Journal of Education and Health Promotion最新文献

{"title":"Impact of obesity on serum markers of prostatic disorders: A cross-sectional study in Iraqi.","authors":"Ziad H Abd, Ruya A M Saeed, Omar F Ammar","doi":"10.4103/jehp.jehp_909_24","DOIUrl":"10.4103/jehp.jehp_909_24","url":null,"abstract":"<p><p>The aim in the current research was to assess the correlation between body mass index (BMI) and two prostatic markers-total prostate-specific antigen (tPSA) and free prostate-specific antigen (fPSA). A prospective randomized cross-sectional study involved 127 Iraqi men (40 years or older). The exclusion criteria were baseline PSA levels ≥5ng/ml, prostate cancer, and the use of medications that could alter the levels of prostate-specific markers. All participants underwent blood sampling for analysis. Anthropometric measurements, including height, weight, and BMI, were studied. The levels of total and free prostate-specific antigens (tPSA and fPSA) were measured using the ELISA test and immune-enzymometric method. Study consisted of 26 patients (20.47%) with a normal BMI, 47 overweight-37%, 33 patients-obesity (25.98%), and 21 men-severe obesity (16.53%). The mean values (±standard deviation) of the prostate-specific markers tPSA and fPSA were 1.683 ± 0.563 ng/ml and 0.537 ± 0.189 ng/ml, respectively. The study of apparently healthy Iraqi men and obese patients, no statistically significant relationship was found between BMI and the levels of the prostate-specific markers tPSA and fPSA. These findings suggest that BMI may not be a reliable predictor of these prostatic markers in the studied sample.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"216"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200207/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychometrics and naturalization of nontechnical skills assessment tools in anesthesiology technologist bachelor students in Iran.","authors":"Fateme Aghebati, Shahnam Sedigh Maroufi, Parisa Moradimajd, Azam Saei, Jamileh Abolghasemi Talkhooncheh","doi":"10.4103/jehp.jehp_1957_23","DOIUrl":"10.4103/jehp.jehp_1957_23","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Patient safety has become a major area of concern as studies have reported the role of human error in adverse events. To reduce errors and adverse events, human factors target individual or team nontechnical skills (NTS), which can improve patient safety. Several different assessment tools established for observing and rating NTS as the scope of nurse anesthesia work vary in different countries. Assessing NTS specifically for anesthesia technologists was not considered in Iran. The aim of this study was to find a naturalization and psychometrics nontechnical skills assessment tool for Bachelor of Science in Anesthesia students.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Materials and method: &lt;/strong&gt;This study was conducted with a descriptive method. Investigation databases resulted in selecting an appropriate NTS assessment tool based on anesthesia technologists' domain of work in Iran. Permission to use the tool was obtained from the first author of the article published the tool. Forward-backward translation was applied, and the Persian version was psychometrically evaluated using a questionnaire by an expert panel of 20 anesthesiologists. To determine reliability, videos were recorded in a practice room to show different NTS. Twenty-two anesthesia mentors were selected via available sampling. Simulation videos were provided to the raters with an Internet link to rate the videos. Ratings were repeated after a 10-day interval. Data were gathered and analyzed using intraclass correlation and Cronbach's alpha by SPSS v27.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Result: &lt;/strong&gt;The impact score, explicitness, and transparency were measured to determine face validity. The impact score of items varied in the range of 4.3-5. Minimum explicitness and transparency were related to \"making use of resources\" and \"identifying options\", respectively. Content validity was measured by content validity index and content validity ratio. The content validity ratio of items was in the range of 0.7-1; therefore, no items were removed from the tool. All items reached a content validity index score greater than 0.7. The minimum value for content validity index was for \"making use of resources\" and \"Assessing roles and competencies\". Cronbach's α value varies from 0.285 for task management to 0.959 for team work in different videos. The intraclass correlation of all videos surprisingly was more than 0.75 and significantly high (P-value &lt; 0.05).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;This study aimed to assess naturalization and psychometrics to assess NTS in anesthesiology technologist bachelor students parallel to international societies. The results of this study were compatible with similar studies. All NTS assessment tool developers emphasize training raters to familiarize with the topic and application of tools, which was done by virtual instruction in this study. Very good reliability values may be affected by this major difference. Future studies are suggested to calculate accuracy an","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"193"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200006/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Solutions of clinical guideline implementation in Iran: A qualitative study.","authors":"Mina Azizzadeh, Javad Babaie, Ali Janati, Sakineh Hajebrahimi","doi":"10.4103/jehp.jehp_1648_23","DOIUrl":"10.4103/jehp.jehp_1648_23","url":null,"abstract":"<p><strong>Background: </strong>Despite all of the positive effects that are considered for clinical guidelines, according to studies, it has been determined that there is a gap between the development of clinical guidelines and their implementation. This study was conducted to explore the practical solutions to smooth the way of implementing clinical guidelines in this country through interviews with experts.</p><p><strong>Materials and methods: </strong>This descriptive qualitative study was conducted between January 2023 and October 2023. Data were collected through focused group discussions (FGDs) and semi-structured interviews. A purposive sampling method was used. The participants included specialist doctors, faculty members, employees, policymakers, and managers. Data collection continued until data saturation. The data of this study were analyzed by the qualitative content analysis method. Four criteria of validity, verifiability, trustworthiness, stability, and transferability were used for the reliability.</p><p><strong>Results: </strong>The implementation solutions were classified into five main strategy categories, including providing necessary infrastructures, improving the development process of clinical guidelines, reforming the educational system of doctors and paramedics, providing a suitable implementation context, and creating a mechanism to follow up the implementation of guidelines.</p><p><strong>Conclusion: </strong>The implementation of clinical guidelines in Iran should be paid attention to the form of a continuous process. Therefore, policymakers must have a process perspective. It is important to note that in addition to the need to provide the necessary infrastructure; this process begins with the development of clinical guidelines and continues with steps, such as the need for a proper educational system, proper implementation, and appropriate supervision.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"199"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200017/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development and effectiveness of ability based model intervention on emotional intelligence in final year medical students: A randomized control trial.","authors":"Nan N Than, Htoo H K Soe, Adinegara B L Abas, Krishna G Rampal, Jarina Begum, Rafidah Bahari","doi":"10.4103/jehp.jehp_1132_24","DOIUrl":"10.4103/jehp.jehp_1132_24","url":null,"abstract":"<p><strong>Background: </strong>Teaching and assessment of emotional intelligence (EI) is not a part of the current curriculum and is learned by the students only by wilful and passive observation. Emotional intelligence (EI) is a cognitive ability required to monitor one's capability of effectively controlling one's own emotions and other's feelings and discriminate among them, to use this information to guide one's thinking and actions. This randomized control study investigates the development and effectiveness of an ability-based model intervention aimed at enhancing emotional intelligence (EI) and determining EI's correlation with academic achievement in final-year medical students.</p><p><strong>Materials and methods: </strong>Eighty-four final-year medical students were randomly assigned in two groups. The validated ability-based EI training module was introduced to the intervention group and involved in four-hour teaching sessions using a facilitated teaching format. The study employed validated measures Schutte Self-Report Emotional Intelligence Test (SSEIT) for Malaysian students to assess emotional intelligence domains before and after the intervention. Portfolio defense total marks were used as an academic achievement.</p><p><strong>Results: </strong>There was an improvement in emotional intelligence among the intervention group, with mean (131.06) and mean difference (95%CI), 1.07 (.327 -1.815), <i>P</i> value = 0.005 compared to the control group, mean (129.99) Mean Difference (95%CI) -1.071 (-1.815 -1.327), <i>P</i> value = 0.005, respectively. The mean age (SD) of participants was 24.4 (1.22) in the intervention group and 24.2 (0.79) in the control group. The ability-based teaching module was valid to use with a validity coefficient of 0.99 and reliable, Cronbach alpha 0.89. The impact of the module on post-intervention, after adjusting the covariate of Pre EI score was significant, with a mean difference (95%CI), 1.07 (0.33,1.81), <i>P</i> value = 0.005. A non-significant correlation was observed between EI level and academic achievement following the intervention (<i>r</i> = 0.048, <i>P</i> = 0.667).</p><p><strong>Conclusion: </strong>This research underscores the potential efficacy of an ability-based model intervention in fostering emotional intelligence development among medical students. The implications of improved emotional intelligence in undergraduate medical students are discussed, emphasizing the relevance of incorporating targeted interventions into medical education for the holistic preparation of future inclusion in the medical curriculum.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"188"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of online education of men's reproductive health before childbearing on knowledge, attitudes, and behaviors of preconception health in couples: A randomized controlled trial.","authors":"Zahra Motaghi, Mohammad Shariati, Rahim Tahmasebi, Solmaz Mohammadi, Sherafat Akaberian, Fatemeh Malchi, Rashin Palizban, Zeinab Rabiei","doi":"10.4103/jehp.jehp_2111_23","DOIUrl":"10.4103/jehp.jehp_2111_23","url":null,"abstract":"<p><strong>Background: </strong>Preconception is a basic period in which men's reproductive health is not given much attention. This study aimed to determine the effect of online education on men's reproductive health before conception on the knowledge and attitude of couples and preconception health behaviors in men.</p><p><strong>Materials and methods: </strong>Eligible couples (<i>N</i> = 168) living in Bushehr, Iran, were randomized to receive four weekly 40-60 min sessions of men's preconception health delivered by a Ph.D. in reproductive health and general practitioner (intervention group) or no intervention (control group). The primary outcome was the knowledge and attitude of couples toward men's health before conception, and the secondary outcome was men's behaviors before having children. A researcher-made questionnaire was used before, immediately after, and 3 months after the intervention to measure the couple's knowledge, attitude, and healthy behaviors of men.</p><p><strong>Results: </strong>The mean age of the men and women participating in the study was 33.94 ± 4.37 and 29.15 ± 4.41 years, respectively, in the intervention group and 34.50 ± 5.05 and 29.81 ± 4.91 years, respectively, in the control group. Analysis of variance with repeated measures showed a statistically significant difference in the changes in the mean scores of men's and women's knowledge and attitudes regarding men's reproductive health before conception during the study period (before, immediately, and 3 months after the intervention) between the intervention and control groups (<i>P</i> < 0.001). In addition, generalized estimating equations showed a statistically significant difference in changes in performing health behaviors before conception in men during the study period (before and 3 months after the intervention) between the intervention and control groups.</p><p><strong>Conclusion: </strong>Educational intervention is a valuable effort that can enhance fertility knowledge and improve reproductive health. Increasing fertility knowledge allows men to be actively involved in fatherhood before childbearing and begin the responsibility of fatherhood by applying the knowledge and adopting healthy behavior and lifestyle before conception.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"203"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of a protection motivation theory-based online educational program on HPV vaccination intention among female medical students in Hubei province, China: A randomized controlled trial.","authors":"Huan Yang, Supattarayan Thongjit, Suneerat Yangyuen","doi":"10.4103/jehp.jehp_1530_24","DOIUrl":"10.4103/jehp.jehp_1530_24","url":null,"abstract":"<p><strong>Background: </strong>Human papillomavirus (HPV) vaccine coverage among female adolescents remains low in China, including medical students. Protection motivation theory (PMT) has been adopted to promote protective behaviors, but little is known about its effects on HPV vaccination. Thus, we sought to determine the effects of a PMT-based online educational program (POEP) on HPV vaccination intention in female medical students.</p><p><strong>Materials and methods: </strong>A randomized controlled trial was conducted, with 204 participants randomly allocated to the intervention and control groups (n = 102/group). The POEP was delivered over four sessions to the intervention group, whereas the control group received regular health education. An interview questionnaire was used for the data collection. For data analysis, the Chi-square test, independent samples <i>t</i>-test, repeated-measures ANOVA, Cochran's Q test, and multivariate regression analysis were performed.</p><p><strong>Results: </strong>The intervention group exhibited significant increases compared with the control group in HPV vaccination intention, mean knowledge and awareness of HPV, and PMT constructs (<i>P</i> < 0.05). The intervention effects showed significant improvements in HPV vaccination intention (adjusted OR = 5.51, 95% CI: 2.80-6.84), knowledge of HPV (B = 5.09, <i>P</i> < 0.001) and HPV vaccine (B = 3.39, <i>P</i> < 0.001), HPV infection prevention awareness (B = 3.69, <i>P</i> < 0.001), and PMT constructs (B = 1.64 to 6.74, <i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>The POEP effectively improved HPV vaccination intention and knowledge and awareness of HPV and PMT constructs. Thus, it could be a promising way to increase HPV vaccination intention and coverage among female medical students.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"225"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200204/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between women's empowerment and fatalism and self-care behaviors in COVID-19 virus.","authors":"Mitra Savabi-Esfahani, Maryam Naji-Abhary, Fariba Taleghani, Mahnaz Noroozi, Mahdieh Saeri, Mahboobe Gholami, Zahra Mohebbi-Dehnavi","doi":"10.4103/jehp.jehp_1095_23","DOIUrl":"10.4103/jehp.jehp_1095_23","url":null,"abstract":"<p><strong>Background: </strong>Self-care and empowerment is one of the important aspects of a health-oriented lifestyle and the prevention of coronavirus outbreak. Considering the importance of women's health and their very important role in creating a healthy society, the present study was conducted to determine the relationship between women's empowerment and Fatalism with self-care behaviors about COVID-19 virus.</p><p><strong>Materials and methods: </strong>The present study is a descriptive study that was performed on 502 women referring to selected comprehensive health service centers in Isfahan (Nawab, Motahhari, Ibn Sina, 25 Dastgerd) in 2021. Women aged 18 to 45 years referring to the above centers who met the inclusion criteria completed women's empowerment, self-belief, and self-care questionnaires. The collected data were analyzed by SPSS software version 22 and the Spearman test.</p><p><strong>Results: </strong>The results of data analysis with the Spearman test showed that there is a significant negative relationship between the variable of Fatalism and self-care behaviors. The results also showed that there is a significant positive relationship between women's empowerment and self-care behaviors (<i>P</i> ˂ 0.05).</p><p><strong>Conclusion: </strong>According to the results of the present study, empowerment of women as one of the effective members of the family and society and also paying attention to the beliefs of individuals can play a decisive role in improving self-care behaviors.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"226"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200222/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional intelligence approach as a predictor of job satisfaction among midwives in Northern Iran: A descriptive-correlational study.","authors":"Fatemeh Zolfaghary, Hajar Pasha, Fatemeh Bakouei, Reza MashaghiTabari, Hajar Adib-Rad","doi":"10.4103/jehp.jehp_1661_23","DOIUrl":"10.4103/jehp.jehp_1661_23","url":null,"abstract":"<p><strong>Background: </strong>Emotional intelligence (EI) is an important skill for midwives. Our study aimed to understand EI as a predictor of job satisfaction among midwives.</p><p><strong>Materials and methods: </strong>This descriptive-correlational study was conducted on 143 employed midwives in maternity wards of government and private hospitals, as well as healthcare centers in Iran. The data were collected using demographic fertility characteristics, EI, and job satisfaction questionnaires. For the assessment of EI, Bar-On's Emotional Intelligence questionnaire was used which consists of 90 items. For the assessment of job satisfaction, Herzberg's Job Satisfaction Questionnaire was used, which consists of 72 items. The significance level of the tests was considered to be <i>P</i> < 0.05.</p><p><strong>Results: </strong>The results of the study showed that the mean EI and job satisfaction of midwives were moderate (316.57 ± 33.64 and 278.58 ± 25.95, respectively). According to Pearson correlation coefficients, there was a significant positive correlation between total job satisfaction and total EI scores (r = 0.356, <i>P</i> = 0.0001). According to the results of multiple linear regression analysis after adjusting for other variables, job satisfaction of midwives had a significant positive association with total EI and friendly relationships with supervisors (β = 0.258, <i>P</i> = 0.022 and β = 0.267, <i>P</i> = 0.046, respectively).</p><p><strong>Conclusion: </strong>This study showed that high EI enhances midwives' job satisfaction. Therefore, midwifery managers should create conditions that help enhance the EI and satisfaction of midwives.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"186"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200003/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors facilitating the process of the acquisition of moral competence in nursing managers: A qualitative content analysis.","authors":"Ali Kavosi, Ghanbar Roohi, Eesa Mohammadi, Forozan Akrami, Akram Sanagoo, Leila Jouybari","doi":"10.4103/jehp.jehp_2080_23","DOIUrl":"10.4103/jehp.jehp_2080_23","url":null,"abstract":"<p><strong>Background: </strong>One of the essential dimensions of managerial competencies is moral competence. The purpose of this study was to explain the factors that facilitate the acquisition of moral competence in nursing managers in Iranian culture.</p><p><strong>Materials and methods: </strong>This qualitative study employed a content analysis approach to investigate the viewpoints and experiences of 14 nursing managers working in educational medical centers across Iran, Golestan province in 2023. Participants were purposefully sampled to ensure maximum diversity in terms of age, work experience, management experience, educational background, professional position, and gender. Data collection involved conducting 18 in-depth interviews, utilizing both nonstructured and semistructured formats. Subsequent data analysis employed contractual content analysis techniques, facilitated by coding using MAXQDA software version 20. To ensure the trustworthiness and credibility of the findings, Lincoln and Guba's criteria were rigorously applied.</p><p><strong>Results: </strong>The data analysis resulted in the extraction of 18 subcategories and 5 main categories. The main categories included: interactive learning, inspiration from the model, social-cultural learning environment, multimedia education, and an excellent organizational climate.</p><p><strong>Conclusion: </strong>In this study, several facilitating factors were identified in the acquisition of moral competence of nursing managers. It is recommended to use these factors as a framework for acquiring and improving the moral competencies of nursing managers in order to face ethical issues, make informed decisions, and create an ethical climate in the organization.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"209"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200217/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating digital health competencies in community-engaged medical education: A scoping review for developing teaching and learning strategies for digital health.","authors":"Jaime Kristoffer Punzalan, Mary Germeyn Punzalan","doi":"10.4103/jehp.jehp_1240_24","DOIUrl":"10.4103/jehp.jehp_1240_24","url":null,"abstract":"<p><p>This study investigates the integration of digital health competencies within a community-engaged medical education (CEME) framework. This review explores and develops effective strategies for incorporating digital health competencies into medical curricula. By focusing on community engagement, the study seeks to align medical education with real-world health challenges, bridging the gap between theoretical knowledge and its practical application. The methodology involves a scoping review using databases such as PubMed/MEDLINE, Google Scholar, and Science Direct, focusing on the last 5 years of research on digital health competencies in medical education. A structured data charting process used an abstraction form to extract relevant information from eligible studies. Key findings from the study emphasize the necessity for a curriculum that enhances students' understanding and practical application of digital health tools. Students require training that blends theoretical knowledge with practical applications, ensuring adaptability to the latest digital technologies and methodologies. Continuous professional development is necessary for faculty to remain adept at teaching these advanced concepts. Furthermore, curriculum management must ensure that digital health education is dynamic with continuous curriculum updates. The educational context should be supportive and dynamic, encouraging student-centered learning. Lastly, community engagement fosters culturally sensitive and inclusive educational practices. These collaborations enhance learning and ensure that digital health solutions are effectively implemented in community settings, particularly benefiting underserved populations. Integrating digital health competencies into CEME represents mitigating healthcare disparities and equipping future healthcare professionals with the necessary tools to deliver competent, culturally aware, and technologically proficient care.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"190"},"PeriodicalIF":1.4,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12200004/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144505917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}