Can New Digital Technologies Support Parasitology Teaching and Learning?

Risk factors of foodborne parasitic diseases still remain in China: a WeChat-based knowledge, attitudes, and practices study

OBJECTIVE

With the progress of economic globalization and food diversification, foodborne parasitic diseases pose a significant public health challenge in China. This study aimed to explore the knowledge, attitudes, and practices regarding foodborne parasitic diseases among the Chinese population via WeChat, which is a promising tool for disease surveillance and health education.

METHODS

Using a questionnaire, this cross-sectional study was conducted on September 25, 2023. Participants completed a structured questionnaire by scanning a QR code provided in a tweet from the WeChat official account of the Jiangsu Institute of Parasite Disease. Multivariable logistic regression analysis was employed to explore potential independent determinants of adequate knowledge of foodborne parasitic diseases, and the positive attitude and good practice rates of the participants were calculated.

RESULTS

In total, 5,675 valid questionnaires were collected via the WeChat official account. Most participants (79.91%) fell within the age range of 20-40 years, with a higher representation of males (53.18%), and 89.80% were of Han Chinese ethnicity. It was found that 76.65% of the participants had adequate level of knowledge. Multivariable logistic regression analysis revealed that individuals of Hui nationality (OR = 0.57, 95% CI: 0.40-0.81, p = 0.002), clinicians (OR = 0.13, 95% CI: 0.09-0.19, p < 0.001), teachers (OR = 0.48, 95% CI: 0.34-0.69, p < 0.001), and government staff (OR = 0.40, 95% CI: 0.30-0.53, p < 0.001) had significantly higher levels of knowledge. Among the participants, 33.9% reported consuming raw fish or drunken shrimp, 10.6% would still try to consume raw fish despite the risk of parasitic infection, and 84.1% did not use separate cutting boards for raw and cooked foods in their kitchens.

CONCLUSIONS

Although majority of the Chinese public (76.65%) demonstrates adequate level of knowledge on foodborne parasitic diseases, there is a need to enhance personal hygiene practices and dietary habits, particularly the utilization of distinct cutting boards and the consumption of raw fish. A WeChat official account is an accessible tool for spreading foodborne parasitic diseases related health information to the public. WeChat-based health education should be implemented to enhance public awareness regarding the prevention and control of foodborne parasitic diseases.

Twitter trends in #Parasitology determined by text mining and topic modelling

This study investigated the emergence and use of Twitter, as of July 2023 being rebranded as X, as the main forum for social media communication in parasitology. A dataset of tweets was constructed using a keyword search of Twitter with the search terms 'malaria', 'Plasmodium', 'Leishmania', 'Trypanosoma', 'Toxoplasma' and 'Schistosoma' for the period from 2011 to 2020. Exploratory data analyses of tweet content were conducted, including language, usernames and hashtags. To identify parasitology topics of discussion, keywords and phrases were extracted using KeyBert and biterm topic modelling. The sentiment of tweets was analysed using VADER. The results show that the number of tweets including the keywords increased from 2011 (for malaria) and 2013 (for the others) to 2020, with the highest number of tweets being recorded in 2020. The maximum number of yearly tweets for Plasmodium, Leishmania, Toxoplasma, Trypanosoma and Schistosoma was recorded in 2020 (2804, 2161, 1570, 680 and 360 tweets, respectively). English was the most commonly used language for tweeting, although the percentage varied across the searches. In tweets mentioning Leishmania, only ∼37% were in English, with Spanish being more common. Across all the searches, Portuguese was another common language found. Popular tweets on Toxoplasma contained keywords relating to mental health including depression, anxiety and schizophrenia. The Trypanosoma tweets referenced drugs (benznidazole, nifurtimox) and vectors (bugs, triatomines, tsetse), while the Schistosoma tweets referenced areas of biology including pathology, eggs and snails. A wide variety of individuals and organisations were shown to be associated with Twitter activity. Many journals in the parasitology arena regularly tweet about publications from their journal, and professional societies promote activity and events that are important to them. These represent examples of trusted sources of information, often by experts in their fields. Social media activity of influencers, however, who have large numbers of followers, might have little or no training in science. The existence of such tweeters does raise cause for concern to parasitology, as one may start to question the quality of information being disseminated.

The irreplaceable role of medical massive open online courses in China during the COVID-19 pandemic

BACKGROUND

Massive open online courses (MOOCs) have become innovative open-learning approach in medical education. This study aimed to evaluate the dynamic changes in the construction and application of medical MOOCs before and after the coronavirus disease 2019 (COVID-19) pandemic in China.

METHODS

The dynamic changes of usages about medical MOOCs before and after 2020 were mainly searched on the Smart Education of China Higher Education platform, and the detailed learning profiles and outcome indicators were further analyzed using 40 national first-class medical MOOCs from 'zhihuishu' platform.

RESULTS

A total of 2,405 medical MOOCs were exported from the Smart Education of China Higher Education platform, of which 1,313 (54.6%) were launched since 2020. The total and average numbers of participants of 141 national first-class medical MOOCs peaked during the initial spread of COVID-19 in 2020. We further analyzed the dynamic usage of MOOCs from 2018 to 2022 based on 40 national first-class medical MOOCs launched on the 'Zhihuishu' platform. The findings revealed that the number of registered learners (3,240 versus 2,654), questions and answers (27,005 versus 5,116) and students taking the final examination (2,782 versus 1,995) per semester were significantly higher since 2020 compared to these before 2020. Especially, the number of registered learners, registered schools, questions and answers, and students participating in online discussion, taking the unit quiz, taking final examinations and passing final examinations all peaked in the 2020 spring-summer semester. Pearson's correlation analysis found that the number of questions and answers and the number of learners who participated in online discussion were both positively correlated with the number of students who passed the final examination, and the correlation was especially strong since 2020. Moreover, the number of publications on medical MOOC research has soared since 2020 and has maintained a continuous upward trend.

CONCLUSIONS

High-quality medical MOOCs have been launched rapidly since the COVID-19 pandemic in China. The number of participants and online interactions of medical MOOCs peaked during the initial spread of COVID-19 in 2020. MOOCs are reliable and valid digital sources that facilitate medical higher education and play irreplaceable roles in emergency management.

Constructing a diversified online neurology teaching model under the COVID-19

Purpose

To construct a diversified and comprehensive network teaching model to provide highly qualified medical teaching in neurology under COVID-19 pandemic.

Materials and methods

Published studies on medical education were systematically reviewed and summarized. Based on previous studies and our experience, we constructed a novel online neurology teaching model and applied it to real scene. Students taking traditional in class lessons and online lessons were asked to finish the test, respectively, to compare the efficiency of learning. Questionnaires were designed and assigned to get the feedback from students.

Results

The average test score of students who take online class (84.27 ± 4.64) was significantly higher than those who take in class lessons (82.08 ± 6.17) (P < 0.01). According to the feedbacks from students, online classes were more attractive to students than the conventional one.

Conclusion

Traditional single-mode teaching can no longer meet the needs of current medical education, especially under the rampant epidemic. This novel teaching mode, which orchestrates high-tech tools, diverse teaching methods and traditional teaching concepts, provides the solution to the challenge faced by traditional medical education. We believe that this novel online teaching mode will boost neurology education and inspire educators in other fields during this tough period.

A framework for adopting gamified learning systems in smart schools during COVID-19

The outbreak of COVID 19 has increased the anxiety and stress among teachers and students. This has increased the need for gamified learning systems (GLS) to make the educational process more attractive and increase the engagement as well as the participation of all stakeholders. The use of GLS in teaching and learning has not been deployed effectively in the educational systems in developing countries. The purpose of this study was to examine the predictors of using GLS in Iraqi smart schools. Building on the literature, a framework of GLS is proposed. Data used in this study were collected from 394 teachers and managerial staff in Iraqi smart schools and analysed using Partial Least Square. The findings showed that individuals and organizations are important predictors of using GLS, and their effects on BI are mediated by satisfaction. Readiness and performance expectancy are critical for adopting and using GLS by smart schools. In addition, the findings showed that gamification and self-efficacy are moderating variables. Important implications of the predictability of GLS using a combination of theories as well as the practical suggestions for decision makers to enhance the adoption of GLS among smart schools in Iraq are discussed. In the time of COVID-19, decision makers have suggested increasing gamification features of teaching and learning to reduce anxiety and achieve a better learning process.

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

Eye Tracking-An Innovative Tool in Medical Parasitology

The innovative Eye Movement Modelling Examples (EMMEs) method can be used in medicine as an educational training tool for the assessment and verification of students and professionals. Our work was intended to analyse the possibility of using eye tracking tools to verify the skills and training of people engaged in laboratory medicine on the example of parasitological diagnostics. Professionally active laboratory diagnosticians working in a multi-profile laboratory (non-parasitological) (n = 16), laboratory diagnosticians no longer working in this profession (n = 10), and medical analyst students (n = 56), participated in the study. The studied group analysed microscopic images of parasitological preparations made with the cellSens Dimension Software (Olympus) system. Eye activity parameters were obtained using a stationary, video-based eye tracker Tobii TX300 which has a 3-ms temporal resolution. Eye movement activity parameters were analysed along with time parameters. The results of our studies have shown that the eye tracking method is a valuable tool for the analysis of parasitological preparations. Detailed quantitative and qualitative analysis confirmed that the EMMEs method may facilitate learning of the correct microscopic image scanning path. The analysis of the results of our studies allows us to conclude that the EMMEs method may be a valuable tool in the preparation of teaching materials in virtual microscopy. These teaching materials generated with the use of eye tracking, prepared by experienced professionals in the field of laboratory medicine, can be used during various training, simulations and courses in medical parasitology and contribute to the verification of education results, professional skills, and elimination of errors in parasitological diagnostics.

Difficulties and Countermeasures in Hospital Emergency Management for Fast-Lane Treatment of Acute Stroke During the COVID-19 Epidemic Prevention and Control

Background: Coronavirus disease 2019 (COVID-19) has a long incubation period and a high degree of infectivity. Patients may not show specific signs or symptoms of upper respiratory tract infection, and the age of onset is similar to that of stroke. Furthermore, an increase in neurological conditions, specifically acute cerebrovascular disease, has been detected. Providing emergency treatment for acute stroke in accordance with the strict epidemic control measures is currently one of the main challenges, as acute stroke is rapid onset and a major cause of death and disability globally. We aimed to evaluate the emergency treatment system for acute stroke during the epidemic control period to provide a reference and basis for informing government and medical institutions on improving patient treatment rates during this period. Methods: Difficulties faced in providing emergency treatment for stroke during an epidemic were investigated and combined with medical educational resources and clinical management experiences to construct an emergency treatment framework for acute stroke during the epidemic. Findings: Currently, emergency treatment measures for acute stroke during the epidemic control period are limited because the main focus is on identifying COVID-19 comorbidities during the critical period. Establishing standards for patients in the neurological outpatient consultation rooms and emergency observation and resuscitation zones; implementing a fast-lane system for the emergency treatment of patients with acute stroke, and strengthening ward management and medicine popularization, can improve the treatment efficiency for stroke patients during the epidemic and provide a reference for peers in clinical practice. Interpretation: Emergency treatment for acute stroke during COVID-19 epidemic control period requires a joint promotion of clinical, popularization, and teaching resources.

Parasitology Education Before and After the COVID-19 Pandemic

The COVID-19 pandemic has disrupted parasitology curricula worldwide, which is expected to lead to the reshaping of parasitology education. Here, we share our experiences of remote teaching and learning of veterinary parasitology and discuss opportunities offered by remote teaching during COVID-19 lockdowns, enabling the development of interactive online parasitology courses.

A systematic review of digital badges in health care education

OBJECTIVES

A challenge to competency-based medical education is the verification of skill acquisition. Digital badges represent an innovative instruction strategy involving the credentialing of competencies to provide evidence for achievement. Despite increasing interest in digital badges, there has been no synthesis of the health care education literature regarding this credentialing strategy. The present authors proposed to address this gap by conducting the first systematic review of digital badges in health care education, to reveal pedagogical and research limitations, and to provide an evidence-based foundation for the design and implementation of digital badges.

METHODS

A systematic search of the medical education literature from January 2008 to March 2019 was conducted using MEDLINE, Web of Science, CAB Abstracts and ScienceDirect. Included studies described digital badges in academic or professional medical education programmes in any health care profession. Included studies were appraised and quality assessment, methodological scoring, quantitative analysis and thematic extraction were conducted.

RESULTS

A total of 1050 relevant records were screened for inclusion; 201 full text articles were then assessed for eligibility, which resulted in the identification of 30 independent papers for analysis. All records had been published since 2013; 77% were journal articles, and 83% involved academic health care education programmes. Scores for quality were relatively moderate. Thematic analyses revealed implications for the design and implementation of digital badges: learner characteristics may moderate student outcomes; the novelty effect can negate the value of digital badges, and educators may overcome instruction-related challenges with digital badges using design and implementation strategies such as the creation of badging ecosystems.

CONCLUSIONS

The results indicate a growing momentum for the use of digital badges as an innovative instruction and credentialing strategy within higher education and provide evidence for outcomes within a learner-centred, competency-based model of medical education. There is a paucity of research to support the design and implementation of this credentialing system in health care education. The potential benefits necessitate future high-quality analyses reporting institutional, patient and workplace-based outcomes to evaluate the effectiveness and moderating conditions of digital badges.

Uses and Gratifications on Augmented Reality Games: An Examination of Pokémon Go

Users are attracted by augmented reality games to fulfil their needs. Two objectives are proposed: (1) to research the motivations of those using augmented reality mobile games; (2) to define a structural model based on Uses and Gratifications Theory for the adoption of augmented reality mobile games. The present study examines the case of Pokémon Go. The model is composed of eight constructs: enjoyment, fantasy, escapism, social interaction, social presence, achievement, self-presentation and continuance intention. The SEM model was empirically assessed based on 1183 responses from Pokémon Go users around the world. Results clearly confirmed the positive influence of almost all the proposed constructs on continuance intention for Pokémon Go. First, these findings may be helpful for the online gaming industry in identifying the game functions that retain more gamers and improve the user experience. Second, the online gaming industry might use these results in order to classify those players with behaviours that favour the use of online games.

The development of medical MOOCs in China: current situation and challenges

This study aimed to investigate the current situation and challenges on the development of medical massive open online courses (MOOCs) in China. A survey was constructed and the statistical analysis was adopted to evaluate the medical MOOCs. The results showed that the medical MOOC-related journal papers, conference papers, books and dissertations have risen dramatically over the past five years. In addition, the top 6 most representative MOOC platforms provide the majority (87%) of medical courses. The statistical analysis showed that PMPH-MOOC was the most influential medical MOOC platform in China. Compared to the foreign medical MOOCs, medical MOOCs in China were urgently in need of systemic planning, interaction activities and international certification. Overall, the findings suggest that the development of medical MOOCs for higher education has been achieved a great success along with a huge challenge.

Teaching parasitology in a modular veterinary curriculum - The Vienna experience

In a changing world with rapidly evolving new technologies, even in the "sheltered world" of teachers and lecturers at universities, we are challenged by new developments. As diversification is increasing in many aspects of our professional life, there is also a need to employ new ways of teaching, learning and assessments in veterinary curricula, taking into account the increasing numbers of students and limited teaching resources. The "classical" Austrian veterinary curriculum, with a series of consecutive lectures followed by practical courses in the different disciplines, separated from each other in the curricular time table and by annual examinations, has been a long-standing concept for teaching in the past. However, when veterinary practitioners and graduates where asked to judge the adequacy of undergraduate training for their professional skills and knowledge, several major shortcomings were revealed. The most commonly mentioned point was a lack of first-day competencies. As a consequence, the Vetmeduni Vienna developed a new veterinary curriculum implemented in 2014-2015. This curriculum covers 12 semesters and includes a "Diploma" (degree) thesis and several externships; graduates are eligible to practice in all branches of veterinary medicine. We abandoned the classical discipline-based teaching, established a modular, mostly organ-based system, and focus on student-centred and competency-based learning and teaching with defined learning outcomes and first-day skills. We also include training of scientific, managerial and communication skills in the curriculum. What does this mean for parasitology? We do not teach this subject in a closed lecture, but rather in a modular style, starting in the first year with the taxonomy and basic morphology of the animal kingdom, proceeding to parasite biology of the major groups in the second year, to the diagnostic and clinical training in practicals in the third year as well as joint lectures, seminars and conversatories in the organ- and species-based clinical training in years 3-6. Examinations are organised in different test formats, aligned to a list of skills and diseases. Quality assurance is a formal process and implemented at different levels. The ultimate aim of undergraduate teaching is to provide students with defined professional competencies and promoting life-long learning.