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2.
Sensors (Basel) ; 21(5)2021 Feb 25.
Artigo em Inglês | MEDLINE | ID: mdl-33668757

RESUMO

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.


Assuntos
Instrução por Computador , Educação a Distância , Eletroencefalografia , Emoções , Algoritmos , Humanos , Aprendizado de Máquina
3.
Medicine (Baltimore) ; 100(9): e24829, 2021 Mar 05.
Artigo em Inglês | MEDLINE | ID: mdl-33655944

RESUMO

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.


Assuntos
Currículo , Educação a Distância/métodos , Bacharelado em Enfermagem/métodos , Avaliação Educacional/métodos , Internet , Aprendizagem Baseada em Problemas/métodos , Ensino/organização & administração , China , Instrução por Computador/métodos , Feminino , Humanos , Masculino , Adulto Jovem
4.
Curationis ; 44(1): e1-e7, 2021 Mar 10.
Artigo em Inglês | MEDLINE | ID: mdl-33764129

RESUMO

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.


Assuntos
Atitude do Pessoal de Saúde , Atitude Frente aos Computadores , Instrução por Computador/métodos , Educação em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Aprendizagem Baseada em Problemas/métodos , Adulto , Currículo , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pesquisa Qualitativa , Adulto Jovem
5.
Nurse Educ Today ; 99: 104796, 2021 Apr.
Artigo em Inglês | MEDLINE | ID: mdl-33607513

RESUMO

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.


Assuntos
Educação a Distância/tendências , Educação Médica , Educação em Enfermagem , Estudantes de Medicina/psicologia , Estudantes de Enfermagem/psicologia , Instrução por Computador/estatística & dados numéricos , Estudos Transversais , Humanos , Índia
6.
J Contin Educ Nurs ; 52(3): 123-129, 2021 Mar 01.
Artigo em Inglês | MEDLINE | ID: mdl-33631022

RESUMO

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.].


Assuntos
Instrução por Computador , Educação de Pós-Graduação em Enfermagem , Publicações Periódicas como Assunto , /epidemiologia , Competência Clínica , Enfermagem Baseada em Evidências , Humanos , Pandemias , Estados Unidos
7.
BMC Med Educ ; 21(1): 137, 2021 Feb 27.
Artigo em Inglês | MEDLINE | ID: mdl-33639906

RESUMO

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.


Assuntos
Anestesia Local , Competência Clínica , Instrução por Computador , Educação em Odontologia/métodos , Estudantes/psicologia , Adulto , Feminino , Humanos , Masculino , Distribuição Aleatória , Adulto Jovem
8.
MedEdPORTAL ; 17: 11090, 2021 02 05.
Artigo em Inglês | MEDLINE | ID: mdl-33598535

RESUMO

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.


Assuntos
Instrução por Computador/normas , Currículo/normas , Educação de Graduação em Medicina/normas , Avaliação Educacional , Humanos , Maryland , Pandemias , Melhoria de Qualidade , Inquéritos e Questionários
9.
MedEdPORTAL ; 17: 11097, 2021 02 12.
Artigo em Inglês | MEDLINE | ID: mdl-33598540

RESUMO

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.


Assuntos
Instrução por Computador , Currículo , Educação de Pós-Graduação em Medicina , Pediatria/educação , Aprendizagem Baseada em Problemas , Apoio ao Desenvolvimento de Recursos Humanos , Avaliação Educacional , Humanos , Recém-Nascido , Michigan , Pandemias , Gravação em Vídeo
10.
Anat Sci Educ ; 14(2): 132-147, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33387389

RESUMO

Coronavirus disease 2019 (Covid-19) created unparalleled challenges to anatomy education. Gross anatomy education has been particularly impacted given the traditional in-person format of didactic instruction and/or laboratory component(s). To assess the changes in gross anatomy lecture and laboratory instruction, assessment, and teaching resources utilized as a result of Covid-19, a survey was distributed to gross anatomy educators through professional associations and listservs. Of the 67 survey responses received for the May-August 2020 academic period, 84% were from United States (US) institutions, while 16% were internationally based. Respondents indicated that in-person lecture decreased during Covid-19 (before: 76%, during: 8%, P < 0.001) and use of cadaver materials declined (before: 76 ± 33%, during: 34 ± 43%, P < 0.001). The use of cadaver materials in laboratories decreased during Covid-19 across academic programs, stand-alone and integrated anatomy courses, and private and public institutions (P ≤ 0.004). Before Covid-19, cadaveric materials used in laboratories were greater among professional health programs relative to medical and undergraduate programs (P ≤ 0.03) and among stand-alone relative to integrated anatomy courses (P ≤ 0.03). Furthermore, computer-based assessment increased (P < 0.001) and assessment materials changed from cadaveric material to images (P < 0.03) during Covid-19, even though assessment structure was not different (P > 0.05). The use of digital teaching resources increased during Covid-19 (P < 0.001), with reports of increased use of in-house created content, BlueLink, and Complete Anatomy software (P < 0.05). While primarily representing US institutions, this study provided evidence of how anatomy educators adapted their courses, largely through virtual mediums, and modified laboratory protocols during the initial emergence of the Covid-19 pandemic.


Assuntos
Anatomia/educação , Instrução por Computador , Dissecação/educação , Educação a Distância , Ensino , /transmissão , Cadáver , Currículo , Avaliação Educacional , Humanos , Modelos Educacionais , Inquéritos e Questionários , Estados Unidos
12.
J Med Internet Res ; 23(1): e23594, 2021 01 15.
Artigo em Inglês | MEDLINE | ID: mdl-33428581

RESUMO

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.


Assuntos
/epidemiologia , Instrução por Computador/métodos , Educação a Distância/métodos , Educação Médica/métodos , Acidente Vascular Cerebral/diagnóstico , Educação a Distância/normas , Feminino , Humanos , Aprendizagem , Masculino
13.
J Med Libr Assoc ; 109(1): 90-96, 2021 Jan 01.
Artigo em Inglês | MEDLINE | ID: mdl-33424469

RESUMO

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.


Assuntos
Instrução por Computador/métodos , Informação de Saúde ao Consumidor/métodos , Informação de Saúde ao Consumidor/estatística & dados numéricos , Currículo , Letramento em Saúde/métodos , Bibliotecários/educação , Adulto , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Cidade de Nova Iorque
14.
J Korean Med Sci ; 36(1): e13, 2021 Jan 04.
Artigo em Inglês | MEDLINE | ID: mdl-33398947

RESUMO

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.


Assuntos
Anatomia/educação , /epidemiologia , Sucesso Acadêmico , Cadáver , Instrução por Computador , Humanos , Aprendizagem , Avaliação de Resultados em Cuidados de Saúde
15.
Ann Anat ; 234: 151669, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33400983

RESUMO

BACKGROUND: In this viewpoint representatives of the Teaching Commission of the Anatomical Society summarize their teaching experiences gained during the COVID-19 pandemic in the summer term of 2020 and derive first recommendations concerning face-to-face and remote teaching of anatomy for the future. METHODS: Representatives of the Teaching Commission of the Anatomical Society met virtually, exchanged experiences and summarized them in writing and answered a short questionnaire. RESULTS: The required transition to remote learning during summer term of 2020 was possible, but revealed technical shortcomings and major deficits concerning practical hands-on teaching. CONCLUSION: The Teaching Commission of the Anatomical Society recommends that universities should follow the idea of as much face-to-face teaching as possible and as much online teaching as necessary for future terms.


Assuntos
Anatomia/educação , Sociedades Médicas/tendências , Ensino/tendências , Universidades/tendências , /prevenção & controle , Instrução por Computador/tendências , Alemanha , Aprendizagem/classificação , Inquéritos e Questionários , Gravação em Vídeo
16.
Anat Sci Educ ; 14(2): 148-153, 2021 Mar.
Artigo em Inglês | MEDLINE | ID: mdl-33463041

RESUMO

In responding to Covid-19 anatomists have succeeded in adapting their teaching to online delivery. However, long-term reliance on this mode of teaching raises the prospect that transferring the whole of the learning environment to an impersonal digital world will lead to loss of anatomy's humanistic side. In looking to a future increasingly dependent upon digital input to teaching, a number of roadblocks are identified. These are: the peril of abandoning the ethos of anatomy; for the workload of staff and especially for female academic staff; by a lack of adequate resources; to the research nature of departments, including the quality of research; to the position of anatomy in the biomedical sciences; and from pressures to retreat from a dissection-based education. In tracing a future trajectory for anatomy, issues outlined are the inevitability of change, the need for anatomy to market itself to the world, and the opportunities presented for anatomy to view itself increasingly as a contributor to broad scholastic endeavors. Suggestions include exploring the possibilities presented by virtual anatomy museums, the use of online learning to reach those not normally in touch with anatomy teaching, and exploring the integrated courses with humanities disciplines. It is concluded that anatomy will flourish if there is a willingness to expand the traditional horizons and be prepared to integrate all that is best in the person-to-person and digital worlds.


Assuntos
Anatomia/educação , Instrução por Computador , Dissecação/educação , Educação a Distância , Ensino , /transmissão , Cadáver , Currículo , Avaliação Educacional , Feminino , Humanos , Masculino , Modelos Educacionais , Mulheres Trabalhadoras , Carga de Trabalho
17.
Orthop Clin North Am ; 52(1): 15-26, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33222981

RESUMO

Augmented reality (AR) technology enhances a user's perception through the superimposition of digital information on physical images while still allowing for interaction with the physical world. The tracking, data processing, and display technology of traditional computer-assisted surgery (CAS) navigation have the potential to be consolidated to an AR headset equipped with high-fidelity cameras, microcomputers, and optical see-through lenses that create digital holographic images. This article evaluates AR applications specific to total knee arthroplasty, total hip arthroplasty, and the opportunities for AR to enhance arthroplasty education and professional development.


Assuntos
Artroplastia de Quadril/educação , Artroplastia do Joelho/educação , Realidade Aumentada , Instrução por Computador , Ortopedia/educação , Competência Clínica , Humanos , Cirurgia Assistida por Computador/instrumentação , Cirurgia Assistida por Computador/métodos
18.
Nurse Educ Pract ; 50: 102955, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33383552

RESUMO

eLearning may be part of the solution to manage the ongoing training needs of nurses in Australian hospitals. A focus on addressing a knowledge gap in the recognition of and response to the deteriorating patient provided an opportunity to develop an eLearning program. Human factors education was incorporated as an innovative key feature in the eLearning program. A self-study methodological approach was applied to simultaneously research the development process and to integrate an evaluation of the resulting eLearning program. Critical friends were consulted during the planning and development of the eLearning program to ensure that the final program was engaging while also being successful in supporting learning. The resulting eLearning program was evaluated with a cohort of nurses who participated in pre and post test questionnaires and focus group discussions. Nurses reported that the inclusion of a realistic, interactive case study game as a learning device was valuable and resulted in self reflection about experiences in managing deteriorating patients. These findings suggest that eLearning programs can be successful in increasing nurses' confidence in managing the deteriorating patient, reading the track and trigger charts, applying human factors education, and may result in improved in patient outcomes.


Assuntos
Competência Clínica , Instrução por Computador , Educação em Enfermagem/métodos , Estudantes de Enfermagem/psicologia , Austrália , Humanos , Aprendizagem , Inquéritos e Questionários
19.
Dev Biol ; 469: 80-85, 2021 01 01.
Artigo em Inglês | MEDLINE | ID: mdl-32991866

RESUMO

Until very recently, distance education, including digital science labs, served a rather small portion of postsecondary students in the United States and many other countries. This situation has, however, dramatically changed in 2020 in the wake of the COVID-19 pandemic, which forced colleges to rapidly transit from face-to-face instructions to online classes. Here, we report the development of an interactive simulator that is freely available on the web (http://neurosphere.cos.northeastern.edu/) for teaching lab classes in developmental biology. This simulator is based on cellular automata models of neural-stem-cell-driven tissue growth in the neurosphere assay. By modifying model parameters, users can explore the role in tissue growth of several developmental mechanisms, such as regulation of mitosis or apoptotic cell death by contact inhibition. Besides providing an instantaneous animation of the simulated development of neurospheres, the Neurosphere Simulator tool offers also the possibility to download data for detailed analysis. The simulator function is complemented by a tutorial that introduces students to computational modeling of developmental processes.


Assuntos
Simulação por Computador , Instrução por Computador , Biologia do Desenvolvimento/educação , Educação a Distância/métodos , Células-Tronco Neurais/citologia , Simulação por Computador/economia , Instrução por Computador/economia , Custos e Análise de Custo , Humanos , Internet , Laboratórios , Modelos Biológicos
20.
J Infect Public Health ; 14(1): 17-23, 2021 Jan.
Artigo em Inglês | MEDLINE | ID: mdl-33341480

RESUMO

BACKGROUND: Nowadays, there is a paradigm shift in medical education. This shift occurred following the Covid-19 crisis. The world uses digital e-learning to support the public health response to this pandemic. The study's objective was to determine the medical students' acceptance and perceptions of e-learning during the Covid-19 closure time in Jeddah. METHODS: A cross-sectional, web-based study was done among 340 medical students from King Abdulaziz University, 2020. A standardized, electronic, self-administered, Google Form data collection sheet was distributed. It included the E-learning acceptance measure (ElAM) containing three constructs, namely: tutor quality (TQ), perceived usefulness (PU), and facilitating conditions (FC). The sheet also inquired about the students' perceptions of the benefits, enablers, and barriers to e-learning. Descriptive, inferential statistics and multiple linear regression analyses were applied. RESULTS: Blackboard and Zoom were the most preferred Learning Management Systems (LMS) by our medical students. The mean score of ElAM was 102.82 ± 24.102. Better achievers obtained significantly (P < 0.001) higher scores in all ElAM constructs. About three-fifths of the students confirmed that e-learning substituted classical on-campus learning and was an adaptable, and less time-consuming method. The educator's good e-learning skills, the subject, instructional design, interaction, motivation, and good LMS were agreed as enablers of e-learning. However, most students accepted that clinical teaching is the most challenging learning outcome and that exams could be affected by low internet quality. CONCLUSION: Medical students moderately accepted e-learning during the Covid-19 Pandemic closure time. More training of the students and tutors, better designing e-courses, more interaction, motivation, and blended learning are recommended.


Assuntos
Adaptação Psicológica , Estudantes de Medicina/psicologia , Instrução por Computador , Estudos Transversais , Educação de Graduação em Medicina , Egito , Feminino , Humanos , Internet , Masculino , Inquéritos e Questionários , Adulto Jovem
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