e.g. mhealth
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Skip search results from other journals and go to results- 30 Journal of Medical Internet Research
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The objective of our study is to analyze the retention of knowledge and skills at 6 months after an initial training in neonatal resuscitation for anesthesia and intensive care residents, with or without a 3-month recall training session using either screen-based simulation or high-fidelity (HF) simulation.
This randomized controlled simulation study was conducted from February 2021 to November 2021 at the University Hospital of Reims, France.
JMIR Serious Games 2025;13:e57057
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From the beginning of the scenario brief to after action reporting, each participant will be engaged in the study for a maximum of 2.5 hours, where 50 minutes is the maximum amount of time a participant can participate in a simulation run.
Autonomous documentation flow diagram from simulation data collection to algorithm development. TATRC: Telemedicine & Advanced Technology Research Center.
JMIR Res Protoc 2025;14:e67673
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This study evaluates the skills and knowledge of third-year nursing students regarding remote nursing care before and after participation in a simulation-based training program on telenursing as part of their undergraduate nursing degree. To the best of our knowledge, very few studies to date have evaluated programs that use simulation to train nursing students in the provision of nursing care from a distance (telenursing).
This study tests 3 hypotheses.
JMIR Med Educ 2025;11:e67804
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As technology rapidly advances in immersive virtual reality (VR) simulation, there is a growing interest among educators to develop VR simulation curricula for health professions education. However, there is a paucity of literature to guide these efforts, and there are no accepted best practices for the development or implementation of this technology.
JMIR Med Educ 2025;11:e62803
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In this study, we therefore adopt augmentation through simulation and expand on this body of work by more comprehensively evaluating multiple types of generative models and on a larger number of clinical trials.
J Med Internet Res 2025;27:e66821
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In this study, we reviewed evidence-based resources for medical simulation and multimedia educational design. Using The Society for Simulation in Healthcare guidelines along with Richard Mayer’s multimedia design principles, we created an evaluation system with 3 main evaluation categories: basic simulation parameters, advanced simulation parameters, and medical accuracy parameters. Each category was further divided into 3 subparameters.
JMIR Form Res 2025;9:e66478
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The American Speech-Language-Hearing Association recognizes the use of standardized patients and simulation technologies as alternatives to traditional clinical education methods [5]. The use of clinical simulation increased significantly during the COVID-19 pandemic because many practicum sites became inaccessible to students.
JMIR Form Res 2025;9:e47150
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To run the VRMDT simulation, a reasonable Wi-Fi connection (≥10 Mbps), head-mounted display, and controllers are required. Before entering the MDT room, the user had the option to undertake an onboarding scenario that introduced them to basic functionality such as picking up objects, talking to the avatar, selecting DICOM files, and making notes on a whiteboard.
JMIR XR Spatial Comput 2025;2:e60651
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The following research questions were addressed:
What is the extent to which nursing students experience feelings of empathy in a patient scenario in an immersive VR simulation game?
What factors are associated with the experience of empathy during an immersive VR simulation game?
How is nursing students’ UX in an immersive VR simulation game?
How is UX associated with experiencing empathy during an immersive VR simulation game?
A cross-sectional design was used.
JMIR Serious Games 2025;13:e62688
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