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Pie chart representing which kind of training medical students suggested for future medical student generations
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Background:
The Coronavirus Disease 19 (COVID-19) pandemic brought significant disruption to in-hospital medical training. Virtual reality simulating the clinical environment has the potential to overcome this issue and can be particularly useful to supplement the traditional in-hospital medical training during the COVID-19 pandemic, when hospital...
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Background:
The coronavirus 2019 (COVID-19) pandemic forced students and teachers to rapidly adopt digital education methods. Proper guidance for and refinement of such methods is continuously required. Here, we report on the educational experience students and academic staff at the neurosurgical department of a German university hospital made wit...
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Purpose
The purpose of this survey was to assess medical students’ opinions about online learning programs and their preferences for specific teaching formats during COVID 19 pandemic.
Methods
Between May and July 2020, medical students who took an online gynecology and obstetrics course were asked to fill in a questionnaire anonymously. The quest...
Citations
... Goodwin et al. in Ireland reported that challenging online interactions reduced the quality of learning for nursing students [42]. However, the results of the present study were inconsistent with the results of De Ponti et al.'s study conducted on 122 sixth-year medical students in Portugal [43]. Tis difference in the fndings may be related to the type of application of virtual education in the clinical setting; the use of virtual education in De Ponti et al.'s study involved patient introduction, case-based education, and rethinking. ...
Background. With the emergence of the COVID-19 pandemic, schools and universities were closed, and virtual education replaced face-to-face classes. This learning method was a new and different experience for nursing students. Perceiving their experiences could help improve the quality of medical education. Therefore, the present study aimed to describe nursing students’ experiences of virtual learning during the COVID-19 pandemic. Materials and Methods. This study involved qualitative descriptive research that was conducted in 2022. The participants included 25 undergraduate nursing students studying at the School of Nursing and Midwifery in East Guilan in northern Iran who had experienced virtual learning due to the COVID-19 pandemic. Purposeful sampling was applied until data saturation. Qualitative content analysis with a conventional approach was performed based on the model proposed by Graneheim and Lundman (2004). Coding was performed with MAXQDA 2007 software. Results. The data analysis led to the emergence of 110 primary codes and two main categories entitled “positive experiences” and “negative experiences.” The first main category was “positive experiences” (included 1 subcategory (benefits of virtual learning) with 3 subsubcategories (saving time, saving money, and increasing the possibility of daily planning)). The second main category was “negative experiences” (included 4 subcategories (reducing quality of education, physical effects, psychological effects, and different exams)). Conclusion. Nursing students had both positive and negative experiences with virtual learning during the COVID-19 pandemic and were facing multiple educational challenges. The findings of this study could be considered by managers and relevant officials in educational planning to improve the quality of nursing education.
... Virtual reality (VR), as denoted by reference [130], encompasses a wide array of technological interventions, ranging from expansive simulators to flatscreen projectors and head-mounted displays (HMDs) mentioned in reference [115]. These technologies immerse users in computer-generated graphics to create a multisensory, immersive experience. ...
... However, technology played a pivotal role in supporting distant teaching of both hard and soft skills during the Covid-19 pandemic [4]. PowerPoint presentations supported remote anaesthesia training [5], online skill demonstrations supported suturing competency [6] and web-based simulations supported patient assessment and diagnosis [7]. ...
Introduction
The efficacy of blended and online teaching methods for practical skill acquisition remains ambiguous, particularly for skills requiring haptic awareness and/or sensory training. This study aims to compare three teaching methods (face-to-face, blended, online) for the acquisition of skills requiring sensory learning and haptic awareness. A secondary aim was to explore student experience of each teaching approach.
Design
A post-test only randomised controlled trial.
Methods
Forty-seven participants chose between learning two skills: manual measurement of blood pressure during exercise (BPM) and/or skin fold measurement using callipers (SKM). Participants were randomised to one of three learning groups: face-to-face ( n = 23), blended ( n = 22) and online ( n = 26). Assessors determined skill competency during an in-person skill demonstration session. A survey captured student experiences.
Results
For SKM, there was a statistically significant difference in skill competency between the online learning group (17% achieved competency) and both the face-to-face (75% achieved competency; p = 0.011) and blended (89% achieved competency; p = 0.001) learning groups. For BPM, the online group had the lowest percentage of participants achieve overall skill competency. Both knowledge-based and sensory-based sub-competencies were negatively affected by the online learning method. For both skills, students in the face-to-face and blended learning group were significantly more confident in their knowledge and their ability to perform the skill in a clinical setting, compared to the online learning group.
Conclusion
Both face-to-face and blended teaching methods were more effective at leading to skill acquisition and were preferred by students when compared to a fully online teaching method.
... shown in the study conducted by de Ponti et al. [21] on pre-graduation medical education during the COVID-19 pandemic to 115 medical students, where 90% positively valued training in virtual reality and 93% valued the format in which online training was structured as adequate. Most participants considered the virtual reality training platform realistic for initial clinical assessment (77%), diagnostic activity (94%), and treatment options (81%). ...
INTRODUCTION: Following the COVID-19 pandemic, telemedicine and telehealth have emerged as crucial technological resources for providing medical care and enhancing the competencies of healthcare professionals.OBJECTIVES: Analysing the implementation of Teletraining and TeleIEC in the healthcare services of Hospital II-2 Tarapoto in Peru.METHODS: A basic descriptive study with a mixed cross-sectional approach was conducted. The sample consisted of 266 healthcare specialist professionals and 4293 beneficiaries divided into three groups: healthcare personnel, healthcare students, and community members. The techniques employed included record analysis and surveys, with instruments consisting of a data registration form and a virtual questionnaire.RESULTS: In 2020, only 18% of professionals participated in teletraining and teleIEC activities. By August 2023, this figure had increased to 38%. It is also evident that the majority of professionals participating in these services as of 2023 were physicians (44%), followed by psychologists (16%), nurses (13%), and nutritionists (11%), reflecting limited participation from dentists (2%), obstetricians (1%), among others.CONCLUSION: The implementation of teletraining and teleIEC has a positive impact through the strengthening of competencies among professionals, students, and the general public, with learning levels reaching the second and third levels according to Bloom's taxonomy, namely comprehension and application.
... The study conducts various background research in VR education cases. We found that most COVID-19 VR cases focus on medical training and education with professional medical knowledge (De Ponti et al., 2019;Tsekhmister et al., 2021;Remtulla, 2020). However, most university students do not have a medical background. ...
... Another technology making strides in the field of medical education is immersive technology, specifically virtual reality (VR) and augmented reality (AR) utilized as instructional tools. VR constitutes a computer simulation enabling users to completely immerse themselves and engage with a synthetic environment [46]. Conversely, AR is an interactive technology overlaying holographic content onto the user's real-world environment [47]. ...
Introduction: Medical education is a rapidly evolving field, necessitating adaptation to shifts in student demographics and societal needs. Balancing the demand for more healthcare providers must be accompanied by a focus on maintaining the quality of education. As certain conventional teaching methods lose favour, there is a continuous influx of new technologies that can be harnessed for the education of future doctors. Purpose of the study: The objective of this study was to gather and analyse literature on the utilization of new technologies in medical education and their influence on students, educators, and the overall quality of medical instruction. Material and methods: A review of the literature available on PubMed and a grey literature search was performed. We used such keywords like: “medical education”, “physician training”, “medical students”, “technology”, “elearning”, “new learning methods”. We also applied Bolean logical operators such as “AND”, “OR”. Results: Examining the gathered publications leads to the conclusion that a variety of new technologies are being employed in medical education, such as e-learning, telehealth, and virtual or augmented reality. While some function as alternatives to existing methods, others introduce entirely novel approaches. In general, these new technologies positively impact education by enhancing outcomes, increasing accessibility to education, and reducing the costs associated with the teaching process. Conclusions: The integration of emerging technologies has become essential in the preparation of future medical professionals. Despite the overall positive impact, there are apprehensions regarding potential long-term consequences for healthcare delivery. Subsequent studies are crucial to assess lasting effects, delving into how the integration of technology may shape the skills of healthcare professionals over time.
... Furthermore, the domain of professional training has embraced VR to craft realistic scenarios for a myriad of professionals, from manual labourers mastering their craft to surgeons simulating complex procedures [7][8][9]. The medical area is reaping the benefits too. ...
Background: Given that VR is used in multiple domains, understanding the effects of cybersickness on human cognition and motor skills and the factors contributing to cybersickness is becoming increasingly important. This study aimed to explore the predictors of cybersickness and its interplay with cognitive and motor skills. Methods: 30 participants, 20-45 years old, completed the MSSQ and the CSQ-VR, and were immersed in VR. During immersion, they were exposed to a roller coaster ride. Before and after the ride, participants responded to the CSQ-VR and performed VR-based cognitive and psychomotor tasks. After the VR session, participants completed the CSQ-VR again. Results: Motion sickness susceptibility, during adulthood, was the most prominent predictor of cybersickness. Pupil dilation emerged as a significant predictor of cybersickness. Experience with videogaming was a significant predictor of cybersickness and cognitive/motor functions. Cy-bersickness negatively affected visuospatial working memory and psychomotor skills. Overall the intensity of cybersickness's nausea and vestibular symptoms significantly decreased after removing the VR headset. Conclusions: In order of importance, motion sickness susceptibility and gaming experience are significant predictors of cybersickness. Pupil dilation appears to be a cybersickness biomarker. Cybersickness affects visuospatial working memory and psychomotor skills. Concerning user experience, cybersickness and its effects on performance should be examined during and not after immersion.
... In addition, especially during COVID-19 pandemic when medical training has been severely affected, a virtual patient simulation training allowed medical students to continue their education path and to put into practice their clinical skills without the negative detrimental effects of a forced reduced patient interaction. 24 Hands-on practice provided by simulators not only helps the initial skill learning of manual procedural steps of beginner trainees in a less stressful clinical scenario but also facilitates a faster introduction of new technologies and techniques for 'senior electrophysiologists'. For example, before LAA closure, it is a very useful tool to guide device sizing and choice according to different LAA anatomy obtained by preprocedural imaging. ...
Aims
Simulator training has been recently introduced in electrophysiology (EP) programmes in order to improve catheter manipulation skills without complication risks. The aim of this study is to survey the current use of EP simulators and the perceived need for these tools in clinical training and practice.
Methods and results
A 20-item online questionnaire developed by the Scientific Initiatives Committee of the European Heart Rhythm Association (EHRA) in collaboration with EHRA Digital Committee was disseminated through the EHRA Scientific Research Network members, national EP groups, and social media platforms. Seventy-four respondents from 22 countries (73% males; 50% under 40 years old) completed the survey. Despite being perceived as useful among EP professionals (81%), EP simulators are rarely a part of the institutional cardiology training programme (20%) and only 18% of the respondents have an EP simulator at their institution. When available, simulators are mainly used in EP to train transseptal puncture, ablation, and mapping, followed by device implantation (cardiac resynchronization therapy [CRT], leadless, and conduction system pacing [CSP]). Almost all respondents (96%) believe that simulator programmes should be a part of the routine institutional EP training, hopefully developed by EHRA, in order to improve the efficacy and safety of EP procedures and in particular CSP 58%, CRT 42%, leadless pacing 38%, or complex arrhythmia ablations (VT 58%, PVI 45%, and PVC 42%).
Conclusion
This current EHRA survey identified a perceived need but a lack of institutional simulator programme access for electrophysiologists who could benefit from it in order to speed up the learning curve process and reduce complications of complex EP procedures.
... In this regard, students in medicine, dentistry, nursing, clinical chemistry, and physiotherapy, among other disciplines, have made use of this technology in their learning methods. Over the last decade, the use of haptic simulation, which is virtual reality-based training, has been growing in healthcare education and appears to have a positive impact on supporting the development of clinical competence of students at different levels of knowledge [7,8]. Simulation-based clinical training and assessment have become popular in some specialties in a variety of countries and many universities have adopted this technology, while certification organisms are proposing new ways to incorporate simulation into requirements for initial certification, continuing education, and continuing certification, for quality and improvement of teaching methodologies [9]. ...
... anatomy, diagnostic procedures, and operative interventions [1]. Similarly, there is a growing trend of using Virtual Reality with haptic simulation (VRHS) to support the learning of undergraduate dental students in a variety of pre-clinical skills including but not limited to restorative dentistry, endodontics, prosthodontics, oral surgery, local anesthesia, and periodontology, to name a few [2]. ...
Background
Utilization of Virtual Reality haptic simulation (VRHS) to aid in the training of various pre-clinical skills is of recent interest. The aim of this study was to evaluate the impact of VRHS in restorative dentistry on the learning experiences and perceptions of dental students.
Methods
An interventional study design was utilized to recruit third year students. All participants provided informed consents and were randomly divided into two groups. Group 1: Initially performed a Class I cavity preparation with the VRHS, followed by the same exercise using the phantom head/ acrylic typodont teeth in a conventional simulation environment (CSE). Group 2: Initially performed Class I preparations in a CSE, followed by the same exercise using VRHS. Both groups performed the exercises on a lower right first molar. To understand students’ perception, an online questionnaire was circulated. Data analysis involved Chi-square tests, independent t-tests and Mann–Whitney U-tests using the R statistical environment package.
Results
A total of 23 dental students participated in this study. Although student’s perceptions were similar in both groups, a strong agreement that VRHS training might be used to supplement standard pre-clinical training was noted. Advancements to the VRHS hardware and software are required to bridge the gap and provide a smooth transition to clinics.
Conclusion
Novice dental students generally perceived VRHS as a useful tool for enhancing their manual dexterity. Dental institutions should endorse virtual reality technology with caution, ensuring a planned integration into the curriculum to optimize benefit. Feedback is pivotal to effective learning in simulation-based education, and the triangulation of feedback could serve as a powerful aid to maximize the learning experience.
