the virtual learning experience delivered the material effectively, and all students agreed that they would participate in QI work in the future. Discussion: Patient safety and QI topics are content areas for multiple medical licensing examinations. Virtual learning is an effective way to deliver QI content to medical students and residents, especially when projects are trainee-led, QI-trained faculty serve as mentors, and the projects harmonize with institutional goals. Our virtual pandemic-focused curriculum has demonstrated efficacy in increasing medical student QI knowledge.


Asunto(s)
Instrucción por Computador/normas , Curriculum/normas , Educación de Pregrado en Medicina/normas , Evaluación Educacional , Humanos , Maryland , Pandemias , Mejoramiento de la Calidad , Encuestas y Cuestionarios
11.
MedEdPORTAL ; 17: 11097, 2021 02 12.
Artículo en Inglés | MEDLINE | ID: mdl-33598540

RESUMEN

Introduction: Neonatal-perinatal medicine (NPM) providers actively manage medical transports. However, there is wide variation in transport education among fellowship programs. Using the flipped classroom methodology, we developed a video and case-based transport education curriculum. Methods: A national needs assessment identified safety, communication skills, and physiology as the most important aspects of transport management. Three 10-minute video modules and two 20-minute case-based discussions were developed to address this content. Using the flipped classroom format, seven NPM fellows from all three postgraduate years of training took part in the curriculum by individually viewing each video followed by participation in group case-based discussions. Cognitive and affective outcomes were assessed using a knowledge and attitude pretest, individual video module posttests, and a postcurriculum follow-up survey. Results: NPM fellows showed significant improvements in transport knowledge and reported increased confidence in their ability to perform important transport roles. Case discussions were adaptable to learners who had different levels of training and had variable transport experience. Case discussions were successfully executed both in person and by video telecommunications during the 2020 COVID-19 pandemic. Discussion: This transport curriculum addressed a national education gap in NPM fellowship training. Using the flipped classroom methodology, cognitive and affective objectives were achieved by improving knowledge and confidence in transport skills among NPM learners. The video and case-based formats were easily implemented, applicable to multiple types of learners, and adaptable to different environments.


Asunto(s)
Instrucción por Computador , Curriculum , Educación de Postgrado en Medicina , Pediatría/educación , Aprendizaje Basado en Problemas , Apoyo a la Formación Profesional , Evaluación Educacional , Humanos , Recién Nacido , Michigan , Pandemias , Grabación en Video
12.
J Contin Educ Nurs ; 52(3): 123-129, 2021 Mar 01.
Artículo en Inglés | MEDLINE | ID: mdl-33631022

RESUMEN

Students implementing journal clubs can meet Doctor of Nursing Practice (DNP) essential skills by developing analytical methods to critically appraise the evidence. The objective of this article is to inform DNP faculty and students on the value of journal clubs in doctoral nursing education. This article includes a reflection on a DNP student's experience implementing a journal club as an exemplar. The approaches used involved a literature review on the benefits of a journal club for nurses and a reflection on the experience of implementing a journal club. The journal club experience met the guidelines for two American Association of Colleges of Nursing DNP essential skills. A journal club is an effective way to meet DNP essential skills in nursing students and is possible to implement in an online format, which is an attractive clinical option during COVID-19. [J Contin Educ Nurs. 2021;52(3):123-129.].


Asunto(s)
Instrucción por Computador , Educación de Postgrado en Enfermería , Publicaciones Periódicas como Asunto , /epidemiología , Competencia Clínica , Enfermería Basada en la Evidencia , Humanos , Pandemias , Estados Unidos
13.
BMC Med Educ ; 21(1): 137, 2021 Feb 27.
Artículo en Inglés | MEDLINE | ID: mdl-33639906

RESUMEN

BACKGROUND: Local anaesthesia plays a key role in many aspects of a dentist's work. The required skills to perform anaesthesia successfully are acquired at university. To take advantage of the possibilities for new teaching formats, a blended learning concept for the local anaesthesia course was developed. The aim of the study was to compare the effectiveness of face-to-face, blended and e-learning in teaching in local anaesthesia by assessing students' knowledge gain, performance of practical skills and satisfaction with the course. METHODS: All participants (n = 37) were randomly allocated into three groups. After acquiring the theoretical background in the blended learning, e-learning or lecture groups, a test to assess knowledge gain was performed. The performance of the practical skills was assessed in a small-group seminar. Student attitudes were evaluated with a questionnaire. RESULTS: The blended group showed significantly better results (mean = 17, SD =1.5) in theoretical knowledge gain than the other two groups (e-learning group: mean = 14.7, SD = 2.2; lecture group: mean = 14.8, SD =2.3). When comparing the results of the clinical skills assessment, there was no significant difference among all three groups (p > 0.017). The participants confirmed a high overall satisfaction with the course, in particular with the blended learning approach. CONCLUSION: This study indicates that blended learning improves the learning outcome for theoretical knowledge in teaching local anaesthesia more than either face-to-face learning or e-learning alone. Furthermore, the blended learning approach is highly appreciated by the students. For acquiring practical skills, this study shows that blended learning is as effective as other teaching methods.


Asunto(s)
Anestesia Local , Competencia Clínica , Instrucción por Computador , Educación en Odontología/métodos , Estudiantes/psicología , Adulto , Femenino , Humanos , Masculino , Distribución Aleatoria , Adulto Joven
15.
BMC Geriatr ; 21(1): 126, 2021 02 16.
Artículo en Inglés | MEDLINE | ID: mdl-33593287

RESUMEN

BACKGROUND: Caring of older adults with dementia at home can be challenging for home care workers. There is a need to develop suitable training for home care workers to improve the quality of dementia care. We evaluated a 12-week dementia care training including mobile e-learning, social networking, and mentoring support group meetings on the dementia care knowledge, attitude, and competence of home care workers. METHODS: This controlled study involved 140 home care workers from two home care agencies, which were selected from 12 home care agencies in eastern Taiwan. The two home care agencies were randomly allocated either the intervention group or the control group. The intervention group received mobile e-learning, mentor-led online social support networking, and monthly face-to-face mentoring support group meetings. Participants in the control group received 8-h conventional lectures. The primary outcomes were knowledge, attitude, and competence in dementia care. Questionnaires consisting of the Dementia Knowledge Assessment Scale, Approaches to Dementia Questionnaire, and Sense of Competence in Dementia Care Staff scale were administered to the participants at three time points (baseline, end of the 12-week intervention, and 12 weeks after the end of the intervention). RESULTS: Generalized estimating equation analyses showed that the intervention significantly improved the knowledge, attitude, and competence of home care workers on dementia care. The effects remained significant even 12 weeks after the end of the intervention. CONCLUSIONS: A 12-week dementia care training program consisting of mobile e-learning, social networking, and face-to-face mentoring support group meetings were found to a feasible approach in improving the knowledge, attitude, and competence of home care workers. Mobile e-learning and online environment provides a platform that is self-directed, flexible, accessible, and cost-effective for training home care workers. The findings provide a call to action for nurse educators and policy makers to re-design existing dementia care training for home care workers to meet the critical home care needs of a growing dementia population. TRIAL REGISTRATION: ClinicalTrials.gov. NCT03822286 . Registration date: 27/01/2019. Posted date: 31/01/2019.


Asunto(s)
Instrucción por Computador , Demencia , Servicios de Atención de Salud a Domicilio , Tutoría , Anciano , Demencia/terapia , Humanos , Mentores , Taiwán
16.
Nurse Educ Today ; 99: 104796, 2021 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-33607513

RESUMEN

BACKGROUND: COVID-19 pandemic has necessitated mandatory e-learning in medical and nursing education. How far are developing countries like India (with wide socioeconomic and cultural diversity) geared up for this challenge remains unexplored. At this critical juncture, we aim to evaluate if online teaching methods are as feasible, acceptable, and effective as in-class teaching for medical/nursing students. OBJECTIVES: The questionnaire captured: (1) practicability/feasibility of online classes, (2) health issues from online classes, (3) current methods for e-teaching, and (4) student attitudes and preferences. DESIGN: Cross-sectional survey. SETTINGS: Population-based study in India. PARTICIPANTS: Nursing and medical undergraduate students (I-IV year). METHODOLOGY: The online questionnaire was distributed to 200 medical and nursing colleges across India. Categorical variables were analyzed using chi-square tests. Binary logistic regression was done to analyze factors predicting health issues in students. p < 0.05 was considered significant. RESULTS: Overall, 1541 medical and 684 nursing students completed the survey from 156 cities. The availability of laptop (p < 0.0001), Wi-Fi (p < 0.0001), dedicated room (p < 0.0001), and computer proficiency was more in students of affluent families and those from cities (p < 0.0001). Class duration >4 h/day (p < 0.0001), each class >40 min (p < 0.009) and pre-existing health issues (p < 0.0001) predicted the occurrence headache, eyestrain, anxiety, neck/back pain, and sleep disturbance. Power-point presentation was the most widely (80%) used method of teaching. Only 30% got adequate time to interact with teachers. Only 20.4% felt e-learning can replace conventional teaching. Students preferred: 3-6 classes/day, each class <40 min, 10-20 min break between classes and interactive sessions. CONCLUSION: There is a need to improve information and communication infrastructure to enhance feasibility of e-learning for nursing/medical students in India. There should be guidelines (number of classes/day, length of each class, break between classes, curriculum, etc) to improve the retention capacity in students and reduce health issues. Continuous feedback from teachers and students will be required to make e-learning effective.


Asunto(s)
Educación a Distancia/tendencias , Educación Médica , Educación en Enfermería , Estudiantes de Medicina/psicología , Estudiantes de Enfermería/psicología , Instrucción por Computador/estadística & datos numéricos , Estudios Transversales , Humanos , India
17.
J Med Internet Res ; 23(1): e23594, 2021 01 15.
Artículo en Inglés | MEDLINE | ID: mdl-33428581

RESUMEN

BACKGROUND: The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE: Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS: A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS: Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS: Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.


Asunto(s)
/epidemiología , Instrucción por Computador/métodos , Educación a Distancia/métodos , Educación Médica/métodos , Accidente Cerebrovascular/diagnóstico , Educación a Distancia/normas , Femenino , Humanos , Aprendizaje , Masculino
18.
J Korean Med Sci ; 36(1): e13, 2021 Jan 04.
Artículo en Inglés | MEDLINE | ID: mdl-33398947

RESUMEN

BACKGROUND: The impact of coronavirus disease 2019 (COVID-19) has profoundly affected education, with most universities changing face-to-face classes to online formats. To adapt to the COVID-19 pandemic situation, we adopted a blended learning approach to anatomy instruction that included online lectures, pre-recorded laboratory dissection videos, and 3D anatomy applications, with condensed offline cadaver dissection. METHODS: We aimed to examine the learning outcomes of a newly adopted anatomy educational approach by 1) comparing academic achievement between the blended learning group (the 2020 class, 108 students) and the traditional classroom learning group (the 2019 class, 104 students), and 2) an online questionnaire survey on student preference on the learning method and reasons of preference. RESULTS: The average anatomy examination scores of the 2020 class, who took online lectures and blended dissection laboratories, were significantly higher than those of the 2019 class, who participated in an offline lecture and dissection laboratories. The questionnaire survey revealed that students preferred online lectures over traditional large group lecture-based teaching because it allowed them to acquire increased self-study time, study according to their individual learning styles, and repeatedly review lecture videos. CONCLUSION: This study suggests that a blended learning approach is an effective method for anatomy learning, and the advantage may result from increased self-directed study through online learning.


Asunto(s)
Anatomía/educación , /epidemiología , Éxito Académico , Cadáver , Instrucción por Computador , Humanos , Aprendizaje , Evaluación de Resultado en la Atención de Salud
19.
J Med Libr Assoc ; 109(1): 90-96, 2021 Jan 01.
Artículo en Inglés | MEDLINE | ID: mdl-33424469

RESUMEN

Background: A request for consumer health information training for public librarians led to the development of a specialized consumer health reference and health literacy training program by professional consumer health librarians from an academic medical center. Professional consumer health librarians created an interactive presentation aimed at improving public librarians' ability to respond to consumer health questions and provide vetted health resources. Case Presentation: Building on professional expertise, librarians at Weill Cornell Medicine developed a live class demonstration accompanied by a representative subject LibGuide to support public librarians who assist patrons with health questions. Skills involved in effectively communicating with patrons who are seeking consumer health information include conducting reference interviews, matching patrons' needs with appropriate resources, teaching useful Internet search methods, assessing health information, and understanding health literacy issues. Originally envisioned as two in-person live demonstrations, the team proactively adapted the program to respond to the stay-at-home social-distancing order put in place in response to the coronavirus disease 2019 (COVID-19) pandemic. Conclusions: The team successfully led an in-person live training session followed by an adapted online training experience, the latter designed to complete the curricula while complying with city and state orders.


Asunto(s)
Instrucción por Computador/métodos , Información de Salud al Consumidor/métodos , Información de Salud al Consumidor/estadística & datos numéricos , Curriculum , Alfabetización en Salud/métodos , Bibliotecólogos/educación , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Ciudad de Nueva York
20.
J Am Vet Med Assoc ; 258(2): 165-169, 2021 Jan 15.
Artículo en Inglés | MEDLINE | ID: mdl-33405987

RESUMEN

OBJECTIVE: To determine the effectiveness of a digital interactive multimedia tutorial (DIMT) for preparing veterinary students to perform ultrasonography in horses. SAMPLE: 42 third-year veterinary students. PROCEDURES: Students were randomly assigned to 3 instructional methods: independent study (ie, 45 minutes to read a highlighted textbook chapter), lecture (ie, 45-minute lecture by a faculty member), or digital interactive multimedia tutorial (DIMT; ie, 45-minute narrated, interactive module). Written and practical tests were administered after each instruction session. For the practical test, each student was required to obtain a series of ultrasound images of a live horse, and images were later scored for quality by an individual unaware of the instructional method used. RESULTS: Higher-quality ultrasound images were obtained by veterinary students who had reviewed the DIMT rather than the analogous information in textbook chapters. No difference in scores was identified between students in the lecture group and those in the DIMT group. Students' perceptions suggested that practical instruction facilitated by clinicians was a key component of learning how to perform ultrasonography in horses. CONCLUSIONS AND CLINICAL RELEVANCE: Results supported the use of DIMTs in preparing veterinary students to perform ultrasonography in horses.


Asunto(s)
Instrucción por Computador , Multimedia , Animales , Evaluación Educacional , Caballos , Humanos , Estudiantes , Ultrasonografía/veterinaria
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