Search Articles

View query in Help articles search

Search Results (1 to 10 of 10 Results)

Download search results: CSV END BibTex RIS


Evaluation of the Transition-to-Practice Arrangements for Novice Perioperative Nurses: Protocol for a Mixed Methods Study

Evaluation of the Transition-to-Practice Arrangements for Novice Perioperative Nurses: Protocol for a Mixed Methods Study

The survey instrument will collect data regarding the duration of TTP arrangements, modality, pedagogy and content taught, assessments, efficiency, and barriers. The survey will remain open until the required sample size is reached, or until all recruitment strategies have been used. The document analysis tool and survey will collect both qualitative and quantitative data. Qualtrics Stats IQ will be used for descriptive statistical analysis and frequencies for quantitative data.

Nick Nijkamp, Pauline Calleja, Ashlyn Sahay, Leanne Jack

JMIR Res Protoc 2025;14:e64970

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa

The Durban University of Technology Faculty of Health Sciences Decentralized Clinical Training Project: Protocol for an Implementation Study in KwaZulu-Natal, South Africa

Moreover, the globalization of health care calls for the adoption of such innovative approaches in curriculum and pedagogy so that graduates are equipped to deal with the multitude of health demands arising from policy and health practice changes. The benefits of DCTPs as an adaptive methodology for teaching and learning within health sciences cannot be overemphasized.

Celenkosini Thembelenkosini Nxumalo, Pavitra Pillay, Gugu Gladness Mchunu

JMIR Res Protoc 2024;13:e52243

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

Integrating a Video Game Recording Into a Qualitative Research Methods Course to Overcome COVID-19 Barriers to Teaching: Qualitative Analysis

The assignment improves upon standard pedagogy by increasing student motivation and interaction through active-based learning and storytelling elements. Although the literature is limited because of the novelty of COVID-19 pandemic, our study and its findings align with the recently published literature concerning COVID-19 and teaching higher education [32,40-42].

Nichole Stetten, Kelsea LeBeau, Lindsey King, Jamie Pomeranz

JMIR Serious Games 2022;10(4):e38417

Influence of Forced Online Distance Education During the COVID-19 Pandemic on the Perceived Stress of Postsecondary Students: Cross-sectional Study

Influence of Forced Online Distance Education During the COVID-19 Pandemic on the Perceived Stress of Postsecondary Students: Cross-sectional Study

H2: Feelings toward online study (working conditions, pedagogy, and well-being) influence (correlate with) satisfaction. H3: Feelings toward online study (working conditions, pedagogy, and well-being) influence (correlate with) stress. It was assumed that satisfaction would work as a mediator between feelings toward online study (working conditions, pedagogy, and well-being) and stress (Figure 1). Framework of the study.

Andrej Šorgo, Nuša Crnkovič, Branko Gabrovec, Katarina Cesar, Špela Selak

J Med Internet Res 2022;24(3):e30778

Best Practices for the Implementation and Sustainment of Virtual Health Information System Training: Qualitative Study

Best Practices for the Implementation and Sustainment of Virtual Health Information System Training: Qualitative Study

One participant referred to digital tools as merely a vehicle for content and pedagogy. They reported that translating the same 2-hour in-person session to a virtual format would neither make learning more efficient nor lead to the best knowledge transfer. Participants suggested that some of the videoconferencing tools promoted by the organization may not be sufficient to captivate the attention of learners and increase engagement.

Tharshini Jeyakumar, Sharon Ambata-Villanueva, Sarah McClure, Carolyn Henderson, David Wiljer

JMIR Med Educ 2021;7(4):e30613

The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review

The Use of a Formative Pedagogy Lens to Enhance and Maintain Virtual Supervisory Relationships: Appreciative Inquiry and Critical Review

Theories, such as the concept of formative pedagogy by Jones [8], which underpins an approach at Dundee University, and third space—a component of learning spaces that promote human connections and interactions to cultivate holistic, interculturally enriched experiences—by Elliot et al [9], can provide key foundations for building successful virtual relationships.

Chloe Louanne Jordan, Thillainathan Sathaananthan, Leo Anthony Celi, Linda Jones, M Abdulhadi Alagha

JMIR Med Educ 2021;7(4):e26251

Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis

Nursing Students’ Perceptions about Effective Pedagogy: Netnographic Analysis

Pedagogy is defined as the science and art of teaching practice, and is informed by complex learning theories and principles [1]. Effective pedagogy that nurtures high standards of excellence and commitment to lifelong learning is particularly meaningful for health professions education (HPE) to prepare students for real-life challenges such as health disparities and global health issues.

Jennie C De Gagne, Paula D Koppel, Hyeyoung K Park, Allen Cadavero, Eunji Cho, Sharron Rushton, Sandra S Yamane, Kim Manturuk, Dukyoo Jung

JMIR Med Educ 2021;7(2):e27736

Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial

Development and Evaluation of a New Serious Game for Continuing Medical Education of General Practitioners (Hygie): Double-Blinded Randomized Controlled Trial

However, GPs experienced in medical pedagogy reviewed and improved these questionnaires, which was then pilot tested. The scores obtained by the participants in the pretest knowledge questionnaire were surprisingly low. The lack of knowledge of clinical practice recommendations by French GPs is known in the literature [38]. In addition, the knowledge questionnaire presented several difficulties: free-text responses and needing to know recent evidence-based recommendations.

Louis-Baptiste Jaunay, Philippe Zerr, Lino Peguin, Léandre Renouard, Anne-Sophie Ivanoff, Hervé Picard, James Griffith, Olivier Chassany, Martin Duracinsky

J Med Internet Res 2019;21(11):e12669