| Title | New technologies, new disparities: The intersection of electronic health and digital health literacy. |
| Authors | Smith, B; Magnani, JW |
| Journal | International journal of cardiology |
| Publication Date | 1 Oct 2019 |
| Date Added to PubMed | 7 Jun 2019 |
| Abstract | Mobile health, or mHealth, is the implementation of digital health services with mobile and wearable devices, and has ample potential to enhance self-management of chronic conditions, especially cardiovascular risk factors (e.g., blood pressure control and supporting tobacco cessation and physical activity). It remains ambiguous, however, whether such technologies can improve cardiovascular outcomes. More importantly, mHealth carries the additional challenge of digital health literacy, which demands particular skills complementary to general and health literacy. Populations at risk for limited health literacy are similarly vulnerable to having challenges with digital health literacy. We identify such challenges and outline solutions to improve access to digital health services and their use for individuals with limited digital health literacy. We present an 18-point "Digital Universal Precautions" as a mandate for health care organizations committed towards addressing and facilitating eHealth literacy. As health care institutions increasingly advance mHealth through delivery of on-line material and patient portals, they face the challenge of ensuring that digital health services and content are available to all patients. |
| Link | http://doi.org/10.1016/j.ijcard.2019.05.066 |
| Title | Development of the Digital Health Literacy Instrument: Measuring a Broad Spectrum of Health 1.0 and Health 2.0 Skills. |
| Authors | van der Vaart, R; Drossaert, C |
| Journal | Journal of medical Internet research |
| Publication Date | 24 Jan 2017 |
| Date Added to PubMed | 26 Jan 2017 |
| Abstract | With the digitization of health care and the wide availability of Web-based applications, a broad set of skills is essential to properly use such facilities; these skills are called digital health literacy or eHealth literacy. Current instruments to measure digital health literacy focus only on information gathering (Health 1.0 skills) and do not pay attention to interactivity on the Web (Health 2.0). To measure the complete spectrum of Health 1.0 and Health 2.0 skills, including actual competencies, we developed a new instrument. The Digital Health Literacy Instrument (DHLI) measures operational skills, navigation skills, information searching, evaluating reliability, determining relevance, adding self-generated content, and protecting privacy. Our objective was to study the distributional properties, reliability, content validity, and construct validity of the DHLI's self-report scale (21 items) and to explore the feasibility of an additional set of performance-based items (7 items). We used a paper-and-pencil survey among a sample of the general Dutch population, stratified by age, sex, and educational level (T1; N=200). The survey consisted of the DHLI, sociodemographics, Internet use, health status, health literacy and the eHealth Literacy Scale (eHEALS). After 2 weeks, we asked participants to complete the DHLI again (T2; n=67). Cronbach alpha and intraclass correlation analysis between T1 and T2 were used to investigate reliability. Principal component analysis was performed to determine content validity. Correlation analyses were used to determine the construct validity. Respondents (107 female and 93 male) ranged in age from 18 to 84 years (mean 46.4, SD 19.0); 23.0% (46/200) had a lower educational level. Internal consistencies of the total scale (alpha=.87) and the subscales (alpha range .70-.89) were satisfactory, except for protecting privacy (alpha=.57). Distributional properties showed an approximately normal distribution. Test-retest analysis was satisfactory overall (total scale intraclass correlation coefficient=.77; subscale intraclass correlation coefficient range .49-.81). The performance-based items did not together form a single construct (alpha=.47) and should be interpreted individually. Results showed that more complex skills were reflected in a lower number of correct responses. Principal component analysis confirmed the theoretical structure of the self-report scale (76% explained variance). Correlations were as expected, showing significant relations with age (ρ=-.41, P<.001), education (ρ=.14, P=.047), Internet use (ρ=.39, P<.001), health-related Internet use (ρ=.27, P<.001), health status (ρ range .17-.27, P<.001), health literacy (ρ=.31, P<.001), and the eHEALS (ρ=.51, P<.001). This instrument can be accepted as a new self-report measure to assess digital health literacy, using multiple subscales. Its performance-based items provide an indication of actual skills but should be studied and adapted further. Future research should examine the acceptability of this instrument in other languages and among different populations. |
| Link | http://doi.org/10.2196/jmir.6709 |
| Title | Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews. |
| Authors | Rouleau, G; Gagnon, MP; Côté, J; Payne-Gagnon, J; Hudson, E; Dubois, CA; Bouix-Picasso, J |
| Journal | Journal of medical Internet research |
| Publication Date | 2 Oct 2019 |
| Date Added to PubMed | 4 Oct 2019 |
| Abstract | E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses' continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick's levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714. |
| Link | http://doi.org/10.2196/15118 |
| Title | Guest Editorial "Tele-education and Tele-mentoring". |
| Authors | Perez, A; Klimberg, VS |
| Journal | Journal of surgical oncology |
| Publication Date | 1 Aug 2021 |
| Date Added to PubMed | 11 Jul 2021 |
| Abstract | |
| Link | http://doi.org/10.1002/jso.26501 |
| Title | Telehealth and Medical Education. |
| Authors | Belakovskiy, A; Jones, EK |
| Journal | Primary care |
| Publication Date | 1 Dec 2022 |
| Date Added to PubMed | 11 Nov 2022 |
| Abstract | As telehealth continues to evolve, there is a subsequent need to develop efficient and effective teaching models in this realm. Primary care is well positioned to teach telehealth because of the breadth of medical conditions treated. It is crucial that learners and medical educators are prepared for learning and educating in this growing paradigm. This article offers an organized approach to education in telehealth that includes preparation, observation, assessment, and feedback. |
| Link | http://doi.org/10.1016/j.pop.2022.04.003 |
| Title | Augmenting prehospital care. |
| Authors | Glick, Y; Avital, B; Oppenheimer, J; Nahman, D; Wagnert-Avraham, L; Eisenkraft, A; Dym, L; Levi, D; Agur, A; Gustus, B; Furer, A |
| Journal | BMJ military health |
| Publication Date | 1 Jun 2021 |
| Date Added to PubMed | 23 Feb 2020 |
| Abstract | The challenging environment of prehospital casualty care demands providers to make prompt decisions and to engage in lifesaving interventions, occasionally without them being adequately experienced. Telementoring based on augmented reality (AR) devices has the potential to decrease the decision time and minimise the distance gap between an experienced consultant and the first responder. The purpose of this study was to determine whether telementoring with AR glasses would affect chest thoracotomy performance and self-confidence of inexperienced trainees. Two groups of inexperienced medical students performed a chest thoracotomy in an ex vivo pig model. While one group was mentored remotely using HoloLens AR glasses, the second performed the procedure independently. An observer assessed the trainees' performance. In addition, trainees and mentors evaluated their own performance. Quality of performance was found to be superior with remote guidance, without significant prolongation of the procedure (492 s vs 496 s, p=0.943). Moreover, sense of self-confidence among participant was substantially improved in the telementoring group in which 100% of the participants believed the procedure was successful compared with 40% in the control group (p=0.035). AR devices may have a role in future prehospital telementoring systems, to provide accessible consultation for first responders, and could thus positively affect the provider's confidence in decision-making, enhance procedure performance and ultimately improve patient prognosis. That being said, future studies are required to estimate full potential of this technology and additional adjustments are necessary for maximal optimisation and implementation in the field of prehospital care. |
| Link | http://doi.org/10.1136/jramc-2019-001320 |
| Title | Teaching and telepathy. |
| Authors | Flobak, Å |
| Journal | Tidsskrift for den Norske laegeforening : tidsskrift for praktisk medicin, ny raekke |
| Publication Date | 20 Aug 2024 |
| Date Added to PubMed | 21 Aug 2024 |
| Abstract | |
| Link | http://doi.org/10.4045/tidsskr.24.0327 |
| Title | From telementorship to automation. |
| Authors | Anvari, M; Manoharan, B; Barlow, K |
| Journal | Journal of surgical oncology |
| Publication Date | 1 Aug 2021 |
| Date Added to PubMed | 11 Jul 2021 |
| Abstract | The effective integration of robotic technology and surgical tools has played a vital role in advancing surgical care by enabling telepresence in surgery to provide mentorship and surgical care across long distances in the absence of surgeons. This article describes our experiences with advancing surgical education and innovation through telementoring community surgeons, establishing the world's first telerobotic surgical service, and the integration of Artificial Intelligence and robotics to provide remote surgical care and training. |
| Link | http://doi.org/10.1002/jso.26562 |
| Title | Educational value of surgical telementoring. |
| Authors | A Butt, K; Augestad, KM |
| Journal | Journal of surgical oncology |
| Publication Date | 1 Aug 2021 |
| Date Added to PubMed | 11 Jul 2021 |
| Abstract | Educating surgeons is a time-consuming process. In addition to theoretical knowledge, the practical tasks of surgical procedures must be mastered. Translation of such knowledge from mentor to mentee may be efficiently done by surgical telementoring (ST). This is a review on surgical telementoring. Recent technological advances have made this tool in surgical education more available and applicable but future applications of ST have to be wisely guided by high-quality trials. |
| Link | http://doi.org/10.1002/jso.26524 |
| Title | Team training and surgical crisis management. |
| Authors | Tsuda, S; Olasky, J; Jones, DB |
| Journal | Journal of surgical oncology |
| Publication Date | 1 Aug 2021 |
| Date Added to PubMed | 11 Jul 2021 |
| Abstract | Team training and crisis management derive their roots from fundamental learning theory and the culture of safety that burgeoned forth from the industrial revolution through the rise of nuclear energy and aviation. The integral nature of telemedicine to many simulation-based activities, whether to bridge distances out of convenience or necessity, continues to be a common theme moving into the next era of surgical safety as newer, more robust technologies become available. |
| Link | http://doi.org/10.1002/jso.26523 |