Search

Introduction: Epidemic diseases have always caused considerable physical and financial casualties for governments. By the end of the year 2019, the Covid19 pandemic emerged for the first time in China and rapidly infected the globe. Objectives: As information technology plays a significant role in the current healthcare system, the aim of the present study was to conduct a systematic review to determine the role of electronic health in the Covid19 crisis. Material and Methods: This review was carried out on articles published from December 2019 until March 17th 2020 by searching keywords and their equivalents in "MeSH" in PubMed, Web of Science, and Scopus databases and Google search engine. Results: In total, from 72 found articles, 28 were recognized based on their research topic. After imposing inclusion and exclusion criteria, eventually 6 original articles and 8 reports were selected for further analysis. Results showed that reviewed articles had mentioned the effective role of IT in: diagnosing Corona patients, addressing the spread of the disease, providing sufficient education for the public to prevent the disease, and recognizing high-risk areas. Telemedicine, machine learning algorithms, deep learning, Augmented intelligence, neural networks, Global positioning system, and geographical information system have been the most widely used technologies. Conclusion: It was shown that defeating the Covid19 is impossible without the help of technology. Experiences with the effectivity of using electronic health in controlling and monitoring the prevalence of Covid19 can be used to deal with other pandemic diseases in the future as well; and to avoid possible casualties and economic regressions while rapidly providing solutions for similar critical situations. [ABSTRACT FROM AUTHOR]

Background: With the spread of Covid-19 disease, health interventions related to the control, prevention, and treatment of this disease and other diseases were given real attention. The purpose of this systematic review is to express facilitators and barriers of using mobile health (mHealth) interventions during the Covid-19 pandemic. Methods: In this systematic review, original studies were searched using keywords in the electronic database of PubMed until August 2022. The objectives and outcomes of these studies were extracted. Finally, to identify the facilitators and barriers of mHealth interventions, a qualitative content analysis was conducted based on the strengths, weaknesses, opportunities, and threats (SWOT) analysis method with Atlas.ti 8 software. We evaluated the studies using the Mixed Methods Appraisal Tool (MMAT). Results: In total, 1598 articles were identified and 55 articles were included in this study. Most of the studies used mobile applications to provide and receive health services during the Covid-19 pandemic (96.4%). The purpose of the applications was to help prevention (17), follow-up (15), treatment (12), and diagnosis (8). Using SWOT analysis, 13 facilitators and 18 barriers to patients' use of mHealth services were identified. Conclusion: Mobile applications are very flexible technologies that can be customized for each person, patient, and population. During the Covid-19 pandemic, the applications designed due to lack of interaction, lack of time, lack of attention to privacy, and non-academic nature have not met their expectations of them. [ABSTRACT FROM AUTHOR]

Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10 day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers' and medical students' perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues, and a postround huddle. These were classified as "before rounds," "during rounds," and "after rounds" activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1-16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students' learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning. [ABSTRACT FROM AUTHOR]

Background: Alzheimer's disease is an extremely expensive chronic disease, which is rapidly becoming a major cause of mortality in adults. For over two decades, telemedicine has been used to assist patients and their caregivers to manage this disease. The present study aimed to evaluate the objectives, outcomes, facilitators, and barriers influencing the use of telemedicine systems for patients with Alzheimer's disease and their caregivers and care providers. Methods: In this systematic review, we searched for the original articles published in databases such as PubMed, Web of Science, and Scopus until November 2021 using relevant keywords. A qualitative content analysis was performed the based on the theory of planned behavior and the health belief model using the ATLAS.ti software. Results: In total, 1191 articles were identified, and 60 articles were included in this study. While having different objectives, most of the studies compared telemedicine systems to in-person visits (21.43%) and assessed the feasibility of the implemented method (16.07%). The overall outcomes of telemedicine in the articles were classified as cost-effectiveness (e.g., reduced commute, fuel, and time to access care), clinical outcomes (e.g., lower anxiety, stress, and depression), and patient, caregiver, and healthcare provider satisfaction. In total, 19 facilitators and 12 barriers influencing the use of telemedicine for patients with Alzheimer's disease and their caregivers were identified. Conclusion: According to the results, telemedicine systems could be implemented for various reasons. Developing a clear framework of the drivers and barriers before the implementation of these systems could improve decision-making prior to the design and implementation of telemedicine systems. [ABSTRACT FROM AUTHOR]

Background: Strategies for teaching in clinical rounds are dispersed. There is a need to comprehensively collate bedside strategies to enhance teaching and learning and make clinical rounds more effective. Materials and Methods: A systematic review of English articles using Web of Science, PubMed, Embase, Scopus, and Cochrane library was conducted. Relevant keywords for teaching rounds/medical teachers/medical students/strategies and their synonyms were used accordingly. Additional studies were identified by searching reference lists of retrieved articles. All searches were conducted within a 10-day period from May 25, 2017, to June 3, 2017. In this systematic review, studies with any design on the subject of strategies for clinical rounds from clinical teachers' and medical students' perspectives were identified. Our search strategy yielded 524 articles. After removing duplicates, 337 articles remained. Based on the title and abstract review, 37 articles were obtained for further review and finally 18 entered the study. Data were extracted from the included studies. Two authors independently screened and scored the studies. We used inductive content analysis, and categories of strategies were derived from the data. Results: Content analysis yielded identification of strategies for clinical rounds in nine categories named: system issues, advance planning, a preround huddle, patient issues, teachable moments, teacher issues, student issues, atmosphere issues, and a postround huddle. These were classified as "before rounds," "during rounds," and "after rounds" activities. Quality assessment scores for the research studies ranged from 5 to 14 (possible range, 1–16). Fourteen (77.8%) studies received quality scores at or above 10, and 4 (22.2%) studies received quality scores below 10. Conclusion: Due to the importance of clinical rounds in students' learning, medical teachers should divide their teaching session into activities before, during, and after rounds. These strategies on rounding practices can improve teaching and learning. [ABSTRACT FROM AUTHOR]