Background The availability of mobile clinical decision support (CDS) tools has grown substantially with the increased prevalence of smartphone devices and apps. Although health care providers express interest in integrating mobile health (mHealth) technologies into their clinical settings, concerns have been raised, including perceived disagreements between information provided by mobile CDS tools and standard guidelines. Despite their potential to transform health care delivery, there remains limited literature on the provider’s perspective on the clinical utility of mobile CDS tools for improving patient outcomes, especially in low- and middle-income countries. Objective This study aims to describe providers’ perceptions about the utility of a mobile CDS tool accessed via a smartphone app for diarrhea management in Bangladesh. In addition, feedback was collected on the preliminary components of the mobile CDS tool to address clinicians’ concerns and incorporate their preferences. Methods From November to December 2020, qualitative data were gathered through 8 web-based focus group discussions with physicians and nurses from 3 Bangladeshi hospitals. Each discussion was conducted in the local language—Bangla—and audio recorded for transcription and translation by the local research team. Transcripts and codes were entered into NVivo (version 12; QSR International), and applied thematic analysis was used to identify themes that explore the clinical utility of an mHealth app for assessing dehydration severity in patients with acute diarrhea. Summaries of concepts and themes were generated from reviews of the aggregated coded data; thematic memos were written and used for the final analysis. Results Of the 27 focus group participants, 14 (52%) were nurses and 13 (48%) were physicians; 15 (56%) worked at a diarrhea specialty hospital and 12 (44%) worked in government district or subdistrict hospitals. Participants’ experience in their current position ranged from 2 to 14 years, with an average of 10.3 (SD 9.0) years. Key themes from the qualitative data analysis included current experience with CDS, overall perception of the app’s utility and its potential role in clinical care, barriers to and facilitators of app use, considerations of overtreatment and undertreatment, and guidelines for the app’s clinical recommendations. Participants felt that the tool would initially take time to use, but once learned, it could be useful during epidemic cholera. Some felt that clinical experience remains an important part of treatment that can be supplemented, but not replaced, by a CDS tool. In addition, diagnostic information, including mid-upper arm circumference and blood pressure, might not be available to directly inform programming decisions. Conclusions Participants were positive about the mHealth app and its potential to inform diarrhea management. They provided detailed feedback, which developers used to revise the mobile CDS tool. These formative qualitative data provided timely and relevant feedback to improve the utility of a CDS tool for diarrhea treatment in Bangladesh.
The teaching of literature involves understanding of emotions and feelings of the characters, plot constructions, setting, themes and drawing picturesque images. The aesthetics of teaching literature though lies in reading and understanding the text in its natural way; however, with the advent of technology and compulsive transition to online teaching, integration of technology and digital tools with teaching of literature has become a necessity. This study aimed at examining how to incorporate technology and digital tools in literature classrooms, to ensure attainment of learning outcomes. Digital tools currently adopted to teach literary texts include visualizations, digital editions of classics, storytelling through videos, graphic novels, interactive hypertexts and distant reading of the texts. Visualization tools, for example, can explain word patterns and sentence structure in a story, build digital artifacts, create digital maps of a novel’s setting, and convert themes into images. This study utilized a questionnaire survey with two learner groups, control and experimental, identified through purposive sampling, and in-depth interviews with six instructors who taught literature courses in a leading Saudi university. The focus of this mixed method research study was to see whether technology had done justice with the literary texts and helped achieve the intended learning outcomes. The study found out that with the help of technology students learned literary texts from multiple dimensions; however, the primary concern while integrating technology with teaching of literature should be to help students achieve learning outcomes. The study reiterated that whatever the media or the means to teach literature, if the learning objectives are achieved, combining technology with literature teaching will rather be a paradigm shift.
The education system in the Kingdom of Saudi Arabia is on the verge of digital advancement. Primarily, this research paper aims to examine how a digitally competent teacher can help the institution and its learners to achieve high-level competency in digital and academic learning, as well as to develop critical thinking. It also intends to focus on the characteristics of e-teaching and the consequences of learning competency with its implication in female undergraduate colleges of King Khalid University. For the data collection, both the qualitative and quantitative approaches were employed. Several teachers were interviewed on their experiences with the utilization of digital sources, whereas, a large group of students from distinct study areas responded to a questionnaire to provide their feedback on their e-learning experience. The analysis indicates the necessity of appropriate trainings for e-teachers to handle the unexpected situations that occur during the teaching or evaluating process. Despite being a challenging task, they found it very useful to make students engaged with varied activities. The results also demonstrate that the eteaching experience with digital media enables the teachers to assess their digital competence and teaching efficiency.
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