Virtual Training Methods Research Articles

Comparison of Mannequin-Based Simulation Training Method with Virtual Training Method on Nursing Students' Learning Cardiopulmonary Resuscitation: A Controlled Randomized Parallel Trial.

The use of different educational methods and programs, such as simulation and virtual training, plays an important role in effective Cardiopulmonary Resuscitation (CPR) learning for nursing students. This study was conducted with the aim of comparing mannequin-based simulation training with virtual training on CPR learning among nursing students. This parallel randomized controlled trial was conducted in 2022. We selected 73 nursing undergraduate students and randomly assigned them to two groups: mannequin-based simulation and virtual training groups. The knowledge, attitude, and performance of CPR in both groups were evaluated and compared before, immediately after, and 1 month after the intervention. Data analysis was performed using independent t-test and the repeated-measure analysis of variance (ANOVA) using the Statistical Package for Social Sciences (SPSS) software. Within-group differences were significant in both mannequin-based simulation and virtual training groups in terms of knowledge, attitude, and CPR performance before and after training, as well as between before and 1 month after training (p < 0.001). In addition, the mean performance of simulation group students was significantly higher than the virtual group (p < 0.001), but no significant difference was observed between the two groups in terms of knowledge and attitude dimensions before training, after training, and 1 month after training. Both mannequin-based simulation and virtual training methods increase CPR learning. Considering that students' knowledge and attitude increase significantly using both training methods and the performance of students in the simulation group is better than in the virtual group, the use of a multimodal approach is recommended for CPR training of nursing students.

Comparison of workshop and virtual training methods on the quality of report writing by nursing students

Comparison of workshop and virtual training methods on the quality of report writing by nursing students

Impact of COVID-19 Pandemic on University Students of Bangladesh: A Cross-Sectional Study

Background: During the COVID-19 pandemic of 2019-20 university students of Bangladesh like many other countries suffered from impact of this pandemic in terms of education, general health and wellbeing. Methods: A ‘low risk’ questionnaire with modified General Health (GHQ-28) and General Anxiety Disorder (GAD-7) instruments were shared with university students of Bangladesh via an email link over 4-weeks as a part of a larger international study involving several countries. Results: 145 Bangladeshi university students responded. Most of respondents came from capital city of Dhaka. Age varied between 15 and 22 years and male female ratio was 65:35. First year students comprised 28%. 78% students used on line education only. 73 % students claimed that the quality of education during pandemic was poor. 60% found it difficult to adapt to new teaching methods like (Zoom class, online class). 37% students faced general health difficulties and 5% suffered from severe general anxiety disorder. Conclusion: Universities should modify the virtual training methods and enhance the mental health and wellbeing support before disaster like COVID pandemic strikes again.

Virtual and In-person Electroencephalography (EEG) Training Among Pediatric and Adult Neurology Residents During the COVID-19 Pandemic

Background: During the COVID-19 pandemic, educational programs have increasingly relied on virtual methods. Objectives: In this study, we compared the effects of in-person and virtual electroencephalography (EEG) training on the knowledge of pediatric and adult neurology residents. Methods: The study participants consisted of 30 pediatric and adult neurology residents who were recruited nationwide via a virtual network. They were randomly divided into two groups for in-person and virtual education, respectively. Prior to the first workshop session, participants completed a pre-test comprising 19 knowledge-related questions. Two interactive training sessions focusing on benign variants in EEG were conducted, including two in-person workshops for eight residents and two online workshops for 22 residents. Each session lasted one hour, with one held every two weeks. After the second session, participants were asked to complete a post-test consisting of 24 questions (identical to the pre-test) and five workshop satisfaction-related questions. Results: Overall, the mean exam score after both the in-person and virtual workshops was significantly higher than the pretest score across all educational levels. The mean score differences in knowledge between the in-person and virtual groups after the workshop were similar, with no statistically significant difference. Approximately 90% of the participants believed that the workshop would be beneficial for their daily practice. Conclusions: Given the absence of a significant difference between in-person and virtual training methods in improving participants' knowledge and satisfaction with both approaches, we recommend integrating virtual EEG training into the educational protocol for pediatric and adult neurology residents. Nonetheless, larger sample size studies are required to further validate these findings.

The effect of prenatal education in two ways, face-to-face and virtual, on the fear of natural childbirth in pregnant women.

This study was designed and implemented to compare the effect of prenatal education on the fear of natural birth in pregnant women. This research was a semi-experimental study with a control group conducted on 96 pregnant women in Mashhad. People were randomly allocated to face-to-face and virtual groups. The Wijma childbirth experience/expectation questionnaire version A and the midwifery personal information form were used as pre-test and post-test tools. In the face-to-face and virtual groups, the average scores before and after the intervention were different, which indicated a decrease in fear of Natural childbirth in pregnant women, which was statistically significant. The changes in fear of natural childbirth score were significantly different between the three groups, and these changes were higher in the face-to-face group than in the other two groups. Attendance in natural childbirth preparation classes in face-to-face and virtual training methods positively affects the fear of natural childbirth. Therefore, encouraging and supporting women to participate in training courses increase the women's desire for natural childbirth.

A Students’ Perspective on University Education and Well-Being One-Year into the COVID-19 Pandemic

We report university student perspectives on COVID-19 impact on education, general health and well-being, one year into the pandemic. A ‘low risk’ questionnaire with modified General Health (GHQ-28) and Anxiety Disorder (GAD-7) instruments was shared with students via an email link over a 4-week period. 725 students responded from five countries. Half of the students reported significant general health difficulties and more than ten per cent experienced a severe state of generalised anxiety disorder. The virtual learning techniques adopted during the pandemic were welcomed by students but many were frustrated by the poor quality teaching material, poor scheduling of virtual sessions with inadequate spacing and assessments not being truly representative of what was taught. Digital poverty due to inadequacies in hardware, software compatibility and connectivity were major hindrances to virtual learning. Universities should urgently modify the virtual training methods and enhance mental health and wellbeing support before disaster strikes.

Using Evidence-Based Pedagogical Approaches to Pivot from In-Person to Online Training in a D43 Program during the COVID-19 Pandemic.

The COVID-19 pandemic caused significant disruption to medical education globally. Fogarty International Center (FIC) training programs, designed to strengthen research capacity in low- and middle-income countries (LMICs), through partnerships between United States and LMIC institutions were particularly vulnerable to COVID-19 disruptions. We adapted short-term training for our FIC HIV Patient-Centered Outcomes Research program in Tanzania to the virtual environment using synchronous, asynchronous, and blended approaches and a variety of teaching pedagogies. We evaluated the acceptability and effectiveness of the new trainings among trainees and facilitators using a mixed-methods approach. Ninety percent of trainees and Muhimbili University of Health and Allied Sciences (MUHAS) facilitators agreed that the virtual training methods used were effective. Trainees reported high levels of satisfaction with the technology, group work, and relevance to their research. More than 50% of trainees and MUHAS facilitators agreed that learning in the virtual environment was as effective as, or more effective than, traditional in-person learning. However, they desired more interaction, opportunities to ask U.S. facilitators questions, and choices about topics for online versus in-person trainings. Two-thirds of U.S. facilitators agreed that the virtual delivery method was an effective way for participants to learn the material, although they also rated interaction less favorably. Virtual training incorporating pedagogical best practices of blended learning and traditional teaching online was a feasible, acceptable, and effective way of conducting research training to junior scientists during COVID-19. Virtual learning could become an integral part of post-pandemic training with some adaptation to improve interactions.

A cross-sectional survey study of the impact of COVID-19 pandemic on the training and quality of life of Italian medical residents in the Lombardy region

Introduction The reorganization of the healthcare system prompted by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic has posed unique challenges for Residency Training Programs worldwide. To mitigate its potential negative effects, it is crucial to assess how the pandemic influenced the activity and quality of life of residents. The purpose of this study was to assess the impact of the pandemic on residents’ competencies, satisfaction, working load, training patterns and occupational exposure in the clinical, surgical, research and didactic fields and to quantify its effects on quality of life and risk perception. Methods An online cross-sectional survey was distributed between 1 June 2020 and 31 July 2020 to 1645 residents enrolled in all Residency Programs of four Universities in northern Italy. The survey included questions about clinical, surgical, and research competencies, educational activity, and quality of life pre- and post-pandemic, and on policies and workplace interventions to reduce exposure to SARS-CoV-2. The main outcome measure was the variation in self-perceived clinical, surgical and research competencies and in specialistic training. Data were analysed using the statistical package R Core Team 4.0.0, estimating mean and standard deviation or median and interquartile range for continuous variables. Variables were compared using chi-square test, Fisher exact tests or McNemar test, as appropriate. A multivariate binary logistic regression analysis was performed to test the effect of different factors on the impact of coronavirus disease-2019 (COVID-19) on self-perceived clinical and research competencies and on didactic training. Results A total of 498 residents completed the survey (response rate 30.3%). The mean age of respondents was 28.9 years, 62.9% were women, and 52.4% were enrolled in the first two years of Training Programs. On the first pandemic wave, over 60% of residents reported a negative impact of the pandemic on their specialistic training. In contrast, 40% of residents involved in clinical duties perceived an improvement in their clinical competences, especially those involved in COVID-19 care, and 34.5% perceived an improvement in their research competences, particularly junior residents, while only 3.5% reported an improvement in surgical skills. Most surgical residents (88.5%) reported a decrease in surgical activities, mainly due to reduced hospital bed capacity and reduction of elective surgery. Almost 90% of all residents experienced a reduction in their didactic activities, but 80% stated their Residency Program adopted virtual training methods. A statistically significant reduction in all examined quality of life items post-pandemic vs. pre-pandemic was found. Even though most survey participants reported the availability of personal protective equipment for residents, 44% considered themselves to be at higher risk of exposure compared to senior staff. Conclusion COVID-19 pandemic caused a significant disruption in surgical training, but it had a positive impact on clinical competencies among residents involved in COVID-19 and urgent care. The pandemic had a detrimental effect on all quality of life aspects, and most residents considered themselves at higher risk of SARS-CoV-2 infection compared to other healthcare professionals. Key Messages Coronavirus disease-2019 (COVID-19) pandemic caused a significant disruption in surgical training, but it had a positive impact on clinical competencies among residents involved in COVID-19 and urgent care. Most residents experienced a reduction of didactic activities. Although the majority of training programs implemented virtual training methods to counteract the restrictions imposed by the pandemic, only half of the residents were satisfied of them. A vast proportion of residents had a high occupational exposure to SARS-CoV-2 and considered themselves at higher risk of COVID-19 infection compared to senior staff. The survey highlighted a statistically significant reduction in five key quality of life measures (i.e. sleep, mood, familiar relationships and social relationships quality and employment satisfaction) during the first wave, with mood and social relationships being the most affected. Notably, employment satisfaction was significantly higher in medical compared to surgical residents.

Design and implementation of a follow-up and training program of health-promoting lifestyle after the coronary artery bypass graft.

BACKGROUND:Coronary artery bypass graft (CABG) plays an important role in reducing coronary heart disease mortality, but patients are still at risk after surgery. Consequences can be avoided if threatening behaviors are soon detected and lifestyles are promoted. Therefore, the present study aimed to evaluate, follow-up, and promote a healthy lifestyle in the patients.MATERIALS AND METHODS:The present research was a quasi-experimental pre- and postintervention single-group study on 35 patients under the CABG at two hospitals affiliated to the Baqiyatallah University of Medical Sciences in Tehran from August 2020 to April 2021. The samples were selected using the purposive sampling method and the educational content was determined by creating an expert panel. We utilized the Health-promoting Lifestyle Profile II to collect data, and SPSS 22 to analyze them.RESULTS:There was a significant difference between mean total scores of health-promoting lifestyle before and after the intervention and they reached from 138.7 ± 20 to 157.2 ± 18 (P < 0.0001). There was also a statistically significant difference between mean scores of nutrition (P < 0.003), physical activity (P < 0.0001), health responsibility (P < 0.0001), and stress management (P < 0.0001) before and after the intervention, but there was no statistically significant difference between mean scores of interpersonal relationships, and spiritual growth before and after the intervention.CONCLUSIONS:The program had a positive effect on the health-promoting lifestyle scores of patients after CABG. It is possible to increase scores of healthy lifestyles in the patients by combining face-to-face and virtual training methods as well as involving family members and relatives of patients in training and follow-up programs.

Virtual Training Methods to Enhance Capacity of Agriculture Extension Workers in Andhra Pradesh and Jharkhand, India

Virtual Training Methods to Enhance Capacity of Agriculture Extension Workers in Andhra Pradesh and Jharkhand, India

Mitigating Surgical Skill Decay in Orthopaedics Using Virtual Simulation Learning.

The COVID-19 pandemic has interrupted orthopaedic training structures for both surgeons and trainees. The concept of skill decay must be considered during inactivity of elective practice. The purpose of this study was to provide an evidence-based curriculum in association with immersive virtual reality (iVR) to prevent skill decay during periods of training cessation and beyond. A review of pertinent literature for orthopaedic surgical skill decay was performed. Early experience by faculty instructors and residency and fellowship program directors was gathered from multiple institutions with experience in virtual training methods including iVR. A proposed curriculum for cognitive and manual skill acquisition during COVID-19 was produced from qualitative narrative group opinion. Skill decay can occur on the order of days to months and is dependent on the initial skill level. A novel curriculum for structured continuing medical education during and after periods of surgical disruption including e-learning, virtual meetings, and iVR simulators was produced from expert opinion and based on competency-based curriculum standards. Skill decay mitigation strategies should use best available evidence technologies and course structures that satisfy advanced learning concepts. The virtual curriculum including iVR simulators may provide cost-effective solutions to training.

Meeting Online Learners Where They Are: e-Learning during a time of pandemic

While adult and workplace training were quick to adopt the use of online learning, many of these efforts have not advanced far beyond taking presentation slides or video recordings from formerly in-person training and making them available on learning-management systems. Compared to formal education, adult and workplace training has been much slower to iterate and improve upon early digital and virtual educational methods, leaving online learning that is viewed as neither engaging for the end-user nor effective at achieving intended outcomes. The COVID-19 pandemic and resulting lockdown added urgency to this problem, with many organizations being forced to either improve upon existing virtual training methods or finally completely replace in-person training with online options. The Ohio State University?s Center on Education and Training for Employment used evidence-based practices to develop a training collection specifically aimed at trainers, learning designers, and learning and development professionals. Translating the latest e-learning research into practical solutions, making use of proven instructional strategies, center learning designers created online training materials that are well-positioned to be effective at engaging adult learners, simultaneously instructing learners and demonstrating the learning content being delivered.

University Student Views on The Impact of COVID-19 Pandemic on Their University Life and Education in Sri Lanka.

The COVID-19 pandemic has had a major impact on all aspects of life including education. This study assessed its effects on university student life and education to use experience of current university students in this pandemic time for the benefit of the future students. A novel questionnaire was developed with expert and peer collaboration to explore relevant demographics and the COVID-19 impact on university life and education using both quantitative and qualitative tools. The questionnaire link was shared with students via an email originating from their universities over a 4-week period. This minimized invitation bias. A total of 249 students (78% female, 71% aged 22-25 yrs.) responded from five universities in Sri Lanka. All participating universities have resorted to virtual learning techniques during the pandemic. This was welcomed by students considering its flexibility for engagement, availability of recorded material for revision and savings incurred by studying from home. However, many reported frustrations due to poor quality, poor time management and assessments not being truly representative of what was taught. Furthermore, digital poverty was a major hindrance to the efficacy of virtual learning. In addition, inadequate teacher and peer interaction triggered much stress. Universities need to undertake proactive action urgently to modify the virtual training methods, addressing the issues of digital poverty is likely to significantly enhance the efficacy of virtual learning.

Comparison of the effect of training academic honesty using two workshop and virtual training methods on the knowledge and attitude of M. S. students.

BACKGROUND:Nowadays, one of the most important challenges of the universities and higher education centers is academic dishonesty among students. Academic dishonesty is done through cheating, deception, and plagiarism, which creates serious educational, studious, and social problems for the students and society. The purpose of this study was to compare the effect of virtual and workshop training on the knowledge and attitude of M. S. students in terms of plagiarism.MATERIALS AND METHODS:This research was an applied interventional study of quasi-experimental type having pretest and posttest and the participants of this study included 90 M. S. nursing students of Medical Science University of Shiraz in the southwestern part of Iran.RESULTS:The comparison of the three groups indicated that virtual and workshop training, both, developed the knowledge and attitude of students regarding plagiarism; however, the comparison between two methods did not indicate a statistically significant difference.CONCLUSION:Both virtual and workshop training methods had an effect on increasing students’ knowledge and attitude. Regarding the positive effect of training academic dishonesty using two workshop and virtual training methods, both can be used as efficient and effective methods in training dimensions depending on the condition and facilities to prevent and reduce plagiarism in students.

Comparing the effect of in-person training and virtual training on using personal protection equipment among the staff in an open stone quarry

Introduction: Training has an important role in decreasing accidents and increasing safety level of workplaces. The aim of this study is to compare the effect of in-person training and virtual training on using personal protection equipment among the staff in an open stone quarry. Method: In this study, intermediary of training type has been carried out on three different groups (control, in person training, and virtual training) on 75 numbers of staff in an open stone quarry in 2018. The training content was compiled by researcher in virtual and in-person types and then confirmed by the experts. Data of personal protection equipmentusage in workplace were gathered by questionnair before and after trainig. Data were analysed by statistical tests including K2, dependant t, paired t, and variance analysis. Results: There has been no significant difference between groups before trainig the use of personal protection equipment. After training, findings showed a significant difference in personal protection equipment average usage among the staff. After intermediary, The ratio of using safety helmet and mask was increased among virtual and in- person groups rather than control group. Conclusion: This study findings have shown that in-person training and virtual training methods are effective in using the personal protection equipment in both groups and have increased safetybehaviors. It seems that using virtual training as alternative or complementary method for traditional methods can be an appropriate approach for retraining and improveing quarry staff's safety and self-care behaviour

Improving the level of awareness and attitude toward fertility and fertility counseling skills of health staff with both face-to-face and virtual training methods.

INTRODUCTION:Considering the trend of reducing fertility in recent decades, the level of awareness and attitude of health workers to fertility has an important role in achieving the country's demographic goals. Improving attitudes and improving the scientific level and skills of health workers are the basic pillars to improve the quality and quantity of health-care services. Therefore, this study was conducted with the aim of improving the level of awareness and attitude toward fertility and fertility counseling skills of health workers with both face-to-face and virtual training methods.MATERIALS AND METHODS:This study was a randomized controlled trial of three groups and pre-test-posttest experiments performed on 108 midwives and health-care workers working in Mashhad Health Center and Community Health Centers and Health Centers in 2015. The tools used in this study were four researcher-made questionnaires that were validated and reliable. Data analysis was performed by Chi-square test, one-way, and independent t-analysis of variance using SPSS software version 16.RESULTS:The results showed a significant increase in awareness level, attitude toward fertility, and counseling skills in the studied groups after the implementation of interventions (P < 0.001). Furthermore, there was a significant inverse relationship between the attitude score of the research units at the beginning of the study and the demographic variables with only the average work experience.CONCLUSION:Training is effective in raising the level of awareness and changing the attitude of health workers. The use of group discussion methods in person as well as through a webinar in which learners think, interact, and gain experience in promoting healthy fertility counseling promotes awareness, attitudes toward fertility, and their counseling skills in providing healthy reproductive counseling.

Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices.

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed.

Utilizing additive manufacturing and gamified virtual simulation in the design of neuroprosthetics to improve pediatric outcomes

Abstract

A review of virtual reality simulators for neuroendoscopy

Neurosurgery is a challenging surgical specialty that demands many technical and cognitive skills. The traditional surgical training approach of having a trainee coached in the operating room by the faculty is time-consuming, costly, and involves patient risk factors. Simulation-based training methods are suitable to impart the surgical skills outside the operating room. Virtual simulators allow high-fidelity repeatable environment for surgical training. Neuroendoscopy, a minimally invasive neurosurgical technique, demands additional skills for limited maneuverability and eye-hand coordination. This study provides a review of the existing virtual reality simulators for training neuroendoscopic skills. Based on the screening, the virtual training methods developed for neuroendoscopy surgical skills were classified into endoscopic third ventriculostomy and endonasal transsphenoidal surgery trainers. The study revealed that a variety of virtual reality simulators have been developed by various institutions. Although virtual reality simulators are effective for procedure-based skills training, the simulators need to include anatomical variations and variety of cases for improved fidelity. The review reveals that there should be multi-centric prospective and retrospective cohort studies to establish concurrent and predictive validation for their incorporation in the surgical educational curriculum.

The digital simulation and fuzzy evaluation to reduce the likelihood of unsafe behavior in nuclear decommissioning

Workers’ behavior during the dynamic process of nuclear decommissioning is a complex phenomenon. In a nuclear environment, some workers may spontaneously and inadvertently engage in unsafe behavior which has high risks of serious injury and accident. In this paper, we determined and classified some of the unsafe behavior of workers in the nuclear decommissioning process. The evaluation factor system and the AHP model were established. The safety of behavior of virtual human, a trainee controlled in digital simulation, was quantified by fuzzy evaluation method. A primary virtual training method to reduce the chance of unsafe behavior was proposed and a safety training simulation software was developed. The feasibility of the proposed methods was tested through a hypothetical case.