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Kim DH. Distance versus face-to-face education of gross anatomy for dental hygiene students: Perceptions and academic achievements of learners. Clin Anat 2023; 36:1016-1026. [PMID: 37476934 DOI: 10.1002/ca.24097] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 06/12/2023] [Accepted: 06/29/2023] [Indexed: 07/22/2023]
Abstract
The provision of distance education has increased rapidly over the past few years owing to the COVID-19 pandemic. The core of gross anatomy distance education is three-dimensional (3D) visualization of anatomical structures, and the use of simple 3D visualization tools has increased as distance education has become more popular. The purpose of this study was to establish a more effective operation plan in dental hygiene by investigating learners' opinions about distance education of gross anatomy and 3D visualization tools, and by comparing and analyzing their academic achievements. The study involved 250 students and comprised an analysis of 120 students who took a head and neck anatomy class at the Department of Dental Hygiene at D University via distance learning during 2020-2022, and 130 graduates who had completed the class via face-to-face learning during 2015-2017. An online survey of 120 of the enrolled students comprised 10 questions asking for opinions on the head and neck anatomy distance learning classes, five questions on the 3D visualization tool, and five on general characteristics. Overall, the learners had positive perceptions of distance education for head and neck anatomy and the 3D visualization tool. Among the education methods compared, they generally preferred blended learning (n = 47, 39.2%). There was a significant preference for the distance learning method of asynchronous classes (n = 86, 94.5%). Analysis of academic achievements according to whether or not distance education was conducted revealed a significantly higher score in the face-to-face class group (P < 0.05). A blended learning method can be effective in increasing learner satisfaction and improving academic achievement in gross anatomy classes on dental hygiene. It is suggested that theoretical material should be learned through asynchronous content and knowledge expanded through small-group activities during face-to-face learning. This will help establish a standard model for teaching of gross anatomy in dental hygiene in the postpandemic era.
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Affiliation(s)
- Da-Hye Kim
- Department of Dental Hygiene, College of Bio-Health Convergence, Dongseo University, Busan, South Korea
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Halalsheh R, Al-Rawashdeh A, Rababah E. Medical students' perceptions of factors that Impact their performance in human physiology course: suggestions for improving course presentation. BMC MEDICAL EDUCATION 2023; 23:705. [PMID: 37759240 PMCID: PMC10523740 DOI: 10.1186/s12909-023-04661-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/16/2023] [Accepted: 09/07/2023] [Indexed: 09/29/2023]
Abstract
OBJECTIVES The study aims to examine students' perceptions of factors that impact students' performance in the Human Physiology course at HU's College of Applied Health Sciences and their suggestions for improvement. METHOD A cross sectional study was conducted between March 2022 and April 2022. A self-administered online questionnaire was distributed to undergraduate students in Physiology courses (online and blended) via Microsoft Teams. Data were analyzed descriptively and inferentially, and thematic analysis was employed based on the most frequent statements for the open-ended question. RESULTS In total, 435 students participated in the study. Results indicated that students had high levels of agreement (M = 4.39) regarding faculty teaching style compared to (M = 4.24) towards course content and (M = 3.49) moderate levels towards technological aspects. In terms of the statistically significant differences at (α = 0.05) in students' perceptions of factors that influence their performance due to the variables (gender, GPA, college, and teaching methods: online or blended), results showed that course content was not affected by any variables. The technological aspects were affected by GPA and gender. In terms of faculty teaching style, it was affected by all variables (GPA, college, and teaching method) except gender. One open-ended question regarding suggested improvements revealed four main themes: assessment and evaluation, technical issues, teaching methods and tools, and Arabic language support. CONCLUSION The study findings recommend greater use of assessment for learning methods and provision of interactive materials to help medical students overcome the challenges that might impact their performance.
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Affiliation(s)
- Raed Halalsheh
- College of Applied Medical Sciences, Department of Medical Laboratory Sciences, The Hashemite University, Zarqa, Jordan.
| | - Amneh Al-Rawashdeh
- College of Education, Department of Educational Administration and Foundations, Yarmouk University, Irbid, Jordan
| | - Eman Rababah
- College of Applied Medical Sciences, Department of Medical Laboratory Sciences, The Hashemite University, Zarqa, Jordan
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Balakrishnan S, Elayan S, Sykora M, Solter M, Feick R, Hewitt C, Liu YQ, Shankardass K. Sustainable Smart Cities-Social Media Platforms and Their Role in Community Neighborhood Resilience-A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6720. [PMID: 37754579 PMCID: PMC10531118 DOI: 10.3390/ijerph20186720] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Revised: 08/11/2023] [Accepted: 08/25/2023] [Indexed: 09/28/2023]
Abstract
The COVID-19 pandemic took most communities off guard and has highlighted gaps in community preparedness and resilience in spite of the numerous technological advancements and the variety of available social media platforms that many relied on during lockdown periods. This served to emphasise the necessity for exploring the roles of social media and smart city technologies in mitigating pandemic impacts. In this systematic literature review, we examined twelve articles on social media usage and smart city technologies and their contributions to community resilience during COVID-19. The analysis focused on the use of social media platforms and smart city technologies during and after lockdown periods, examining their role in fostering community resilience. Results indicate that social media and smart city technologies were instrumental in helping communities adapt and recover from the pandemic. While past studies have examined community resilience, social media, or smart cities separately, there is limited literature collating insights on the three elements combined. We therefore argue that these technologies, employed collaboratively, enhance community resilience during crises. Nevertheless, further research is recommended, particularly on urban resilience and comparative analyses to deepen our understanding of the complex interplay between these variables.
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Affiliation(s)
- Soumya Balakrishnan
- Centre for Information Management, Loughborough Business School, Loughborough University, Loughborough LE11 3TU, UK (M.S.)
| | - Suzanne Elayan
- Centre for Information Management, Loughborough Business School, Loughborough University, Loughborough LE11 3TU, UK (M.S.)
| | - Martin Sykora
- Centre for Information Management, Loughborough Business School, Loughborough University, Loughborough LE11 3TU, UK (M.S.)
| | - Marin Solter
- Centre for Information Management, Loughborough Business School, Loughborough University, Loughborough LE11 3TU, UK (M.S.)
| | - Rob Feick
- School of Planning, University of Waterloo, Ring Rd, Waterloo, ON N2L 3G1, Canada
| | - Christopher Hewitt
- Department of Health Sciences, Wilfrid Laurier University, Waterloo, ON M5B 1W8, Canada (K.S.)
| | - Yi Qiao Liu
- Department of Health Sciences, Wilfrid Laurier University, Waterloo, ON M5B 1W8, Canada (K.S.)
| | - Ketan Shankardass
- Department of Health Sciences, Wilfrid Laurier University, Waterloo, ON M5B 1W8, Canada (K.S.)
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Khan J, Baatjes KJ, Layman-Lemphane JI, Correia J. Online anatomy education during the Covid-19 pandemic: Opinions of medical, speech therapy, and BSc Anatomy students. ANATOMICAL SCIENCES EDUCATION 2023; 16:892-906. [PMID: 36924347 DOI: 10.1002/ase.2271] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 03/10/2023] [Accepted: 03/14/2023] [Indexed: 06/18/2023]
Abstract
With the emergence of the Covid-19 pandemic in 2020, it was difficult to predict if the "cadaveric-based (golden) standard" of teaching anatomy would be possible in the unforeseeable future. This forced traditional anatomical teaching and learning practices to be transitioned to remote online platforms. This study explored the opinions of anatomy students (n = 51), on their online learning experience of anatomy during the Covid-19 pandemic. A mixed methods approach using a descriptive, exploratory study design was conducted, by use of an online survey. The survey consisted of a six-point Likert scale and was assembled into four sub-categories. Likert scale options ranged from; strongly disagree, to strongly agree, and not applicable. Results obtained seem to tally with expectations, indicating an adequate theoretical course component with room to improve practical online teaching. Most participants had a positive perception of the theoretical course content, duration, and platforms of communication. Virtual classes were simple to navigate with few technical difficulties experienced by the participants. Students also noted having access to sufficient study material, videos, and additional online material. Overall, more than half of all participants reported adapting well to the remote learning environment, however, the greatest challenge experienced highlighted a sense of deprivation from the lack of cadaver exposure and hands-on instruction. This research highlighted the effects of the pandemic on the modality of anatomy education and how it affected students. Although anatomy is multi-modal, it can be concluded that it is possible to achieve academic success by using online learning methods.
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Affiliation(s)
- Johara Khan
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Karin J Baatjes
- Dean's Division, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
- Division of Surgery, Department of Surgical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Jodie I Layman-Lemphane
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
| | - Janine Correia
- Division of Clinical Anatomy, Department of Biomedical Sciences, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa
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Zlotos L, Hamilton P, Park V, Stewart F. What can the uptake of online pharmacy education in Scotland, during the COVID-19 pandemic, tells us about the future of CPD? EDUCATION FOR PRIMARY CARE 2023; 34:277-286. [PMID: 38016657 DOI: 10.1080/14739879.2023.2272859] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 10/02/2023] [Indexed: 11/30/2023]
Abstract
Pharmacy CPD in Scotland has been evolving towards online, asynchronous delivery since 2014. The COVID-19 pandemic accelerated this movement by restricting face-to-face education (Zlotos & Stewart, 2021). This study utilised Google analytics to describe web traffic, and electronic e-learning completion records to describe learner activity on the Virtual Learning Environment of a national CPD provider in Scotland. The aim was to describe patterns of learning activity in the years spanning the COVID-19 pandemic, to help predict what future education practice may look like. This study identified that there was an increase in estimated time spent on learning from 8085.5 vs 16,061.5 hours of learning in 2018-19 and 2020-21, respectively. Completion of non-mandatory clinical modules and mandatory service modules increased each year. Mandatory, service focussed modules were most popular each year and the number of completions peaked to coincide with new services or updated content. The findings suggest asynchronous, online pharmacy education continues to grow in popularity. CPD providers should prioritise Mandatory, Service focussed education for pharmacy staff; although, they cannot neglect non-mandatory and Clinical education too. Future education for CPD should be designed to reflect the growing and diverse learner population.
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Affiliation(s)
- Leon Zlotos
- Pharmacy, NHS Education for Scotland, Glasgow, Scotland
| | | | - Vicky Park
- Pharmacy, NHS Education for Scotland, Glasgow, Scotland
| | - Fiona Stewart
- Pharmacy, NHS Education for Scotland, Glasgow, Scotland
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Zoubi MK, Jaradat HA, Alqamaz S, Lababneh H, Kassawneh FY, Issa MM. The Impact of The Covid-19 Pandemic on Interior Design Students’ Performance in Jordanian Universities. JOURNAL OF ORGANIZATIONAL BEHAVIOR RESEARCH 2023. [DOI: 10.51847/zdkjp32geh] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/30/2023]
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Hortsch M, Girão-Carmona VCC, de Melo Leite ACR, Nikas IP, Koney NKK, Yohannan DG, Oommen AM, Li Y, Meyer AJ, Chapman J. Teaching Cellular Architecture: The Global Status of Histology Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1431:177-212. [PMID: 37644293 DOI: 10.1007/978-3-031-36727-4_9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/31/2023]
Abstract
Histology or microanatomy is the science of the structure and function of tissues and organs in metazoic organisms at the cellular level. By definition, histology is dependent on a variety of microscope techniques, usually light or more recently virtual, as well as electron microscopy. Since its inception more than two centuries ago, histology has been an integral component of biomedical education, specifically for medical, dental, and veterinary students. Traditionally, histology has been taught in two sequential phases, first a didactic transfer of information to learners and secondly a laboratory segment in which students develop the skill of analyzing micrographic images. In this chapter, the authors provide an overview of how histology is currently taught in different global regions. This overview also outlines which educational strategies and technologies are used, and how the local and cultural environment influences the histology education of medical and other students in different countries and continents. Also discussed are current trends that change the teaching of this basic science subject.
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Affiliation(s)
- Michael Hortsch
- Departments of Cell and Developmental Biology and of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, MI, USA.
| | | | | | - Ilias P Nikas
- School of Medicine, European University Cyprus, Nicosia, Cyprus
| | - Nii Koney-Kwaku Koney
- Department of Anatomy, University of Ghana Medical School, University of Ghana, Korle Bu, Ghana
| | - Doris George Yohannan
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Aswathy Maria Oommen
- Government Medical College, Thiruvananthapuram, Kerala, India
- Kerala University of Health Sciences, Thrissur, Kerala, India
| | - Yan Li
- Department of Human Anatomy, Histology and Embryology, Fudan University, Shanghai, China
| | - Amanda J Meyer
- Department of Anatomy, Physiology, and Human Biology, School of Human Sciences, The University of Western Australia, Perth, WA, Australia
| | - Jamie Chapman
- Tasmanian School of Medicine, University of Tasmania, Hobart, TAS, Australia
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Health sciences students’ viewpoint on innovative approaches in histology course. JOURNAL OF SURGERY AND MEDICINE 2022. [DOI: 10.28982/josam.7581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022] Open
Abstract
Background/Aim: It is crucial to improve histology education quality and train competent individuals in the fields of health and medical sciences. Feedback received from students can provide guidance to achieve these goals. This study aims to reveal the opinions of Faculty of Health Sciences students about histology education and to identify their need for innovative approaches to improve this course.
Methods: This study was conducted with 174 students who were enrolled in their first year of the general histology course at the Faculty of Health Sciences, Siirt University, during the 2021–2022 academic year. The students answered survey questions electronically at the end of the semester, and the students’ opinions about the general histology course were obtained. A content analysis technique was used to evaluate the collected data.
Results: Half of the students thought that the histology course was difficult. More than half of the students (57.5%) stated that the length of the theoretical course was sufficient and that practical courses should be supported by various applications. Most of the students (63.8%) stated that the histology course was important for their profession and that it would be more efficient to teach this course by integrating it with clinical sciences. Most of the students (81%) reported that the histology course integrated with technological tools would contribute to their education. Nearly half of the students (49.4%) had a negative response to teaching this course via the distance education method.
Conclusion: Histology education is considered by students to be a difficult course to learn. For students to overcome these difficulties, it can be helpful to provide both theoretical and practical courses at close intervals in a holistic manner. Additionally, integrating this course with clinical sciences can also increase student performance. It is believed that for student success, it is important to integrate educational models with traditional methods supported by technological educational materials and distance education systems.
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Gellisch M, Wolf OT, Minkley N, Kirchner WH, Brüne M, Brand-Saberi B. Decreased sympathetic cardiovascular influences and hormone-physiological changes in response to Covid-19-related adaptations under different learning environments. ANATOMICAL SCIENCES EDUCATION 2022; 15:811-826. [PMID: 35968688 DOI: 10.1002/ase.2213] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/25/2022] [Revised: 07/07/2022] [Accepted: 07/26/2022] [Indexed: 06/15/2023]
Abstract
To examine the implications of the transition from face-to-face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face-to-face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face-to-face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face-to-face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face-to-face learning, suggesting stronger stress responses in the face-to-face learning environment (η2 = 0.421, P < 0.001). Furthermore, participants engaged in face-to-face learning showed significantly higher cortisol concentrations (η2 = 0.115, P = 0.032). Additionally, increased sympathetic activation correlated with the discrete positive emotion of enjoyment exclusively within the face-to-face condition (r = 0.365, P = 0.043). These results indicate that the transfer of a face-to-face practical course in microscopic anatomy to an online learning environment is associated with decreased sympathetic and enhanced vagal cardiovascular influences, together with lower cortisol concentrations in healthy medical students.
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Affiliation(s)
- Morris Gellisch
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
| | - Oliver T Wolf
- Department of Cognitive Psychology, Faculty of Psychology, Ruhr University Bochum, Bochum, Germany
| | - Nina Minkley
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Wolfgang H Kirchner
- Behavioral Biology and Biology Education, Faculty of Biology and Biotechnology, Ruhr University Bochum, Bochum, Germany
| | - Martin Brüne
- Department of Cognitive Neuropsychiatry and Psychiatric Preventive Medicine, Landschaftsverband Westfalen-Lippe (LWL) University Hospital of Ruhr University Bochum, Bochum, Germany
| | - Beate Brand-Saberi
- Department of Anatomy and Molecular Embryology, Institute of Anatomy, Medical Faculty, Ruhr University Bochum, Bochum, Germany
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Students’ Perceptions of Online Learning during COVID-19 Pandemic: A Qualitative Approach. SUSTAINABILITY 2022. [DOI: 10.3390/su14138138] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In this study, we conducted a thematic analysis of the views and perspectives of university students about online learning, specifically regarding their interpretations and experiences of the transition from traditional face-to-face courses to online teaching during the COVID-19 pandemic. The sample included 209 undergraduate and postgraduate students who were invited to complete five tasks, i.e., a free association task, answering open questions about the advantages and disadvantages of online learning, providing suggestions for improving online learning, and sharing a personal experience lived during this period. Some of the main themes extracted from the data refer to the negative aspects of online learning mentioned by participants in relation to its disadvantages, such as health and psychosocial problems (e.g., stress, anxiety, decreased motivation, isolation/loneliness, and apathy) and learning process problems (e.g., misunderstandings, a lack of feedback, additional academical requirements, a lack of challenge, and disengagement). Other recurrent themes refer to the positive aspects of online learning associated with its benefits: comfort and accessibility, economy (saving time and money), and psychological and medical safety. The personal experiences during COVID-19 shared by our respondents were organised around four main themes (positive, negative, ambivalent, and transformative experiences) related to students’ adaptation to the educational context generated by the pandemic. Based on these findings, practical recommendations for universities and researchers are discussed.
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Evans DJR, Pawlina W. The future of anatomy education: Learning from Covid-19 disruption. ANATOMICAL SCIENCES EDUCATION 2022; 15:643-649. [PMID: 35656637 DOI: 10.1002/ase.2203] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/06/2022] [Indexed: 06/15/2023]
Affiliation(s)
- Darrell J R Evans
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Victoria, Australia
| | - Wojciech Pawlina
- Department of Clinical Anatomy, Mayo Clinic College of Medicine and Science, Mayo Clinic, Rochester, Minnesota, USA
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Courtney J, Titus-Lay E, Malhotra A, Nehira J, Mohamed I, Mente W, Le U, Buckley L, Feng X, Vinall R. COVID-19-Driven Improvements and Innovations in Pharmacy Education: A Scoping Review. PHARMACY 2022; 10:pharmacy10030060. [PMID: 35736775 PMCID: PMC9227261 DOI: 10.3390/pharmacy10030060] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2022] [Revised: 05/20/2022] [Accepted: 05/31/2022] [Indexed: 02/04/2023] Open
Abstract
The COVID-19 pandemic led to many colleges of pharmacy having to make major changes relating to their infrastructure and delivery of their curriculum within a very short time frame, including the transition of many components to an online setting. This scoping review sought to summarize what is known about the impact of COVID-19 on pharmacy education and the effectiveness of adaptation strategies which were put in place. PubMed, Web of Science, OVID Medline, and MedEdPortal were searched to identify pharmacy education-related articles published since the beginning of the COVID-19 pandemic. For article inclusion, the following criteria had to be met: described original research, related directly to PharmD or PharmBS education, related to the impact of COVID-19 on pharmacy education, and was available in English. Out of a total of 813 articles, 50 primary research articles were selected for inclusion. Our review of these identified four domains relating to the impact of COVID-19 on pharmacy education and/or effectiveness of adaptation strategies: (1) lab-based courses and activities (including interprofessional education activities), (2) experiential education, (3) didactic education, and (4) student well-being. The key research findings are summarized and discussed. While the COVID-19 pandemic has clearly brought many challenges to pharmacy education, it has also led to key improvements and innovations.
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One-Size-Fits-All Policies Are Unacceptable: A Sustainable Management and Decision-Making Model for Schools in the Post-COVID-19 Era. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19105913. [PMID: 35627450 PMCID: PMC9140660 DOI: 10.3390/ijerph19105913] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 05/10/2022] [Accepted: 05/11/2022] [Indexed: 01/27/2023]
Abstract
This paper proposes a sustainable management and decision-making model for COVID-19 control in schools, which makes improvements to current policies and strategies. It is not a case study of any specific school or country. The term one-size-fits-all has two meanings: being blind to the pandemic, and conducting inflexible and harsh policies. The former strategy leads to more casualties and does potential harm to children. Conversely, under long-lasting strict policies, people feel exhausted. Therefore, some administrators pretend that they are working hard for COVID-19 control, and people pretend to follow pandemic control rules. The proposed model helps to alleviate these problems and improve management efficiency. A customized queue model is introduced to control social gatherings. An indoor–outdoor tracking system is established. Based on tracing data, we can assess people’s infection risk, and allocate medical resources more effectively in case of emergency. We consider both social and technical feasibility. Test results demonstrate the improvements and effectiveness of the model. In conclusion, the model has patched up certain one-size-fits-all strategies to balance pandemic control and normal life.
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Pires C. Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review. PHARMACY 2022; 10:31. [PMID: 35202080 PMCID: PMC8874398 DOI: 10.3390/pharmacy10010031] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Revised: 02/12/2022] [Accepted: 02/14/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND E-learning strategies were globally adopted by academies because of the COVID-19 pandemic. The characterization of students' perception of online learning is fundamental to design appropriate models for pharmacy curricula. The study aim was to carry out a systematic review about the perception of pharmacy students on the e-learning strategies adopted during the COVID-19 pandemic. METHODS The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist was followed. PICOS criteria were applied. Five databases were screened: PubMed, Cochrane Library, DOAJ-Directory of Open Access Journals, SciELO-Scientific Electronic Library Online and b-on-Online Library of knowledge (Biblioteca do conhecimento online). KEYWORDS "pharmacy and (distant or remote or e-learning or online or zoom or education or training or digital) and (COVID or SARS and (student or undergraduate) and (opinion or satisfaction or perception or attitude)". RESULTS 23 out of 176 papers were selected (28 duplicated and 125 excluded). Selected papers were classified, as follows: studies exclusively involving pharmacy students (n = 8); studies simultaneously involving pharmacy students and other healthcare students (n = 6); and studies related to the involvement of pharmacy students in specific courses (n = 9). CONCLUSIONS In general, the perception of pharmacy students on e-learning strategies adopted during the COVID-19 pandemic was positive. However, an expressive proportion of undergraduates reported negative issues about online education, which seems to support the necessity of optimizing e-learning strategies in the future.
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Affiliation(s)
- Carla Pires
- CBIOS-Universidade Lusófona's Research Center for Biosciences and Health Technologies, 1749-024 Lisbon, Portugal
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