Development of an E-Learning Environment for Anatomical Education of Female Pelvic Region

Hu, Nan; Shan, Jinlu; Zheng, Xiaolin; Tan, Liwen; Xia, Yuan Chun; Luo, Hongyan; Hou, Wensheng; Fang, Bin-Ji; Wang, Ge

doi:10.1166/jmihi.2014.1302

Cited by 3 publications

(2 citation statements)

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“…Most of the studies included modalities that were of high interactivity (79/114, 69.3%) [ 35 - 37 , 42 , 43 , 45 - 51 , 55 - 57 , 59 , 66 , 67 , 70 , 73 - 75 , 79 , 81 - 84 , 86 - 91 , 93 , 94 , 96 , 98 - 100 , 102 , 103 , 105 - 113 , 115 , 116 , 118 - 129 , 131 - 135 , 137 , 143 , 145 - 147 , 156 , 168 , 171 , 173 , 174 ], whereas 16.7% (19/114) of the studies [ 9 , 38 - 41 , 62 - 64 , 68 , 69 , 76 - 78 , 97 , 104 , 140 , 141 , 151 , 153 , 159 , 161 , 162 , 165 , 169 ] included modalities that were of moderate interactivity and 14% (16/114) of the studies included modalities that were of low interactivity [ 8 , 14 …”

Section: Resultsmentioning

confidence: 99%

Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

100

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Background Virtual reality (VR) produces a virtual manifestation of the real world and has been shown to be useful as a digital education modality. As VR encompasses different modalities, tools, and applications, there is a need to explore how VR has been used in medical education. Objective The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research. Methods We performed a search of 4 bibliographic databases in December 2020. Data were extracted using a standardized data extraction form. The study was conducted according to the Joanna Briggs Institute methodology for scoping reviews and reported in line with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results Of the 114 included studies, 69 (60.5%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15/114, 13.2%) and virtual worlds (20/114, 17.5%), which were mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68/114, 59.6%) and were of high interactivity (79/114, 69.3%). There is limited evidence on the use of more novel VR modalities, such as mobile VR and virtual dissection tables (8/114, 7%), as well as the use of VR for nonsurgical and nonpsychomotor skills training (20/114, 17.5%) or in a group setting (16/114, 14%). Only 2.6% (3/114) of the studies reported the use of conceptual frameworks or theories in the design of VR. Conclusions Despite the extensive research available on VR in medical education, there continue to be important gaps in the evidence. Future studies should explore the use of VR for the development of nonpsychomotor skills and in areas other than surgery and anatomy. International Registered Report Identifier (IRRID) RR2-10.1136/bmjopen-2020-046986

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Section: Resultsmentioning

confidence: 99%

Virtual Reality in Medical Students’ Education: Scoping Review

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2022

JMIR Med Educ

100

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“…Therefore, a large-scale application of artificial intelligence combined with teaching has emerged, providing a comprehensive learning platform with a coherent learning sequence and formative assessment ( Vílchez-Román et al, 2020 ). Based on data mining technology ( Hu et al, 2014 ), an early warning prediction of students’ academies is conducted. Further, based on the holistic multi-dimensional instructional design model, an adaptive learning environment for dynamic curriculum design is realized, and based on ontology and sequential pattern mining, the problem of cold starts and sparse ratings is solved to generate a knowledge recommendation system with final suggestions for target learners ( Tarus et al, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Research Landscape of Artificial Intelligence and e-Learning: A Bibliometric Research

Jia

Wang

et al. 2022

Front. Psychol.

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While an increasing number of organizations have introduced artificial intelligence as an important facilitating tool for learning online, the application of artificial intelligence in e-learning has become a hot topic for research in recent years. Over the past few decades, the importance of online learning has also been a concern in many fields, such as technological education, STEAM, AR/VR apps, online learning, amongst others. To effectively explore research trends in this area, the current state of online learning should be understood. Systematic bibliometric analysis can address this problem by providing information on publishing trends and their relevance in various topics. In this study, the literary application of artificial intelligence combined with online learning from 2010 to 2021 was analyzed. In total, 64 articles were collected to analyze the most productive countries, universities, authors, journals and publications in the field of artificial intelligence combined with online learning using VOSviewer through WOS data collection. In addition, the mapping of co-citation and co-occurrence was explored by analyzing a knowledge map. The main objective of this study is to provide an overview of the trends and pathways in artificial intelligence and online learning to help researchers understand global trends and future research directions.

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Virtual Reality in Medical Students’ Education: Scoping Review (Preprint)

Jiang¹,

Vimalesvaran²,

Wang³

et al. 2021

Preprint

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BACKGROUND Virtual reality (VR) is a digital education modality that produces a virtual manifestation of the real world and it has been increasingly used in medical education. As VR encompasses different modalities, tools and applications, there is a need to explore how VR has been employed in medical education. OBJECTIVE The objective of this scoping review is to map existing research on the use of VR in undergraduate medical education and to identify areas of future research METHODS We performed a search of 4 bibliographic databases in December 2020, with data extracted using a standardized data extraction form. The data was narratively synthesized and reported in line with the PRISMA-ScR guidelines. RESULTS Of 114 included studies, 69 studies (61%) reported the use of commercially available surgical VR simulators. Other VR modalities included 3D models (15 [14%]) and virtual worlds (20 [18%]), mainly used for anatomy education. Most of the VR modalities included were semi-immersive (68 [60%]) and of high interactivity (79 [70%]). There is limited evidence on the use of more novel VR modalities such as mobile VR and virtual dissection tables (8 [7%]), as well as the use of VR for training of non-surgical and non-psychomotor skills (20 [18%]) or in group setting (16 [14%]). Only 3 studies reported the use conceptual frameworks or theories in the design of VR. CONCLUSIONS Despite extensive research available on VR in medical education, there continues to be important gaps in the evidence. Future studies should explore the use of VR for the development of non-psychomotor skills and in areas other than surgery and anatomy.

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Development of an E-Learning Environment for Anatomical Education of Female Pelvic Region

Cited by 3 publications

References 0 publications

Virtual Reality in Medical Students’ Education: Scoping Review

Virtual Reality in Medical Students’ Education: Scoping Review

Research Landscape of Artificial Intelligence and e-Learning: A Bibliometric Research

Virtual Reality in Medical Students’ Education: Scoping Review (Preprint)

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