BACKGROUND AND OBJECTIVES

The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines.

Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty.

Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence.

In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery.

BACKGROUND

Leprosy continues to pose significant health challenges globally, leading to stigma and disability when left untreated. Patient education is crucial in addressing these challenges. While traditional health lectures (THL) are widely used, they face limitations such as inconsistent delivery and low patient engagement. Video-based education (VBE) offers a more modern, scalable alternative, enhancing learning through immersive technology.

This study compared the effectiveness of VBE versus THL in improving leprosy patients’ understanding, perspectives, and quality of life (QoL) in a tertiary hospital in the Philippines

A randomized controlled trial with 1:1 allocation ratio was conducted among 57 leprosy patients, divided into VBE and THL groups. Baseline and post-intervention questionnaires measured understanding, patient perspectives, and QoL using the Dermatology Life Quality Index, collected immediately after and two weeks post-intervention. Statistical analyses included chi-squared tests, t-tests, and Pearson’s correlations.

VBE significantly improved patients’ understanding, perspectives, and QoL compared to THL. Post-intervention, 43% of VBE participants showed a high level of understanding, versus 24% in the THL group (p = 0.048). VBE had greater positive impact on patient perspectives and QoL (p = 0.011 and p = 0.046). Knowledge retention was higher in VBE group after two weeks (p = 0.0373), with improvements in understanding strongly linked to better perspectives and QoL (r = 0.54 and r = 0.65).

VBE proved more effective than THL in enhancing understanding and retention, perspectives, and QOL. With its multi-sensory, scalable format, VBE offers a promising and efficient tool for patient education, particularly in resource-limited settings.

Acupuncture, a therapeutic treatment defined as the insertion of needles into the body at specific points (ie, acupoints), has growing in popularity world-wide to treat various diseases effectively, especially acute and chronic pain. In parallel, interest in the physiological mechanisms underlying acupuncture analgesia, particularly the neural mechanisms have been increasing. Over the past decades, our understanding of how the central nervous system and peripheral nervous system process signals induced by acupuncture has developed rapidly by using electrophysiological methods. However, with the development of neuroscience, electrophysiology is being challenged by calcium imaging in view field, neuron population and visualization in vivo. Owing to the outstanding spatial resolution, the novel imaging approaches provide opportunities to enrich our knowledge about the neurophysiological mechanisms of acupuncture analgesia at subcellular, cellular, and circuit levels in combination with new labeling, genetic and circuit tracing techniques. Therefore, this review will introduce the principle and the method of calcium imaging applied to acupuncture research. We will also review the current findings in pain research using calcium imaging from in vitro to in vivo experiments and discuss the potential methodological considerations in studying acupuncture analgesia.
Calcium ; Acupuncture Therapy ; Acupuncture ; Acupuncture Analgesia/methods* ; Acupuncture Points ; Technology

Background and Objectives: The COVID-19 pandemic forced academic institutions to suspend face-to-face activities, causing a drastic shift to a remote and online setting for learning and teaching. While necessary, the sudden change created a lasting effect on the constituents of medical schools whose curriculum relied on lectures, clinical skills, and hospital experience in teaching its students. This study aims to describe the effect of the rapid digitalization on the medical faculty at the St. Luke’s Medical Center College of Medicine-William H. Quasha Memorial (SLMCCM) in Metro Manila, Philippines. Methods: Members of the medical faculty of the college were invited to participate in focus group discussions (FGDs) where four frames were discussed, namely content, pedagogy, technology, and mindset. Responses taken in the FGDs underwent thematic analysis to find commonalities and patterns among the concerns and comments of the faculty. Results: Analysis of faculty feedback regarding the four frames revealed a spectrum of responses, encompassing both positive and negative sentiments. Content-related feedback predominantly focused on strategies for effectively segmenting and synthesizing information within the online environment. Pedagogical concerns are primarily centered on adapting teaching methods and delivery styles to the online format. Technological feedback highlighted the perceived advantages and limitations of online platforms and tools, as well as the role of technological support in facilitating the transition to online instruction. Finally, a significant portion of the feedback addressed the psychological effects of the pandemic on faculty members as medical educators, with responses ranging from expressions of fear to statements of confidence. Conclusion In the context of the evolving educational landscape, particularly the accelerated adoption of online and hybrid learning models in medical education, faculty recognition of the necessity of digitalization is paramount. Despite the inherent challenges of this transition, the faculty's demonstrated openness to change and innovation presents a significant opportunity for institutional growth. By continuing to invest in these technologies, institutions can not only enhance the medical curriculum but also prepare future physicians for the increasingly digital nature of healthcare delivery
faculty ; education, medical ; technology

Humans ; Cardiovascular Diseases/prevention & control* ; China ; Technology

Humans ; Cardiovascular Diseases/prevention & control* ; China ; Technology

BACKGROUND

Family Medicine educators play a vital role in the age of Universal Health in the Philippines to strengthen the competencies of primary care providers through education and training; hence the need for pedagogy and content to harmonise with technology in the midst of modern-day global trends and standards, and of the changing needs of 21st century learners. These educators benefit from quality improvement methods that begin with benchmarking and monitoring though valid and reliable measurements.

This study aimed to develop a measurement tool for the attitudes of Family Medicine educators in optimising the use of technology in education by using the methodological development steps in creating assessment tools including content & face validation and modification of items generated from various behavioural models and a validated tool; simplifying the tool through factor analysis; and determining the reliability of its final version.

The study was able to create a questionnaire of 26 validated items with an overall internal consistency of 0.932, distributed into six subscales with beyond-satisfactory-to- excellent reliabilities.

Necessity motivates innovators in low- to middle-income countries (LMICs) to develop medical devices that solve unmet local health needs. At the start of each process, multidisciplinary teams incubate ideas. Design planning and validation require funding, infrastructure, procurement, and testing. Ultimately, the regulatory and technology transfer processes usher the technology to market. These stages are standard procedures in developed nations; in an LMIC, these present a new set of hurdles to overcome. To assist innovators, this paper describes the hurdles from ideation to regulation and technology transfer and delineates mechanisms to address them.
medical device ; health technology ; technology transfer

Wearable technology, which can continuously and remotely monitor physiological and behavioral parameters by incorporated into clothing or worn as an accessory, introduces a new era for ubiquitous health care. With big data technology, wearable data can be analyzed to help long-term cardiovascular care. This review summarizes the recent developments of wearable technology related to cardiovascular care, highlighting the most common wearable devices and their accuracy. We also examined the application of these devices in cardiovascular healthcare, such as the early detection of arrhythmias, measuring blood pressure, and detecting prevalent diabetes. We provide an overview of the challenges that hinder the widespread application of wearable devices, such as inadequate device accuracy, data redundancy, concerns associated with data security, and lack of meaningful criteria, and offer potential solutions. Finally, the future research direction for cardiovascular care using wearable devices is discussed.
Big Data ; Delivery of Health Care ; Wearable Electronic Devices ; Technology ; Blood Pressure

Comprehensive experiments course is a bridge for higher vocational students to integrate theoretical knowledge with production practice. The article introduces that our biological pharmacy department is committed to the principles of "promotion of teaching, learning and construction through skills competition so as to integrate education and training". By taking penicillin fermentation process as an example, reform has been made in several aspects including teaching objectives, teaching content and teaching methods. We integrate the practical operation of fermentation equipment with virtual simulation software to develop a two-way interactive course. By reducing the subjective dependence, the quantitative management and evaluation of fermentation process parameter control were put into place, which efficiently integrated the skills competition with practical teaching. Improved teaching performance has been achieved over recent years, which may facilitate the reform and practice of similar courses based on skills competition.
Humans ; Clinical Competence ; Learning ; Students ; Technology ; Biological Products