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- Volume 18; 2021
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Editorial
- 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
- J Educ Eval Health Prof. 2021;18:33. Published online December 31, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.33
- 9,900 View
- 406 Download
- 69 Web of Science
- 73 Crossref
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- Using the metaverse in training: lessons from real cases
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
- J Educ Eval Health Prof. 2021;18:32. Published online December 13, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.32
- 41,127 View
- 3,092 Download
- 281 Web of Science
- 310 Crossref
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Abstract
PDFSupplementary Material - 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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Citations
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MOSCOW ECONOMIC JOURNAL.2024; : 35. CrossRef - Navigating the Healthcare Metaverse: Immersive Technologies and Future Perspectives
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Üniversite Araştırmaları Dergisi.2024; 7(3): 192. CrossRef - Impacto de la inteligencia artificial en la moda. Análisis de influencers digitales en las fashion weeks internacionales
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Australasian Emergency Care.2023; 26(1): 75. CrossRef - A new universe in Dermatology: From metaverse to Dermoverse
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High-Confidence Computing.2023; 3(1): 100088. CrossRef - Facing the challenges of metaverse: a systematic literature review from Social Sciences and Marketing and Communication
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The Journal of Neuropsychiatry and Clinical Neurosciences.2023; 35(1): A4. CrossRef - Dijital Oyunların Geleceğinde Metaverse Etkisi
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Participatory Educational Research.2023; 10(1): 408. CrossRef - Metaverse in Healthcare Integrated with Explainable AI and Blockchain: Enabling Immersiveness, Ensuring Trust, and Providing Patient Data Security
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Big Data Mining and Analytics.2023; 6(2): 234. CrossRef - Envisioning Architecture of Metaverse Intensive Learning Experience (MiLEx): Career Readiness in the 21st Century and Collective Intelligence Development Scenario
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Future Internet.2023; 15(2): 53. CrossRef - Training Scientific Communication Skills on Medical Imaging within the Virtual World Second Life: Perception of Biomedical Engineering Students
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International Journal of Environmental Research and Public Health.2023; 20(3): 1697. CrossRef - An Empirical Study of A Smart Education Model Enabled by the Edu-Metaverse to Enhance Better Learning Outcomes for Students
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International Journal of E-Adoption.2023; 15(2): 1. CrossRef - How do Plastic Surgeons use the Metaverse: A Systematic Review
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Sustainability.2023; 15(3): 2186. CrossRef - BEDEN EĞİTİMİ ÖĞRETMENLERİNİN METAVERSE BİLGİ DÜZEYLERİNİN ÇEŞİTLİ DEĞİŞKENLERE GÖRE İNCELENMESİ
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JMIR Serious Games.2023; 11: e43388. CrossRef - Metaverse applied to musculoskeletal pathology: Orthoverse and Rehabverse
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Postgraduate Medicine.2023; 135(5): 440. CrossRef - Metaverse for Healthcare: A Survey on Potential Applications, Challenges and Future Directions
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IEEE Internet of Things Journal.2023; 10(5): 4148. CrossRef - Emergence of the metaverse and ChatGPT in journal publishing after the COVID-19 pandemic
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Science Editing.2023; 10(1): 1. CrossRef - Improving Oral Presentation Skills for Radiology Residents through Clinical Session Meetings in the Virtual World Second Life
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International Journal of Environmental Research and Public Health.2023; 20(6): 4738. CrossRef - Metaverse Çağında Öğretmenlik Mesleğinin Geleceğini Düşünmek
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The Service Industries Journal.2023; 43(3-4): 260. CrossRef - NeuroVerse: neurosurgery in the era of Metaverse and other technological breakthroughs
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Journal of Hospitality, Leisure, Sport & Tourism Education.2023; 32: 100427. CrossRef - Considering the Consequences of Cybersickness in Immersive Virtual Reality Rehabilitation: A Systematic Review and Meta-Analysis
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Applied Sciences.2023; 13(8): 5159. CrossRef - Beyond Your Sight Using Metaverse Immersive Vision With Technology Behaviour Model
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Electronics.2023; 12(8): 1867. CrossRef - Current Perspective of Metaverse Application in Medical Education, Research and Patient Care
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Virtual Worlds.2023; 2(2): 115. CrossRef - Metaverse for education – Virtual or real?
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Frontiers in Education.2023;[Epub] CrossRef - A Bibliometric Analysis of the Use of the Metaverse in Education Over Three Decades
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International Journal of Information and Communication Technology Education.2023; 19(1): 1. CrossRef - Exploring the Potential of Metaverse for Higher Education: Opportunities, Challenges, and Implications
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Metaverse Basic and Applied Research.2023; 2: 40. CrossRef - Immersive time (ImT): Conceptualizing time spent in the metaverse
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International Journal of Information Management.2023; 72: 102659. CrossRef - Effects of metaverse-based career mentoring for nursing students: a mixed methods study
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BMC Nursing.2023;[Epub] CrossRef - New Approach to Design and Assess Metaverse Environments for Improving Learning Processes in Higher Education: The Case of Architectural Construction and Rehabilitation
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Buildings.2023; 13(5): 1340. CrossRef - The Metaverse and complex thinking: opportunities, experiences, and future lines of research
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Frontiers in Education.2023;[Epub] CrossRef - Development and testing of a scale for examining factors affecting the learning experience in the Metaverse
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TRT Akademi.2023; 8(17): 122. CrossRef - Development of a Framework for Metaverse in Education: A Systematic Literature Review Approach
Rita Roy, Mohammad Dawood Babakerkhell, Subhodeep Mukherjee, Debajyoti Pal, Suree Funilkul
IEEE Access.2023; 11: 57717. CrossRef - Blockchain and its derived technologies shape the future generation of digital businesses: A focus on decentralized finance and the Metaverse
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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
Branislav Sobota, Štefan Korečko, Miriama Mattová
Electronics.2023; 12(13): 2792. CrossRef - Mapping Metaverse Research: Identifying Future Research Areas Based on Bibliometric and Topic Modeling Techniques
Abderahman Rejeb, Karim Rejeb, Horst Treiblmaier
Information.2023; 14(7): 356. CrossRef - Eğitim 5.0’a Geçişin Engelli Öğrenciler ve Erişilebilirlik Açısından Etkileri
Mustafa Özhan KALAÇ, Murat KILINÇ
Üniversite Araştırmaları Dergisi.2023; 6(3): 229. CrossRef - Virtual agents and risk-taking behavior in adolescence: the twofold nature of nudging
Cinzia Di Dio, Federico Manzi, Laura Miraglia, Michaela Gummerum, Simone Bigozzi, Davide Massaro, Antonella Marchetti
Scientific Reports.2023;[Epub] CrossRef - Powered education based on Metaverse: Pre- and post-COVID comprehensive review
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Open Engineering.2023;[Epub] CrossRef - Using WebXR Metaverse Platforms to Create Touristic Services and Cultural Promotion
Ana Martí-Testón, Adolfo Muñoz, Luis Gracia, J. Ernesto Solanes
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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
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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 - A Study on the Future Prospect of the Metaverse through Human Cognition
SeongJeong Yoon, SooIn Choi
The Journal of Korean Institute of Information Technology.2023; 21(7): 149. CrossRef - An EAACI review: Go green in health care and research. Practical suggestions for sustainability in clinical practice, laboratories, and scientific meetings
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Cogent Business & Management.2023;[Epub] CrossRef - The Metaverse in Industry 5.0: A Human-Centric Approach towards Personalized Value Creation
Dimitris Mourtzis
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 - Development of a Metaverse Online Learning System for Undergraduate Nursing Students
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Nurse Educator.2023;[Epub] CrossRef - 具身博物馆: 虚拟技术视域下的博物馆具身化转向
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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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Uluslararası Yönetim Akademisi Dergisi.2023; 6(3): 794. CrossRef - Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education
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IEEE Access.2023; 11: 117765. CrossRef - La terza dimensione dell’e-learning: il metaverso
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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
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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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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
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Electronics.2023; 12(22): 4580. CrossRef - Metaversity: Beyond Emerging Educational Technology
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Computers and Education: Artificial Intelligence.2023; 5: 100185. CrossRef - Accountability and the metaverse: unaccounted digital worlds between techwashing mechanisms and new emerging meanings
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Accounting, Auditing & Accountability Journal.2023;[Epub] CrossRef - Exploring the Potential of Immersive Virtual Reality in Italian Schools: A Practical Workshop with High School Teachers
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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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Journal of Multidisciplinary Cases.2023; (41): 22. CrossRef - Metaverse in Education: Contributors, Cooperations, and Research Themes
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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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International Journal of Human–Computer Interaction.2023; : 1. CrossRef - Application and challenges of a metaverse in medicine
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Frontiers in Robotics and AI.2023;[Epub] CrossRef - Google Bard Generated Literature Review: Metaverse
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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
Dipima Buragohain, Sushank Chaudhary, Grisana Punpeng, Abhishek Sharma, Nutthee Am-in, Lunchakorn Wuttisittikulkij
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
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İnsan ve Toplum Bilimleri Araştırmaları Dergisi.2023; 12(5): 2782. CrossRef - The role of metaverse on sexual health of people with disabilities: narrative review
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International Journal of Impotence Research.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
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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
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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 - Educational Horizons of the Metaverse: Vision, Opportunities, and Challenges
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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
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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 - 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
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Research Journal of Pharmacy and Technology.2023; : 5506. CrossRef - Characteristics, trends, and impact of immersive technologies in medical education: A bibliometric analysis
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Salud, Ciencia y Tecnología.2023; 3: 384. 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.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
Joo-Young Park, Kangsun Lee, Doo Ryeon Chung
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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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 - J Educ Eval Health Prof. 2021;18:31. Published online November 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.31
- 6,154 View
- 270 Download
- 5 Web of Science
- 6 Crossref
-
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. -
Citations
Citations to this article as recorded by- Predicting performance in a doctor of physical therapy gross anatomy course based on an exploratory factor analysis of the anatomical self‐efficacy instrument
Kelly Reynolds, Shani Mueller, Maggie Horn
Anatomical Sciences Education.2024;[Epub] CrossRef - The Relationship between Cognitive Factors and Noncognitive Factors, Including Grit, and NBCOT® Exam Performance
Anne H. Zachry, Stephanie Lancaster, Amy Hall, April Hilsdon
Occupational Therapy In Health Care.2024; : 1. CrossRef - Comparison of 2 Methods of Debriefing for Learning of Interprofessional Handoff Skills
Julie Ronnebaum, Chunfa Jie, Kristina Salazar
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Jian Li, Eryong Xue, Chenchang Li, Yunshu He
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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
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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 - J Educ Eval Health Prof. 2021;18:30. Published online November 15, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.30
- 4,376 View
- 227 Download
- 3 Web of Science
- 5 Crossref
-
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
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Mark Anthony Camilleri
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Somaya Hosny, Jill Thistlethwaite, Yasser El-Wazir, John Gilbert
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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
- J Educ Eval Health Prof. 2021;18:29. Published online November 11, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.29
- 4,817 View
- 228 Download
- 1 Web of Science
- 1 Crossref
-
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. -
Citations
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Mick van de Wiel, Katrien Bombeke, Annelies Janssens
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- Communication skills training in advance care planning: a survey among medical students at the University of Antwerp
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
- J Educ Eval Health Prof. 2021;18:28. Published online November 5, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.28
- 4,670 View
- 174 Download
- 1 Web of Science
- 1 Crossref
-
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
- 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
Review
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E-learning in health professions education during the COVID-19 pandemic: a systematic review
-
Aziz Naciri
, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi - J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.27
- 12,180 View
- 625 Download
- 79 Web of Science
- 98 Crossref
-
Abstract
PDFSupplementary Material
- As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Research articles
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Definition of character for medical education based on expert opinions in Korea
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Yera Hur
- J Educ Eval Health Prof. 2021;18:26. Published online September 29, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.26
- 5,672 View
- 247 Download
- 3 Web of Science
- 3 Crossref
-
Abstract
PDFSupplementary Material
- Purpose
This follow-up study focused on 3 overarching questions: what keywords can be extracted from experts’ definitions of character?; what is the operational definition of character for medical students?; and what possible solutions can be suggested to address the issues of character education that were identified in the previous study?
Methods
Sixty-three medical education experts recruited through expert sampling and 19 non-medical education experts recruited through snowball sampling answered a questionnaire that addressed the 3 major questions of the study. The responses were analyzed for descriptive statistics with supplementary keyword extraction tools, including the Cortical and Monkey keyword extractors.
Results
A total of 93 definitional statements were counted, and 138 keyword terms were extracted. The top 5 keyword terms mentioned by the medical education experts were “patient”, “empathy”, “qualities”, “attitude”, and “ability”. These keyword terms were quite different from those mentioned by the non-medical education experts. Based on the extracted keywords, an operational definition of character education by the medical education expert group was presented as follows: the basic qualities and ability to empathize with patients affected by illness based on respect for patients and others. Various methods were proposed to solve the issue of character education, and many of them pointed to curriculum development, such as improvements in teaching and learning methods and evaluation methods, including role modeling.
Conclusion
A clear statement of the concept of character education is the start to resolve issues of character education. Character education improvements will be possible at the institutional level according to the above results. -
Citations
Citations to this article as recorded by- Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
Yera Hur, Dong Gi Seo
Journal of Educational Evaluation for Health Professions.2023; 20: 20. CrossRef - Medical students’ self-evaluation of character, and method of character education
Yera Hur, Sanghee Yeo, Keumho Lee
BMC Medical Education.2022;[Epub] CrossRef - The role of mentoring, supervision, coaching, teaching and instruction on professional identity formation: a systematic scoping review
Rachelle Qi En Toh, Kai Kee Koh, Jun Kiat Lua, Ruth Si Man Wong, Elaine Li Ying Quah, Aiswarya Panda, Chong Yao Ho, Nicole-Ann Lim, Yun Ting Ong, Keith Zi Yuan Chua, Victoria Wen Wei Ng, Sabine Lauren Chyi Hui Wong, Luke Yu Xuan Yeo, Sin Yee See, Jolene J
BMC Medical Education.2022;[Epub] CrossRef
- Development of a character qualities test for medical students in Korea using polytomous item response theory and factor analysis: a preliminary scale development study
-
Comparing the cut score for the borderline group method and borderline regression method with norm-referenced standard setting in an objective structured clinical examination in medical school in Korea
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Song Yi Park, Sang-Hwa Lee, Min-Jeong Kim, Ki-Hwan Ji, Ji Ho Ryu
- J Educ Eval Health Prof. 2021;18:25. Published online September 27, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.25
- 6,017 View
- 313 Download
- 2 Web of Science
- 3 Crossref
-
Abstract
PDFSupplementary Material
- Purpose
Setting standards is critical in health professions. However, appropriate standard setting methods do not always apply to the set cut score in performance assessment. The aim of this study was to compare the cut score when the standard setting is changed from the norm-referenced method to the borderline group method (BGM) and borderline regression method (BRM) in an objective structured clinical examination (OSCE) in medical school.
Methods
This was an explorative study to model the implementation of the BGM and BRM. A total of 107 fourth-year medical students attended the OSCE at 7 stations for encountering standardized patients (SPs) and at 1 station for performing skills on a manikin on July 15th, 2021. Thirty-two physician examiners evaluated the performance by completing a checklist and global rating scales.
Results
The cut score of the norm-referenced method was lower than that of the BGM (P<0.01) and BRM (P<0.02). There was no significant difference in the cut score between the BGM and BRM (P=0.40). The station with the highest standard deviation and the highest proportion of the borderline group showed the largest cut score difference in standard setting methods.
Conclusion
Prefixed cut scores by the norm-referenced method without considering station contents or examinee performance can vary due to station difficulty and content, affecting the appropriateness of standard setting decisions. If there is an adequate consensus on the criteria for the borderline group, standard setting with the BRM could be applied as a practical and defensible method to determine the cut score for OSCE. -
Citations
Citations to this article as recorded by- Analyzing the Quality of Objective Structured Clinical Examination in Alborz University of Medical Sciences
Suleiman Ahmadi, Amin Habibi, Mitra Rahimzadeh, Shahla Bahrami
Alborz University Medical Journal.2023; 12(4): 485. CrossRef - Possibility of using the yes/no Angoff method as a substitute for the percent Angoff method for estimating the cutoff score of the Korean Medical Licensing Examination: a simulation study
Janghee Park
Journal of Educational Evaluation for Health Professions.2022; 19: 23. CrossRef - 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
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
- Analyzing the Quality of Objective Structured Clinical Examination in Alborz University of Medical Sciences
-
Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea
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Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang
- J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.24
- 6,471 View
- 322 Download
- 12 Web of Science
- 12 Crossref
-
Abstract
PDFSupplementary Material
- Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students. -
Citations
Citations to this article as recorded by- Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
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Grace Melo, Diego Monteza, Sandra Acosta
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Shamim Al Aziz Lalin, Mufti Nadimul Quamar Ahmed, Shah Md Atiqul Haq
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Resuscitation Plus.2023; 13: 100366. CrossRef - COVID-19 and Living Situation: Effects on University of Michigan Students During the 2020-2021 Academic Year
Barbara Tan, Alyssa Cadez-Martin, Sarah Fox Fox, Samir Gadepalli
University of Michigan Undergraduate Research Journal.2023;[Epub] CrossRef - How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?
Hiruni Thathsarani, Dinushika Kaushalya Ariyananda, Chalani Jayakody, Kerthiga Manoharan, A.A.S.N Munasinghe, Nilmini Rathnayake
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Muhammet Fatih BULUT, Aybüke Cansu KALKAN, Arzu GENÇ, Seher ÖZYÜREK
SDÜ Tıp Fakültesi Dergisi.2023; 30(4): 652. CrossRef - The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic
Ming‐Fong Chang, Meng‐Lin Liao, June‐Horng Lue, Chi‐Chuan Yeh
Anatomical Sciences Education.2022; 15(3): 476. CrossRef - Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef - Coronavirus Disease 2019 Cases at Universities and Colleges in Seoul Metropolitan Area
Young June Choe, Yun-Kyung Kim
Journal of Korean Medical Science.2021;[Epub] CrossRef
- Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
-
Empirical analysis comparing the tele-objective structured clinical examination and the in-person assessment in Australia
-
Jonathan Zachary Felthun
, Silas Taylor, Boaz Shulruf, Digby Wigram Allen - J Educ Eval Health Prof. 2021;18:23. Published online September 23, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.23
- 5,344 View
- 229 Download
- 3 Web of Science
- 4 Crossref
-
Abstract
PDFSupplementary Material
- Purpose
It aimed to compare the use of the tele-objective structured clinical examination (teleOSCE) with in-person assessment in high-stakes clinical examination so as to determine the impact of the teleOSCE on the assessment undertaken. Discussion follows regarding what skills and domains can effectively be assessed in a teleOSCE.
Methods
This study is a retrospective observational analysis. It compares the results achieved by final year medical students in their clinical examination, assessed using the teleOSCE in 2020 (n=285), with those who were examined using the traditional in-person format in 2019 (n=280). The study was undertaken at the University of New South Wales, Australia.
Results
In the domain of physical examination, students in 2020 scored 0.277 points higher than those in 2019 (mean difference=–0.277, P<0.001, effect size=0.332). Across all other domains, there was no significant difference in mean scores between 2019 and 2020.
Conclusion
The teleOSCE does not negatively impact assessment in clinical examination in all domains except physical examination. If the teleOSCE is the future of clinical skills examination, assessment of physical examination will require concomitant workplace-based assessment. -
Citations
Citations to this article as recorded by- Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2024; 29(3): 949. CrossRef - Feasibility of an online clinical assessment of competence in physiotherapy students
Brooke Flew, Lucy Chipchase, Darren Lee, Jodie A. McClelland
Physiotherapy Theory and Practice.2024; : 1. CrossRef - Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef - 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
Sun Kim, A Ra Cho, Chul Woon Chung
Journal of Educational Evaluation for Health Professions.2021; 18: 28. CrossRef
- Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
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No difference in learning outcomes and usability between using controllers and hand tracking during a virtual reality endotracheal intubation training for medical students in Thailand
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Chaowanan Khundam
, Naparat Sukkriang, Frédéric Noël
- J Educ Eval Health Prof. 2021;18:22. Published online August 18, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.22
- 5,920 View
- 360 Download
- 8 Web of Science
- 8 Crossref
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Abstract
PDFSupplementary Material
- Purpose
We developed a virtual reality (VR) endotracheal intubation training that applied 2 interaction modalities (hand-tracking or controllersIt aimed to investigatedthe differences of usuability between using hand tracking and controllers during the VR intervention for intubation training for medical students from February 2021 to March 2021 in Thailand.
Methods
Forty-five participants were divided into 3 groups: video only, video with VR controller training, and video with VR hand tracking training. Pre-test, post-test, and practice scores were used to assess learning outcomes. The System Usability Scale (SUS) and User Satisfaction Evaluation Questionnaire (USEQ) questionnaires were used to evaluate the differences between the VR groups. The sample comprised 45 medical students (undergraduate) who were taking part in clinical training at Walailak University in Thailand.
Results
The overall learning outcomes of both VR groups were better than those of the video group. The post-test scores (P=0.581) and practice scores (P=0.168) of both VR groups were not significantly different. Similarly, no significant between-group differences were found in the SUS scores (P=0.588) or in any aspects of the USEQ scores.
Conclusion
VR enhanced medical training. Interactions using hand tracking or controllers were not significantly different in terms of the outcomes measured in this study. The results and interviews provided a better understanding of support learning and training, which will be further improved and developed to create a self-learning VR medical training system in the future. -
Citations
Citations to this article as recorded by- Do Cone Beam CT Picture Archiving and Communication Systems Viewer Interfaces Meet the Expectations of Dental Professionals From a Usability Perspective?
Yaren Dogan, Yigit Sirin
Cureus.2024;[Epub] CrossRef - Virtual reality and augmented reality in medical education: an umbrella review
Talia Tene, Diego Fabián Vique López, Paulina Elizabeth Valverde Aguirre, Luz María Orna Puente, Cristian Vacacela Gomez
Frontiers in Digital Health.2024;[Epub] CrossRef - Development of neonatal Apgar scoring training program utilizing contactless hand tracking in immersive virtual reality
Sun-Yi Yang, Yun-Hee Oh
Nurse Education Today.2024; 140: 106294. CrossRef - Influence of Hand Tracking in Immersive Virtual Reality for Memory Assessment
José Varela-Aldás, Jorge Buele, Irene López, Guillermo Palacios-Navarro
International Journal of Environmental Research and Public Health.2023; 20(5): 4609. CrossRef - AR/VR Teaching-Learning Experiences in Higher Education Institutions (HEI): A Systematic Literature Review
Belen Bermejo, Carlos Juiz, David Cortes, Jeroen Oskam, Teemu Moilanen, Jouko Loijas, Praneschen Govender, Jennifer Hussey, Alexander Lennart Schmidt, Ralf Burbach, Daniel King, Colin O'Connor, Davin Dunlea
Informatics.2023; 10(2): 45. CrossRef - Application and challenges of a metaverse in medicine
Yingshu Wang, Congcong Li, Lai Qu, Hongfei Cai, Yingying Ge
Frontiers in Robotics and AI.2023;[Epub] 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
Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef - Virtual Simulation in Undergraduate Medical Education: A Scoping Review of Recent Practice
Qingming Wu, Yubin Wang, Lili Lu, Yong Chen, Hui Long, Jun Wang
Frontiers in Medicine.2022;[Epub] CrossRef
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Educational/faculty development material
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Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021
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Cesar Orsini
, Veena Rodrigues, Jorge Tricio - J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.21
- 6,068 View
- 310 Download
- 1 Web of Science
- 1 Crossref
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Abstract
PDFSupplementary Material
- This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
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Citations
Citations to this article as recorded by- Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef
- Perceived team roles of medical students: a five year cross-sectional study
Editorial
- The Journal Citation Indicator has arrived for Emerging Sources Citation Index journals, including the Journal of Educational Evaluation for Health Professions, in June 2021
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Sun Huh
- J Educ Eval Health Prof. 2021;18:20. Published online August 2, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.20
- 5,861 View
- 255 Download
- 8 Web of Science
- 9 Crossref
-
PDF
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Citations
Citations to this article as recorded by- Bibliometric analysis of the official journals of internal medicine societies in Europe
L. Liesa, J.M. Porcel
Revista Clínica Española (English Edition).2024; 224(3): 133. CrossRef - Análisis bibliométrico de las revistas oficiales de sociedades de medicina interna en Europa
L. Liesa, J.M. Porcel
Revista Clínica Española.2024; 224(3): 133. CrossRef - Journal metrics, document network, and conceptual and social structures of the Korean Journal of Anesthesiology from 2017 to July 2022: a bibliometric study
Sun Huh
Korean Journal of Anesthesiology.2023; 76(1): 3. CrossRef - Bibliometric Analysis of Granger Causality Studies
Weng Siew Lam, Weng Hoe Lam, Saiful Hafizah Jaaman, Pei Fun Lee
Entropy.2023; 25(4): 632. CrossRef - Evolution of number of citations per article in Materials Science: possible causes and effect on the impact factor of journals
Ana M. Ariza-Guerrero, J. Sebastián Blázquez
Scientometrics.2023; 128(12): 6589. CrossRef - Impact factor surge in Korean medical journals during the COVID-19 era: a bibliometric study
Chansu Park, Sejin Park, Hyeonseok Seo, Janghyeog Oh, Dongryeong Kim, Junha Kang, Hanul Kang, Hyunsung Kang, Yaechan Kim, Mi Ah Han
Science Editing.2023; 11(1): 55. CrossRef - Promotion to Top-Tier Journal and Development Strategy of the Annals of Laboratory Medicine for Strengthening its Leadership in the Medical Laboratory Technology Category: A Bibliometric Study
Sun Huh
Annals of Laboratory Medicine.2022; 42(3): 321. 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
Sun Huh
Journal of Educational Evaluation for Health Professions.2022; 19: 2. CrossRef - Citation Rate Challenges for a Small Journal Indexed in Scopus and WoS—Case Study from Central Europe (Croatia), Editorial View
Tomislav Malvić, Željko Andreić, Uroš Barudžija, Gordan Bedeković, Lidia Hrnčević, Josip Ivšinović, Tomislav Korman, Zoran Kovač, Krešimir Pavlić, Borivoje Pašić
Publications.2022; 10(3): 32. CrossRef
- Bibliometric analysis of the official journals of internal medicine societies in Europe
Research article
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Trainees’ perceptions and expectations of formal academic mentoring during the COVID-19 pandemic in Indonesian cardiology residency programs
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Sunu Budhi Raharjo
, Rita Mustika, Aida Lydia, Mefri Yanni, Heru Sulastomo, Rahma Tsania Zhuhra, Celly Anantaria Atmadikoesoemah - J Educ Eval Health Prof. 2021;18:19. Published online August 9, 2021
- DOI: https://doi.org/10.3352/jeehp.2021.18.19
- 5,358 View
- 319 Download
- 1 Web of Science
- 2 Crossref
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Abstract
PDFSupplementary Material
- Purpose
During medical residency programs, physicians develop their professional identities as specialists and encounter high expectations in terms of achieving competencies. The responsibilities of medical trainees include caring for patients, balancing work with personal life, and weathering stress, depression, and burnout. Formal academic mentoring programs strive to ease these burdens. The coronavirus disease 2019 (COVID-19) pandemic has altered the trainee–academic mentor relationship, and solutions are needed to address these challenges. The present study aimed to evaluate the formal academic mentoring process through trainees’ perceptions and expectations of formal mentoring programs during COVID-19 in Indonesian cardiology residency programs.
Methods
This cross-sectional study used a self-administered online questionnaire to capture trainees’ perceptions and expectations regarding academic mentoring programs in 3 cardiology residency programs in Indonesia from October to November 2020. The questionnaire was developed before data collection. Perceptions of the existing mentoring programs were compared with expectations.
Results
Responses were gathered from 169 out of 174 residents (response rate, 97.3%). Most trainees reported having direct contact with COVID-19 patients (88.82%). They stated that changes had taken place in the mode and frequency of communication with their academic advisors during the pandemic. Significant differences were found between trainees’ perceptions of the existing mentoring programs and their expectations for academic mentoring programs (P<0.001).
Conclusion
Despite the challenges of interacting with their academic mentors, trainees still perceived academic mentors as a vital resource. Study programs need to consider trainees’ expectations when designing academic mentoring programs. -
Citations
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Mitsuaki Sawano, Misato Chimura, Jonathan Yap, Derek Pok Him Lee, Mayank Dalakoti, Lucky Cuenza, F Aaysha Cader, Satoshi Honda, Atsushi Mizuno
Journal of Asian Pacific Society of Cardiology.2024;[Epub] CrossRef - Impact of the COVID-19 pandemic on career intention amongst undergraduate medical students: a single-centre cross-sectional study conducted in Hubei Province
Xue-lin Wang, Ming-xiu Liu, Shuai Peng, Lei Yang, Chen Lu, Shi-cong Shou, Jian-ru Wang, Jun-yi Sun, Jia-qi Wang, Yan Hu, Jun Zhao, Peng Duan
BMC Medical Education.2022;[Epub] CrossRef
- Cardiovascular Care and Research in the Asia-Pacific Region during the COVID-19 Pandemic: Insights from Early and Mid-career Physicians
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