Background Smartphone technology is rapidly evolving and advancing, with many of them offering health applications being used for oximetry purposes, including the Samsung Health/S Health application. Measuring oxygen saturation is one of the important indications to monitor patients with COVID-19, as well as other health conditions. These applications can be used for measuring oxygen saturation to provide a convenient solution for clinical decisions. Methods Oxygen saturation measurements were collected using the Samsung Health application for Samsung Galaxy smartphone with a sensor and camera flash and a low-cost portable digital display (liquid crystal display (LCD)) finger pulse oximeter. Intra-session reliability was established to determine the consistency between the measures. Intra-class correlation coefficients (ICCs) were calculated with 95% confidence intervals (CIs) reported for both methods. The Bland-Altman plot was used to compare the level of agreement between the two measurement methods. Results There was a statistically significant average difference between pulse oximeter and Samsung Health application measurements (t 125 = 4.407, p < 0.001), and on average, pulse oximeter measurement was 0.510 points higher than Samsung Health application measurement (95% CI = 0.281-0.740). The pulse oximeter and Samsung Health application scores were moderately correlated (r = 0.462). The results of the intra-session reliability test produced an acceptable ICC value of 0.557, indicating moderate reliability and consistent results for the measurement of oxygen saturation with both methods. The Bland-Altman plot showed a consistently equal distribution of data points scattered above and below zero. Conclusion Smartphone health applications can be used with moderate reliability to measure oxygen saturation.
Pakistan, a low and middle-income country (LMIC), faces challenges in providing sustainable health care to its population due to inadequate financing, weak healthcare infrastructure, and insufficient health human resources. These challenges are not unique to Pakistan and are faced by many LMICs globally. In this paper, we aim to identify key strategies for achieving sustainable healthcare systems in Pakistan and to draw lessons for LMICs globally, keeping in view the healthcare reforms in Pakistan. We conducted a comprehensive literature review of existing policies and practices related to healthcare financing, service delivery, health information and communication technologies (ICTs), governance and leadership, and health human resources in Pakistan and other LMICs. We also reviewed relevant global policies and frameworks, including the Sustainable Development Goals (SDGs) and the World Health Organization's (WHO) health system strengthening guidelines. To achieve sustainable healthcare systems in Pakistan, we recommend comprehensive healthcare financing policies, including increasing budgetary allocations for health, social health protection through universal coverage, and supporting health and economic development processes. Service delivery can be improved through restructuring public health facilities, incorporating behavioral and social health determinants into primary health care, aligning healthcare delivery with the community, and promoting collaborative leadership between the public and private sectors. The use of ICT can be expanded by implementing e-health policies, disseminating authentic public health information, and enabling telemedicine services. Effective healthcare governance and leadership can be promoted through meritorious, transparent, and accountable reforms, stable healthcare structures at all community levels, and appropriate health policy and organizational frameworks. Finally, strengthening health human resources can be achieved through compliant policy implementation and revisions in laws and policies governing medical teaching institutions. Achieving sustainable healthcare systems in Pakistan and LMICs globally requires comprehensive strategies for healthcare financing, service delivery, health ICT, governance and leadership, and health human resources. By drawing on global policies and frameworks and lessons from other LMICs, Pakistan can overcome its healthcare challenges and contribute to the achievement of the SDGs.
Case based learning technique (CBL) has been in practice throughout the world for a few decades now. Our institute adopted it some four years back, when it shifted towards modular system of teaching. It is the main technique being used for conducting small group discussions. We decided to introduce a new technique called the gamification technique of conducting small group discussion. Need was there to know the effectiveness of the new technique as well as to assess the factors for its preference so it could be modified to be more productive. The aim of this research was to assess the effectiveness of gamification teaching technique in comparison to the traditional CBL technique both quantitatively and qualitatively. This is a mixed‐method randomized controlled trial, conducted in Khyber Medical College on First Year Medical Students from June to October 2021. Group based teaching involving both CBL and gamification approach was used in this study in a cross over manner. Addressing the ethical concerns, and after informed consent pre‐ and post‐testing was done to quantify the performance and an open‐ended survey was disseminated after the sessions to check the perception of the students. The study recorded (quantitatively) that post testing mean score of gamification teaching technique was 3.41±0.982, while for CBL the mean was 3.55±1.055, recording an insignificant difference with p‐value of 0.608. In qualitative analysis, about 12 (80%) students preferred the gamification technique, their perception being that it instills competitiveness, increases the involvement of students in class and their motivation level. This research further revealed that the CBL approach had the advantage of quick learning via the facilitator presentation, and due to the handouts, it was easy to follow. Some of the negative points of CBL reported were that; the participants found it a boring and monotonous way of learning. The drawback of gamification reported was, that the students were unsure about the accuracy of the information they prepared initially as it wasn’t being directed by the facilitator. The study concluded an insignificant difference among the two techniques quantitatively; however, qualitatively the students preferred gamification as a better technique for learning.
Case-based learning (CBL) has been in practice throughout the world for several decades now. Our institute adopted it some four years back when we shifted toward a modular system of teaching. It is the main technique being used for conducting small group discussions. We decided to introduce a new technique called the gamification technique for conducting small group discussions. There was a need to determine the effectiveness of this new method, as well as to assess factors for its preference so that it could be modified to increase its efficacy. The aim of this research was to quantitatively and qualitatively assess the effectiveness of said gamification teaching technique by comparison with the traditional CBL technique. This was a mixed-method, randomized controlled trial. It was conducted at Khyber Medical College on first-year medical students from June to October 2021. Group-based teaching involving both CBL and the gamification approach was used in this study in a crossover manner. Addressing the ethical concerns, and after informed consent pre-testing and post-testing were done to quantify the performance, an open-ended survey was disseminated after the sessions to check the perceptions of the students. The study recorded (quantitatively) that the post-testing mean score of the gamification teaching technique was 3.41 ± 0.982. For CBL, the mean was 3.55 ± 1.055. This showed a recording of an insignificant difference with a p-value of 0.608. In qualitative analysis, about 12 (80%) students preferred the gamification technique. Their perception was that it instilled competitiveness and increased the involvement of students in class. Gamification also raised their motivation level. This research further revealed that the CBL approach had the advantage of quick learning via the facilitator presentation. Due to the handouts, it was easy to follow. One of the negative points of CBL was that the participants found it a boring and monotonous way of learning. The chief drawback of gamification was that the students were unsure about the accuracy of the information they initially prepared, as it was not being directed by the facilitator. The study concluded an insignificant quantitative difference between the two techniques. On the qualitative end, however, the students preferred gamification.
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