Interdisciplinary Journal of Virtual Learning in Medical Sciences
Volume:14 Issue: 4, Dec 2023

The expansion of E-learning has brought about new ethical challenges concerning academic integrity, privacy, inclusivity, technological impacts, and power dynamics, necessitating careful examination. This article reviews the literature related to ethical issues in online education to prioritize considerations for instructors and educators. 

A review of 49 articles on E-learning ethics published during 2005-2022 was conducted. Manuscripts were retrieved via Google Scholar, ERIC, and Education Source databases utilizing “online learning ethics,” “e-learning ethics,” “academic integrity,” and “learner privacy keywords. The articles were analyzed using qualitative synthesis.

Key ethical priorities in this study include preserving academic integrity through comprehensive policies, safeguarding learner privacy via data security mechanisms, enhancing inclusivity through design considerations, evaluating technological impacts, and exercising responsible instructor power. 

Actively addressing ethical complexities enhances academic integrity in digital classrooms, but sustainable engagement with the evolution of e-learning requires continuous participation. The findings shed light on the responsibilities of online educators in empowering diverse learners.

During the last decade, social media have affected people’s lives in an unprecedented way, today, different parts of people’s lives, from shopping to education, business, and electronic messages, are influenced by these media. In fact, social media have become an integral part of human life today, and in recent years this dependence has become even greater than before. Because following the spread of the COVID-19, people used social media more to work and study, to keep in touch with their loved ones, and to get information about Covid-19. The present study aimed to determine the positive and negative impact of social media in the Covid-19 pandemic.

The present study was a brief review designed. From 01 to 10 January 2022, the researchers of this study examined 6 international databases: Medline/PubMed, ProQuest, Scopus, EMBASE, Google Scholar, and ISI Web of Science. After reviewing the titles and abstracts of the articles, 46 articles entered the next stage, in which the full text of the articles was reviewed.

Social media provides a space where health information is easily accessible to everyone. This capability is very efficient in global emergencies such as the outbreak of the Covid-19 pandemic so the use of social networks during the Covid-19 pandemic has increased significantly compared to previous data. In today’s world, social media has become a new field in business and marketing. With the involvement of social media in many aspects of life, we see its significant impact on various aspects of business, from brand development to guaranteeing buyer’s trust. 

Today, the role of social media in social communication, health, economy and other cultural fields is undeniable. However, it is important to consider the negative effects of these media. It seems that it is necessary that social media users be given the principal training before and during their use so that they do not become victims of its undesirable and unconscious effects.

Information literacy is essential for teachers, allowing effective access, evaluation, and use of information in teaching. This study investigated the relationship between information literacy and job performance among primary school teachers in Naqhadeh. The study employed a correlational design using partial least squares structural equation modeling (PLS-SEM). We aimed at examiningng the relationship between information literacy and job performance of primary school teachers during the academic year 2021-2022. The target population consisted of all primary school teachers in Naqhadeh, totaling 512. The sample size was determined to be 230 using Krejcie and Morgan’s table and simple random sampling. A self-administered questionnaire was used, adapted from Chang’s information literacy scale and Patterson’s job performance scale. It included 29 items measuring four dimensions of information literacy (information perception, information selection, information evaluation, and information utilization) and job performance. Items were scored on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). The content validity was verified through literature review and expert feedback. The reliability of the questionnaire was estimated using Cronbach’s alpha coefficient (above 0.7 for all variables). Exploratory factor analysis (EFA) examined the underlying structure of the data. Data were analyzed using SPSS 26 and structural equation modeling (SEM) with Smart PLS3.2.8 software. The results showed that there were significant positive relationships between information perception and job performance (r=0.84, P<0.001), information selection and job performance (r=0.15, P<0.001), and information evaluation and job performance (r=0.09, P<0.01). However, there was no significant relationship between information utilization and job performance (r=-0.02, P>0.05).  The findings suggested that information literacy skills were positively associated with teachers’ job performance. Therefore, it is recommended that the information literacy skills of teachers should be enhanced through training programs and workshops.

In recent years, the convergence of medical research and digital technology has opened up new avenues for exploring intricate healthcare dynamics. Deep Vein Thrombosis, a potentially life-threatening condition characterized by the formation of blood clots in deep veins, is of paramount concern for surgical candidates due to the inherent immobilization associated with postoperative recovery. This study aimed to evaluate the utilization of digital platforms for investigating the frequency of Deep Vein Thrombosis among candidates for spinal surgery. This retrospective study, conducted at Hazrat Rasool Akram (PBUH) hospital, Tehran, Iran between February 2014 and February 2019, investigated Deep Vein Thrombosis (DVT) frequency among spinal surgery candidates using digital platforms. Electronic health records (EHR) were collected and preprocessed, integrating processed data on a secure cloud-based platform for collaborative access and advanced analytics. These records contain comprehensive information about a patient’s medical history, diagnoses, medications, treatment plans, immunization dates, allergies, radiology images, and laboratory test results. Collecting EHR involves gathering electronic data from various sources within the hospital database. After examining them, 218 patients were included in the present study. Data analysis entails STATA software, applying descriptive statistics, chi-square tests, and associations between ultrasound findings and clinical variables. The mean age of these patients was 49.22±11.22 years. The frequency of DVT in candidates for back surgery was 1.83%. Regarding D-dimer investigation, the results of our study showed that all 4 patients with DVT had high D-dimer, while only 34 patients of all patients without DVT had high D-dimer levels. The results showed that the presence of the history of hospitalization reduces the risk of DVT in patients who were candidates for back surgery (P=0.028), while the high level of serum D-dimer was an important warning sign for the occurrence of DVT in patients who were candidates for back surgery (P=0.001).  This study showcases the value of digital platforms in investigating Deep Vein Thrombosis frequency among spinal surgery candidates, highlighting the associations between D-dimer levels, medical history, and DVT risk. These findings offer insights that can inform clinical assessments and interventions for this patient population.

Procrastination is considered as an obstacle to academic progress because it reduces the quality and quantity of academic success by increasing stress and negative consequences in the academic life of students. This study aimed to determine the effectiveness of reality therapy on exam anxiety and academic procrastination among male high school students. The current research is a quasi-experimental study with a pre-test-post-test and follow-up design. The statistical population of the current research is all high school male students in Sari city (Academic year 2021-2022), and the participants were selected using simple random allocation sampling method. 2 high schools were randomly selected from each district. The participants of this research included 40 male students who were allocated to two groups of experiment and control (20 in each group), using the simple random sampling. The experimental group received online reality therapy during 8 one-and-a-half-hour sessions, and the control group were placed on the waiting list. After the end of the treatment period, both groups were subjected to a post-test and a follow-up test. Friedman’s test anxiety questionnaires and Solomon’s academic procrastination were used to collect data. The data were analyzed through analysis of variance test with repeated measures using SPSS-25 software. The results showed that mean±SD reality therapy significantly reduced the mean exam anxiety (46.96±7.65 vs. 21.54±4.50; P=0.001) and procrastination (51.30±6.16 vs. 93.82±9.93; P=0.001) was effective for the students’ academic performance, and the changes made were stable until the follow-up period. Based on the findings of the research, it can be concluded that reality therapy is effective in reducing exam anxiety and academic procrastination of students, so it can be used as an effective method the to reduce exam anxiety and academic procrastination of high school students.

There has been increasing interest in exploring the capabilities of artificial intelligence (AI) in various fields, including education. Medical education is an area where AI can potentially have a significant impact, especially in helping students answer their customized questions. In this study, we aimed to investigate the capability of ChatGPT, a conversational AI model in generating answers to medical physiology exam questions in an Indian medical school.

This cross-sectional study was conducted in March 2023 in an Indian Medical School, Deoghar, Jharkhand, India. The first mid-semester physiology examination was taken as the reference examination. There were two long essays, five short essay questions (total mark 40), and 20 multiple-choice questions (MCQ) (total mark 10). We generated the response from ChatGPT (in March 13 version) for both essay and MCQ questions. The essay-type answer sheet was evaluated by five faculties, and the average was taken as the final score. The score of 125 students (all first-year medical students) in the examination was obtained from the departmental registery. The median score of the 125 students was compared with the score of ChatGPT using Mann-Whitney U test.

The median score of 125 students in essay-type questions was 20.5 (Q1-Q3: 18-23.5) which corresponds to a median percentage of 51.25% (Q1-Q3: 45-58.75) (P=0.147). The answer generated by ChatGPT scored 21.5 (Q1-Q3: 21.5-22), which corresponds to 53.75% (Q1-Q3: 53.75-55) (P=0.125). Hence, ChatGPT scored like that of the students (P=0.4) in essay-type questions. In MCQ-type questions, ChatGPT answered 19 correctly in 20 questions (score=9.5), and this was higher than the median score of students (6) (Q1-Q3: 5-6.5) (P<0.0001).

ChatGPT has the potential to generate answers to medical physiology examination questions. It has a higher capability to solve MCQ questions than essay-type ones. Although ChatGPT was able to provide answers that had the quality to pass the examination, the capability of generating high-quality answers for educational purposes is yet to be achieved. Hence, its usage in medical education for teaching and learning purposes is yet to be explored.

The expansion of e-learning has made it necessary to pay attention to the quality of the teaching and learning. This study was conducted with the aim of assessing the dimensions of the students’ presence in e-learning based on Community of Inquiry (COI) Framework at the University of Tabriz, Iran. In this cross-sectional study, 217 undergraduate students of the Department of Educational Science, at the University of Tabriz, Iran, in the months of February to May of the academic year 2020-2021, were selected using simple random method. The community of inquiry framework questionnaire with 34 items in three subscales of teaching presence (13 items), social presence (9 items) and cognitive presence (12 items) which were scored based on a 5-point Likert scale was used to collect the data; its validity was approved by experts, and its reliability was estimated using Cronbach’s alpha (0.94). One-sample t-test and Pearson Product-Moment Correlation was used to analyze the data in SPSS 26. The results showed that teaching (3.83±0.55), social (3.47±0.72) and cognitive presence (3.66±0.53) of students in e-learning was significantly (P<0.001) higher than the cutoff point. Also, correlation coefficient was calculated between the students’ daily study hours and teaching presence (r=0.17, P=0.017), social presence (r=0.185, P=0.009), and cognitive presence (r=0.285, P<0.001). The COI framework suggests that presence elements are essential for e-learning and fully support constructivism and connectivism, which reduce transactional distance. In this study, it was found that the students perceived a high level of presence in their e-learning experiences, which indicates an acceptable quality level of the virtual courses offered by the university. Therefore, in order to improve learning in e-learning, it is necessary to increase the social and cognitive presence of students instead of paying attention to teaching presence.

Assessing students is a crucial aspect of the educational process, closely tied to the quality of their learning. Employing a one-group interventional study, we designed and conducted open-book online exams for doctoral students in medical education at Shahid Beheshti University of Medical Sciences (SBUMS), focusing on their perspectives regarding open-book online examination. This assessment spanned from April 2019 to August 2022. To gauge student satisfaction, we utilized Patrick’s evaluation model, employing a researcher-developed questionnaire with confirmed validity and reliability. Additionally, a critique session was conducted for further insights. The analysis of participant satisfaction levels indicates positive feedback and agreement among students regarding the implementation of open-book online examinations. According to the majority of students, this assessment system provided them with valuable and novel experiences. They believed that the online environment stimulated their eagerness to respond to exams, and the ability to access resources enhanced their maneuverability to address all aspects of the questions and designed scenarios. Students expressed concerns during the exam about unforeseen issues typical of online exams, such as power outages, internet interruptions, malfunctioning of exam equipment, etc., potentially hindering their success. The results of this study demonstrate the satisfaction and agreement of doctoral students in medical education with the implementation of open-book online examinations.

Burnout among physicians is more prevalent than other fields and begins as early as medical school. The aim of this study was to characterize the impact of COVID-19 on different aspects of burnout in third-year medical students at a minority-serving medical school at the U.S.-Mexico border. A Comparative study was conducted in 2022. Participants included those in the classes of 2019 through 2023. Data from the classes of 2019-2021 represented the period before COVID-19 curriculum changes and was compared to classes 2022-2023, which represented the period after the onset of COVID-19. The data on the classes of 2023 was compared between the two integrated rotation blocks to evaluate if non-COVID-related experiences might contribute to an increase in burnout in one block versus the other. Lastly, all data were compared to a general population sample to screen for the possibility of systemic deficiencies relative to other health professions. The Maslach Burnout Inventory Human Services Survey (MBI-HSS), which determines the scores for emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA), was administered to third-year medical students during their clinical rotations. Data were analyzed using a paired or unpaired t-test if they followed a normal distribution or the Mann-Whitney test if this was not the case. Scores for EE (P<0.0001), DP (P<0.0001), and PA (P=0.02) decreased after the onset of COVID-19. No statistically significant differences were found between the rotation blocks. However, when we compared the individual rotation blocks to the general population, the OBGYN/Pediatrics/Surgery blocks had a higher EE score (P=0.0003) than the Internal Medicine/Family Medicine/Psychiatry block. Before COVID-19, EE (P<0.01), DP (P<0.0001), and PA (P<0.05) appeared to be improved compared to the general population. After the onset of COVID-19, EE was less than the general population (P<0.0001). A broader assessment of burnout in medical students across the nation is warranted. Identification of specific COVID-19 influences and clerkship-related factors would prompt targeted actions to reduce burnout in this medical student population. Interventions are suggested to be designed to lessen the degree of burnout in clerkship students, possibly in other medical schools experiencing similar challenges.