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Cui S, Kar KS, Vasani S, Al Jallad N, Sanders MR, Cacciato R, Wu TT, Xiao J, Malmstrom H. Perception of Virtual Education Learning among Dental Residents and Faculty during the COVID-19 Pandemic: A Cross-Sectional Study. Dent J (Basel) 2024; 12:231. [PMID: 39195075 DOI: 10.3390/dj12080231] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2024] [Revised: 07/04/2024] [Accepted: 07/17/2024] [Indexed: 08/29/2024] Open
Abstract
OBJECTIVES The coronavirus disease 2019 (COVID-19) pandemic prompted a rapid shift from in-person to virtual learning in dental education. This study aims to assess the perceptions of virtual education learning among dental residents and faculty and employ regulatory focus theory (RFT) to understand the impact of motivational orientations on virtual learning during the COVID-19 pandemic. METHODS In total, 46 dental residents and 10 faculty members in a dental institution participated in the study (June-August 2021). Questionnaires were used to obtain data on demographics, perceptions of virtual learning, burnout, and RFT types (promotion and prevention focus). Multiple regression analyses were used to examine factors associated with perceptions of virtual learning and burnout. RESULTS Overall, 70% of residents and 44% of faculty found virtual learning effective. Younger residents with less experience preferred virtual learning more than their older, experienced peers. Residents trained outside the U.S. and Canada favored in-person learning more than those trained within. Furthermore, residents with a higher promotion focus score found virtual learning more interactive for didactic courses. Additionally, 52% of residents experienced burnout, with a higher incidence among females (p = 0.044). CONCLUSIONS Virtual learning is well received by dental residents and faculty, with potential for continued use post-pandemic. Future efforts should focus on creating an inclusive and supportive educational environment that meets the motivational and well-being needs of dental residents and faculty.
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Affiliation(s)
- Shasha Cui
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Kumari Saswati Kar
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Shruti Vasani
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Nisreen Al Jallad
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Mechelle R Sanders
- Department of Family Medicine, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Rita Cacciato
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Tong Tong Wu
- Department of Biostatistics and Computational Biology, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Jin Xiao
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
| | - Hans Malmstrom
- Eastman Institute for Oral Health, University of Rochester School of Medicine and Dentistry, Rochester, NY 14642, USA
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Bligh ER, Aldabbagh Y, Sheppard J, Krivankova B, Park JJ, Cheung J, Erdi-Krausz G, Thomas J, Altaher H, Courtney E, Farrow T. Virtual student-led neuroscience conferencing: a UK multicentre prospective study investigating delegate outcomes and delivery mode. BMC MEDICAL EDUCATION 2023; 23:883. [PMID: 37978372 PMCID: PMC10657021 DOI: 10.1186/s12909-023-04779-z] [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: 10/14/2022] [Accepted: 10/16/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND Clinical neuroscience training programmes are becoming increasingly competitive to enter. UK university neuroscience societies act as a local environment for students to develop their career interests and provide portfolio building opportunities through hosting events such as annual conferences. Recently there has been a transition to more of these events being held online yet the impact of this, if any, remains unclear. This prospective study aimed to identify the impact of student-led neuroscience conferences on delegates and examine attitudes towards an online delivery approach. METHODS Multi-centre prospective survey study using pre-conference, post-conference, and 6-month post-conference online questionnaires distributed at 6 virtual student-led neuroscience conferences in 2021. The questionnaires had five-domains: demographics, career aspirations, academic skillsets, an educational manipulation check (EMC) and mode of delivery preference. RESULTS Nine hundred twenty-four surveys were completed across 559 conference attendances. 79.9% of delegates were medical students. Interest in a neuroscience career (p < 0.001), preparedness to undertake research (p < 0.001) and presentation (p < 0.001), as well as EMC scores (p < 0.001) increased immediately post conference. Most participants at 6 months post-attendance had completed an academic project (71.9%) or presentation (50.9%), although 88.8% were lost to follow up. Online format was preferred (65%) with reasons including elimination of travel and access to home facilities whilst lack of face-to-face interaction and engagement were recognised limitations. CONCLUSION UK student-led online neuroscience conferences play a role in developing knowledge and may facilitate career interest, academic skillset and longer term portfolio building. A hybrid virtual and in-person experience would offer an ideal solution to future conferencing, providing options promoting engagement and interactivity whilst advocating sustainability, accessibility and widening participation.
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Affiliation(s)
- Emily R Bligh
- Department of Neurosurgery, University Hospital Southampton, Southampton, UK.
- Faculty of Medicine, Dentistry & Health, University of Sheffield Medical School, Sheffield, S10 2RX, UK.
- Insititute of Neurosciences, Glasgow, G51 4TF, UK.
| | - Yousif Aldabbagh
- UCL Medical School, University College London, London, WC1E 6DE, UK
| | - Jack Sheppard
- UCL Medical School, University College London, London, WC1E 6DE, UK
| | - Barbora Krivankova
- Department of Surgery, NHS Lothian, Edinburgh, UK
- School of Medicine, Dentistry & Nursing, University of Glasgow, Glasgow, G51 4TF, UK
| | - Jay J Park
- Edinburgh Medical School, University of Edinburgh, Edinburgh, EH16 4SB, UK
| | - Joe Cheung
- Queen Mary University of London, Barts and The London School of Medicine London, London, UK
| | - Gergo Erdi-Krausz
- Faculty of Medicine, University of Southampton, Southampton, SO17 1BJF, UK
| | - Joshua Thomas
- Faculty of Medicine, Dentistry & Health, University of Sheffield Medical School, Sheffield, S10 2RX, UK
| | - Hibatallah Altaher
- Faculty of Medicine, Dentistry & Health, University of Sheffield Medical School, Sheffield, S10 2RX, UK
| | - Ellie Courtney
- Faculty of Medicine, Dentistry & Health, University of Sheffield Medical School, Sheffield, S10 2RX, UK
| | - Tom Farrow
- Faculty of Medicine, Dentistry & Health, University of Sheffield Medical School, Sheffield, S10 2RX, UK
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Windram JD, Neal A, McMahon CJ. Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools. CJC PEDIATRIC AND CONGENITAL HEART DISEASE 2023; 2:93-102. [PMID: 37970528 PMCID: PMC10642146 DOI: 10.1016/j.cjcpc.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 11/17/2023]
Abstract
Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.
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Affiliation(s)
- Jonathan D. Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Ashley Neal
- Department of Pediatric Cardiology, Cincinnati Children’s Hospital, Cincinnati, Ohio, USA
| | - Colin J. McMahon
- Department of Pediatric Cardiology, Children’s Health Ireland, Crumlin, Dublin 12, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands
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Reverse adoption of information and communication technology among organisers of academic conferences. Scientometrics 2023; 128:1963-1985. [PMID: 36844385 PMCID: PMC9939029 DOI: 10.1007/s11192-022-04616-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 11/25/2022] [Indexed: 02/25/2023]
Abstract
This study examines the formats offered for academic conferences in the mature stages of the COVID-19 pandemic. Two out of three organisers discontinue their usage of online video tools and focus on in-person conferences. Only one out of five conferences offers hybrid solutions and even fewer a virtual alternative (13%). Data for the analysis originate from 547 calls for proposals announced in Spring 2022 for conferences to be held during the period August 2022 to July 2023. Estimates using a multinomial logit model show that the planning time is significantly related to the choice of format offered. The longer the lead time, the more likely it is to offer an in-person conference. International travel restrictions and bans on gatherings for the location of the venue at the time of planning are significantly related to the choice of virtual, but not hybrid formats. There are also large differences in the choice across disciplines, with conferences in arts and humanities as well as natural sciences showing the lowest preference for the virtual format.
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Corriero AC, Silva Correia IF, Park KB, Kinnear J, Miranda BH. Evaluating the impact of a virtual international global surgery conference as a means for global surgery and health education. Heliyon 2022; 8:e11842. [PMID: 36531624 PMCID: PMC9755225 DOI: 10.1016/j.heliyon.2022.e11842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 09/27/2022] [Accepted: 11/16/2022] [Indexed: 12/03/2022] Open
Abstract
Objective Global Surgery was established as a specialty in the 1980s to improve worldwide surgical care and delivery; however, despite having significant importance, a lack of exposure remains within undergraduate and postgraduate training schemes. This study aims to evaluate the impact of a free international virtual Global Surgery conference in raising interest, awareness and knowledge for medical and allied healthcare professional students, surgical trainees and surgeons worldwide. Design A free one-day international Global Surgery conference was organised in May 2021 and broadcast on a worldwide delegate online platform; there were seven keynote presentations. Registered delegates completed pre-and post-conference questionnaires. Data were collected including country of origin, training/professional level, Likert (1-5) scale ratings of conference keynote topics and VAS (0-10) scores for overall conference evaluation. Furthermore, qualitative feedback in relation to positive feedback and ideas for improvement was also invited, and in cases where multiple feedback was given, was categorised separately. Setting The study was undertaken by the St Andrew's Anglia Ruskin (StAAR) Research Group, School of Medicine, Anglia Ruskin University, Chelmsford, UK. Participants There were 230 registered delegates; the attendance rate was 81.7% (188/230), representing a variety of different training/professional levels from 50 countries. For attendees, the questionnaire response rate was 88.8% (167/188). Results There was a significant increase in knowledge improvement regarding six conference topics, with five achieving a median (IQR) post-conference Likert score of 5(1) and one achieving a score of 4(1) (p < 0.001). Average confidence and knowledge remained unchanged on the use of social media to access worldwide surgical education (p = 0.667). Overall, the conference received high satisfaction (9.4/10) and recommendation (9.5/10) ratings. Conclusion Our findings support the concept of free Global Surgery virtual conference integration into medical and allied healthcare professional student curricula worldwide, to promote early awareness and facilitate the growth of the healthcare 'workforce of tomorrow'.
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Affiliation(s)
- Anna Chiara Corriero
- School of Medicine, Faculty of Health, Education, Medicine & Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UK
| | - Inês F Silva Correia
- School of Medicine, Faculty of Health, Education, Medicine & Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UK
| | - Kee B Park
- Department of Global Health and Social Medicine, Harvard Medical School, 25 Shattuck St, Boston, MA 02114, USA
| | - John Kinnear
- School of Medicine, Faculty of Health, Education, Medicine & Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UK
| | - Benjamin H Miranda
- School of Medicine, Faculty of Health, Education, Medicine & Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UK
- St Andrew's Centre for Plastic Surgery & Burns, Broomfield Hospital, Chelmsford, UK
- St Andrew's Anglia Ruskin (StAAR) Research Group, Faculty of Health, Education, Medicine & Social Care, Anglia Ruskin University, Bishop Hall Lane, Chelmsford CM1 1SQ, UK
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Bastian M, Flatø EH, Baraitser L, Jordheim H, Salisbury L, van Dooren T. 'What about the coffee break?': Designing virtual conference spaces for conviviality. GEO : GEOGRAPHY AND ENVIRONMENT 2022; 9:e00114. [PMID: 36530215 PMCID: PMC7613954 DOI: 10.1002/geo2.114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/24/2022] [Revised: 07/19/2022] [Accepted: 10/03/2022] [Indexed: 06/17/2023]
Abstract
Geography, like many other disciplines, is reckoning with the carbon intensity of its practices and rethinking how activities such as annual meetings are held. The Climate Action Task Force of the American Association of Geographers (AAG), for example, was set up in 2019 and seeks to transform the annual conference in light of environmental justice concerns. Mirroring shifts it geographic practice across the globe, these efforts point to a need to understand how new opportunities for knowledge production such as online events can operate effectively. In this article, we offer suggestions for best practice in virtual spaces arising from our Material Life of Time conference held in March 2021, a two day global event that ran synchronously across 15 time zones. Given concerns about lack of opportunities for informal exchanges at virtual conferences, or the "coffee break problem", we designed the event to focus particularly on opportunities for conviviality. This was accomplished through a focus on three key design issues: the spatial, the temporal and the social. We review previous work on the benefits and drawbacks of synchronous and asynchronous online conference methods and the kinds of geographic communities they might support. We then describe our design approach and reflect on its effectiveness via a variety of feedback materials. We show that our design enabled high delegate satisfaction, a sense of conviviality, and strong connections with new colleagues. However we also discuss the problems with attendance levels and external commitments which hampered shared time together. We thus call for collective efforts to support the 'event time' of online meetings, rather than expectations to fit them around everyday tasks. Even so, our results suggest that synchronous online events need not result in geographical exclusions linked to time zone differences, and we outline further recommendations for reworking the spacetimes of the conference.
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Affiliation(s)
| | - Emil Henrik Flatø
- Department of Culture Studies and Oriental LanguagesUniversity of OsloOsloNorway
| | | | - Helge Jordheim
- Department of Culture Studies and Oriental LanguagesUniversity of OsloOsloNorway
| | | | - Thom van Dooren
- Sydney Environment Institute and Department of Gender and Cultural Studies, University of SydneyThe University of SydneySydneyNew South WalesAustralia
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Ganesananthan S, Zahid A, Choudhry A, Vadiveloo TV, Khan N, Yang T, Urrehman H, Mahesh S, Yousef Z. The Utility and Educational Impact of a Virtual Webinar to Deliver an International Undergraduate Cardiovascular Conference. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:993-1002. [PMID: 36072821 PMCID: PMC9441587 DOI: 10.2147/amep.s376114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Accepted: 08/04/2022] [Indexed: 06/15/2023]
Abstract
Introduction Conferences are an important avenue for dissemination of knowledge, research and provide networking opportunities for career development. The COVID-19 pandemic has prompted adoption of virtual platforms for delivery of these conferences. The aim of the study was to determine the utility and educational impact of a student-led virtual webinar to deliver an undergraduate cardiovascular conference compared to a traditional in-person conference. Methods We conducted a two-day virtual conference using the Zoom platform in June 2021. The conference consisted of cardiology subspecialty lectures, and workshops were conducted by a junior doctor, senior cardiology trainees and consultants. The conference also outlaid a virtual poster hall and oral presentation session while networking opportunities were encouraged using breakout rooms and poster hall chat function. A 38-item self-administered online questionnaire was designed and disseminated at the end of the conference to all attending delegates. All data analysis and data visualisation strategies were conducted on R statistical programming. Results Eight-hundred and forty students from 55 countries attended the event. Four hundred and ninety participants (58.5% response rate, 55.9% female) completed the questionnaire. Factors such as weekend conference (84.9%), student-led or organised (84.1%), environmental/sustainable (82.3%), appropriate level for me (81.5%) and comfort to present (80.8%) were deemed to be at least equal to traditional in-person conference. The conference also increased participants' interest, their core cardiology knowledge and improved their critical analysis and basic echocardiography skills [median 4 (IQR 3-5) for all parameters]. Overall, participants also found it easy to use the virtual platform [median 5 (IQR 5-5)] and easier to ask questions compared to in-person conferences [median 5 (IQR 4-5) vs median 4 (IQR 3-5), p < 0.001]. Conclusion Our virtual conference provided opportunities to students that the COVID-19 pandemic would have otherwise affected; however, its utility and educational impact will need to be assessed within its individual context of delivery.
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Affiliation(s)
- Sashiananthan Ganesananthan
- National Heart and Lung Institute, Imperial College London, London, UK
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Abeer Zahid
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Anam Choudhry
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Thivya V Vadiveloo
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Nailah Khan
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Ting Yang
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Haroon Urrehman
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Sahana Mahesh
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
| | - Zaheer Yousef
- Cardiff University School of Medicine, Cardiff University, Cardiff, Wales, UK
- Department of Cardiology, University Hospital Wales, Cardiff, Wales, UK
- Welsh Heart Research Institute, Cardiff University, Cardiff, Wales, UK
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Raby CL, Cusick JA, Fürtbauer I, Graham KE, Habig B, Hauber ME, Madden JR, Strauss AV, Fernández-Juricic E. An inclusive venue to discuss behavioural biology research: the first global Animal Behaviour Twitter Conference. Anim Behav 2022. [DOI: 10.1016/j.anbehav.2022.02.015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
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Replacing an ‘In-Person’ Global Health Annual Conference With a Virtual Format: A Case Study from the Consortium of Universities for Global Health. Ann Glob Health 2022; 88:23. [PMID: 35433285 PMCID: PMC8973777 DOI: 10.5334/aogh.3695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Background: Beginning in 2020, the COVID pandemic disrupted many planned annual meetings that relied on travel to a destination for sharing scholarship, networking, and planning future collaborations. As with many organizations, the Consortium of Universities for Global Health (CUGH) began exploring the utilization of a virtual platform on which to conduct the annual conference. Objective: We sought to understand the value of conducting an annual conference virtually and to evaluate the added benefit of utilizing a learning management system. Methods: Routinely collected registration data was used for the CUGH 2021 annual conference, which was completely virtual, and compared to in-person registration data from prior years. In addition, tracking and engagement data from a learning management system was reviewed to understand participation. Findings: The virtual conference attracted the greatest number of registrations, from the largest number of countries since the organization began in 2008. Analyzing the engagement of participants with specific sessions through the on-line learning management system allowed a deeper understanding of the popularity and value of topics. Conclusion: A virtual format is an efficient and effective venue for scholarly conferences. The additional information gained from an on-line learning management system can provide valuable information for future conference planning.
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Stefanoudis PV, Biancani LM, Cambronero-Solano S, Clark MR, Copley JT, Easton E, Elmer F, Haddock SHD, Herrera S, Iglesias IS, Quattrini AM, Sigwart J, Yesson C, Glover AG. Moving conferences online: lessons learned from an international virtual meeting. Proc Biol Sci 2021; 288:20211769. [PMID: 34666518 PMCID: PMC8527193 DOI: 10.1098/rspb.2021.1769] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 09/28/2021] [Indexed: 12/30/2022] Open
Abstract
We consider the opportunities and challenges associated with organizing a conference online, using a case study of a medium-sized (approx. 400 participants) international conference held virtually in August 2020. In addition, we present quantifiable evidence of the participants' experience using the results from an online post-conference questionnaire. Although the virtual meeting was not able to replicate the in-person experience in some aspects (e.g. less engagement between participants) the overwhelming majority of respondents found the meeting an enjoyable experience and would join similar events again. Notably, there was a strong desire for future in-person meetings to have at least some online component. Online attendance by lower-income researchers was higher compared with a past, similar-themed in-person meeting held in a high-income nation, but comparable to one held in an upper-middle-income nation. This indicates that online conferences are not a panacea for diversity and inclusivity, and that holding in-person meetings in developing economies can be at least as effective. Given that it is now relatively easy to stream contents of meetings online using low-cost methods, there are clear benefits in making all presented content accessible online, as well as organizing online networking events for those unable to attend in person.
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Affiliation(s)
- Paris V. Stefanoudis
- Department of Zoology, University of Oxford, Oxford, UK
- Nekton Foundation, Oxford, UK
| | - Leann M. Biancani
- Department of Biology, University of Maryland, College Park, MD, USA
- Smithsonian Institution, National Museum of Natural History, Washington, DC, USA
| | - Sergio Cambronero-Solano
- Departamento de Física, Universidad Nacional de Costa Rica, Heredia, Costa Rica
- Colectivo Internacional Pelagos Okeanos, Costa Rica
| | - Malcolm R. Clark
- National Institute of Water and Atmospheric Research, Auckland, New Zealand
| | - Jonathan T. Copley
- School of Ocean and Earth Science, University of Southampton, Southampton, UK
| | - Erin Easton
- School of Earth, Environmental and Marine Sciences, University of Texas Rio Grande Valley, Edinburg, TX, USA
| | - Franziska Elmer
- School for Field Studies, Center for Marine Resource Studies, Turks and Caicos Islands
| | | | - Santiago Herrera
- Department of Biological Sciences, Lehigh University, Bethlehem, PA, USA
| | - Ilysa S. Iglesias
- Department of Ocean Sciences, University of California, Santa Cruz, CA, USA
| | - Andrea M. Quattrini
- Smithsonian Institution, National Museum of Natural History, Washington, DC, USA
| | - Julia Sigwart
- School of Biological Sciences, Queen's University Belfast, Belfast, UK
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11
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Valenti A, Fortuna G, Barillari C, Cannone E, Boccuni V, Iavicoli S. The future of scientific conferences in the era of the COVID-19 pandemic: Critical analysis and future perspectives. INDUSTRIAL HEALTH 2021; 59:334-339. [PMID: 34421103 PMCID: PMC8516633 DOI: 10.2486/indhealth.2021-0102] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 05/24/2021] [Indexed: 05/28/2023]
Abstract
The global spread of COVID-19 pandemic forced the scientific community to identify new ways of exchanging and transferring the scientific knowledge, also considering that the measures taken to combat the pandemic, such as travel restrictions, closed borders and gathering bans, led to cancellations of many conferences, meetings and workshops. The enhancement of the existing digital platforms and the development of new systems to share scientific knowledge has allowed the scientific community to "meet" again in new virtual environments (e.g., Zoom, Cisco WebEx, Live Stream, Demio, GoToWebinar Seminar, Google Hangouts, Skype, Microsoft Teams, etc.), providing an unprecedented opportunity to reform methods of organizing academic conferences in all disciplines.Starting from the review of the existing literature, this study aimed at investigating the impact of the spreading of virtual conferences on the field of research. The SWOT analysis was used to identify strengths and weaknesses of the scientific conferences organized in the new format, as well as opportunities and threats created by the socio-economic and political context in the era of the COVID-19 pandemic.
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Affiliation(s)
- Antonio Valenti
- Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Italy
| | - Grazia Fortuna
- Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Italy
| | | | - Erika Cannone
- International Commission on Occupational Health (ICOH), Italy
| | - Valeria Boccuni
- Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Italy
| | - Sergio Iavicoli
- Department of Occupational and Environmental Medicine, Epidemiology and Hygiene, Italian Workers' Compensation Authority (INAIL), Italy
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Chou JY, Camerlink I. Online conferences as an opportunity to enhance inclusiveness in animal behaviour and welfare research: A case study of the ISAE 2020 virtual meeting. Appl Anim Behav Sci 2021; 241:105369. [DOI: 10.1016/j.applanim.2021.105369] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 05/07/2021] [Accepted: 05/10/2021] [Indexed: 12/25/2022]
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