Research articles
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Medical residents and attending physicians’ perceptions of feedback and teaching in the United States: a qualitative study
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Madeleine Matthiesen, Michael S. Kelly, Kristina Dzara, Arabella Simpkin Begin
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J Educ Eval Health Prof. 2022;19:9. Published online April 26, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.9
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Abstract
PDFSupplementary Material
- Purpose
Residents and attendings agree on the importance of feedback to resident education. However, while faculty report providing frequent feedback, residents often do not perceive receiving it, particularly in the context of teaching. Given the nuanced differences between feedback and teaching, we aimed to explore resident and attending perceptions of feedback and teaching in the clinical setting.
Methods
We conducted a qualitative study of internal medicine residents and attendings from December 2018 through March 2019 at the Massachusetts General Hospital to investigate perceptions of feedback in the inpatient clinical setting. Residents and faculty were recruited to participate in focus groups. Data were analyzed using thematic analysis to explore perspectives and barriers to feedback provision and identification.
Results
Five focus groups included 33 total participants in 3 attending (n=20) and 2 resident (n=13) groups. Thematic analysis of focus group transcripts identified 7 themes which organized into 3 thematic categories: (1) disentangling feedback and teaching, (2) delivering high-quality feedback, and (3) experiencing feedback in the group setting. Residents and attendings highlighted important themes in discriminating feedback from teaching. They indicated that while feedback is reactive in response to an action or behavior, teaching is proactive and oriented toward future endeavors.
Conclusion
Confusion between the critical concepts of teaching and feedback may be minimized by allowing them to each have their intended impact, either in response to prior events or aimed toward those yet to take place.
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- Resident Assessment of Clinician Educators According to Core ACGME Competencies
Bailey A. Pope, Patricia A. Carney, Mary C. Brooks, Doug R. Rice, Ashly A. Albright, Stephanie A. C. Halvorson
Journal of General Internal Medicine.2024; 39(3): 377. CrossRef
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No difference in factual or conceptual recall comprehension for tablet, laptop, and handwritten note-taking by medical students in the United States: a survey-based observational study
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Warren Wiechmann, Robert Edwards, Cheyenne Low, Alisa Wray, Megan Boysen-Osborn, Shannon Toohey
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J Educ Eval Health Prof. 2022;19:8. Published online April 26, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.8
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Abstract
PDFSupplementary Material
- Purpose
Technological advances are changing how students approach learning. The traditional note-taking methods of longhand writing have been supplemented and replaced by tablets, smartphones, and laptop note-taking. It has been theorized that writing notes by hand requires more complex cognitive processes and may lead to better retention. However, few studies have investigated the use of tablet-based note-taking, which allows the incorporation of typing, drawing, highlights, and media. We therefore sought to confirm the hypothesis that tablet-based note-taking would lead to equivalent or better recall as compared to written note-taking.
Methods
We allocated 68 students into longhand, laptop, or tablet note-taking groups, and they watched and took notes on a presentation on which they were assessed for factual and conceptual recall. A second short distractor video was shown, followed by a 30-minute assessment at the University of California, Irvine campus, over a single day period in August 2018. Notes were analyzed for content, supplemental drawings, and other media sources.
Results
No significant difference was found in the factual or conceptual recall scores for tablet, laptop, and handwritten note-taking (P=0.61). The median word count was 131.5 for tablets, 121.0 for handwriting, and 297.0 for laptops (P=0.01). The tablet group had the highest presence of drawing, highlighting, and other media/tools.
Conclusion
In light of conflicting research regarding the best note-taking method, our study showed that longhand note-taking is not superior to tablet or laptop note-taking. This suggests students should be encouraged to pick the note-taking method that appeals most to them. In the future, traditional note-taking may be replaced or supplemented with digital technologies that provide similar efficacy with more convenience.
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Doctoral physical therapy students’ increased confidence following exploration of active video gaming systems in a problem-based learning curriculum in the United States: a pre- and post-intervention study
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Michelle Elizabeth Wormley, Wendy Romney, Diana Veneri, Andrea Oberlander
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J Educ Eval Health Prof. 2022;19:7. Published online April 26, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.7
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Abstract
PDFSupplementary Material
- Purpose
Active video gaming (AVG) is used in physical therapy (PT) to treat individuals with a variety of diagnoses across the lifespan. The literature supports improvements in balance, cardiovascular endurance, and motor control; however, evidence is lacking regarding the implementation of AVG in PT education. This study investigated doctoral physical therapy (DPT) students’ confidence following active exploration of AVG systems as a PT intervention in the United States.
Methods
This pretest-posttest study included 60 DPT students in 2017 (cohort 1) and 55 students in 2018 (cohort 2) enrolled in a problem-based learning curriculum. AVG systems were embedded into patient cases and 2 interactive laboratory classes across 2 consecutive semesters (April–December 2017 and April–December 2018). Participants completed a 31-question survey before the intervention and 8 months later. Students’ confidence was rated for general use, game selection, plan of care, set-up, documentation, setting, and demographics. Descriptive statistics and the Wilcoxon signed-rank test were used to compare differences in confidence pre- and post-intervention.
Results
Both cohorts showed increased confidence at the post-test, with median (interquartile range) scores as follows: cohort 1: pre-test, 57.1 (44.3–63.5); post-test, 79.1 (73.1–85.4); and cohort 2: pre-test, 61.4 (48.0–70.7); post-test, 89.3 (80.0–93.2). Cohort 2 was significantly more confident at baseline than cohort 1 (P<0.05). In cohort 1, students’ data were paired and confidence levels significantly increased in all domains: use, Z=-6.2 (P<0.01); selection, Z=-5.9 (P<0.01); plan of care, Z=-6.0 (P<0.01); set-up, Z=-5.5 (P<0.01); documentation, Z=-6.0 (P<0.01); setting, Z=-6.3 (P<0.01); and total score, Z=-6.4 (P<0.01).
Conclusion
Structured, active experiences with AVG resulted in a significant increase in students’ confidence. As technology advances in healthcare delivery, it is essential to expose students to these technologies in the classroom.
Educational/Faculty training material
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Online interprofessional education materials through a community learning program during the COVID 19 pandemic in Chile
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Sandra Oyarzo Torres, Mónica Espinoza Barrios
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J Educ Eval Health Prof. 2022;19:6. Published online March 24, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.6
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4,510
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Abstract
PDFSupplementary Material
- This article aims to share the online collaborative experience of interprofessional teamwork among healthcare undergraduate students based on community learning during the coronavirus disease 2019 (COVID-19) pandemic in Chile. This experience took place in 48 different communities in Chile from November 10, 2020 to January 12, 2021. It was a way of responding to the health education needs of the community when the entire Chilean population was in confinement. Students managed to adapt to the COVID-19 pandemic despite the challenges, including internet connectivity problems and the limited time available to do the work. The educational programs and videos shared in this article will be helpful for other interprofessional health educators to implement the same kind of program.
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Citations
Citations to this article as recorded by
- Successful Development and Implementation of a Large Virtual Interprofessional Education Activity Applying the Social Determinants of Health
Karl R. Kodweis, Elizabeth A. Hall, Chelsea P. Renfro, Neena Thomas-Gosain, Robin Lennon-Dearing, Jonathon K. Walker, Tyler M. Kiles
Pharmacy.2022; 10(6): 157. CrossRef
Educational/Faculty development material
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Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation
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Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh
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J Educ Eval Health Prof. 2022;19:5. Published online February 28, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.5
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- Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.
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Citations to this article as recorded by
- A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
Radiography.2024; 30(2): 474. CrossRef - Inculcating Critical Thinking Skills in Medical Students: Ways and Means
Mandeep Kaur, Rajiv Mahajan
International Journal of Applied & Basic Medical Research.2023; 13(2): 57. CrossRef - Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub] CrossRef - Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
Educación Médica.2022; 23(5): 100758. CrossRef - Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
BMC Medical Education.2022;[Epub] CrossRef
Research article
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Obstetrics and gynecology residents’ satisfaction and self-confidence after an anal sphincter injury simulation-based workshop in Indonesia: a pre- and post-intervention comparison study
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Riska Wahyuningtyas, Eighty Mardiyan Kurniawati, Budi Utomo, Gatut Hardianto, Hari Paraton, Tri Hastono, Djoko Kuswanto
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J Educ Eval Health Prof. 2022;19:4. Published online February 14, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.4
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4,657
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Abstract
PDFSupplementary Material
- Purpose
Obstetric anal sphincter injury is one of the most common complications during delivery. Simulation models with manikins can be used as an effective medical learning method to improve students’ abilities before encountering patients. The present study aimed to describe the development of an anal sphincter injury model and to assess residents’ satisfaction and self-confidence after a perineal repair workshop with an anal sphincter injury simulator in Indonesia.
Methods
This was a cross-sectional study with evaluation of outcomes before and after the workshop. We created a silicone-latex simulation anal sphincter injury model. Then, we validated this simulation and used it as a simulation model for the workshop. We asked residents about their satisfaction with repairing anal sphincter injuries using a simulation model and residents’ self-confidence when practicing anal sphincter injury repair.
Results
All residents felt the simulation-based workshop was valuable (100%). Most of the scores for the similarity of the simulation model were good (about 8 out of maximum 10). The self-assessment of confidence was measured before and after the workshop. Overall self-confidence increased significantly after the workshop in identifying the external sphincter ani (EAS) (P=0.031), suturing the anal mucosa (P=0.001), suturing the internal sphincter ani (P=0.001), suturing the EAS (P<0.001), and evaluating the sphincter ani tone (P=0.016).
Conclusion
The anal sphincter injury simulator improved residents’ self-confidence in identifying the EAS, suturing the anal mucosa, suturing the internal sphincter ani, suturing the EAS, and evaluating sphincter ani tone.
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Citations
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- Objective structured assessment of medical students’ technical skills in second-degree perineal laceration repair with sponge model-based training
Gregor Leonhard Olmes, Merle Doerk, Erich-Franz Solomayer, Meletios P. Nigdelis, Romina-Marina Sima, Bashar Haj Hamoud
Archives of Gynecology and Obstetrics.2023;[Epub] CrossRef
Editorials
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Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
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Sun Huh
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J Educ Eval Health Prof. 2022;19:2. Published online January 13, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.2
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7,429
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617
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- A Bibliometric Analysis of Technology in Digital Health: Exploring Health Metaverse and Visualizing Emerging Healthcare Management Trends
Hoang-Sy Nguyen, Miroslav Voznak
IEEE Access.2024; 12: 23887. CrossRef - Assessing the effectiveness and student perceptions of synchronous online flipped learning supported by a metaverse-based platform in medical English education: A mixed-methods study
Emin İbi̇li̇, Melek Ölmez, Aysel Burcu İbi̇li̇, Fırat Bi̇lal, Abdullah Ci̇han, Nurullah Okumuş
Education and Information Technologies.2024;[Epub] CrossRef - Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
Verónica Crespo-Pereira, Eva Sánchez-Amboage, Matías Membiela-Pollán
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Christian Moro
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Gwo-Jen Hwang, Yun-Fang Tu, Hui-Chun Chu
Computers & Education.2023; : 104868. CrossRef - Presidential address: improving item validity and adopting computer-based testing, clinical skills assessments, artificial intelligence, and virtual reality in health professions licensing examinations in Korea
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The Ewha Medical Journal.2023;[Epub] CrossRef - METAVERSE ORTAMINDA MUHASEBE EĞİTİMİ
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Uluslararası İktisadi ve İdari İncelemeler Dergisi.2023; (41): 166. CrossRef - La terza dimensione dell’e-learning: il metaverso
Annamaria Cacchione
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Journal of Educational Evaluation for Health Professions.2023; 20: 33. CrossRef - The impact of COVID-19 pandemic on hand surgery: a FESSH perspective
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European Journal of Science and Technology.2022;[Epub] CrossRef - Possibility of independent use of the yes/no Angoff and Hofstee methods for the standard setting of the Korean Medical Licensing Examination written test: a descriptive study
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Presidential address: Adoption of a clinical skills examination for dental licensing, implementation of computer-based testing for the medical licensing examination, and the 30th anniversary of the Korea Health Personnel Licensing Examination Institute
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Yoon-Seong Lee
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J Educ Eval Health Prof. 2022;19:1. Published online January 11, 2022
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DOI: https://doi.org/10.3352/jeehp.2022.19.1
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Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef
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Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
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Huilyung Koo
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J Educ Eval Health Prof. 2021;18:33. Published online December 31, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.33
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Reviews
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Educational applications of metaverse: possibilities and limitations
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Bokyung Kye, Nara Han, Eunji Kim, Yeonjeong Park, Soyoung Jo
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J Educ Eval Health Prof. 2021;18:32. Published online December 13, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.32
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Abstract
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- This review aims to define the 4 types of the metaverse and to explain the potential and limitations of its educational applications. The metaverse roadmap categorizes the metaverse into 4 types: augmented reality, lifelogging, mirror world, and virtual reality. An example of the application of augmented reality in medical education would be an augmented reality T-shirt that allows students to examine the inside of the human body as an anatomy lab. Furthermore, a research team in a hospital in Seoul developed a spinal surgery platform that applied augmented reality technology. The potential of the metaverse as a new educational environment is suggested to be as follows: a space for new social communication; a higher degree of freedom to create and share; and the provision of new experiences and high immersion through virtualization. Some of its limitations may be weaker social connections and the possibility of privacy impingement; the commission of various crimes due to the virtual space and anonymity of the metaverse; and maladaptation to the real world for students whose identity has not been established. The metaverse is predicted to change our daily life and economy beyond the realm of games and entertainment. The metaverse has infinite potential as a new social communication space. The following future tasks are suggested for the educational use of the metaverse: first, teachers should carefully analyze how students understand the metaverse; second, teachers should design classes for students to solve problems or perform projects cooperatively and creatively; third, educational metaverse platforms should be developed that prevent misuse of student data.
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Data Science and Management.2023;[Epub] CrossRef - Web-Based 3D Virtual Environments Utilization in Primary and Secondary Education of Children with Multiple Impairments
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Electronics.2023; 12(13): 2792. CrossRef - Metaverse Chronicles: A Bibliometric Analysis of Its Evolving Landscape
Walton Wider, Leilei Jiang, Jiaming Lin, Muhammad Ashraf Fauzi, Jingjing Li, Choon Kit Chan
International Journal of Human–Computer Interaction.2023; : 1. CrossRef - Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques
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Information.2023; 14(7): 356. CrossRef - Eğitim 5.0’a Geçişin Engelli Öğrenciler ve Erişilebilirlik Açısından Etkileri
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Üniversite Araştırmaları Dergisi.2023; 6(3): 229. CrossRef - Virtual agents and risk-taking behavior in adolescence: the twofold nature of nudging
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Scientific Reports.2023;[Epub] CrossRef - Powered education based on Metaverse: Pre- and post-COVID comprehensive review
M. Alfiras, Janaki Bojiah, M. N. Mohammed, Firas Mohammed Ibrahim, Husham M. Ahmed, Oday I. Abdullah
Open Engineering.2023;[Epub] CrossRef - Metaverse: Literature Review, Synthesis and Future Research Agenda
Hui Gao, Alain Yee Loong Chong, Haijun Bao
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Ana Martí-Testón, Adolfo Muñoz, Luis Gracia, J. Ernesto Solanes
Applied Sciences.2023; 13(14): 8544. CrossRef - Investigation of learners’ behavioral intentions to use metaverse learning environment in higher education: a virtual computer laboratory
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Interactive Learning Environments.2023; : 1. CrossRef - Innovating Industrial Training with Immersive Metaverses: A Method for Developing Cross-Platform Virtual Reality Environments
Lucas G. G. Almeida, Nalini V. de Vasconcelos, Ingrid Winkler, Márcio F. Catapan
Applied Sciences.2023; 13(15): 8915. CrossRef - EĞİTİM ODAKLI SANAL EVREN TASARIMI: YILDIZ TEKNİK ÜNİVERSİTESİ ÖRNEĞİ
Ertan TOY, Bahadır UÇAN, Muhemmet Fatih KILAVUZ, Tuba UĞRAŞ, Oğuz ALTUN, Betül AYDOĞDU, Elif ÇALIŞKAN
Uludağ Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi.2023; 24(45): 539. CrossRef - Tourism in the digital frontier: a study on user continuance intention in the metaverse
Hyeon Jo
Information Technology & Tourism.2023; 25(3): 307. CrossRef - A metaworld: Implications, opportunities and risks of the metaverse
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IET Collaborative Intelligent Manufacturing.2023;[Epub] CrossRef - METAVERSE-BASED ONLINE ENGLISH TEACHING SCHEME IN MULTI-SOURCE AND CROSS-DOMAIN ENVIRONMENT
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Fractals.2023;[Epub] CrossRef - Urology: a trip into metaverse
Gianmarco Randazzo, Giuseppe Reitano, Filippo Carletti, Massimo Iafrate, Giovanni Betto, Giacomo Novara, Fabrizio Dal Moro, Fabio Zattoni
World Journal of Urology.2023; 41(10): 2647. CrossRef - Metaverse ve Eğitim: Yeni Bir Dönem Başlıyor!
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Milli Eğitim Dergisi.2023;[Epub] CrossRef - A Study on the Future Prospect of the Metaverse through Human Cognition
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Interactive Journal of Medical Research.2023; 12: e45433. CrossRef - Metaverse in business research: a systematic literature review
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Education and Information Technologies.2023;[Epub] CrossRef - The Metaverse in Industry 5.0: A Human-Centric Approach towards Personalized Value Creation
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Encyclopedia.2023; 3(3): 1105. CrossRef - Platformization and the Metaverse: Opportunities and Challenges for Urban Sustainability and Economic Development
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EAI Endorsed Transactions on Energy Web.2023;[Epub] CrossRef - Counseling Psychological Understanding and Considerations of the Metaverse: A Theoretical Review
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Healthcare.2023; 11(18): 2490. CrossRef - Interactive Virtual Reality with Educational Feedback Loops to Train and Assess Veterinary Students on the Use of Anesthetic Machine
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Curator: The Museum Journal.2023; 66(4): 699. CrossRef - Understanding experiences in metaverse: How virtual nature impacts affect, pro-environmental attitudes, and intention to engage with physical nature
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Computers in Human Behavior.2023; 149: 107926. CrossRef - Enhancing STEM Education through Interactive Metaverses: A Case Study and Methodological Framework
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Applied Sciences.2023; 13(19): 10785. CrossRef - The Multidomain Metaverse Cancer Care Digital Platform: Development and Usability Study
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JMIR Serious Games.2023; 11: e46242. CrossRef - Exploring the potential use of the metaverse in nurse education through a mock trial
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Nurse Education Today.2023; 131: 105974. CrossRef - Frequency-Dependent Reduction of Cybersickness in Virtual Reality by Transcranial Oscillatory Stimulation of the Vestibular Cortex
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Frontiers in Education.2023;[Epub] CrossRef - Reaching new heights: investigating adoption factors shaping the moon landing of metaverse tourism
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Electronics.2023; 12(18): 3953. CrossRef - Effects of Blended Learning on Pharmacy Student Learning Satisfaction and Learning Platform Preferences in a Team-based Learning Pharmacy Experiential Course: A Pilot Study
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Korean Journal of Clinical Pharmacy.2023; 33(3): 202. CrossRef - Metaverse Key Requirements and Platforms Survey
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IEEE Access.2023; 11: 117765. CrossRef - La terza dimensione dell’e-learning: il metaverso
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IUL Research.2023; 4(7): 108. CrossRef - The metaverse through the lens of public big data analytics: a social perspective
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Educación Médica.2023; 24(5): 100854. CrossRef - METAVERSE AND HEALTHCARE SECTOR
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International Journal of Engineering and Innovative Research.2023; 5(3): 280. CrossRef - METAVERSE VE İŞLETMELER: MEVCUT UYGULAMALAR-GELECEK SENARYOLARI
Şayan BERBER
Anadolu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi.2023; 24(3): 598. CrossRef - Comparing counseling outcome for college students: Metaverse and in-person approaches
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Psychotherapy Research.2023; : 1. CrossRef - Metaverse for tourists and tourism destinations
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Heliyon.2023; 9(10): e20388. CrossRef - What will the education of the future look like? How have Metaverse and Extended Reality affected the higher education systems?
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Metaverse Basic and Applied Research.2023; 3: 57. CrossRef - Defining the Metaverse with challenges and opportunities in the business environment
Roberto Bruni, Michela Piccarozzi, Federica Caboni
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Computers and Education: Artificial Intelligence.2023; 5: 100185. CrossRef - Twelve tips for teaching in virtual reality
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Medical Teacher.2023; : 1. CrossRef - Accountability and the metaverse: unaccounted digital worlds between techwashing mechanisms and new emerging meanings
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Multimodal Technologies and Interaction.2023; 7(12): 111. CrossRef - Adapting to a New Reality Via Digital Innovation Consumer Opinions on the Service Economy
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IEEE Transactions on Learning Technologies.2023; 16(6): 1111. CrossRef - Impact of Metaverse-Based Speaking Activities for Second Language Learning
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STEM Journal.2023; 24(4): 57. CrossRef - Fifteen Years of Metaverse in Higher Education: A Systematic Literature Review
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IEEE Transactions on Learning Technologies.2023; 16(6): 1057. CrossRef - Analyzing the Metaverse: Computer Games, Blockchain, and 21st-Century Challenge
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Frontiers in Robotics and AI.2023;[Epub] CrossRef - Google Bard Generated Literature Review: Metaverse
Ömer AYDIN
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Kastamonu İletişim Araştırmaları Dergisi.2023; (11): 100. CrossRef - Analyzing the Impact and Prospects of Metaverse in Learning Environments Through Systematic and Case Study Research
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IEEE Access.2023; 11: 141261. CrossRef - Roblox Graffiti Art Using Virtual Reality Devices: Reality and Spatial Presence in a Virtual Space
Gongkyu Byeon, Sunjin Yu
Applied Sciences.2023; 13(24): 13038. CrossRef - Ortaokul Bilişim Teknolojileri Öğretim Programının Metaverse Kavramı Bağlamında Değerlendirilmesi
Merve SIRKINTI, Yavuz BOLAT
İnsan ve Toplum Bilimleri Araştırmaları Dergisi.2023; 12(5): 2782. CrossRef - The role of metaverse on sexual health of people with disabilities: narrative review
Erika Limoncin, Benedetta Gaudio, Andrea Sansone, Tommaso B. Jannini, Giacomo Ciocca, Daniele Mollaioli, Emmanuele A. Jannini
International Journal of Impotence Research.2023;[Epub] CrossRef - Gamelan Land: A Multiplayer Virtual Reality Game based on a Social Presence Approach
Abdul SYUKUR, Pulung Nurtantio ANDONO, Arry Maulana SYARİF
Journal of Metaverse.2023; 4(1): 1. CrossRef - Applications of the metaverse in medicine and healthcare
Tim Hulsen
Advances in Laboratory Medicine / Avances en Medicina de Laboratorio.2023;[Epub] CrossRef - Metaverse-based Water Level Simulator for the Festo MPS PA Workstation
R A Putawa, A N I Wardana, A P Tenggara
Journal of Physics: Conference Series.2023; 2673(1): 012008. CrossRef - Metaverse Risk Perceptions of Gifted Students
Kübra Yiğit Tekel, Yavuz Yaman
International Journal of Contemporary Educational Research.2023;[Epub] CrossRef - Fen Bilimleri (Fizik-Kimya-Biyoloji) Eğitiminde Metaverse
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EDUCATIONE.2023; 2(2): 262. CrossRef - Using Metaverse in Education: Bibliometric and Content Analysis on Applications, Tools and Impacts
Şener BALAT, Mehmet YAVUZ, Bünyami KAYALI
Korkut Ata Türkiyat Araştırmaları Dergisi.2023; (13): 1365. CrossRef - Bibliometric Analysis of the Academic Development Process of the "Metaverse" in the World and Turkey
Leyla BEZGİN EDİŞ, Sabiha KILIÇ, Kübra Müge ÇAKARÖZ
Girişimcilik İnovasyon ve Pazarlama Araştırmaları Dergisi.2023; 7(14): 109. CrossRef - Consumer behavior in the metaverse
Jaspreet Kaur, Emmanuel Mogaji, Manisha Paliwal, Suchita Jha, Shailja Agarwal, Stephen Alaba Mogaji
Journal of Consumer Behaviour.2023;[Epub] CrossRef - Educational Horizons of the Metaverse: Vision, Opportunities, and Challenges
Md. Alimul Haque, Moidur Rahman, Md. Faizanuddin, Danish Anwar
Metaverse Basic and Applied Research.2023; 3: 60. CrossRef - Cardiology in the digital era: from artificial intelligence to Metaverse, paving the way for future advancements
Ioannis Skalidis, Ioannis Kachrimanidis, Leonidas Koliastasis, Dimitri Arangalage, Panagiotis Antiochos, Niccolo Maurizi, Olivier Muller, Stephane Fournier, Michalis Hamilos, Emmanouil Skalidis
Future Cardiology.2023; 19(16): 755. CrossRef - AWARENESS LEVELS OF SOCIAL STUDIES PRE-SERVICE TEACHERS REGARDING METAVERSE USE
Ayşegül Tural, Neşe Koçak
Advanced Education.2023; 11(23): 69. CrossRef - Metaverse for Education: Technical Framework and Design Criteria
Xu Chen, Zheng Zhong, Di Wu
IEEE Transactions on Learning Technologies.2023; 16(6): 1034. CrossRef - MedMetaverse: Medical Care of Chronic Disease Patients and Managing Data Using Artificial Intelligence, Blockchain, and Wearable Devices State-of-the-Art Methodology
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IEEE Access.2023; 11: 138954. CrossRef - An Interuniversity Competition for Medical Students to Learn Radiology in the Second Life Metaverse
Teodoro Rudolphi-Solero, Rocío Lorenzo-Álvarez, Dolores Domínguez-Pinos, Miguel José Ruiz-Gómez, Francisco Sendra-Portero
Journal of the American College of Radiology.2023;[Epub] CrossRef - Metaverse and Society 5.0: Pivotal for Future Business Model Innovation
Claus Andrea Foss Gram Rosenstand, Jacob Brix, Christian Nielsen
Journal of Business Models.2023; 11(3): 62. CrossRef - The Role of the Metaverse in Transforming Healthcare
Srinivasan Ramamurthy, Sarah Al Yammahi, Alya Abdul Rahim
Research Journal of Pharmacy and Technology.2023; : 5506. CrossRef - Application of computer-based testing in the Korean Medical Licensing Examination, the emergence of the metaverse in medical education, journal metrics and statistics, and appreciation to reviewers and volunteers
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Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef - The Metaverse—An Alternative Education Space
Sharon Mistretta
AI, Computer Science and Robotics Technology.2022; 2022: 1. CrossRef - The Metaverse in Cardiovascular Medicine: Applications, Challenges, and the Role of Non-Fungible Tokens
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Canadian Journal of Cardiology.2022; 38(9): 1467. CrossRef - UTAUT in Metaverse: An “Ifland” Case
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Journal of Theoretical and Applied Electronic Commerce Research.2022; 17(2): 613. CrossRef - Sağlık Hizmetlerinin Geleceğinde Metaverse Ekosistemi ve Teknolojileri: Uygulamalar, Fırsatlar ve Zorluklar
Faruk YILMAZ, Anı Hande METE, Buse FİDAN TÜRKÖN, Özgür İNCE
Eurasian Journal of Health Technology Assessment.2022; 6(1): 12. CrossRef - Role of Technology in Medical Education: SWOC Analysis
Shruti Jha
SBV Journal of Basic, Clinical and Applied Health Science.2022; 5(1): 19. CrossRef - Definition, roles, and potential research issues of the metaverse in education: An artificial intelligence perspective
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Computers and Education: Artificial Intelligence.2022; 3: 100082. CrossRef - EĞİTİM BAĞLAMINDA METAVERSE
Ahmet GÖÇEN
Uluslararası Batı Karadeniz Sosyal ve Beşeri Bilimler Dergisi.2022; 6(1): 98. CrossRef - METAVERSE VE SAĞLIK HİZMETLERİ ÜZERİNE BİR DEĞERLENDİRME
Ferhat Onur AĞAOĞLU, Lokman Onur EKİNCİ, Nurperihan TOSUN
Erzincan Binali Yıldırım Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi.2022; 4(1): 95. CrossRef - Is Metaverse in education a blessing or a curse: a combined content and bibliometric analysis
Ahmed Tlili, Ronghuai Huang, Boulus Shehata, Dejian Liu, Jialu Zhao, Ahmed Hosny Saleh Metwally, Huanhuan Wang, Mouna Denden, Aras Bozkurt, Lik-Hang Lee, Dogus Beyoglu, Fahriye Altinay, Ramesh C. Sharma, Zehra Altinay, Zhisheng Li, Jiahao Liu, Faizan Ahma
Smart Learning Environments.2022;[Epub] CrossRef - The Metaverse as a Virtual Form of Smart Cities: Opportunities and Challenges for Environmental, Economic, and Social Sustainability in Urban Futures
Zaheer Allam, Ayyoob Sharifi, Simon Elias Bibri, David Sydney Jones, John Krogstie
Smart Cities.2022; 5(3): 771. CrossRef - Metaverse phenomenon and its impact on health: A scoping review
Ali Garavand, Nasim Aslani
Informatics in Medicine Unlocked.2022; 32: 101029. CrossRef - A novel brain-controlled wheelchair combined with computer vision and augmented reality
Kaixuan Liu, Yang Yu, Yadong Liu, Jingsheng Tang, Xinbin Liang, Xingxing Chu, Zongtan Zhou
BioMedical Engineering OnLine.2022;[Epub] CrossRef - The Effectiveness of Serious Games in Improving Memory Among Older Adults With Cognitive Impairment: Systematic Review and Meta-analysis
Alaa Abd-alrazaq, Dari Alhuwail, Eiman Al-Jafar, Arfan Ahmed, Farag Shuweihdi, Shuja Mohd Reagu, Mowafa Househ
JMIR Serious Games.2022; 10(3): e35202. CrossRef - Evolution of Medical Conferences for Congenital Heart Disease Imagers in the Era of COVID-19: From Onsite to Virtual Meetings
I-Chen Tsai, Hyun Woo Goo, Haifa Abdul Latiff, Seon Young Goo, Sang Joon Park
Cardiovascular Imaging Asia.2022; 6(3): 82. CrossRef - Future era of techno-economic analysis: Insights from review
Slyvester Yew Wang Chai, Frederick Jit Fook Phang, Lip Siang Yeo, Lock Hei Ngu, Bing Shen How
Frontiers in Sustainability.2022;[Epub] CrossRef - Gastroenterology in the Metaverse: The dawn of a new era?
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Frontiers in Medicine.2022;[Epub] CrossRef - Into the Metaverse – Perspectives on a New Reality
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Medical Reference Services Quarterly.2022; 41(3): 330. CrossRef - Factors Affecting Learners’ Adoption of an Educational Metaverse Platform: An Empirical Study Based on an Extended UTAUT Model
Zhuoqi Teng, Yan Cai, Yu Gao, Xiying Zhang, Xinlong Li, Jungmin Shin
Mobile Information Systems.2022; 2022: 1. CrossRef - Virtual reality techniques for trauma education
Micha Holla, Maarten van den Berg
Injury.2022; 53: S64. CrossRef - The Metaverse: A New Challenge for the Healthcare System: A Scoping Review
Luca Petrigna, Giuseppe Musumeci
Journal of Functional Morphology and Kinesiology.2022; 7(3): 63. CrossRef - A Study on Analyzing Teachers' Perception and Needs of Using Metaverse in Elementary Online Learning Environment
Hyeongjong Han, Sumin Hong
Journal of Digital Contents Society.2022; 23(8): 1383. CrossRef - Athlete experiences of communication strategies in applied sports nutrition and future considerations for mobile app supportive solutions
David Mark Dunne, Carmen Lefevre-Lewis, Brian Cunniffe, Samuel George Impey, David Tod, Graeme Leonard Close, James P. Morton, Rebecca Murphy
Frontiers in Sports and Active Living.2022;[Epub] CrossRef - Metaverse Dünyasının Eğitim Modeli Olarak Kullanımı ve Muhasebe Eğitimine Yansımaları
Işık ALTUNAL
Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi.2022; 25(Özel Sayı): 433. CrossRef - Exploration of Educational Possibilities by Four Metaverse Types in Physical Education
Ji-Eun Yu
Technologies.2022; 10(5): 104. CrossRef - The metaverse in education: Definition, framework, features, potential applications, challenges, and future research topics
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Frontiers in Psychology.2022;[Epub] CrossRef - The adoption of the metaverse concepts in Romania
Cătălina Chinie, Marian Oancea, Steluta Todea
Management & Marketing. Challenges for the Knowledge Society.2022; 17(3): 328. CrossRef - Exploring the application scenarios and issues facing Metaverse technology in education
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Interactive Learning Environments.2022; : 1. CrossRef - Public interest in the digital transformation accelerated by the COVID-19 pandemic and perception of its future impact
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The Korean Journal of Internal Medicine.2022; 37(6): 1223. CrossRef - The Arrival of the Metaverse in Neurorehabilitation: Fact, Fake or Vision?
Rocco Salvatore Calabrò, Antonio Cerasa, Irene Ciancarelli, Loris Pignolo, Paolo Tonin, Marco Iosa, Giovanni Morone
Biomedicines.2022; 10(10): 2602. CrossRef - The paradigm and future value of the metaverse for the intervention of cognitive decline
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Frontiers in Public Health.2022;[Epub] CrossRef - Novel pathway regarding good cosmetics brands by NFT in the metaverse world
Jinkyung Lee, Ki Han Kwon
Journal of Cosmetic Dermatology.2022; 21(12): 6584. CrossRef - The significant transformation of life into health and beauty in metaverse era
Jinkyung Lee, Ki Han Kwon
Journal of Cosmetic Dermatology.2022; 21(12): 6575. CrossRef - Advances in Metaverse Investigation: Streams of Research and Future Agenda
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Virtual Worlds.2022; 1(2): 103. CrossRef - Dynamics of Metaverse and Medicine: A Review Article
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Cureus.2022;[Epub] CrossRef - METAVERSE TOPLUMU: KİMLİK, MEKÂN VE YENİ TOPLULUK BİLİNCİ
Filiz GÜVEN, İlkim GÜVEN
Erciyes Akademi.2022; 36(4): 1792. CrossRef - Empirical Research on the Metaverse User Experience of Digital Natives
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Sustainability.2022; 14(22): 14747. CrossRef - When Digital Economy Meets Web3.0: Applications and Challenges
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IEEE Open Journal of the Computer Society.2022; 3: 233. CrossRef - Metaverse as Future Promising Platform Business Model: Case Study on Fashion Value Chain
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Businesses.2022; 2(4): 527. CrossRef - Into the RetinaVerse: A New Frontier of Retina in the Metaverse
Joshua Ong, Seenu M. Hariprasad, Jay Chhablani
Ophthalmic Surgery, Lasers and Imaging Retina.2022; 53(11): 595. CrossRef - Metaverse and education: the pioneering case of Minecraft in immersive digital learning
Iván Sánchez-López, Rosabel Roig-Vila, Amor Pérez-Rodríguez
El Profesional de la información.2022;[Epub] CrossRef - Sustainable and Safe Consumer Experience NFTs and Raffles in the Cosmetics Market after COVID-19
Jinkyung Lee, Ki Han Kwon
Sustainability.2022; 14(23): 15718. CrossRef - Metaverso: el futuro de la medicina en un mundo virtual
Carlos Miguel Campos Sánchez, Laura Adalys Guillén León, Rossio Cristina Acosta Yanes, Marcos Antonio Gil Oloriz
Metaverse Basic and Applied Research.2022; 1: 4. CrossRef - A Review of Metaverse’s Definitions, Architecture, Applications, Challenges, Issues, Solutions, and Future Trends
Abbas M. Al-Ghaili, Hairoladenan Kasim, Naif Mohammed Al-Hada, Zainuddin Bin Hassan, Marini Othman, Jakir Hussain Tharik, Rafiziana Md. Kasmani, Ibraheem Shayea
IEEE Access.2022; 10: 125835. CrossRef - Using Cinematic Virtual Reality to Get Acquainted with the Metaverse
Ermo Säks
Baltic Screen Media Review.2022; 10(2): 252. CrossRef - A study of factors influencing Chinese college students’ intention of using metaverse technology for basketball learning: Extending the technology acceptance model
Longfei Ren, Fangfang Yang, Chao Gu, Jie Sun, Yunfeng Liu
Frontiers in Psychology.2022;[Epub] CrossRef - Touch IoT enabled by wireless self-sensing and haptic-reproducing electronic skin
Dengfeng Li, Jingkun Zhou, Kuanming Yao, Sitong Liu, Jiahui He, Jingyou Su, Qing’ao Qu, Yuyu Gao, Zhen Song, Chunki Yiu, Chuanlu Sha, Zhi Sun, Binbin Zhang, Jian Li, Libei Huang, Chenyu Xu, Tsz Hung Wong, Xingcan Huang, Jiyu Li, Ruquan Ye, Lei Wei, Zhengy
Science Advances.2022;[Epub] CrossRef - What the Literature on Medicine, Nursing, Public Health, Midwifery, and Dentistry Reveals: An Overview of the Rapidly Approaching Metaverse
Muhammet DAMAR
Journal of Metaverse.2022; 2(2): 62. CrossRef - REFLECTION OF VIRTUAL REALITY ON ACCOUNTING EDUCATION: TRANSFORMATION OF UNIVERSITY TO METAVERSITY
Şebnem YAŞAR
Journal of Business in The Digital Age.2022;[Epub] CrossRef - Influencing Factors of Usage Intention of Metaverse Education Application Platform: Empirical Evidence Based on PPM and TAM Models
Gaofeng Wang, Changhoon Shin
Sustainability.2022; 14(24): 17037. CrossRef - El futuro de la salud en el metaverso
Lee Yang Díaz-Chieng, Jhossmar Cristians Auza-Santiváñez, Jose Ignacio Robaina Castillo
Metaverse Basic and Applied Research.2022; 1: 1. CrossRef - Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study
Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah
Journal of Educational Evaluation for Health Professions.2022; 19: 30. CrossRef - What Is Metaverse?—A Definition Based on Qualitative Meta-Synthesis
Markus Weinberger
Future Internet.2022; 14(11): 310. CrossRef - Interactive and innovative technologies for smart education
Babatomiwa Omonayajo, Fadi Al-Turjman, Nadire Cavus
Computer Science and Information Systems.2022; 19(3): 1549. CrossRef - A Scoping Review of the Metaverse for Software Engineering Education: Overview, Challenges, and Opportunities
Filipe A. Fernandes, Cláudia M. L. Werner
PRESENCE: Virtual and Augmented Reality.2022; 31: 107. CrossRef - Tourism, the Metaverse, Artificial Intelligence, and Travel: Striking a Balance between Innovation and Concerns
Shakeel Basheer, Sheezan Farooq, Murtaza Ahmad Reshi
Journal of Social Responsibility,Tourism and Hospitality.2022; (26): 19. CrossRef - Training in lung cancer surgery through the metaverse, including extended reality, in the smart operating room of Seoul National University Bundang Hospital, Korea
Huilyung Koo
Journal of Educational Evaluation for Health Professions.2021; 18: 33. CrossRef
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The relationship of non-cognitive factors to academic and clinical performance in graduate rehabilitation science students in the United States: a systematic review
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Kelly Reynolds, Caroline Bazemore, Cannon Hanebuth, Steph Hendren, Maggie Horn
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J Educ Eval Health Prof. 2021;18:31. Published online November 23, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.31
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Abstract
PDFSupplementary Material
- Purpose
Rehabilitation science programs utilize cognitive and non-cognitive factors to select students who can complete the didactic and clinical portions of the program and pass the licensure exam. Cognitive factors such a prior grade point average and standardized test scores are known to be predictive of academic performance, but the relationship of non-cognitive factors and performance is less clear. The purpose of this systematic review was to explore the relationship of non-cognitive factors to academic and clinical performance in rehabilitation science programs.
Methods
A search of 7 databases was conducted using the following eligibility criteria: graduate programs in physical therapy (PT), occupational therapy, speech-language pathology, United States-based programs, measurement of at least 1 non-cognitive factor, measurement of academic and/or clinical performance, and quantitative reporting of results. Articles were screened by title, abstract, and full text, and data were extracted.
Results
After the comprehensive screening, 21 articles were included in the review. Seventy-six percent of studies occurred in PT students. Grit, self-efficacy, emotional intelligence, and stress were the most commonly studied factors. Only self-efficacy, emotional intelligence, and personality traits were examined in clinical and academic contexts. The results were mixed for all non-cognitive factors. Higher grit and self-efficacy tended to be associated with better performance, while stress was generally associated with worse outcomes.
Conclusion
No single non-cognitive factor was consistently related to clinical or academic performance in rehabilitation science students. There is insufficient evidence currently to recommend the evaluation of a specific non-cognitive factor for admissions decisions.
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Citations
Citations to this article as recorded by
- Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
Journal of Acute Care Physical Therapy.2023; 14(1): 18. CrossRef - Investigating Latent Interactions between Students’ Affective Cognition and Learning Performance: Meta-Analysis of Affective and Cognitive Factors
Jian Li, Eryong Xue, Chenchang Li, Yunshu He
Behavioral Sciences.2023; 13(7): 555. CrossRef - Relationship between digital capabilities and academic performance: the mediating effect of self-efficacy
Rasha Kadri Ibrahim, Aisha Namshan Aldawsari
BMC Nursing.2023;[Epub] CrossRef - Grouping of academic achievements’ predictors in Russian current psychological and pedagogical studies
Roman A. Dormidontov
Psychological-Pedagogical Journal GAUDEAMUS.2022; (4): 18. CrossRef
Educational/faculty development material
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Interprofessional health education teacher training at the University of Chile
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Mónica Espinoza Barrios, Sandra Oyarzo Torres
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J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.30
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3,675
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Abstract
PDFSupplementary Material
- The first interprofessional course that included students in the 8 undergraduate health programs at the Faculty of Medicine of the University of Chile was implemented in 2015. For the 700 students, 35 teachers were trained as facilitators. The use of several strategies to train facilitators in interprofessional health education, such as working in small groups, role-playing, case analysis, personal development workshops with experts’ participation, teamwork skills, feedback, videos, and reading articles, proved to be helpful. Facilitators highlighted the use of syllabi as a fundamental tool for teaching and coordination. This guide describes the experience of interprofessional health education teacher training from 2015 to 2019, highlighting the following lessons learned: the importance of support from university authorities, raising faculty awareness about interprofessional health education and collaborative practice, creating a teachers’ coordination team including representatives from all health programs, and ongoing monitoring and feedback from participants.
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Citations
Citations to this article as recorded by
- Attitude and behavioral intention for using metaverse in education: learner’s perspective
Ruby S. Chanda, Vanishree Pabalkar, Sarika Sharma
Journal of Applied Research in Higher Education.2024;[Epub] CrossRef - Metaverse applications in education: a systematic review and a cost-benefit analysis
Mark Anthony Camilleri
Interactive Technology and Smart Education.2023;[Epub] CrossRef - The role of lecturers in interprofessional education – a survey of lecturers in Germany / Die Rolle von Dozierenden in der interprofessionellen Ausbildung – eine Befragung von Lehrverantwortlichen in Deutschland
Andrea Schlicker, Jan Ehlers
International Journal of Health Professions.2023; 10(1): 37. CrossRef
Research article
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Are we teaching health science students in the United States what they need to know about death and dying coping strategies?
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Randy D. Case, Erica Judie, Tammy Kurszewski, Wenica Brodie, Pollyann Bethel
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J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.29
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4,027
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Abstract
PDFSupplementary Material
- Purpose
This investigation aimed to answer the following questions: are health science students provided with death and dying education before attending clinical rotations, and if so, do the students receiving this type of education perceive it as effective?
Methods
In this descriptive cross-sectional survey, 96 Midwestern State University health science students were surveyed to determine the percentage of students who had received death and dying education before clinical rotations, as well as the students’ perception of educational effectiveness for those who had received end-of-life training. A self-report questionnaire presented nursing, radiologic sciences, and respiratory care students with a series of questions pertaining to the education they had received concerning the death and dying process of patients.
Results
Of the 93 students who had already started their clinical rotations, 55 stated they had not received death and dying education before starting clinical courses. Of the 38 who had received death and dying education, only 17 students believed the training was effective.
Conclusion
It is imperative that health science educational programs implement death and dying education and training into the curriculum, and that criteria for evaluating effectiveness be an essential part of death and dying education and training in order to ensure effectiveness.
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Citations
Citations to this article as recorded by
- Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
Mick van de Wiel, Katrien Bombeke, Annelies Janssens
BMC Palliative Care.2022;[Epub] CrossRef
Brief report
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Newly appointed medical faculty members’ self-evaluation of their educational roles at the Catholic University of Korea College of Medicine in 2020 and 2021: a cross-sectional survey-based study
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Sun Kim, A Ra Cho, Chul Woon Chung
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J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021
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DOI: https://doi.org/10.3352/jeehp.2021.18.28
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4,108
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Abstract
PDFSupplementary Material
- This study aimed to investigate the degree to which newly appointed medical faculty members at the Catholic University of Korea are aware of Harden and Crosby’s 12 educational roles and to identify their preferred educational roles. A 12-item survey questionnaire was distributed to 110 participants, and 100 responses were included in the analysis. The respondents gave the highest score to “clinical or practical teacher” and the lowest score to “curriculum planner” for their current personal competencies. For their preferred personal future competencies, they assigned the highest score to “on the job role model” and the lowest score to “student assessor.” They gave almost equally high values to all 12 roles. However, individual faculty members had different preferences for educational roles. Accordingly, medical schools need to plan and implement customized faculty development programs, and efforts to provide appropriate educational roles according to individual faculty members’ preferences are needed.
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Citations
Citations to this article as recorded by
- Self-directed learning quotient and common learning types of pre-medical students in Korea by the Multi-Dimensional Learning Strategy Test 2nd edition: a descriptive study
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2022; 19: 32. CrossRef