Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study.
Digital Health and Digital Learning Experiences Across Speech-Language Pathology, Phoniatrics, and Otolaryngology: Interdisciplinary Survey Study.
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DOI：
10.2196/30873
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发表时间：
2021-11-05
影响因子：
3.6
通讯作者：
Neuschaefer-Rube C
中科院分区：
文献类型：
--
作者：
Lin Y;Lemos M;Neuschaefer-Rube C
数字健康和数字学习的进步正在改变患者、卫生保健提供者和卫生专业学生的生活。在通信科学与疾病（CSD）的跨学科领域，数字化的吸收和将数字化主题和技术纳入临床培训计划已经落后于其他医学领域。有必要了解有关数字健康和学习主题的专业人员和学生的经验、意见和需求，以便优化有效的实施策略。这项横断面调查研究旨在跨学科地调查德语人口中专业和学生对数字健康和学习的知识、使用、态度和偏好。一项开放式的、基于网络的调查在CSD的专业人员和学生中进行，包括语音学家和耳鼻喉科医生、语言病理学家（德语：Logopäd*innen）、医科学生和语言病理学学生。分析了不同职业、年龄和经验的人在知识、使用、态度和偏好方面的差异。共有170名参与者完成了这项调查。受访者对数字学习的熟悉程度高于电子健康概念。不同职业（P<.001）、年龄（P=.001）和经验年限（P<.001）之间存在显著差异，这表明学生和年轻参与者对数字健康术语的熟悉程度较低。专业（P<.001）和代际差异也被发现（P=.04）在数字治疗工具的知识，尽管没有发现显著差异的数字学习工具。参与者主要使用电脑、平板电脑和手机；非电子卫生专用工具（如文字处理和视频会议应用程序）；以及视频、网络课程和应用程序等数字格式。许多人表示希望有更多的互动平台，比如虚拟现实。在对数字化的积极看法方面，各代人之间存在显著差异（P< 0.001），在准备感觉方面，各职业之间存在显著差异（P= 0.04）。有趣的是，在不同的职业（P=.03）、年龄（P=.006）和经验年限（P=.01）中，学生和年轻的参与者表现出更大的对医疗认证的支持。通常报告的关切领域包括技术困难、数字材料的质量和有效性、数据隐私和社会存在。受访者倾向于混合式学习、有限至中等程度的互动性和时空灵活的学习环境（63/170,37.1%），仍有显著比例的受访者更喜欢传统的时空依赖式学习（49/170,28.8%）。对CSD学生和专业意见和经验现状的全面调查表明，将数字主题和技能纳入学术和专业发展课程对于确保该领域为不断数字化的医疗保健环境做好准备至关重要。必须对数字学习和实践策略的有效性和接受度进行更深入的实证调查，并计划系统培训和实际组织支持，以确保适应性教育和实践。
Advances in digital health and digital learning are transforming the lives of patients, health care providers, and health professional students. In the interdisciplinary field of communication sciences and disorders (CSD), digital uptake and incorporation of digital topics and technologies into clinical training programs has lagged behind other medical fields. There is a need to understand professional and student experiences, opinions, and needs regarding digital health and learning topics so that effective strategies for implementation can be optimized. This cross-sectional survey study aims to interdisciplinarily investigate professional and student knowledge, use, attitudes, and preferences toward digital health and learning in the German-speaking population. An open-ended, web-based survey was developed and conducted with professionals and students in CSD including phoniatricians and otolaryngologists, speech-language pathologists (German: Logopäd*innen), medical students, and speech-language pathology students. Differences in knowledge, use, attitudes, and preferences across profession, generation, and years of experience were analyzed. A total of 170 participants completed the survey. Respondents demonstrated greater familiarity with digital learning as opposed to eHealth concepts. Significant differences were noted across profession (P<.001), generation (P=.001), and years of experience (P<.001), which demonstrated that students and younger participants were less familiar with digital health terminology. Professional (P<.001) and generational differences were also found (P=.04) in knowledge of digital therapy tools, though no significant differences were found for digital learning tools. Participants primarily used computers, tablets, and mobile phones; non–eHealth-specific tools (eg, word processing and videoconferencing applications); and digital formats such as videos, web courses, and apps. Many indicated a desire for more interactive platforms, such as virtual reality. Significant differences were found across generations for positive views toward digitalization (P<.001) and across profession for feelings of preparedness (P=.04). Interestingly, across profession (P=.03), generation (P=.006), and years of experience (P=.01), students and younger participants demonstrated greater support for medical certification. Commonly reported areas of concern included technical difficulties, quality and validity of digital materials, data privacy, and social presence. Respondents tended to prefer blended learning, a limited to moderate level of interactivity, and time and space–flexible learning environments (63/170, 37.1%), with a notable proportion still preferring traditional time and space–dependent learning (49/170, 28.8%). This comprehensive investigation into the current state of CSD student and professional opinions and experiences has shown that incorporation of digital topics and skills into academic and professional development curricula will be crucial for ensuring that the field is prepared for the ever-digitalizing health care environment. Deeper empirical investigation into efficacy and acceptance of digital learning and practice strategies and systematic training and practical organizational supports must be planned to ensure adaptive education and practice.
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DOI：
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2018-10-16
影响因子：
1.8
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