e.g. mhealth
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Skip search results from other journals and go to results- 34 JMIR Medical Education
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Additionally, Barteit et al [20] presented the notion that incorporating virtual or AR teaching methods in medical education had advantageous outcomes, including heightened enthusiasm and enjoyment for learners.
For physiotherapy students, acquiring foundational knowledge and specific skills in subjects like body structure, biological functions, movement analysis, and motion characteristics through traditional teaching methods may be insufficient [21].
JMIR Serious Games 2025;13:e54312
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They were informed about the study via email from the teaching supervisor (DM). To confirm their participation, they had to ensure that they could be present at all times during the study (ie, 3 and 6 months).
The experimental design is summarized in Figure 1.
Experimental design. ANTS: Anesthesia Non-Technical Skills; HF: high-fidelity; NRPE: Neonatal Resuscitation Performance Evaluation; T0: time zero.
The initial training was conducted by a pediatric intensivist and an anesthetist.
JMIR Serious Games 2025;13:e57057
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While online teaching tools were already used by various institutions, the widespread shift to this mode of education was abrupt for educators across all levels, from basic to postgraduate courses [4,5]. Therefore, pedagogical strategies had to be rapidly developed to achieve desired competencies through virtual learning without significant learning setbacks [4].
JMIR Res Protoc 2025;14:e59552
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There was a statistically significant difference between educators’ level of experience teaching online and their satisfaction with online teaching and learning technologies (F2,77=11.465; P
Through Levene tests, two 1-way ANOVA test pairings were found to have unequal variances: (1) faculties and likelihood of using online teaching and learning technology and (2) years of experience and likelihood to use online teaching and learning technology.
JMIR Nursing 2025;8:e64548
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Challenges and Needs in Digital Health Practice and Nursing Education Curricula: Gap Analysis Study
The three phases of the project were (1) a systematic review [12]; (2) an interview study of nurses in clinical practice about their digital health use, digital health application, and related challenges during COVID-19, as well as the needs of the graduate nurse [13]; and (3) a survey of nurse educators in Australian universities regarding their knowledge and confidence in teaching aspects of digital health to entry to practice nursing students [14].
JMIR Med Educ 2024;10:e54105
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The course comprised 28 teaching units (45 min each), 3 of which integrated Chat GPT. The course was set up as a blended learning course combining 13 teaching units delivered as e-learning and 15 teaching units delivered as in-person lectures. The course description was available to students before enrollment and indicated that the course would include a scientific evaluation and that the results would be published.
JMIR Med Educ 2024;10:e50545
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One student remarked as follows:
Oh, definitely have a remote teaching course... how to navigate Zoom as an instructor or in Google Classroom... how to navigate some of the online assessments... That would be awesome.
JMIR Nursing 2024;7:e53777
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Key findings of these reviews suggest that e-learning is associated with large positive effects when compared with no interventions [20]; e-learning can be as effective as traditional methods of teaching and instruction [20-22]; e-learning and traditional educational interventions take similar time to participate in or complete [23]; and interactivity, practice exercises, repetition, and feedback are important design features of effective e-learning approaches and appear to be associated with improved learning
JMIR Med Educ 2024;10:e52906
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A Quarter-Century of Online Informatics Education: Learners Served and Lessons Learned
However, I always had an interest in teaching and had the opportunity to develop an introductory informatics course in 1993 that was an elective in OHSU’s relatively new Master of Public Health program. The course initially consisted of lectures by half a dozen informatics faculty who were part of the program.
J Med Internet Res 2024;26:e59066
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