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The metaverse offers great potential for creating a new educational environment with unique experiences. Currently, it has been integrated into many stages of education, including classroom study aids, clinical skill interaction and image training simulators, thanks to a new generation of Internet applications. This paper aims to provide a comprehensive systematic review using bibliometric analysis on the metaverse in health education and analyze the trends and patterns of research output within the field.

The paper conducts bibliometric analysis and follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a rigorous and transparent review process. Specifically, this article identifies research questions, develops a data-collection strategy and establishes a screening approach that includes determining relevant keywords and applying inclusion and exclusion criteria.

A bibliometric analysis is conducted comprising 231 studies from 145 scientific journals to assess the trends, patterns and collaboration networks in research on the use of metaverse technology in health education. This paper provides insights into the research themes, publication trends and countries leading in this field, which can guide future research in this field.

The use of metaverse technology in health education has gained momentum in recent years. Despite this interest, comprehensive studies to review and analyze the existing literature on this topic systematically are lacking. In response, this paper provides a systematic review that explores the potential role of the metaverse in health education. By considering the current research, key trends, research hotspots and opportunities for future investigations are identified. The findings not only shed light on the current state of research but also offer guidance for advancing this exciting field.

This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.

A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.

The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.

This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.

The study aims to have adults discuss experiences, practices needs and feelings related to health management, diet and food security.

A total of 22 immigrants were recruited from the Open School of Immigrants in Piraeus, Attica, Greece, to participate in focus group discussions. The discussions were audio recorded and thematically analyzed. Three major themes were developed: pathways to health care, nutrition management and experiences related to food shortages.

Most of the participants identified internet as the most commonly used way to obtain health advice; they also stated that unexpected ill-health is usually accompanied by feelings of fear, anxiety and loneliness. Immigrants, who had visited a public hospital in Greece, identified the language barrier as the most challenging issue, followed by the long waiting lists. Fear and anxiety of hospital visits was an important factor in their decision to vaccinate against COVID-19. Lack of time, high cost of healthy food and lack of knowledge were the most common obstacles to a healthy diet. One in two immigrants reported that they have faced food insecurity issues in the past. Stress, psychological distress and irritation were reported, due to food shortages, especially during the first few years of arriving in Greece. The exclusion of some foods, reduced portion sizes and buying cheaper foods were among the coping strategies to address food shortages.

The study offers an insight into immigrant’s experiences, practices and feelings about managing health issues and could be useful for health-care practitioners, researchers and policymakers.

In recent years, instant messaging platforms like WhatsApp have gained substantial popularity in both academic and practical domains. However, despite this growth, there is a lack of a comprehensive overview of the literature in this field. The primary purpose of this study is to bridge this gap by analyzing a substantial dataset of 12,947 articles retrieved from the Dimensions.ai, database spanning from 2011 to March 2023.

To achieve the authors' objective, the authors employ bibliometric analysis techniques. The authors delve into various bibliometric networks, including citation networks, co-citation networks, collaboration networks, keywords and bibliographic couplings. These methods allow for the uncovering of the social and conceptual structures within the academic discourse surrounding WhatsApp.

The authors' analysis reveals several significant findings. Firstly, the authors observe a remarkable and continuous growth in the number of academic studies dedicated to WhatsApp over time. Notably, two prevalent themes emerge: the impact of coronavirus disease 2019 (COVID-19) and the role of WhatsApp in the realm of social media. Furthermore, the authors' study highlights diverse applications of WhatsApp, including its utilization in education and learning, as a communication tool, in medical education, cyberpsychology, security, psychology and behavioral learning.

This paper contributes to the field by offering a comprehensive overview of the scholarly research landscape related to WhatsApp. The findings not only illuminate the burgeoning interest in WhatsApp among researchers but also provide insights into the diverse domains where WhatsApp is making an impact. The analysis of bibliometric networks offers a unique perspective on the social and conceptual structures within this field, shedding light on emerging trends and influential research. This study thus serves as a valuable resource for scholars, practitioners and policymakers seeking to navigate the evolving landscape of WhatsApp research. The study will also be useful for researchers interested in conducting bibliometric analysis using Dimensions.ai, a free database.

Academic integrity is vital to the success and sustainability of the academic project and particularly critical in the training of ethical and informed health professionals. Yet studies have found that cheating in online exams was commonplace during the COVID-19 pandemic. With the increased use of online and blended learning post-COVID-19, an understanding of student cheating dynamics is essential for developing effective strategies to combat academic dishonesty in the rapidly changing educational landscape.

This study explored academic integrity and reasons for dishonesty from the perspective of health sciences students at a South African University of Technology (UOT) via the Fraud Diamond. To gain an in-depth understanding of the topic, a qualitative method was employed, and data were collected via focus group discussions with nine student class representatives. These data were analysed thematically using the Clarke and Braun approach.

Cheating during online assessment was common and innovative, with students manipulating others and exploiting friendships to facilitate dishonest practices. Student motivations for dishonesty included a lack of consequences and pressure due to a lack of time management, engagement and preparation.

This study underscores the need for institutions to adopt an adaptable, multi-faceted approach that addresses student cheating opportunity, motivation and normalisation of dishonest practices whilst strengthening academic integrity policies and enforcement thereof.

The findings contribute valuable insights into the ongoing academic integrity crisis in higher education in the South African context.

Learning organization (LO) concept has received much attention in the last decades. The purpose of an LO is to proactively shape its future by fostering a culture of continuous learning among its members. This approach empowers the organization to adapt, evolve and innovate, aligning with the needs and aspirations of both internal and external stakeholders. As a result, the assessment of an organization’s LO level, whether strong or weak, becomes a matter of significance. This study aims to use Senge’s LO Questionnaire (SLOQ) in conjunction with latent profile analysis (LPA) to identify latent classes within the organization. This approach seeks to enhance the organization‘s learning potential and facilitate its evolution.

This research was a cross-sectional study conducted at Hamadan University of Medical Sciences, Iran. The statistical population consisted of 451 managers and employees across seven departments based at the university headquarters. The sample included 295 individuals, and data was collected using the SLOQ.

The LPA has shown an excellent accuracy (97%) in identifying SLOQ cut-off points (three classes of good, moderate and low). Most of the participants are considered as a moderate LO (55.9%), which implies the possibility of improving learning, especially enhancing “common vision” and “systemic thinking.” Also, individuals belonging to the high-class category were more likely to be male and hold associate degree than individuals in other categories.

This study depends on self-report, and different perceptions of questions can cause percept bias. Another limitation is about the nature of this research, which is cross-sectional, which may bring back causality among variables. The other is only three demographic variables have been considered, and it is necessary to pay attention to other influential variables in future studies.

The originality of this study lies in its use of the SLOQ in combination with LPA to identify latent classes in an organization to improve learning potentials.

The goal of this article is to provide an overview of healthcare entrepreneurship, both in terms of its current trends and future directions.

The article engages in a systematic review of extant research on healthcare entrepreneurship using the scientific procedures and rationales for systematic literature reviews (SPAR-4-SLR) as the review protocol and bibliometrics or scientometrics analysis as the review method.

Healthcare entrepreneurship research has fared reasonably well in terms of publication productivity and impact, with diverse contributions coming from authors, institutions and countries, as well as a range of monetary and non-monetary support from funders and journals. The (eight) major themes of healthcare entrepreneurship research revolve around innovation and leadership, disruption and technology, entrepreneurship models, education and empowerment, systems and services, orientations and opportunities, choices and freedom and policy and impact.

The article establishes healthcare entrepreneurship as a promising field of academic research and professional practice that leverages the power of entrepreneurship to advance the state of healthcare.

The article offers a seminal state of the art of healthcare entrepreneurship research.

Gamification is an emerging technique of applying game elements to difficult and tedious learning activities to make them fun and exciting. This study aims to review the scientific landscape of the library’s readiness to adopt gamification with context to application in teaching and learning purposes based on computational tools. The present research also aims to study the growth of literature on gamification, to identify the most contributing authors, countries, affiliations and journals and collaboration status with different geographical settings. The study will also identify the most influential paper on the area with the highest citation and Altmetric Attention Score (AAS) as well as analyzing the keywords for locating the research trend in the subject area.

The study has adopted Scientometric and Altmetric approach by considering the research outputs of a decade (2013–2022) from Scopus database. First, the required data has been searched using appropriate keywords forming the search strategy by running title–abstract–keywords considering the limitation in the system. The exported data is systematically visualized for performing science mapping like the collaboration of authors, countries, organizations and co-occurrence of keywords using VOSviewer. For finding the Altmetrics score and Mendeley readership of the influential research works, the system Dimension.ai is further used.

The study found 928 records indicating an exponential growth over the years with total 2,750 authors. Samuel Kai Wah Chu from the University of Hong Kong, China, is the most contributed author. Spain and the USA are highly productive countries, but there needs to be a strong collaboration pattern among authors. It is found that gamification is widely applied in education discipline than any other. Some of the libraries have already implemented gamification tools for learning purposes in their services. The research on gamification still lacks social media attention and needs to be promoted more through various social media platforms for greater visibility.

The study explores the global scientific literature to identify the library’s awareness of implementing gamification tools in their services for teaching and learning purposes. As per the author’s knowledge, no such study has been conducted until date with such aims and objectives through the application of both Scientometrics and Altmetrics approaches.

The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.

This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.

The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.

This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.

This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

The emergence of the COVID-19 pandemic changed the way in which education was delivered in early 2020, and the impacts of these changes continue to be questionable. The aims of this study were to evaluate: (1) the results obtained by students of the Dentistry course in the progress test carried out both before and after the pandemic, (2) the results obtained by a specific group of students who took the test in 2019–2022, and compare their results and (3) subjects that showed a reduction in the percentage of correct answers when the two tests were compared.

The progress test consisting of 100 multiple choice questions was applied before and after the pandemic to all students in the Dentistry course. The analyses were performed using the IBM SPSS for Statistics v.26 software program. The level of significance of 5% was adopted (<0.05).

The test was applied to 320 students in 2019 and to 272 in 2022, of whom the sample of this study was composed. The mean score values in 2019 (M = 49.10; SD = 12.03) were significantly (p = 0.026) higher than those in the year 2022 (M = 46.97; SD = 12.15), with the disciplines in the area of specific knowledge showing a greater drop in the percentage of correct answers by students. This study showed that the emergency remote education had a negative effect on the academic performance of students, based on the progress testing as an evaluation method.

Many studies that assessed the impacts of the pandemic on teaching were focused on the opinions of students. However, the great advantage of our study was the use of a theoretical assessment tool to verify student performance. The post-pandemic landscape beckons for comprehensive inquiries into these domains. This type of research would be valuable for gathering evidence relative to the performance of students after the emergency remote education.