Search Results (136)

Background and Aim: Artificial intelligence (AI) is among the most promising innovations for transforming nursing education, making it more interactive, personalized, and competency-based. However, its integration also raises significant ethical and practical concerns. This scoping review aims to analyze and summarize key studies on the application of AI in university-level nursing education, focusing on its benefits, challenges, and future prospects. Methods: A scoping review was conducted using the Population, Concept, and Context (PCC) framework, targeting nursing students and educators in academic settings. A comprehensive search was carried out across the PubMed, Scopus, and Web of Science databases. Only peer-reviewed original studies published in English were included. Two researchers independently screened the studies, resolving any disagreements through team discussion. Data were synthesized narratively. Results: Of the 569 articles initially identified, 11 original studies met the inclusion criteria. The findings indicate that AI-based tools—such as virtual simulators and ChatGPT—can enhance students’ learning experiences, communication skills, and clinical preparedness. Nonetheless, several challenges were identified, including increased simulation-related anxiety, potential misuse, and ethical concerns related to data quality, privacy, and academic integrity. Conclusions: AI offers significant opportunities to enhance nursing education; however, its implementation must be approached with critical awareness and responsibility. It is essential that students develop both digital competencies and ethical sensitivity to fully leverage AI’s potential while ensuring high-quality education and responsible nursing practice. Full article

(1) Medical training is changing, especially for surgeons. Virtual reality simulation is an excellent way to train surgeons safely. Studies show that surgeons who train with simulation have demonstrated improved technical skills in fundamental surgical procedures. The purpose of this study is to determine the overall impact of virtual reality training on laparoscopic cholecystectomy performance and to explore whether specific training protocols or the addition of feedback confer any advantages for future surgeons. (2) MEDLINE (PubMed), Embase (Ovid SP), Web of Science, Google Scholar, and Scopus were searched for the literature related to virtual reality training, immersive simulation, laparoscopic surgical skills training, and medical education. Study quality was assessed using the Cochrane Risk of Bias Tool and NIH Quality Assessment Tool. (3) A total of 55 full-text articles were reviewed. Meta-analysis showed that virtual reality training is an effective method for learning cholecystectomy surgical skills. (4) Conclusions: Performance, measured by objective structured assessments and time to task completion, is improved with virtual reality training compared with no additional training. Positive effects of simulation training were evident in global rating scores and operative time. Continuous feedback on movement parameters during laparoscopic cholecystectomy skills training impacts skills acquisition and long-term retention. Full article

This study presents the redesign of a career development course at a science and technology university in Taiwan aimed at enhancing student engagement and employability through blended and cooperative learning strategies grounded in constructivist and social constructivist learning theories. Using a qualitative, practitioner-led case study approach, data were collected from 94 students, including interviews with 16 participants, reflective logs, group worksheets, and classroom observations. Thematic analysis identified four key outcomes: (1) strengthened student–teacher interaction through collaborative group work, (2) enhanced self-efficacy via simulated interviews, (3) increased career motivation through real-world exposure, and (4) deeper reflection supported by digital tools. Findings suggest that integrating experiential, collaborative, and technology-enhanced pedagogies can promote meaningful engagement and transferable skill development in applied higher education. Full article

Medical simulators have revolutionized clinical training, particularly in teaching skills such as cardiac auscultation. This review synthesizes recent advances in the technological design and implementation of cardiac simulators for medical education, alongside scientometric and patentometric analyses. The focus is on innovations enhancing efficacy, safety, and accessibility. Analyses included 69 patents published over the past five years, sourced from Google Patents, Patentscope, Espacenet, and The Lens. A bibliometric analysis was performed using 52 scientific reports from PubMed, ScienceDirect, and The Lens within the same timeframe. Key findings indicate an 8% increase in AI-integrated cardiac auscultation devices compared to conventional equipment. Furthermore, 85% of the studies reported compliance with applicable regulations of at least 90%, reflecting improved regulatory alignment. This analysis provides a foundation for future research and the development of more accurate and accessible educational tools for cardiac auscultation training. Full article

Background: Teaching methodology has recently undergone significant evolution from traditional apprenticeship models as we adapt to ever-increasing rates of technological advancement. Big data, artificial intelligence, and machine learning are on the precipice of revolutionising all aspects of surgical practice, with far-reaching implications. Robotic platforms will increase in autonomy as machine learning rapidly becomes more sophisticated, and therefore training requirements will no longer slow innovation. Materials and Methods: A search of published studies discussing surgeon training and computer-enhanced simulation robotics and emerging technologies using MEDLINE, PubMed, EMBASE, Scopus, CRANE, CINAHL, and Web of Science was performed in January 2024. Online resources associated with proprietary technologies related to the subject matter were also utilised. Results: Following a review of 3209 articles, 91 of which were published, relevant articles on aspects of robotics-based computer-enhanced simulation, technologies, and education were included. Publications ranged from RCTs, cohort studies, meta-analysis, and systematic reviews. The content of eight medical technology-based websites was analysed and included in this review to ensure the most up-to-date information was analysed. Discussion: Surgeons should aim to be at the forefront of this revolution for the ultimate benefit of patients. Surgical exposure will no longer be due to incidental experiences. Rather, surgeons and trainees will have access to a complete database of simulated minimally invasive procedures, and procedural simulation certification will likely become a requisite from graduation to live operating to maintain rigorous patient safety standards. This review provides a comprehensive outline of the current and future status of surgical training in the robotic and digital era. Full article

Background/Objectives: Clinical incivility is a persistent issue in nursing education and practice, with negative impacts on students, educators, and clinicians. Uncivil behaviors—such as belittling, exclusion, and dismissiveness—compromise communication, teamwork, and patient safety. Although various interventions have been implemented, their effectiveness remains inconsistent. This systematic review aimed to evaluate the effectiveness of interventions addressing clinical incivility in nursing and to identify common trends, gaps, and implications for future practice and research. Methods: Following PRISMA 2020 guidelines, a systematic search was conducted in PubMed, Web of Science, and EBSCOhost (CINAHL) for peer-reviewed empirical studies published between 2014 and 2024. Search terms included “clinical incivility” and (“intervention” or “program” or “training”) and “nursing”. Studies were eligible if they evaluated interventions aimed at reducing incivility among nursing students, faculty, or practicing nurses. Seventeen studies met the inclusion criteria and were analyzed for intervention types, target populations, delivery methods, and outcomes. Results: The review identified five main intervention types: educational modules (n = 9), cognitive rehearsal (n = 5), simulation and role-play (n = 5), team-based strategies (n = 3), and feedback/communication strategies (n = 2). Many studies used multiple strategies. Fourteen studies reported positive outcomes such as improved awareness, communication, and self-efficacy. Eight studies demonstrated statistically significant reductions in perceived incivility, particularly those with simulation-based, multi-session, or institutionally supported formats. Three studies showed limited or mixed results due to insufficient follow-up or lack of leadership engagement. Conclusions: Experiential and multi-component interventions appear effective in reducing clinical incivility. Long-term success requires leadership engagement, institutional support, and integration into ongoing professional development. Full article

We present a thoughtfully curated collection of laboratory demonstrations, simulations, and straightforward experiments that explore the fundamental processes underlying greenhouse effect (GHE), climate, atmospheric physics, and Earth’s energy balance. The objective is to connect theory and practice in climate science education and address common student misconceptions. The activities are structured to guide students in constructing simple models of Earth’s radiative equilibrium. Experimental activities cover essential concepts such as the electromagnetic spectrum, radiation–matter interaction, thermal radiation, and energy balance. Physical experiments include visualizing the spectrum with a homemade spectroscope and an infrared (IR) thermal camera, studying absorption and selective transparency when light interacts with different materials, measuring the power emitted by a heated filament, and using simple models, such as black and white discs or a leaking bucket, to understand radiative equilibrium and steady states. This sequence was piloted in a physics education laboratory class with 85 university students enrolled in mathematics and physics courses for future teachers. To assess comprehension improvement, pre- and post-tests involving the production of drawings and explanations related to the GHE were administered to all students. These activities also aim to promote critical thinking and counter climate misinformation and denial. The results showed a significant improvement in understanding fundamental GHE concepts. Additionally, a small subset of students was interviewed to explore the psychological and social dimensions related to the climate crisis. Full article

The continuous evolution of Internet of Things (IoT) technologies presents significant opportunities and challenges within the domain of engineering education. This paper introduces a novel and comprehensive framework that extends the established Engineering Design Process (EDP) by incorporating a modular Digital Twin (DT) structure specifically tailored to smart building IoT applications in education. Unlike previous approaches, our framework enables real-time system feedback, simulation-based design iteration, and hands-on experimentation—all integrated within a pedagogical flow aligned with engineering curricula. It comprises seven distinct phases, providing a complete methodology that guides learners from fundamental concepts to advanced applications, including data visualization, real-time simulation, and system optimization. To demonstrate the applicability of the proposed framework, we design and experiment with a practical use case related to a meteorological station and data, which incorporate IoT-enabled sensors, actuators, and microcontrollers for real-time monitoring of environmental parameters and energy consumption within a smart building campus facility. Additionally, to support EDP extension, a hybrid pedagogical approach is introduced, which combines traditional engineering hands-on education methodologies with DT activities, to further foster experimental learning, iterative system design, and complex systems thinking development. To this end, our approach aims to bridge the gap between theoretical science and engineering knowledge, along with practical application use cases, contributing to a better preparation of future engineers capable of addressing interdisciplinary challenges associated with smart systems and digital transformation within the Industry 4.0 era. Full article

As recent advancements in large language models enhance reasoning across various domains, educators are increasingly exploring their use in conversation-based tutoring systems. However, since LLMs are black-box models to users and lack human-like problem-solving strategies, users are hardly convinced by the answers provided by LLMs. This lack of trust can potentially undermine the effectiveness of learning in educational scenarios. To address these issues, we introduce a novel approach that integrates multi-agent debates into a lecture video Q&A system, aiming to assist computer science (CS) university students in self-learning by using LLMs to simulate debates between affirmative and negative debaters and a judge to reach a final answer and presenting the entire process to users for review. This approach is expected to lead to better learning outcomes and the improvement of students’ critical thinking. To validate the effectiveness of this approach, we carried out a user study through a prototype system and conducted preliminary experiments based on video lecture learning involving 90 CS students from three universities. The study compared different conditions and demonstrated that students who had access to a combination of video-based Q&A and multi-agent debates performed significantly better on quizzes compared to those who only had access to the video or video-based Q&A. These findings indicate that integrating multi-agent debates with lecture videos can substantially enhance the learning experience, which is also beneficial for the development of students’ high-order thinking abilities in the future. Full article

Background: First aid training in secondary education enhances emergency preparedness and supports public health. Despite its inclusion in many school curricula, there is no consensus on the most effective teaching methodologies. This systematic review aims to compare instructional strategies used in first aid training during Physical Education and evaluate their impact on students’ knowledge, practical skills, and confidence. Methods: A systematic review was conducted in accordance with PRISMA 2020 guidelines. Six databases (SCOPUS, Web of Science, ERIC, DIALNET, MEDLINE, and PsycINFO) were searched up to December 2024. Eligible studies were quasi-experimental or observational, involved students aged 11–18, and focused on first aid instruction within Physical Education. Methodological quality was assessed using the PEDro scale. Results: Eleven studies with a total of 3069 students aged 11–18 were included. Active and technology-based methodologies outperformed traditional approaches, improving knowledge acquisition (10.2–30.5%) and practical skill development (18.6–42.3%). Long-term retention ranged from 14.2% to 45.8%, with longer interventions yielding better outcomes. Gamification, simulations, and peer learning improved CPR quality and boosted student confidence. However, most studies assessed only short-term outcomes, limiting conclusions about sustained learning. Conclusions: Active methodologies, particularly gamification, simulation, and cooperative learning, enhance knowledge retention, practical skills, and confidence in providing first aid. Although the results were consistently positive, methodological heterogeneity and limited long-term follow-up reduce their generalizability. Further high-quality, longitudinal research is needed to identify the most effective and sustainable strategies. These findings support integrating first aid training into Physical Education as a public health initiative to strengthen emergency preparedness in schools. Full article

Massive Open Online Courses (MOOCs) are a relatively new educational model that provides free access to educational content regardless of location or time. Despite these benefits, MOOCs encounter significant challenges, such as low completion rates, high dropout rates, and inconsistent participant comprehension, often due to the absence of simulations and practical activities. Incorporating sustainable education principles into MOOCs could bring benefits to the long-term effectiveness of the learning process, ensuring conscious learning practices. To address the issue of MOOC dropout rates and assess the scientific interest in this area, a bibliometric analysis was conducted on a dataset of 193 papers sourced from the ISI Web of Science database, spanning from 2013 to 2023. Papers were selected based on relevant keywords for the study. The analysis highlights key academic institutions, leading authors, and publication trends within this field. It reveals a strong and growing interest in MOOC dropout rates, with an annual growth rate of 40.04%. Research trends were identified by analyzing n-grams from keywords, titles, abstracts, and keywords plus, supplemented by a detailed review of the most cited papers globally. A collaborative network analysis was performed to explore author collaborations, their global distribution, institutional affiliations, research objectives, and study directions. The findings from the most cited papers show an increasing focus on understanding the factors contributing to MOOC dropout rates and developing strategies to address these issues. Full article

Background: Health-related programs frequently integrate interprofessional education (IPE) into their training. The COVID-19 pandemic transitioned many IPE programs online, making it essential to assess student expectations and perceived learning outcomes across virtual simulations and in-person settings. Methods: This qualitative study compared student expectations and self-reported outcomes across in-person and virtual case scenarios at a Texas health science center. Responses to open-ended questions from two data collection periods were analyzed using inductive coding and thematic analysis. Results: Students from nursing, medicine, dentistry, public health, and informatics participated in each group. Three major themes emerged from this study: communication, teamwork, and role identification, with self-development and professionalism as major subthemes. For communication, students often described a desire for increased simulations to “practice with interprofessional communication”. Teamwork was the second theme identified, with students discussing the significance of effective teamwork, such as, “It is a good practice to work together, listen to each other, and achieve a common goal of patients getting better”. Additionally, students expressed a desire to better understand the roles of other healthcare professionals across different settings. Conclusions: Realistic IPE simulations may help students build confidence in their team roles while understanding other health professions. To strengthen curriculum design, faculty should include student expectations and perceived outcomes from IPE activities. A limitation of this study is the reliance on self-reported data, which may introduce response bias and the potential variability in student experiences. Full article

This paper investigates the integration of emotional, cognitive, and interactional processes in the design of educational technologies through the lens of Human–Computer Interaction (HCI). While previous studies have focused on cognitive and interactional engagement, emotional engagement remains underdeveloped in many tools, limiting learning effectiveness. To bridge this gap, this study proposes a theoretical holistic framework integrating usability, emotional intelligence, and adaptive interaction. Through a qualitative analysis, we examine educational platforms—including Duolingo, Khan Academy, and Google Classroom—alongside simulation-based systems such as EduTechRPGs. The study applies Cognitive Load Theory, Emotional Intelligence Theory, and Self-Determination Theory to assess their effectiveness. The findings highlight the importance of designing emotionally intelligent, scalable, and adaptive learning environments, and the proposed framework integrates psychological principles to boost engagement, motivation, and learning outcomes. This study contributes to a learner-centered HCI approach, ensuring that educational technologies support both cognitive and emotional development. Future research should validate the proposed framework empirically and explore interdisciplinary approaches to optimize educational technology. This study highlights the role of HCI in creating meaningful digital learning experiences by integrating psychology, cognitive science, and user experience design. Full article

While pharmacy education successfully employs various methodologies including case-based learning and simulated patient interactions, providing consistent, individualized guidance at scale remains challenging in team-based learning environments. Artificial intelligence (AI) offers potential solutions through automated facilitation, but its possible utility in pharmacy education remains unexplored. We developed and evaluated an AI-guided patient case discussion simulation to enhance learners’ ability to integrate foundational science knowledge with clinical decision-making in a didactic immunology course in a US PharmD program. We utilized a large language model programmed with specific educational protocols and rubrics. Here, we present the step-by-step prompt engineering protocol as a toolkit. The system was structured around three core components in an immunology team-based learning activity: (1) symptomatology analysis, (2) laboratory test interpretation, and (3) pharmacist role definition and PPCP. Performance evaluation was conducted using a comprehensive rubric assessing multiple clinical reasoning and pharmaceutical knowledge domains. The standardized evaluation rubric showed reliable assessment across key competencies including condition identification (30% weighting), laboratory test interpretation (40% weighting), and pharmacist role understanding (30% weighting). Our AI patient simulator offers a scalable solution for standardizing clinical case discussions while maintaining individualized learning experiences. Full article

Background: Autism spectrum disorder (ASD) is an early childhood and lifelong neurodevelopmental disorder. Many studies have confirmed that motor skills and physical activity interventions can improve motor development in ASD individuals and ultimately improve their quality of life. However, systematic evidence is lacking on whether motor skills and physical activity interventions improve motor development among children with ASD. Methods: A systematic search of the CNKI, PsycINFO, PubMed, Web of Science, and Google Scholar databases was conducted for publications through 30 July 2023. Citation tracking and reference tracking were also used, and this study followed the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) reporting guidelines. Results: Of 8908 studies initially retrieved, 57 met the selection criteria and were evaluated. The overall quality of the evidence, assessed using PEDro, was low. The evaluated studies included 1622 children with ASD, among which 517 were males, from level II to IV, and ranging in age from 3 to 17 years. Five types (physical activity interventions, motor skill interventions, hippotherapy, equine-assisted or simulated horse riding interventions, exergaming interventions, and physical education interventions) of motor development interventions were used, and 57 studies achieved some positive results for improvements in motor development among children with ASD. Furtherly, eight studies reported motor development acquisition, retention, or transfer. Children with ASD learn well from different types of instructors, including teachers, coaches, camp counselors, physical therapists, and peers. Conclusions: Motor skills and physical activity interventions improved motor development among children with ASD, the effect of which would continue until the end of the interventions. Full article