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It has always been a challenging issue to develop complex professional skills accompanied with sufficient professional knowledge and correct judgement. Previous studies have indicated that students have more opportunities for practice in flipped learning contexts. Basically, complex professional skills training is often risky in different real-world applications. Therefore, most medical training lessons are done through case discussions, interpretation of mannequins, and watching videos. Such learning models are, however, not only ineffective, but students fail to solve real problems without sufficient drills. The advanced progress of 3D simulation technology provides good opportunities to solve these problems. Virtual reality (VR) provides simulations for real clinical scenarios, offering medical students the chance to practice standard complex medical skills repeatedly, as well as thinking about and responding to clinical problems in VR, where they can obtain immediate feedback from VR learning systems. Thus, to enhance medical students' complex medical skills, the study proposes a virtual reality-based flipped learning approach. To investigate the effectiveness of the proposed approach, a quasi-experimental design was conducted with two groups in a lumbar puncture course for postgraduate year (PGY) residents of a hospital The experimental group with 39 students was conducted with virtual reality-based flipped learning (VR-FL), while the control group with 37 students was managed by traditional flipped learning (T-FL). The results showed that the complex medical skills of the experimental group were significantly better than those of the control group. In addition, the experimental group showed higher learning motivation and self-efficacy. It can be inferred that VR-FL has a positive impact on complex medical skills for PGY residents. Educators and researchers should consider integrating VR technology with learning strategies in medical simulation training.

Fostering students' abilities to deal with practical problems is an important objective of professional training. To enable students to have more practicing time under the supervision of trainers in class, flipped learning has been adopted to shift the lecture time to the before-class stage, and hence more time is available for in-class practicing. Although flipped learning has been recognized by scholars as an effective teaching mode, researchers have also indicated the challenges of implementing it; in particular, many students have difficulty learning before the class on their own. In this research, a self-regulated flipped learning approach was proposed to cope with this problem by guiding students to set their learning goals, and supporting them in monitoring their learning status in five stages, namely, goal setting, flipped learning (including pre-class video-based instruction and in-class discussion), task sharing, self-evaluation, and self-regulation feedback. In addition, an experiment was conducted in a professional training program to examine the effectiveness of the proposed approach. From the experimental results, it was found that the approach significantly improved the students' learning achievement, self-efficacy, self-regulation, and critical thinking, which could be a good reference for future research related to flipped professional training.

The global leading cause of death is cardiovascular disease (CVD). Although advances in prevention and treatment have been made, the role of RNA epigenetics in CVD is not fully understood. Studies have found that RNA modifications regulate gene expression in mammalian cells, and m5C (5-methylcytosine) is a recently discovered RNA modification that plays a role in gene regulation. As a result of these developments, there has been renewed interest in elucidating the nature and function of RNA “epitranscriptomic” modifications. Recent studies on m5C RNA methylomes, their functions, and the proteins that initiate, translate and manipulate this modification are discussed in this review. This review improves the understanding of m5C modifications and their properties, functions, and implications in cardiac pathologies, including cardiomyopathy, heart failure, and atherosclerosis.

Precision medicine has become an essential issue in the medical community as the quality of medical care is being emphasized nowadays. The technological data analysis and predictions made by Artificial Intelligence (AI) technologies have assisted medical staff in designing personalized medicine for patients, making AI technologies an important path to precision medicine. During the implementation of the new emerging technology, medical staff's learning intentions will have a great influence on its effectiveness. With reference to the Technology Acceptance Model, this study explored medical staff's attitudes, intentions, and relevant influencing factors in relation to AI application learning. A total of 285 valid questionnaires were collected. Five major factors, perceived usefulness (PU), perceived ease of use (PEU), subjective norms (SN), attitude towards AI use (ATU), and behavioral intention (BI), were used for analyzing the AI learning of medical staff in a hospital. Based on the SEM analytical results and the research model, the four endogenous constructs of PU, PEU, SN, and ATU explained 37.4% of the changes in BI. In this model, SN and PEU were the determining factors of BI. The total effects of SN and PEU were 0.448 and 0.408 respectively, followed by PU, with a total effect of 0.244. As a result, the intentions of medical staff to learn to use AI applications to support precision medicine can be predicted by SN, PEU, PU, and ATU. Among them, subjective norms considering the influences of both supervisors and peers, such as encouragement, communication, and sharing, may assist precision education in supporting the learning attitudes and behavior regarding precision medicine. The research results can provide recommendations for examining medical staff's intention to use AI applications.

Patients with long‐term disease experience low resilience, emphasising the importance of psychological interventions to improve resilience. However, there is no comprehensive evidence on the efficacy of resilience‐related psychological interventions (RRPIs) in this population. Therefore, we performed a meta‐analysis to evaluate and extend knowledge from previous meta‐analyses on the efficacy of RRPIs on resilience, stress, anxiety, depression and quality of life among patients with long‐term disease. Cochrane Library, Embase, Ovid‐MEDLINE, PubMed, Scopus, Web of Science and CINAHL electronic databases were searched until 3 February 2023. The pooled effect size of the efficacy of RRPIs was calculated using the Hedges' g (g) with random‐effects model, while Cochrane Q‐statistics and I2 tests assessed heterogeneity in Comprehensive Meta‐Analysis 3.0 software. The Cochrane Risk of Bias 2.0 tool evaluated the quality of studies. Moderator analysis was used to explore sources of heterogeneity. Twenty randomised controlled trial studies were identified, representing a total of 1388 individuals with long‐term disease. RRPIs significantly enhance resilience (g = 0.79), alleviate stress (g = −0.78), decrease anxiety (g = −1.14), mitigate depression (g = −0.96) and improve quality of life (g = 0.48). Positive psychology, mindfulness, cognitive behavioural therapy, acceptance and commitment‐based intervention exhibited medium effects in strengthening resilience. Short‐term effects of RRPIs on enhancing resilience were observed at 3‐month follow‐up period (g = 0.50). The incorporation of RRPIs into the management of patients with long‐term disease shows a positive impact on their resilience, stress, anxiety, depression and quality of life. The results offer an evidence‐based foundation for nurses in promoting resilience among patients with long‐term disease. [ABSTRACT FROM AUTHOR]

The purpose of the study aimed to explore the effects of three different forms of the multimedia teaching materials on the achievements and attitudes of junior high school students in a chemistry laboratory context. The three forms of the multimedia teaching materials, static pictures, video, and animation, were employed to teach chemistry experiments to 54 eighth-grade students in Pingtung County, Taiwan. The research tools included the self-editing questionnaire of learning achievement, the experimental step checklist, and the learning feedback questionnaire. Descriptive statistics and ANCOVA were administered to analyze the collected data. The findings of the study indicate that the video and animation have more significant effects on promoting students' learning achievements in a chemistry laboratory context than static pictures in terms of operating equipment, technical operation, experimental procedures, and observation performance. Additionally, the students indicated that video presentation can best assist them in understanding the experiments. Finally, the findings and suggestions of this study can be useful references for multimedia designers, teachers, and school administrators. (Contains 8 tables and 3 figures.)

Medical education is a domain with fast-changing knowledge and attention to knowledge application and higher order thinking; therefore, how to implement effective teaching is a crucial issue. Based on the technology-based learning model, this study provides a multi-dimensional analysis of published papers on the flipped classroom in medical education from the SCOPUS database, including the form of the learning materials, learning system or player, learning strategies, educational technology, application domains, research issues, participants, and research methods. Based on the results, the application of flipped classrooms in medical education has grown rapidly over the past decade, with the number growing dramatically from 7 papers in 2014, to 16 papers in 2015, and 22 papers in 2016. It was found that a great number of studies adopted instructional videos uploaded on online learning systems or used existing online videos to conduct before-class teaching in the before-class stage of the flipped classroom; moreover, most studies involved no online discussion in the before-class stage. As for learning strategies in the in-class stage, the most frequently adopted strategies were issue discussion, practicing or doing exercises, and problem-based learning. This implies that most studies mainly emphasized basic knowledge understanding and skills training, while little attention was paid to developing learners' higher order thinking skills. In addition, the majority of studies explored students' learning interest/satisfaction, learning experience, and performance on the cognitive aspect, while little research was found to investigate their preparation degree or cognitive loading. Based on the review results, this study provides the research trends and potential research issues of flipped medical education to serve as a reference for researchers, instructors, and decision makers.

Atherosclerosis is one of the most common type of cardiovascular disease and the prime cause of mortality in the aging population worldwide. However, the detail mechanisms and special biomarkers of atherosclerosis remain to be further investigated. Lately, long non-coding RNAs (lncRNAs) has attracted much more attention than other types of ncRNAs. In our work, we found and confirmed differently expressed lncRNAs and mRNAs in atherosclerosis by analyzing GSE28829. We performed the weighted gene co-expression network analysis (WGCNA) by analyzing GSE40231 to confirm highly correlated genes. Gene Ontology (GO) analysis were utilized to assess the potential functions of differential expressed lncRNAs in atherosclerosis. Co-expression networks were also constructed to confirm hub lncRNAs in atherosclerosis. A total of 5784 mRNAs and 654 lncRNAs were found to be dysregulated in the progression of atherosclerosis. A total of 15 lncRNA-mRNA co-expression modules were identified in this study based on WGCNA analysis. Moreover, a few lncRNAs, such as ZFAS1, LOC100506730, LOC100506691, DOCK9-AS2, RP11-6I2.3, LOC100130219, were confirmed as important lncRNAs in atherosclerosis. Taken together, bioinformatics analysis revealed these lncRNAs were involved in regulating the leukotriene biosynthetic process, gene expression, actin filament organization, t-circle formation, antigen processing, and presentation, interferon-gamma-mediated signaling pathway, and activation of GTPase activity. We believed that this study would provide potential novel therapeutic and prognostic targets for atherosclerosis.