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Healthcare
Special Issues
Innovation in Healthcare Education
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Innovation in Healthcare Education

A special issue of Healthcare (ISSN 2227-9032).

Deadline for manuscript submissions: closed (29 February 2024) | Viewed by 5266

Special Issue Editors

Dr. Saptarshi Purkayastha

E-Mail Website
Guest Editor
School of Informatics and Computing (SOIC), Indiana University-Purdue University Indianapolis, Indianapolis, IN, USA
Interests: global health; discipline-based education research; radiology informatics; mHealth; information infrastructure
Dr. Judy Wawira Gichoya

E-Mail Website
Guest Editor
Department of Radiology, Emory University School of Medicine, Atlanta, GA, USA
Interests: ethical principles in using AI; model bias; foundation deep learning models
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Artificial intelligence (AI) and other emerging technologies have shown the potential to improve healthcare delivery and are time-consuming in their implementation in clinical practice. Even those undergoing implementation need to be carefully evaluated so that they do not overburden providers and cause harm to patients. Thus, healthcare providers must be educated and trained to build and deploy technology through multidisciplinary training. This includes developing curriculum and training programs incorporating AI and machine learning, virtual and augmented reality, and other technologies to improve the quality of care and patient outcomes. By utilising these technologies in healthcare education, providers can learn how to use them to enhance their skills and provide better care to patients. Additionally, AI and other technologies can help healthcare providers analyse and interpret large amounts of patient data, leading to improved diagnoses and treatment plans. For this Special Issue, we invite authors to submit novel ideas, curricular innovations, case studies, and teaching-learning methods that can train the next generation of technology-ready healthcare providers.

Dr. Saptarshi Purkayastha
Prof. Dr. Judy Wawira Gichoya
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Healthcare is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2700 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • curricular design
  • artificial intelligence and machine learning
  • pedagogy
  • multidisciplinary training
  • teaching-learning methods
  • research rotations
  • informatics

Published Papers (4 papers)

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Research

11 pages, 253 KiB  
Article
Evaluating Gaps in Otolaryngology Training: An In-Depth Needs Assessment in Saudi Arabia
by Abdullah A. Alarfaj and Sami Al-Nasser
Healthcare 2023, 11(20), 2741; https://doi.org/10.3390/healthcare11202741 - 16 Oct 2023
Viewed by 1111
Abstract
Background: The landscape of otolaryngology training in Saudi Arabia is undergoing transformation due to the expansion of medical colleges and increased overseas medical scholarships. However, concerns persist regarding the satisfaction and adequacy of surgical education. This study aims to assess gaps in otolaryngology [...] Read more.
Background: The landscape of otolaryngology training in Saudi Arabia is undergoing transformation due to the expansion of medical colleges and increased overseas medical scholarships. However, concerns persist regarding the satisfaction and adequacy of surgical education. This study aims to assess gaps in otolaryngology training through an in-depth needs assessment. Methods: A cross-sectional study was conducted among 85 otolaryngology–head and neck surgery residency graduates in Saudi Arabia between 2019 and 2021. Participants completed a validated questionnaire assessing deficiencies, importance, and competence in different subspecialty areas. Data were analyzed using descriptive statistics, median comparisons, and Kruskal–Wallis tests. Results: Participants identified deficiencies in training across domains, with significant variations in specific subspecialties among different regions. Dissatisfaction with clinical discussions, research training, access to simulation labs, and training in emerging subspecialties was evident. Conclusion: The study highlights challenges within otolaryngology training, emphasizing the need for continuous evaluation and adaptation to ensure high-quality and comprehensive training. Addressing these gaps is essential to produce well-rounded otolaryngologists capable of meeting the evolving demands of modern healthcare. Full article
(This article belongs to the Special Issue Innovation in Healthcare Education)
12 pages, 1396 KiB  
Article
Framework Development of Non-Face-to-Face Training of Basic Life Support for Laypersons: A Multi-Method Study
by Sangsoo Han, Choung Ah Lee, Won Jung Jeong, JuOk Park and Hang A Park
Healthcare 2023, 11(14), 2110; https://doi.org/10.3390/healthcare11142110 - 24 Jul 2023
Viewed by 930
Abstract
The spread of infectious diseases has accelerated the transition from face-to-face (F2F) to non-F2F (NF2F) education. To maintain the effect of successful NF2F education in cardiopulmonary resuscitation, reorganizing the curriculum to suit the NF2F educational environment is necessary. We propose an appropriate learning [...] Read more.
The spread of infectious diseases has accelerated the transition from face-to-face (F2F) to non-F2F (NF2F) education. To maintain the effect of successful NF2F education in cardiopulmonary resuscitation, reorganizing the curriculum to suit the NF2F educational environment is necessary. We propose an appropriate learning curriculum for NF2F basic life support (BLS) training for laypersons based on expert surveys and learners’ performance outcomes. This study included three stages and used multiple methods. A draft curriculum was created through a literature review and three-round Delphi approach, and then applied as a test for actual education. After the training, the final curriculum of the NF2F BLS training for laypersons was proposed by reflecting on the performance outcomes of learners and expert opinions. NF2F theoretical education was simplified into five content items: concept of chain of survival, legal protection for first aiders, importance of bystander cardiopulmonary resuscitation, how to recognize a patient in cardiac arrest and activate the emergency medical services system, and reduced training time. In the hands-on skills session, it was recommended to practice chest compressions using a simple intuitive feedback device and to use automated external defibrillators step-by-step more than in F2F training. In conclusion, NF2F training is a suitable option for BLS training methods in situations where F2F training is difficult. Full article
(This article belongs to the Special Issue Innovation in Healthcare Education)
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13 pages, 1181 KiB  
Article
Reliability and Accuracy of YouTube Peri-Implantitis Videos as an Educational Source for Patients in Population-Based Prevention Strategies
by Federica Di Spirito, Francesco Giordano, Maria Pia Di Palo, Davide Cannatà, Marco Orio, Nicoletta Coppola and Rossella Santoro
Healthcare 2023, 11(14), 2094; https://doi.org/10.3390/healthcare11142094 - 23 Jul 2023
Cited by 2 | Viewed by 989
Abstract
Considering the need to improve patient knowledge, awareness, and compliance for peri-implantitis prevention, and patients’ demand for better, quick, and convenient access to medical information, the present study primarily assessed the reliability and accuracy of YouTube videos on peri-implantitis and secondarily evaluated their [...] Read more.
Considering the need to improve patient knowledge, awareness, and compliance for peri-implantitis prevention, and patients’ demand for better, quick, and convenient access to medical information, the present study primarily assessed the reliability and accuracy of YouTube videos on peri-implantitis and secondarily evaluated their educational value for the patients, and the related suitability, as part of population-based preventive strategies, to deliver valid information, potentially capable of improving patient knowledge and educational skills. This study’s protocol was developed in advance, and computer history and cookies were cleared to avoid limitations based on preferred user histories. The search term “peri-implantitis” was defined using the Google Trends website, and videos were searched on YouTube on 5 December 2022. Video inclusion and data collection were conducted by independent pre-calibrated investigators. Descriptive statistics were performed on the videos’ characteristics, source, category, target audience, popularity, source reliability, video information and quality (VIQI), content, and educational value. Pearson’s correlation between educational value and all parameters was calculated. Videos with very low/low and medium/good/excellent educational value were compared using the Mann–Whitney U test. A total of 44 videos with medium values for popularity, VIQI, content, and educational value were analyzed. Most videos covered peri-implantitis treatment rather than etiology and prevention, about half were uploaded by dentists/specialists, and only 10% specifically targeted patients. Only 2% of YouTube videos about peri-implantitis had excellent educational value, and 5% had good educational value. Video educational value was correlated with VIQI and content beyond video length and source reliability. When comparing the very low/low and medium/good/excellent educational value YouTube videos on peri-implantitis, a significant difference was found in the Video Information and Quality Index, VIQI, and video content. Full article
(This article belongs to the Special Issue Innovation in Healthcare Education)
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12 pages, 265 KiB  
Article
Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study
by Hui-Man Huang and Yu-Wen Fang
Healthcare 2023, 11(14), 2053; https://doi.org/10.3390/healthcare11142053 - 18 Jul 2023
Cited by 1 | Viewed by 1516
Abstract
Background: The coronavirus disease (COVID-19) pandemic has resulted in significant changes in nursing education. Maintaining social distance could slow down the spread of COVID-19, and it was necessary, but it significantly reduced students’ hands-on clinical practice experience in healthcare settings. Traditional classroom teaching [...] Read more.
Background: The coronavirus disease (COVID-19) pandemic has resulted in significant changes in nursing education. Maintaining social distance could slow down the spread of COVID-19, and it was necessary, but it significantly reduced students’ hands-on clinical practice experience in healthcare settings. Traditional classroom teaching in schools has transitioned to distance or online learning methods, which significantly reduced students’ hands-on clinical practice experience in healthcare settings. Although distance education had been implemented for a long time, there are many problems and challenges to be resolved. The experiences and needs of nursing students in remote clinical training urgently require further understanding. Purpose: To understand the stress and coping strategies of online nursing practicum courses for Taiwanese nursing students during the COVID-19 pandemic. Methods: A qualitative research approach with purposive sampling was supplemented by snowball sampling. Semi-structured interviews were conducted, and the data were collected following the eight-step process outlined by Waltz, Strickland, and Lenz (2010). The participants were 12 nursing students on a two-year nursing RN-to-BSN program at a university in Eastern Taiwan, consisting of 11 females and 1 male student. Findings: The stress and coping behaviors of nursing students consist of four main themes, each with three subthemes, including “urgent changes”, “the gaps between online courses and practical operations”, “mixed feelings of joy and anxiety” and “unexpected gains”. Conclusions: The pandemic has impacted nursing students’ learning and living. Engaging in online nursing practicum brought about significant stress; nevertheless, students employed various coping strategies to navigate through this challenging period. The findings of this study would also help nursing educators understand the learning gaps in clinical practicum among students. Full article
(This article belongs to the Special Issue Innovation in Healthcare Education)
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