Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
7.3
Journals
IJERPH
Special Issues
Advances of Healthcare Education and Management: Online Learning Outcomes for...
ijerph-logo
Submit to IJERPH Review for IJERPH Propose a Special Issue

Journal Menu

► Journal Menu

Journal Browser

► Journal Browser
share announcement

Advances of Healthcare Education and Management: Online Learning Outcomes for Healthcare Professionals

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Care Sciences & Services".

Deadline for manuscript submissions: closed (30 March 2023) | Viewed by 9395

Special Issue Editors

Dr. Nazeeba Siddika

E-Mail Website
Guest Editor
Department of Epidemiology and Biostatistics, Michigan State University, East Lansing, MI 48824, USA
Interests: healthcare education; prenatal exposure; oral health; oral manifestation; pregnancy outcomes; health literacy
Special Issues, Collections and Topics in MDPI journals
Dr. Md Irteja Islam

E-Mail Website
Co-Guest Editor
Sydney School of Public Health, Faculty of Medicine and Health, University of Sydney, Sydney, NSW 2006, Australia
Interests: health service research; health literacy; public health; mental health
Special Issues, Collections and Topics in MDPI journals
Dr. Ehsanul Hoque Apu

E-Mail Website
Co-Guest Editor
1. Institute for Quantitative Health Science and Engineering, Department of Biomedical Engineering, Michigan State University, East Lansing, MI 48824, USA
2. Division of Hematology and Oncology, Department of Internal Medicine, Rogel Cancer Center, Michigan Medicine, University of Michigan, Ann Arbor, MI 48105, USA
Interests: digital healthcare; Covid-19; dental health; oral cancer; oral pathology; cancer biology; cellular biology
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Online learning in higher education has received a lot of attention since it improves access to learning resources online by leveraging technology despite users’ and learners' geographical regions or schedules. It has now grown in popularity for health science education, being embraced by medical, dental, public health, nursing, and other allied health professionals. Especially during the COVID-19 pandemic lockdowns worldwide, online learning platforms have played a pivotal role in healthcare education and management, and healthcare professionals have greatly benefitted. Blended learning offers opportunities for the sharing of complex knowledge by integrating face-to-face and online interactions. However, the effectiveness of these learning techniques has not been fully scientifically analyzed and assessed regarding learning achievements in health education. It is necessary to identify and evaluate the facilitators and obstacles that may influence online learning in health science education. This special edition aims to gauge the future and usefulness of online learning in medical, dental, and public health education by analyzing healthcare learners' and teachers' perceptions, attitudes, and readiness. This issue will also verify whether blended learning will increase the clinical competency, problem-solving ability, and learning satisfaction of healthcare students.

Dr. Nazeeba Siddika
Dr. Md Irteja Islam
Dr. Ehsanul Hoque Apu
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. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly 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 2500 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

  • online learning
  • e-learning
  • healthcare education
  • innovation in online teaching
  • clinical teaching
  • developing countries
  • medical education
  • dental education
  • public health education
  • healthcare professionals
  • COVID-19
  • digital health
  • health technology
  • clinical research
  • artificial intelligence
  • high-speed internet

Published Papers (4 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

13 pages, 1105 KiB  
Article
Transferring Healthcare Professional’s Digital Competencies to the Workplace and Patients: A Pilot Study
by Olga Navarro Martínez, Jorge Igual García and Vicente Traver Salcedo
Int. J. Environ. Res. Public Health 2022, 19(20), 13187; https://doi.org/10.3390/ijerph192013187 - 13 Oct 2022
Cited by 4 | Viewed by 1569
Abstract
The new times, marked by immediacy, globalization, and technological advances, has forced health professionals to develop new competencies to adapt to the new challenges. However, necessary skills such as using digital tools are primarily ignored by institutions, hospitals, and universities, forcing professionals to [...] Read more.
The new times, marked by immediacy, globalization, and technological advances, has forced health professionals to develop new competencies to adapt to the new challenges. However, necessary skills such as using digital tools are primarily ignored by institutions, hospitals, and universities, forcing professionals to undertake training in these areas independently. This research aims to analyse if there is a transfer of what has been learned in the digital healthcare field to their professional practice and patients. To perform the study, 104 healthcare professionals, mostly nurses, who had completed online training in digital competencies answered a questionnaire with 17 questions. These questions were related to the transfer of learning to professional practice and its use for developing patient resources. Almost 60% of the professionals said that they have used what they learned in the course in their professional work, but only 16% of the participants use it daily. The main barrier to not having applied what was learned during the course, according to participants, was the situation experienced during the COVID-19 pandemic, followed by a lack of time and lack of resources. Only 23 people out of 104 developed patient resources after the course; the most created were infographics and videos. In addition, 38 people used what they learned to improve their personal productivity: searches, storage, calendars, etc. Only 11 used it for research purposes. People between 31 and 40 years old create the most patient resources and use what they learn most frequently. There is a need to improve e-learning to provide quality training that can transfer good behaviour to professional practice in the health field. Full article
(This article belongs to the Special Issue Advances of Healthcare Education and Management: Online Learning Outcomes for Healthcare Professionals)
►▼ Show Figures

Figure 1

16 pages, 788 KiB  
Article
Teaching Social Marketing Using E-Service Learning Amidst Health and Humanitarian Crises: A Case Study from Lebanon
by Marco Bardus, Khawla Nasser AlDeen, Tamar Kabakian-Khasholian, Mayada Kanj and Aline Germani
Int. J. Environ. Res. Public Health 2022, 19(19), 12696; https://doi.org/10.3390/ijerph191912696 - 4 Oct 2022
Cited by 5 | Viewed by 1965
Abstract
We present the design, implementation, and evaluation of an e-service learning course, “Social Marketing for Health Promotion”, offered to full-time and part-time students enrolled in the Master of Public Health at our institution. In a quasi-experimental trial, we introduced e-service learning in 2018, [...] Read more.
We present the design, implementation, and evaluation of an e-service learning course, “Social Marketing for Health Promotion”, offered to full-time and part-time students enrolled in the Master of Public Health at our institution. In a quasi-experimental trial, we introduced e-service learning in 2018, comparing a traditional face-to-face section to a blended course (33% online). Based on the positive feedback received, we progressively increased the online component in the following academic years, reaching 100% online in Fall 2020. We compared the quantitative and qualitative indicators evaluating three e-service learning-course iterations with a face-to-face control. The impact indicators included participation and engagement in the course, the attainment of the learning outcomes, satisfaction with the course, instructors and mode of delivery, and the impact of the experience beyond the classroom. Over the years, we trained 73 students whose engagement with the course remained relatively stable. The attainment of the learning outcomes and general course satisfaction steadily increased over time, demonstrating a positive impact on student learning. Qualitative data illustrate the importance of instructors in setting expectations and guiding students and community partners through a remote-learning process. Full article
(This article belongs to the Special Issue Advances of Healthcare Education and Management: Online Learning Outcomes for Healthcare Professionals)
►▼ Show Figures

Figure 1

13 pages, 648 KiB  
Article
Experience of Bangladeshi Dental Students towards Online Learning during the COVID-19 Pandemic: A Web-Based Cross-Sectional Study
by Md Irteja Islam, Shah Saif Jahan, Mohammad Tawfique Hossain Chowdhury, Samia Naz Isha, Arup Kumar Saha, Sujan Kanti Nath, Mohammed Shahed Jahan, Md. Humayun Kabir, Ehsanul Hoque Apu, Russell Kabir and Nazeeba Siddika
Int. J. Environ. Res. Public Health 2022, 19(13), 7786; https://doi.org/10.3390/ijerph19137786 - 24 Jun 2022
Cited by 8 | Viewed by 2635
Abstract
Background: During the COVID-19 pandemic, dental education institutions throughout the world experienced significant challenges, including a quick shift to an online learning paradigm. Since the pandemic has had a considerable impact on dental education, this research evaluated the perspectives and attitudes towards online [...] Read more.
Background: During the COVID-19 pandemic, dental education institutions throughout the world experienced significant challenges, including a quick shift to an online learning paradigm. Since the pandemic has had a considerable impact on dental education, this research evaluated the perspectives and attitudes towards online learning among undergraduate dental students in Bangladesh. Methods: The research was conducted through a cross-sectional method using self-administered online questionnaires. The questionnaire included information on the students’ sociodemographic status, their views, and their attitudes about the changes in the educational system, specifically regarding online learning. The study gathered data from 952 undergraduate students from 14 dental institutions in Bangladesh. Results: The results suggested that 87.5% of all the students were unsatisfied with their online programs. Most of the respondents who expressed dissatisfaction with their online classes were female, did not receive assistance in overcoming barriers to accessing the classes or materials (64.23%), did not have access to the institutional online-learning management system (OLMS) (67.35%), and did not have access to the online course materials (71.43%). The students considered that the shift to online learning failed to provide quality clinical teaching. Conclusions: The lack of an OLMS was found to be linked with dissatisfaction with online learning among Bangladeshi dental students during the COVID-19 outbreak. Additionally, insufficient time allocation and a lack of support through online training were found to be strongly correlated with the students’ discontent. The overall findings highlight the need to develop and implement effective online dentistry educational interventions to promote academic advancement and key practical skills. Full article
(This article belongs to the Special Issue Advances of Healthcare Education and Management: Online Learning Outcomes for Healthcare Professionals)
►▼ Show Figures

Figure 1

17 pages, 1376 KiB  
Article
The Study of Learning Computer Programming for Students with Medical Fields of Specification—An Analysis via Structural Equation Modeling
by Ching-Hsiang Lai, Yan-Kwang Chen, Ya-huei Wang and Hung-Chang Liao
Int. J. Environ. Res. Public Health 2022, 19(10), 6005; https://doi.org/10.3390/ijerph19106005 - 15 May 2022
Cited by 2 | Viewed by 2122
Abstract
In this study, the authors constructed structural equation models in order to determine the relationship between students’ learning attitudes and their computational thinking perspectives and programming empowerment. The purpose is to understand students’ perceived competence to use computational thinking effectively, along with their [...] Read more.
In this study, the authors constructed structural equation models in order to determine the relationship between students’ learning attitudes and their computational thinking perspectives and programming empowerment. The purpose is to understand students’ perceived competence to use computational thinking effectively, along with their computer programming learning attitude regarding the C++ programming language for one semester (2 hours per week, 36 total learning hours). A total of 495 students specializing in the medical field participated in the study. Structural equation models were constructed according to three adapted scales: the computer programming learning attitude scale, the computational thinking perspectives scale, and the programming empowerment scale. The computer programming learning attitude scale is based on three factors: willingness, negativity, and necessity. The computational thinking perspectives scale also considers three factors: the ability to express, the ability to connect, and the ability to question. The programming empowerment scale is composed of four factors: meaningfulness, impact, creative self-efficacy, and programming self-efficacy. The results showed that a positive learning attitude will positively affect computational thinking perspectives and programming empowerment. However, when students have a negativity attitude, feeling that they are being forced to learn the C++ programming language, their computational thinking perspectives and programming empowerment will be negatively affected. In order to promote students’ learning attitude, various teaching strategies, teaching curriculum design, and pedagogy design could be further explored. Full article
(This article belongs to the Special Issue Advances of Healthcare Education and Management: Online Learning Outcomes for Healthcare Professionals)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-4
Back to TopTop