Search Results (71)

The incorporation of digital health into the medical curricula is becoming more important to better prepare doctors in the future. Digital health comprises a wide range of tools such as electronic health records, health information technology, telemedicine, telehealth, mobile health applications, wearable devices, artificial intelligence, and virtual reality. The present study aimed to explore the medical and biomedical students’ perspectives on the integration of digital health in medical curricula. A cross-sectional study was conducted on the medical and biomedical undergraduate students at the College of Medicine and Health Sciences at Sultan Qaboos University. Data was collected using a self-administered questionnaire. The response rate was 37%. The majority of respondents were in the MD (Doctor of Medicine) program (84.4%), while 29 students (15.6%) were from the BMS (Biomedical Sciences) program. A total of 55.38% agreed that they were familiar with the term ‘e-Health’. Additionally, 143 individuals (76.88%) reported being aware of the definition of e-Health. Specifically, 69 individuals (37.10%) utilize e-Health technologies every other week, 20 individuals (10.75%) reported using them daily, while 44 individuals (23.66%) indicated that they never used such technologies. Despite having several benefits, challenges exist in integrating digital health into the medical curriculum. There is a need to overcome the lack of infrastructure, existing educational materials, and digital health topics. In conclusion, embedding digital health into medical curricula is certainly beneficial for creating a digitally competent healthcare workforce that could help in better data storage, help in diagnosis, aid in patient consultation from a distance, and advise on medications, thereby leading to improved patient care which is a key public health priority. Full article

Digital holography can capture and reconstruct 3D object information, making it valuable for biomedical imaging and materials science. However, traditional holographic reconstruction methods require the use of phase shift operation in the time or space domain combined with complex computational processes, which, to some extent, limits the range of application areas. The integration of deep learning (DL) advancements with physics-informed methodologies has opened new avenues for tackling this challenge. However, most of the existing DL-based holographic reconstruction methods have high model complexity. In this study, we first design a lightweight model with fewer parameters through the synergy of deep separable convolution and Swish activation function and then employ it as a teacher to distill a smaller student model. By reducing the number of network layers and utilizing knowledge distillation to improve the performance of a simple model, high-quality holographic reconstruction is achieved with only one hologram, greatly reducing the number of parameters in the network model. This distilled lightweight method cuts computational expenses dramatically, with its parameter count representing just 5.4% of the conventional Unet-based method, thereby facilitating efficient holographic reconstruction in settings with limited resources. Full article

Biomedical research training initiatives need rigorous evaluation to achieve national goals of supporting a robust workforce in the biomedical sciences. Higher science self-efficacy is associated with the likelihood of pursuing a science-related research career, but we know little about the psychometric properties of this construct. In this study, we report on a comprehensive validation study of the Science Self-Efficacy Scale using a robust sample of 10,029 undergraduates enrolled across 11 higher education institutions that were part of a biomedical training initiative funded by the National Institutes of Health in the United States. We found the scale to be unidimensional with an Omega hierarchical (ω_h) reliability coefficient of 0.86 and a marginal reliability of 0.91. Within the item response theory framework, we did not detect variation in item parameters across undergraduates’ race/ethnicity; however, one item had parameters that varied across gender identity. We determined that the Science Self-Efficacy Scale can be employed across undergraduates enrolled in science, and researchers can use the scale across a diverse group of students. Implications include ensuring that the scale functions consistently across diverse populations, enhancing the validity of conclusions that can be drawn from survey data analysis. Validating this construct with item response theory models strengthens its use for future research. Full article

The veterinary profession is rapidly evolving, requiring curricular renewal to address emerging challenges and enhance graduate preparedness. A survey was conducted among students and alumni of the School of Medicine and Biomedical Sciences of the University of Porto (n = 279), Portugal, to evaluate the need for an updated veterinary curriculum. Respondents conveyed a strong preference for companion animal medicine, likely influenced by sociocultural factors and media representation. To address current and future demands, it was recommended to re-evaluate curricular structures (e.g., course duration and electives), incorporate non-technical skills, and enhance practical education. Additional reforms should be supported by feedback mechanisms and stakeholder consultations. Alumni expressed dissatisfaction with the job market, which should be addressed through continuous education and specialization and greater intervention of the Portuguese Veterinary Board. In summary, areas for improvement and increased stakeholder involvement were identified as opportunities for veterinary curricular renewal. Full article

Active student involvement and instruction through experience in everyday contexts are pedagogical approaches suitable to promote inquiry-based learning and improve learners’ cognitive skills. Nevertheless, many university and postgraduate courses offer lecture-based instructions of theoretical concepts to the students; little attention is still devoted to design hands-on activities, to improve practical/technical competencies and enhance students’ effective understanding of the concepts. The development of a personalized, student-centered learning environment that encourages teamwork and inquiry-based learning aligns with the contemporary push for interdisciplinary education in bioengineering fields. This is particularly relevant for fostering expertise in emerging technologies like functional Near-Infrared Spectroscopy (f-NIRS). In this framework, this paper reports a lab activity for bioelectronic engineering and/or biomedical science students focused on analyzing prefrontal cortex activation during a memory task, processing the f-NIRS signals. This pilot activity, conducted at the University of Palermo (Italy), involved Master’s and Ph.D. students working in teams to address challenges in experimental design. The study combines cutting-edge biosignal detection techniques with innovative educational strategies, offering substantial contributions to both bioengineering and educational research. The outcomes suggest that a hands-on and student-centered laboratory, experienced through a methodical sequence of self-directed learning activities, could considerably boost the student motivation to learn and the level of engagement in bioengineering and biosciences. Full article

The use of serious games on virtual learning platforms as a learning support resource is increasingly common. They are especially effective in helping students acquire mainly applied curricular content. However, a process is required to monitor the effectiveness and students’ perceived satisfaction. The objectives of this study were to (1) identify the most significant characteristics; (2) determine the most relevant predictors of learning outcomes; (3) identify groupings with respect to the different serious game activities; and (4) to determine students’ perceptions of the usefulness of the simple and complex serious game activities. We worked with a sample of 130 university students studying health sciences and biomedical engineering. The serious game activities were applied in a Moodle environment, UBUVirtual, and monitored using the UBUMonitor tool. The degree type and the type of serious game explained differing percentages of the variance in the learning results in the assessment tests (34.4%—multiple choice tests [individual assessment]; 11.2%—project performance [group assessment]; 25.6%—project presentation [group assessment]). Different clusters were found depending on the group of students and the algorithm applied. The Adjusted Rang Index was applied to determine the most appropriate algorithm in each case. The student satisfaction was high in all the cases. However, they indicated complex serious games as being more useful than simple serious games as learning resources for the practical content in both health sciences and biomedical engineering degrees. Full article

Background: The medical humanities (MH) are important in medical education, and one of the most relevant is medical anthropology. This discipline constitutes the bridge between the biomedical world and the human sciences because it can detect social, cultural, and psychological variables that can act as barriers to the provision of medical services in epidemic contexts, combining knowledge of pathologies in different cultures and epidemiology. Based on what has been reported so far, this article starts with a research question: what is the role of medical anthropology in medical education? Methods: A scoping review was established according to the PRISMAScR method to try to understand the role of this discipline in medical education. Results: In total, 22 articles were included, and the extracted data were organized into different themes: the reasons for teaching anthropology to medical students, methods used that are useful for medical students, teaching methods and techniques, and some problems regarding anthropology in medical education. Conclusions: The MH may support the decision-making of physicians, thus improving several physician skills to deliver the most appropriate care to patients. On the other hand, medical sciences may provide important feedback on medical anthropology to have an actual impact on curing and caring processes. Full article

This study of the use of metacognitive strategies during learning interaction in collaborative groups is considered referential for understanding the development of such strategies. The use of metacognitive strategies is related to better learning outcomes. We monitored the interaction in five collaborative groups at three points in time (initial, intermediate and final). These groups consisted of undergraduate health science (n = 9) and biomedical engineering students (n = 10). The aims were the following: (1) To check whether there were significant differences in the use of metacognitive strategies between the groups of students monitored depending on the type of degree or the point in time measurement. (2) To test whether there were significant differences in students’ learning outcomes depending on whether or not they had participated in the interaction monitoring during collaborative interaction. (3) To test clustering without a pre-assignment variable against learning outcomes in collaborative groups. Significant differences were detected in the use of some of the metacognitive strategies of orientation, planning and elaboration in favor of the collaborative groups of the biomedical engineering students. Also, students who participated in monitoring collaborative groups in both clusters obtained better learning outcomes. Lastly, the assignment groups were exactly related to the collaboration groups with respect to the use of metacognitive strategies in the final measurement. Full article

This study deals with an analysis of the cognitive load indicators produced in virtual simulation tasks through supervised and unsupervised machine learning techniques. The objectives were (1) to identify the most important cognitive load indicators through the use of supervised and unsupervised machine learning techniques; (2) to study which type of task presentation was most effective at reducing the task’s intrinsic load and increasing its germane load; and (3) to propose an explanatory model and find its fit indicators. We worked with a sample of 48 health sciences and biomedical engineering students from the University of Burgos (Spain). The results indicate that being able to see the task before performing it increases the germane load and decreases the intrinsic load. Similarly, allowing students a choice of presentation channel for the task respects how they process information. In addition, indicators of cognitive load were found to be grouped into components of position, speed, psychogalvanic response, and skin conductance. An explanatory model was proposed and obtained acceptable fit indicators. Full article

Monitoring the learning process during task solving through different channels will facilitate a better understanding of the learning process. This understanding, in turn, will provide teachers with information that will help them to offer individualised education. In the present study, monitoring was carried out during the execution of a task applied in a self-regulated virtual environment. The data were also analysed using data fusion techniques. The objectives were as follows: (1) to examine whether there were significant differences between students in cognitive load (biomarkers: fixations, saccades, pupil diameter, galvanic skin response—GSR), learning outcomes and perceived student satisfaction with respect to the type of degree (health sciences vs. engineering; and (2) to determine whether there were significant differences in cognitive load metrics, learning outcomes and perceived student satisfaction with respect to task presentation (visual and auditory vs. visual). We worked with a sample of 31 university students (21 health sciences and 10 biomedical engineering). No significant differences were found in the biomarkers (fixations, saccades, pupil diameter and GSR) or in the learning outcomes with respect to the type of degree. Differences were only detected in perceived anxiety regarding the use of virtual laboratories, being higher in biomedical engineering students. Significant differences were detected in the biomarkers of the duration of use of the virtual laboratory and in some learning outcomes related to the execution and presentation of projects with respect to the variable form of the visualisation of the laboratory (visual and auditory vs. visual). Also, in general, the use of tasks presented in self-regulated virtual spaces increased learning outcomes and perceived student satisfaction. Further studies will delve into the detection of different forms of information processing depending on the form of presentation of learning tasks. Full article

Health professionals’ recommendations increase vaccine uptake. We aimed to document stances, practices regarding adult vaccination, and their predictors among undergraduate medical and biomedical science students, as well as their perspectives on increasing vaccine confidence. Among the 430 participants, third-year students from two universities in Greece, only 25.4% were in favor of all vaccines, while no refuters were detected. Predictors of recommending vaccination were the Attitudes Towards Adult Vaccination (ATAVAC) Value (OR 3.26, p < 0.001) and ATAVAC Safety subscales scores (OR 1.36, p < 0.05), being a medical student (OR 2.45, p < 0.05), and having better self-rated health status (OR 2.27, p < 0.05). The importance of getting vaccinated as health professionals was recognized by participants with a higher ATAVAC value (OR 5.39, p < 0.001), ATAVAC Safety scores (OR 1.46, p < 0.05), and increased knowledge regarding the National Immunization Program (OR 1.31, p < 0.05). The God Locus of Health Control (GLHC) was a predictor only in vaccination against COVID-19 (OR 0.91, p < 0.05). Improving community health literacy and health providers’ education, boosting trust in authorities, and adopting a person-centered approach emerged as the main themes regarding how to increase vaccine confidence. Mapping health professionals’ confidence in vaccines and providing lifelong training support is pivotal in supporting positive attitudes, enhancing their competence, and promoting vaccination in the post-COVID-19 era. Full article

The integration of artificial intelligence (AI) into healthcare practice has improved patient management and care. Many clinical laboratory specialties have already integrated AI in diagnostic specialties such as radiology and pathology, where it can assist in image analysis, diagnosis, and clinical reporting. As AI technologies continue to advance, it is crucial for biomedical science students to receive comprehensive education and training in AI concepts and applications and to understand the ethical consequences for such development. This review focus on the importance of integrating AI into biomedical science curricula and proposes strategies to enhance curricula for different specialties to prepare future healthcare workers. Improving the curriculum can be achieved by introducing specific subjects related to AI such as informatics, data sciences, and digital health. However, there are many challenges to enhancing the curriculum with AI. In this narrative review, we discuss these challenges and suggest mitigation strategies. Full article

Although American Indian and Alaska Native (AIAN) students are the most underrepresented group in the U.S. in biomedical and health sciences relative to population size, little is known about long-term research education programs and outcome tracking. For over 20 years, the Partnership for Native American Cancer Prevention (NACP) has been supported under the National Cancer Institute’s (NCI)-funded Comprehensive Partnerships to Advance Cancer Health Equity (CPACHE) program. Programming included hands-on mentored research and an array of development opportunities. A validated tracking system combining participation records, institutional records, and enrollment/degree attainment from the National Student Clearinghouse documents outcomes. Collectively (2002–2022) NACP engaged 367 AIAN trainees, of whom 237 individuals earned 220 bachelors, 87 masters, and 34 doctoral/professional degrees. Approximately 45% of AIAN doctoral recipients are currently engaged in academic or clinical work, and 10% in industry or tribal leadership. A total of 238 AIAN students participated in mentored research, with 85% demonstrating strong outcomes; 51% attained a degree, and 34% are currently enrolled. Implementation of a robust tracking system documented acceleration in degree attainment over time. Next steps will evaluate the most impactful training activities on student outcomes. Full article

The shortage of both time for anatomy courses in the new veterinary medicine curriculum and instructors prepared to teach biomedical sciences has raised a crisis in anatomical education. Often, students spend time out of their classes trying to learn not only concepts but also laboratory-wise content from 2D materials such as books and videos. In addition, since the global COVID-19 pandemic lockdown, studying and habits have been reviewed, with many people adopting an at-home style. The purpose of this study was to evaluate students’ acceptance of taking plastinate anatomical specimens to study at home. Thirty-three students were divided into three groups. G1 took home a set of kidneys composed of equine, bovine, and swine materials; G2 took home a pig kidney; and G3 (control) did not take any plastinate specimen home. Acceptance was assessed using an anonymous survey and interview. The method had high acceptance by the students, who believed that having the plastinate library was advantageous from different perspectives, including aiding with learning the differences between kidneys from different species, time flexibility, no commute to study after hours of laboratory classes, and time redistribution to prioritize the laboratory topics. The plastinate library has the potential to be a supportive tool for anatomy students in the contemporaneous veterinary curriculum paradigm, considering that the G1 and G2 groups used the plastinate specimens at home to complement the time they spent in the laboratory. Full article

Taking a compassionate approach to the non-human animals used in biomedical research is in line with emerging ideas around a “culture of care”. It is important to expose biomedical sciences students to the concept of a culture of care at an early stage and give them opportunities to explore related practices and ideas. However, there is no simple tool to explore biomedical sciences students’ attitudes towards laboratory animals. Accordingly, there is little understanding of students’ feelings towards these animals, or a means of quantifying potential changes to these feelings. We developed a 12-item questionnaire designed to explore compassion (the Laboratory Animal Compassion Scale; LACS) and used it with UK-based and China-based samples of undergraduate biomedical sciences students. In the same samples, we also explored a harm–benefit analysis task and students’ beliefs regarding some mental characteristics of laboratory animals, then drew correlations with the quantitative measure of compassion. Compassion levels were stable across years of study and were not related to students’ level of experience of working with laboratory animals. We observed a higher level of compassion in females versus males overall, and a higher level overall in the UK-based versus China-based sample. In a task pitting animal suffering against human wellbeing, students’ compassion levels correlated negatively with their acceptance of animal suffering. Compassion levels correlated positively with a belief in animals being conscious and possessing emotions. These data are in line with studies that show compassion is gender- and nationality/culture-dependent, and points to links between compassion, beliefs, and choices. Full article