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Kugener V, Palin K, Salas M, Webster P, Cole A, Price J, Habibi S, Naboulet C, Ely D, Joshi P, Malikova MA. The American Program in Pharmacovigilance (Am2P): a new accredited online training program in pharmacovigilance and pharmacoepidemiology. Ther Adv Drug Saf 2024; 15:20420986241249905. [PMID: 38737826 PMCID: PMC11088298 DOI: 10.1177/20420986241249905] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 04/04/2024] [Indexed: 05/14/2024] Open
Affiliation(s)
| | - Karine Palin
- Eu2P Programme, Collège Santé, Université de Bordeaux, Bordeaux, France
| | - Maribel Salas
- Daiichi Sankyo Inc, Tokyo, Japan
- Center for Real-World Effectiveness and Safety of Therapeutics (CREST), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA, USA
| | | | - Abimbola Cole
- GSK, Cambridge, MA, USA
- MCPHS University, Boston, MA, USA
| | - John Price
- Independent PV Consultant, Connecticut, USA
- John Price PharmaSolutions LLC, Madison, CT, USA
| | | | - Christa Naboulet
- #PEPiTe santé, Collège Santé – Université de Bordeaux, Bordeaux, France
| | | | | | - Marina A. Malikova
- Surgical Translational Research Operations and Compliance, Department of Surgery, Boston Medical Center, Boston University, Chobanian and Avedisian School of Medicine, 88 East Newton Street, Collamore Building, Boston, MA 02215-1300, USA
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Cuglan S, Gas S. Are YouTube videos about skull bone anatomy useful for students? Clin Anat 2024; 37:344-352. [PMID: 38308488 DOI: 10.1002/ca.24138] [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: 06/09/2023] [Revised: 11/26/2023] [Accepted: 01/19/2024] [Indexed: 02/04/2024]
Abstract
The aim of this study was to evaluate the content, quality, and functionality of YouTube videos on the anatomy of skull bones and to measure their educational usefulness. In this cross-sectional study, the keywords "skull bones" and "skull anatomy" were searched in the YouTube search tab. Demographic data such as type, source, duration, upload date, and view rates of the videos were recorded. The quality and content of the videos were measured using the total content score (TCS), modified DISCERN scale, JAMA score, and Global Quality Scale (GQS). SPSS 26.0 software was used for statistical analysis. Twenty-five (34.7%) of the first 72 videos found by keyword searches were included in the study. According to the GQS criteria, six of them (24%) were considered useful and 19 (76%) not useful. There was a strong statistically significant correlation between the GQS and DISCERN scores (r = 0.813, p < 0.001). There were strong statistically significant positive correlations between TCS and GQS scores (r = 0.887, p < 0.001) and between TCS and modified DISCERN scores (r = 0.691, p < 0.001). Additionally, there was a moderately strong statistically significant positive correlation between GQS and JAMA scores (r = 0.507, p < 0.05). There were also moderately strong statistically significant correlations between JAMA score and DISCERN score (r = 0.521, p < 0.001), video length (r = 0.416, p < 0.05), number of comments (r = 0.457, p < 0.05), and number of "likes" (r = 0.608, p < 0.001). There was a moderately strong statistically significant positive correlation between TCS and JAMA scores (r = 0.431, p < 0.05). Most YouTube videos have insufficient information about skull bones to meet the expectations of medical and dental school curricula. Anatomists and institutions should be encouraged to prepare and present YouTube videos using assessment systems such as DISCERN, JAMA, GQS, and TCS, in line with current anatomy curricula.
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Affiliation(s)
- Songul Cuglan
- Department of Anatomy, Faculty of Medicine, Istanbul Beykent University, Istanbul, Turkey
| | - Selin Gas
- Department of Oral and Maxillofacial Surgery, Faculty of Dentistry, Istanbul Beykent University, Istanbul, Turkey
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Song M, Zhang L, Ji Q, Ji P, Xu J, Chen Y, Guo L. Nursing students' emotions, educational concerns, and the impact of study careers and professional futures during the COVID-19 pandemic: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:278. [PMID: 38481261 PMCID: PMC10938772 DOI: 10.1186/s12909-024-05231-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 12/21/2023] [Accepted: 02/27/2024] [Indexed: 03/17/2024]
Abstract
BACKGROUND COVID-19 is a challenge to education systems worldwide. The aim of the study was to explore the impact of COVID-19-pandemic-related emotions and COVID-19-related concern for education on the study careers and professional futures of nursing students. METHODS The study was completed between March and June 2023 using a multi-stage sampling design. A total of 1126 nursing students were recruited to complete the questionnaire. The self-administered questionnaire consisted of basic characteristics of the subjects, the COVID-19-pandemic-related emotions scale, the COVID-19-related concern for education scale, and the impact of the COVID-19 on study careers and professional futures scale (SCPFI-19 S). One-way ANOVA/t-test, correlation coefficient analysis, and hierarchical linear regression analysis were used to explore factors influencing changes in study careers and professional futures, and the relationship between COVID-19-pandemic-related emotions and COVID-19-related concern for education. RESULTS Univariate analysis of variance indicated that residence, willingness, and whether to engage in nursing after graduation were related to SCPFI-19 S (P < 0.05). COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly and positively associated with SCPFI-19 S (r = 0.566, P < 0.01; r = 0.199, P < 0.01). Stratified multiple regression analysis showed that COVID-19-pandemic-related emotions and COVID-19-related concern for education of nursing students were significant predictors of SCPFI-19 S. CONCLUSION Overall, both COVID-19-pandemic-related emotions and COVID-19-related concern for education were significantly correlated with SCPFI-19 S. In future interventions, schools should consider structures and strategies to support students' mental health and educational trajectories during current and future epidemics or similar crises.
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Affiliation(s)
- Miaojing Song
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, Wuhu City, An Hui Province, PR China
| | - Qiqi Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Pengjuan Ji
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Jiashuang Xu
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Yian Chen
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, No. 40, Section 3, Songpo Road, Linghe District, Jinzhou City, Liaoning Province, PR China.
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Lidor NH, Baloush-Kleinman V, Mazor Y, Oren O, Dudai R. When Distance Becomes Closeness: Distance Learning as a Meaningful Learning Opportunity During the COVID-19 Pandemic. Community Ment Health J 2024; 60:14-26. [PMID: 36173515 PMCID: PMC9521004 DOI: 10.1007/s10597-022-01029-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/06/2021] [Accepted: 09/12/2022] [Indexed: 11/29/2022]
Abstract
The National School for Mental Health Rehabilitation, Integration, and Recovery in Israel developed responses to academic, pedagogical, and emotional needs that arose during the first wave of the COVID-19 pandemic. Despite reduced activity during the outbreak, the school continued all regular courses remotely and created new online workshops. In this article, we review the school's adjustment from being change agents on the frontal level to change agents on the virtual level, through descriptive and qualitative findings. We use the learning from success approach to examine development and implementation processes. The large number of participants who suddenly had access to distance learning and their highly positive responses indicated the creation of opportunities alongside the challenges we faced. To the best of our knowledge, this is the first description and analysis of the challenges, opportunities, and outcomes of a recovery-oriented online academic facility during a pandemic.
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Affiliation(s)
- Noami Hadas Lidor
- National School of Rehabilitation, Integration and Recovery in Mental Health, Ono Academic College, Kiryat Ono, Israel
| | - Vered Baloush-Kleinman
- Division of Medicine, Mental Health Rehabilitation System, Ministry of Health, Jerusalem, Israel
| | - Yael Mazor
- National School of Rehabilitation, Integration and Recovery in Mental Health, Ono Academic College, Kiryat Ono, Israel.
- Social Work Department of Sapir Academic College, The Hebrew University, Jerusalem, Israel.
- AMITIM Programs, IACC, Tel Aviv, Israel.
| | - Orly Oren
- National School of Rehabilitation, Integration and Recovery in Mental Health, Ono Academic College, Kiryat Ono, Israel
| | - Ronit Dudai
- Division of Medicine, Mental Health Rehabilitation System, Ministry of Health, Jerusalem, Israel
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Guckian J, Golenya R, Campbell F, Warburton K. Disruptive dermatology education: a worked example of the flipped classroom and semi-synchronous innovation. Clin Exp Dermatol 2023; 48:1168-1169. [PMID: 37177892 DOI: 10.1093/ced/llad183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 05/10/2023] [Accepted: 06/19/2023] [Indexed: 05/15/2023]
Abstract
The postpandemic technology-enhanced learning revolution has been criticized for promoting learner passivity and undermining learner–educator interactions. We aimed to evaluate integration of the flipped classroom within a digital undergraduate setting, specifically assessing subjective impact on problem solving and analytical skills.
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Affiliation(s)
- Jonathan Guckian
- Department of Dermatology, Leeds Teaching Hospitals Trust, Leeds, UK
- Leeds Institute of Medical Education, University of Leeds, Leeds, UK
| | - Rebecca Golenya
- Department of Dermatology, Leeds Teaching Hospitals Trust, Leeds, UK
| | - Fiona Campbell
- Department of Dermatology, Leeds Teaching Hospitals Trust, Leeds, UK
| | - Katharine Warburton
- Department of Dermatology, Leeds Teaching Hospitals Trust, Leeds, UK
- Leeds Institute of Medical Education, University of Leeds, Leeds, UK
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Pensieri C, De Benedictis A, De Micco F, Saccoccia S, Ivziku D, Lommi M, Alloni R. Continuing Education through the Campus Game: A Sustainable Gamification Project to Improve Doctors' and Nurses' Knowledge of Quality and Clinical Risk Management. Healthcare (Basel) 2023; 11:2236. [PMID: 37628434 PMCID: PMC10454495 DOI: 10.3390/healthcare11162236] [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: 06/16/2023] [Revised: 07/11/2023] [Accepted: 08/04/2023] [Indexed: 08/27/2023] Open
Abstract
The COVID-19 disease has dramatically changed lives worldwide, including education. This is a challenge for traditional learning. In fact, the European Higher Education Area poses the challenge of boosting the quality of teaching through active methodologies supported by digital pedagogy. Gamification is one of these tools and it has considerable attention in the healthcare literature. We aimed to create a game in the Campus Bio-Medico University Hospital Foundation in order to offer continuing education on Quality and Clinical Risk procedures to our staff. The 2021 "Campus Game" (178 players) introduced the "Badge Challenge" (Team Building, Procedures, and Security) and 73 questions. The leaderboard of every single match was posted in some of the hospital's strategic areas and also published online on the company intranet to ensure engagement and competitiveness. Gamification has spontaneously promoted teamworking and a virtuous process of multiprofessional education. We found that, during the Campus Game, there was a 4.9% increase in access to the intranet page containing information on Quality and Patient Safety and an 8% increase in access to the Hospital Policies and Procedures. In the near future, we wish to expand this game, involving hospitals with similar types of activity and levels of attention to quality and safety issues, and also to enhance the network of partners and the principles of Q&S management itself.
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Affiliation(s)
- Claudio Pensieri
- Department of Human Science, Libera Università Maria S.S. Assunta, Via Traspontina 21, 00193 Rome, Italy
| | - Anna De Benedictis
- Clinical Direction, Fondazione Policlinico Universitario Campus Bio-Medico, Via Alvaro del Portillo 200, 00128 Rome, Italy; (A.D.B.); (F.D.M.); (S.S.); (R.A.)
- Department of Medicine and Surgery, Università Campus Bio-Medico di Roma, Via Alvaro del Portillo 21, 00128 Rome, Italy
| | - Francesco De Micco
- Clinical Direction, Fondazione Policlinico Universitario Campus Bio-Medico, Via Alvaro del Portillo 200, 00128 Rome, Italy; (A.D.B.); (F.D.M.); (S.S.); (R.A.)
- Department of Medicine and Surgery, Università Campus Bio-Medico di Roma, Via Alvaro del Portillo 21, 00128 Rome, Italy
| | - Sabrina Saccoccia
- Clinical Direction, Fondazione Policlinico Universitario Campus Bio-Medico, Via Alvaro del Portillo 200, 00128 Rome, Italy; (A.D.B.); (F.D.M.); (S.S.); (R.A.)
| | - Dhurata Ivziku
- Department of Healthcare Professions, Fondazione Policlinico Universitario Campus Bio-Medico, Via Alvaro del Portillo 200, 00128 Rome, Italy;
| | - Marzia Lommi
- Department of Biomedicine and Prevention, University Tor Vergata, Via Cracovia 50, 00133 Rome, Italy;
| | - Rossana Alloni
- Clinical Direction, Fondazione Policlinico Universitario Campus Bio-Medico, Via Alvaro del Portillo 200, 00128 Rome, Italy; (A.D.B.); (F.D.M.); (S.S.); (R.A.)
- Department of Medicine and Surgery, Università Campus Bio-Medico di Roma, Via Alvaro del Portillo 21, 00128 Rome, Italy
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Huang HM, Fang YW. Stress and Coping Strategies of Online Nursing Practicum Courses for Taiwanese Nursing Students during the COVID-19 Pandemic: A Qualitative Study. Healthcare (Basel) 2023; 11:2053. [PMID: 37510494 PMCID: PMC10378767 DOI: 10.3390/healthcare11142053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2023] [Revised: 07/04/2023] [Accepted: 07/16/2023] [Indexed: 07/30/2023] Open
Abstract
BACKGROUND The coronavirus disease (COVID-19) pandemic has resulted in significant changes in nursing education. Maintaining social distance could slow down the spread of COVID-19, and it was necessary, but it significantly reduced students' hands-on clinical practice experience in healthcare settings. Traditional classroom teaching in schools has transitioned to distance or online learning methods, which significantly reduced students' hands-on clinical practice experience in healthcare settings. Although distance education had been implemented for a long time, there are many problems and challenges to be resolved. The experiences and needs of nursing students in remote clinical training urgently require further understanding. PURPOSE To understand the stress and coping strategies of online nursing practicum courses for Taiwanese nursing students during the COVID-19 pandemic. METHODS A qualitative research approach with purposive sampling was supplemented by snowball sampling. Semi-structured interviews were conducted, and the data were collected following the eight-step process outlined by Waltz, Strickland, and Lenz (2010). The participants were 12 nursing students on a two-year nursing RN-to-BSN program at a university in Eastern Taiwan, consisting of 11 females and 1 male student. FINDINGS The stress and coping behaviors of nursing students consist of four main themes, each with three subthemes, including "urgent changes", "the gaps between online courses and practical operations", "mixed feelings of joy and anxiety" and "unexpected gains". CONCLUSIONS The pandemic has impacted nursing students' learning and living. Engaging in online nursing practicum brought about significant stress; nevertheless, students employed various coping strategies to navigate through this challenging period. The findings of this study would also help nursing educators understand the learning gaps in clinical practicum among students.
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Affiliation(s)
- Hui-Man Huang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien 970302, Taiwan
| | - Yu-Wen Fang
- Department of Nursing, College of Nursing, Tzu Chi University of Science and Technology, Hualien 970302, Taiwan
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Abu-Hashem MA, Gutub A, Salem O, Shambour MK, Shambour Q, Shehab M, Izzat A, Alrawashdeh MJ. Discrepancies of remote techno-tolerance due to COVID-19 pandemic within Arab middle-east countries. JOURNAL OF UMM AL-QURA UNIVERSITY FOR ENGINEERING AND ARCHITECTURE 2023. [PMCID: PMC10170038 DOI: 10.1007/s43995-023-00026-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/27/2022] [Accepted: 04/27/2023] [Indexed: 09/09/2023]
Abstract
The coronavirus disease (COVID-19) changed the world’s lifestyle switching many techno-services to be provided remotely instead of direct usual physical interactions between people. This study focused on university students’ perceptions of this virtual technology-engineering change as discrepancies to be analyzed. The research surveyed 777 different students from four Arab middle-east neighboring countries, with related demographics and specifications, expressing full remarkable experiences of e-technology in virtual as well as traditional performances helping reveal overall tolerance possibilities. The study adopted examination technology via ANOVA to test discrepancies within students' perceptions for overall multi-factors deep analysis classification. The exploration highlighted an interesting range of pros and cons remarks including feminism and economic effect as well as other cultural and engineering interaction issues, raising signals to essentially consider and mutually benefit from adequate future generation e-techno adaptation within the region.
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Affiliation(s)
- Muhannad A. Abu-Hashem
- Department of Geomatics, Architecture and Planning Faculty, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Adnan Gutub
- Computer Engineering Department, College of Computer and Information Systems, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Osama Salem
- Educational Technology and E-Learning Department, College of Education, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Mohd Khaled Shambour
- The Custodian of the Two Holy Mosques Institute for Hajj and Umrah Research, Umm Al-Qura University, Makkah, Saudi Arabia
| | - Qusai Shambour
- Software Engineering Department, Faculty of IT, Al-Ahliyya Amman University, Amman, Jordan
| | - Mohammad Shehab
- Artificial Intelligence & Software Engineering Departments, Faculty of Information Technology, Aqaba University of Technology, Aqaba, Jordan
| | - Ahmad Izzat
- Faculty of Engineering and Information Technology, Israa University, Gaza, Palestine
| | - Mufda J. Alrawashdeh
- Department of Mathematics, College of Sciences and Arts, Qassim University, Al-Ras, Kingdom of Saudi Arabia
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Cao S, Gradwohl K, Wang F. Evaluating Live Virtual Chalk Talks as a Teaching Tool for Medical Students on a Dermatology Clerkship. MEDICAL SCIENCE EDUCATOR 2023:1-7. [PMID: 37360065 PMCID: PMC10088670 DOI: 10.1007/s40670-023-01781-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/23/2023] [Indexed: 06/28/2023]
Abstract
The COVID-19 pandemic has highlighted a continued need for innovative virtual teaching methods. Chalk talks, or brief illustrated interactive talks, are easily made virtual with an online whiteboard. We evaluated the efficacy of a live virtual chalk talk curriculum for medical students on their dermatology clerkship. A curriculum of one to three 1-h chalk talks was designed on the following topics: papulosquamous diseases, erythroderma, and immunobullous diseases. Talks were delivered monthly via Zoom to dermatology clerkship students. Pre- and post-talk surveys were administered to assess knowledge, confidence, and satisfaction. Compared with pre-talk, students (n = 18) achieved a greater percentage of possible points on knowledge assessment questions after the talks (41.0 ± 27.7% versus 90.4 ± 18.4%, p < 0.001). As assessed on a Likert scale (1 = not at all confident, 5 = extremely confident), students became more confident in differentiating conditions within each disease group and working up the conditions (2.02 ± 0.53 versus 3.53 ± 0.55, p < 0.001, and 2.09 ± 0.44 versus 3.76 ± 0.89, p < 0.001, respectively). Qualitative responses showed that students appreciated the student-teacher interactions. In conclusion, we found that live chalk talks are an effective and engaging way to teach dermatology to medical students in the virtual setting. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01781-4.
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Affiliation(s)
- Severine Cao
- Department of Dermatology, University of Michigan, 1500 E Medical Center Drive, TC 1910/SPC 5314, Ann Arbor, MI 48105 USA
| | | | - Frank Wang
- Department of Dermatology, University of Michigan, 1500 E Medical Center Drive, TC 1910/SPC 5314, Ann Arbor, MI 48105 USA
- University of Michigan Medical School, Ann Arbor, USA
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Al-Said K, Krapotkina I, Gazizova F, Maslennikova N. Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-24. [PMID: 37361727 PMCID: PMC10063948 DOI: 10.1007/s10639-023-11711-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/15/2022] [Accepted: 03/01/2023] [Indexed: 06/28/2023]
Abstract
Technology development and the general availability of information have affected modern society in such a way that the educational system requires immediate and decisive changes. The situation escalated during the pandemic when distance learning became an integral part of life of every teacher and student. Modern researchers call the educational system built on the flipped classroom model a pedagogical breakthrough, so it is important to study its impact from all sides; this explains the relevance of this paper. The purpose of this research was to study the effectiveness of flipped classroom as a distance learning component for students. The study was conducted at St. Petersburg State University and enrolled 56 students in the control and experimental groups (n = 28 per group). The researchers used the questionnaire "Studying the motives of students' educational activities" by A.A. Rean and V.A. Yakunin and a cross-section of grades to obtain information about academic performance and a survey for feedback from students. The findings show that flipped classroom had a positive effect on academic performance and student motivation. The number of "excellent" students increased by 17.9% and the numbers of "good" and "satisfactory" students decreased by 3.6% and 14.3%, respectively. The overall motivation of the group increased from 4.8 to 5.0. At the same time, the number of students with low motivation decreased by 7.2%, with medium motivation increased by 10.7%, and with high motivation decreased by 3.4%. A feedback survey showed that the vast majority of students were satisfied with the flipped classroom. At that, 89.2% of students answered that this model is suitable for knowledge assimilation, 92.8% believe that flipped classroom arouses their research interest, and 82.1% call the flipped classroom model the most suitable for interesting learning. The respondents noted the following advantages of the flipped classroom: saving time (82.7%), the opportunity to discuss more interesting topics in class (64.2%), the absence of dependence on time and place (38.1%), and the possibility of a deeper study (53.5%). The disadvantages included the inability to independently study the material (10.7%), a large amount of material (17.8%), and technical problems (7.1%). These findings are of value for further study of the effectiveness of flipped classroom introduction into the educational system and may be used to compile statistics or as a basis for a similar experiment.
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Affiliation(s)
- Khaleel Al-Said
- Department of Educational Technology Faculty of Arts and Educational Sciences, Middle East University, Amman, Jordan
| | - Irina Krapotkina
- Department of General and National History, Elabuga Institute of Kazan Federal University, Elabuga, Russia
| | - Farida Gazizova
- Department of Theory and Methodology of Preschool and Primary Education, Elabuga Institute of Kazan Federal University, Elabuga, Russia
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Kazu İY, Kuvvetli M. A triangulation method on the effectiveness of digital game-based language learning for vocabulary acquisition. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-27. [PMID: 37361816 PMCID: PMC10061374 DOI: 10.1007/s10639-023-11756-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 03/22/2023] [Indexed: 06/28/2023]
Abstract
This research aimed to explore the views of 8th grade students on digital game-based English language learning as a foreign language (EFL). A total of 69 students between the ages of 12 and 14 participated in the study. Students' vocabulary acquisition skills were tested using a web 2.0 application called "Quizziz." The study utilized a triangulation method in which the results of a quasi-experiment and the metaphorical perceptions of the learners were obtained. The results of the tests were recorded at two-week intervals, and students' reactions to the results were collected using a data collection tool. The study used a pre-test, post-test, and control group design. The experimental and control groups took a pre-test before the study began. The experimental group then practiced vocabulary using Quizziz, while the control group practiced vocabulary by memorizing it in their mother tongue. The post-test results showed significant differences between the control and experimental groups. In addition, content analysis was used to analyse the data, with metaphors being grouped and frequencies calculated. The students generally expressed positive views on digital game-based EFL, stating that it was highly successful and that in-game power-ups, competing with other students, and receiving rapid feedback improved their motivation.
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Affiliation(s)
- İbrahim Yaşar Kazu
- Department of Educational Sciences, Fırat University Education Faculty, Elazig, 23119 Turkey
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Khalid M, Hossain Khan MS, Gregory S. Contextual variation on teachers’ conceptions of ICT-enhanced teaching in engineering education. Heliyon 2023; 9:e14531. [PMID: 36967979 PMCID: PMC10034454 DOI: 10.1016/j.heliyon.2023.e14531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2022] [Revised: 03/06/2023] [Accepted: 03/10/2023] [Indexed: 03/19/2023] Open
Abstract
Due to the COVID-19 epidemic, higher education all over the world is increasingly reliant on the use of Information and Communication Technology (ICT), which creates several opportunities and problems, especially in the field of engineering education. One of the significant aspects that needs to be bought to the academic attention is how teachers' use of ICT in engineering education has been transformed due to this pandemic. Therefore, the purpose of this study was to investigate views, and practices that define varying conceptions of engineering university teachers' use of ICT in their teaching. Phenomenography, an emerging research approach in engineering education was used as a theoretical and methodological underpinning. A cohort of 14 teachers was selected from two universities in Bangladesh to participate in a semi-structured in-depth interview. The findings revealed five qualitatively different categories of description such as: imparting information, transmitting structured knowledge, offering guided learning, engaging students toward practice and engaging students toward innovation. Relationships among the categories of description revealed four dimensions of variation such as: purpose of using ICT in engineering teaching, role of a teacher, role of a student and TPACK components. The study further found that ICT-usage underpins teacher's pedagogical approach to teaching engineering subjects and therefore provides useful information for university policy makers, teachers and curriculum designers toward quality teaching and learning. A quantitative investigation to determine the impact of the pedagogical approaches to teaching underpinned by ICT-use in engineering education is recommended.
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Alyoussef IY. Acceptance of e-learning in higher education: The role of task-technology fit with the information systems success model. Heliyon 2023; 9:e13751. [PMID: 36845042 PMCID: PMC9938001 DOI: 10.1016/j.heliyon.2023.e13751] [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: 10/19/2022] [Revised: 02/01/2023] [Accepted: 02/10/2023] [Indexed: 02/19/2023] Open
Abstract
The COVID-19 global epidemic has compelled higher education institutions to reconsider their teaching methods. Because of this public health emergency, universities in higher education have adopted e-learning techniques as a solution to face-to-face education. Thus, e-learning has emerged as a critical technology in education at higher education institutions. Nonetheless, the effectiveness of e-learning systems is largely dependent on students' adoption of such systems. The study aims to evaluate the usefulness of task-technology fit (TTF) with the information system success model (ISSM) in perceiving students' adoption of e-learning with the goal of encouraging them to adopt e-learning in the context of higher education. The study employed a quantitative approach, and a theoretical model was evaluated with proposed hypotheses to find the relationships between the constructs. A questionnaire based on TTF and ISSM was distributed among the students, and 260 valid responses were received using a sample random sampling technique. Data was analyzed with the help of SPSS and Partial Least Squares-Structural Equation Modeling (PLS-SEM). After analyzing the data, it was found that perceived ease of use, perceived usefulness, system use, and task technology fit of e-learning are positively and significantly influenced by system quality, information quality, perceived enjoyment, technology characteristics, and task characteristics. The results of TTF and ISSM on system use show a positive effect on e-learning benefits in educational institutions, with all male and female students completely satisfied with the use of e-learning systems. As a result, we advise students to use e-learning systems for educational purposes and should have motivated them to do so through lecturers at higher-level educational institutions.
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Lin W, Zaman SI, Jamil S, Khan SA. Students engagement in distant learning: How much influence do the critical factors have for success in academic performance? PSYCHOLOGY IN THE SCHOOLS 2023. [DOI: 10.1002/pits.22858] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Affiliation(s)
- Weiyi Lin
- Chengyi College Jimei University Xiamen Fujian China
| | - Syed Imran Zaman
- Department of Business Administration Jinnah University of Women Karachi Pakistan
- School of Economics and Management Southwest Jiaotong University Chengdu China
| | - Sobia Jamil
- Department of Business Administration Jinnah University of Women Karachi Pakistan
| | - Sharfuddin Ahmed Khan
- Industrial Systems Engineering, Faculty of Engineering and Applied Science University of Regina Regina Canada
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15
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Zhang ZS, Xi L, Yang LL, Lian XY, Du J, Cui Y, Li HJ, Zhang WX, Wang C, Liu B, Yang YN, Cui F, Lu QB. Impact of air pollutants on influenza-like illness outpatient visits under urbanization process in the sub-center of Beijing, China. Int J Hyg Environ Health 2023; 247:114076. [PMID: 36427387 DOI: 10.1016/j.ijheh.2022.114076] [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: 07/26/2022] [Revised: 11/01/2022] [Accepted: 11/15/2022] [Indexed: 11/23/2022]
Abstract
Air pollutants can cause serious harm to human health and a variety of respiratory diseases. This study aimed to explore the associations between air pollutants and outpatient visits for influenza-like illness (ILI) under urbanization process in the sub-center of Beijing. The data of ILI in sub-center of Beijing from April 1, 2014 to December 31, 2020 were obtained from Beijing Influenza Surveillance Network. A generalized additive Poisson model was applied to examine the associations between the concentrations of air pollutants and daily outpatient visits for ILI when controlling meteorological factors and holidays. A total of 322,559 patients with ILI were included. The results showed that in the early urbanization period, the effects of PM2.5, PM10, SO2, O3, and CO on lag0 day, and PM2.5, PM10, O3, and CO on lag1 day were not significant. In the later urbanization period, AQI and the concentrations of PM2.5, PM10, SO2, NO2 and CO on lag1 day were all significantly associated with an increased risk of outpatient visits for ILI, which increased by 0.34% (95%CI 0.23%, 0.45%), 0.42% (95%CI 0.29%, 0.56%), 0.44% (95%CI 0.33%, 0.55%), 0.36% (95%CI 0.24%, 0.49%), 0.91% (95%CI 0.62%, 1.21%) and 0.38% (95%CI 0.26%, 0.49%). The concentration of O3 on lag1 day was significantly associated with a decreased risk of outpatient visits for ILI, which decreased by 0.21% (95%CI 0.04%, 0.39%). We found that the urbanization process had significantly aggravated the impact of air pollutants on ILI outpatient visits. These findings expand the current knowledge of ILI outpatient visits correlated with air pollutants under urbanization process.
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Affiliation(s)
- Zhong-Song Zhang
- Department of Laboratorial Science and Technology & Vaccine Research Center, School of Public Health, Peking University, Beijing, 100191, PR China
| | - Lu Xi
- Institute for Infectious Diseases and Endemic Diseases Prevention and Control, Beijing Tongzhou Center for Diseases Prevention and Control, Beijing, 101100, PR China
| | - Li-Li Yang
- Institute for Infectious Diseases and Endemic Diseases Prevention and Control, Beijing Tongzhou Center for Diseases Prevention and Control, Beijing, 101100, PR China
| | - Xin-Yao Lian
- Department of Laboratorial Science and Technology & Vaccine Research Center, School of Public Health, Peking University, Beijing, 100191, PR China
| | - Juan Du
- Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China
| | - Yan Cui
- Institute for Infectious Diseases and Endemic Diseases Prevention and Control, Beijing Tongzhou Center for Diseases Prevention and Control, Beijing, 101100, PR China
| | - Hong-Jun Li
- Institute for Infectious Diseases and Endemic Diseases Prevention and Control, Beijing Tongzhou Center for Diseases Prevention and Control, Beijing, 101100, PR China
| | - Wan-Xue Zhang
- Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China
| | - Chao Wang
- Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China
| | - Bei Liu
- Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China
| | - Yan-Na Yang
- Institute for Infectious Diseases and Endemic Diseases Prevention and Control, Beijing Tongzhou Center for Diseases Prevention and Control, Beijing, 101100, PR China
| | - Fuqiang Cui
- Department of Laboratorial Science and Technology & Vaccine Research Center, School of Public Health, Peking University, Beijing, 100191, PR China; Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China.
| | - Qing-Bin Lu
- Department of Laboratorial Science and Technology & Vaccine Research Center, School of Public Health, Peking University, Beijing, 100191, PR China; Global Center for Infectious Disease and Policy Research & Global Health and Infectious Diseases Group, Peking University, Beijing, 100191, PR China.
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Xiberta P, Boada I, Thió-Henestrosa S, Pedraza S, Pineda V. Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic. MEDICAL EDUCATION ONLINE 2022; 27:2118116. [PMID: 36066086 PMCID: PMC9467610 DOI: 10.1080/10872981.2022.2118116] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 08/14/2022] [Accepted: 08/24/2022] [Indexed: 05/28/2023]
Abstract
The risk of contagion and the lockdown caused by the COVID-19 pandemic forced a change in teaching methodologies in radiology. New knowledge about the disease that was being acquired on a daily basis needed to be rapidly spread worldwide, but the restrictions imposed made it difficult to share this information. This paper describes the methodology applied to design and launch a practice-based course on chest X-ray suggestive of COVID-19 right after the pandemic started, and aims to determine whether asynchronous online learning tools for radiology education are useful and acceptable to general practitioners and other medical personnel during a pandemic. The study was carried out from April to October 2020 and involved 2632 participants. Pre- and post-testing was used to assess the participants' gain of knowledge in the course content (paired t-tests and chi-squared tests of independence). A five-point Likert scale questionnaire inspired by the technological acceptance model (TAM) was provided to evaluate the e-learning methodology (ANOVA tests). The results from the pre- and post-tests showed that there were significant differences in the scores before and after completing the course (sample size = 2632, response rate = 56%, p<0.001). As for the questionnaire, all questions surpassed 4.5 out of 5, including those referring to perceived ease of use and perceived usefulness, and no significant differences were found between experienced and inexperienced participants (sample size = 2535, response rate = 53%, p=0.85). The analysis suggests that the applied methodology is flexible enough to adapt to complex situations, and is useful to improve knowledge on the subject of the course. Furthermore, a wide acceptance of the teaching methodology is confirmed for all technological profiles, pushing for and endorsing a more widespread use of online platforms in the domain of radiology continuing education.
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Affiliation(s)
- Pau Xiberta
- Graphics and Imaging Laboratory, Universitat de Girona, Girona, Catalonia
| | - Imma Boada
- Graphics and Imaging Laboratory, Universitat de Girona, Girona, Catalonia
| | - Santiago Thió-Henestrosa
- Departament d’Informàtica, Matemàtica Aplicada i Estadística, Universitat de Girona, Girona, Catalonia
| | - Salvador Pedraza
- Centre de Diagnòstic per la Imatge, Hospital Clínic de Barcelona, Barcelona, Catalonia
| | - Víctor Pineda
- Department of Radiology and IDIBGI, Hospital Universitari Dr Josep Trueta (Institut de Diagnòstic per la Imatge), Girona, Catalonia
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Hoelscher GL, Morton DS, Sanderson BN, Noble JF, Bullard MJ, Swiderski D. Virtual Healthcare Simulation: Implementation, Distractions, and Preferences. Simul Healthc 2022; 17:322-328. [PMID: 35322801 DOI: 10.1097/sih.0000000000000658] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
INTRODUCTION Social distancing guidelines related to COVID-19 resulted in many simulation centers temporarily closing or adopting virtual simulation-based education (SBE). This mixed methods study aimed to evaluate our center's readiness to implement virtual SBE, the preferred method of delivery (virtual vs. nonvirtual), and any reported distractions. METHODS Educators and simulation operations specialists (SOSs) used by our simulation center completed a survey focused on our center's implementation readiness for virtual SBE at 3 time points over a 3-week period. Three virtual simulation-based styles were developed: observer, vignette, and hybrid. All styles combined the use of Zoom and LearningSpace. Upon the completion of each session, learners, facilitators, and SOSs completed a survey focused on the preferred method of simulation delivery (virtual vs. nonvirtual) as well as any reported distractions during sessions. RESULTS While some important lessons were learned, simulation team survey scores suggested an overall agreement in the center's preparedness during the 3-week implementation period. Most learners, facilitators, and SOSs preferred a nonvirtual delivery due to the "hands-on" component. Learners participating in the vignette style, however, significantly preferred virtual SBE due to "learning environment comfort" such as reduced anxiety, "better discussion," and "convenience." Reported distractions focused on "challenges with technology," "interruptions at home," "program logistics," and the "remote atmosphere." CONCLUSIONS Most learners, facilitators, and SOSs preferred nonvirtual SBE; however, virtual SBE may prove beneficial for learners participating in the vignette style or particularly those experiencing anxiety. Future distractions may be mitigated for the simulation team and learners with proper preparedness.
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Affiliation(s)
- Gretchen L Hoelscher
- From the Carolinas Simulation Center (G.L.H., D.S.M., B.N.S., J.F.N., S.D.), Atrium Health; and Department of Emergency Medicine (M.J.B.), Carolinas Medical Center, Charlotte, NC
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Annamalai N, Ramírez García A, Mažeikienė V, Alqaryouti MH, Rashid RA, Uthayakumaran A. A phenomenological study of online assessment during a pandemic crisis: Insights from Malaysia, Lithuania, and Spain. Front Psychol 2022; 13:957896. [PMID: 36186328 PMCID: PMC9521351 DOI: 10.3389/fpsyg.2022.957896] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2022] [Accepted: 08/22/2022] [Indexed: 12/03/2022] Open
Abstract
Many countries, namely, Malaysia, Lithuania, and Spain, shifted to online assessment during the COVID-19 pandemic. This qualitative case study, which involved 18 undergraduate students from the three countries, was conducted to probe insights into their online assessment experience. Data were interpreted from the perspective of the expectancy-value theory of motivation, which focuses on intrinsic attainment, utility, and cost values. The findings revealed that students were motivated to complete their assessment since they experienced flexibility besides having effective assessment guidelines. The positive experiences were related to intrinsic and attainment values; however, the students were also demotivated when stressed, indicating the high-cost value. Utility value was found to overlap with cost value in this study because students were dissatisfied with the online assessment and expressed less preference for this approach in future. This contributes to our understanding that educators must consider utility values when preparing online assessments. The pedagogical implications of this study revolve around the importance of a checklist, mock exams, alternative assessment (Plan B), and video demos for an effective assessment.
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Affiliation(s)
- Nagaletchimee Annamalai
- School of Distance Education (English Section), Universiti Sains Malaysia, George Town, Malaysia
| | | | - Viktorija Mažeikienė
- Faculty of Human and Social Studies, Mykolas Romeris University, Vilnius, Lithuania
| | - Marwan Harb Alqaryouti
- Department of English Language, Literature and Translation, Zarqa University, Zarqa, Jordan
| | - Radzuwan Ab Rashid
- Faculty of Languages and Communication, Universiti Sultan Zainal Abidin, Kuala Terengganu, Malaysia
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Cetinavci D, Yasar V, Yucel A, Elbe H. Evaluation of the usage of YouTube videos about Histology and Embryology as an educational material. Anat Histol Embryol 2022; 51:810-817. [PMID: 36081400 DOI: 10.1111/ahe.12859] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2022] [Revised: 08/10/2022] [Accepted: 08/28/2022] [Indexed: 11/26/2022]
Abstract
The use of YouTube videos for educational purposes has been increasingly popular. The quality and accuracy of the information level of these videos should be checked by expert trainers. This study aims to evaluate the content, quality and functionality of YouTube videos on Histology and Embryology and to measure their educational usefulness. In the study, searches were performed using the keywords "Histology" and "Embryology" in the YouTube search tab. Quality and content were evaluated using the Video Power Index (VPI), modified DISCERN scale, JAMA and the Global Quality Scale (GQS). Videos were categorized by educational usefulness. SPSS software was used for statistical analysis. A statistically significant high correlation was observed between modified DISCERN scores and JAMA scores (r = 0.757, p < 0.001) and between modified DISCERN scores and GQS scores (r = 0.743, p < 0.001). A statistically significant high correlation was also determined between JAMA and GQS scores (r = 0.632, p < 0.001). GQS scores were weakly, negatively and significantly correlated with the number of comments (r = -0.302, p < 0.05) and dislikes (r = -0.325, p < 0.05). Based on GQS, the useful and non-useful videos differed significantly in terms of views, likes, dislikes, comments counts and days since upload (p < 0.05). Modified DISCERN and JAMA scores also differed significantly between the useful and non-useful videos (p < 0.001). Educational videos published for Histology and Embryology education on the internet will be more beneficial if they are prepared by expert educators from reliable information sources, by the current literature, and by scoring systems such as DISCERN, JAMA and GQS.
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Affiliation(s)
- Dilan Cetinavci
- Mugla Training and Research Hospital, IVF Laboratory, Histology and Embryology, Mugla, Turkey
| | - Volkan Yasar
- Mugla SitkiKocman University, Faculty of Medicine, Department of Histology and Embryology, Mugla, Turkey
| | - Anil Yucel
- Mugla SitkiKocman University, Faculty of Medicine, Department of Histology and Embryology, Mugla, Turkey
| | - Hulya Elbe
- Mugla SitkiKocman University, Faculty of Medicine, Department of Histology and Embryology, Mugla, Turkey
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20
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Addona S, Evitts PM. Effects of Virtual Instruction on Educators' Voices During the COVID-19 Pandemic. J Voice 2022:S0892-1997(22)00244-2. [PMID: 36243555 PMCID: PMC9376341 DOI: 10.1016/j.jvoice.2022.08.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2022] [Revised: 08/07/2022] [Accepted: 08/08/2022] [Indexed: 11/20/2022]
Abstract
INTRODUCTION Resulting from the COVID-19 pandemic, professionals in the United States were mandated to work virtually from home to protect the health needs of the population. The shift in setting and ergonomic factors posed a threat to the vocal health of workers, and more specifically, to those whose professions inflict significant vocal load, such as educators. This study compared the symptoms of vocal tract discomfort and self-perceived voice handicap in full-time educators between face-to-face and virtual settings. Additionally, this study sought to identify relationships between specific environmental factors and levels of discomfort. METHODS A cross-sectional research study was conducted by distributing an online survey to 223 individuals who identified as full-time educators. This survey collected data on vocal tract symptoms during both face-to-face and virtual instruction, environmental factors of virtual work setting, personal vocal health habits, and self-perceived voice handicap in each setting. RESULTS In this sample population, the shift to a virtual work setting did not result in a significant increase in the number of vocal discomfort symptoms or an increase in vocal handicap. However, environmental factors such as air quality and water intake had the strongest correlation with levels of vocal tract discomfort. CONCLUSION It is beneficial to provide resources to full-time educators regarding the risk of voice disorders and the impact of environmental factors on vocal health.
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Affiliation(s)
- Serina Addona
- Department of Speech-Language Pathology & Audiology, Baltimore, MD 21201.
| | - Paul M Evitts
- Department of Communication Sciences and Disorders, Pennsylvania State University Harrisburg, Middletown, PA 17057
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21
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Bawadi H, Abdul Rahim H, Moawad J, Shami R, Du X, El-Awaisi A, Al-Moslih AMI, Diab M, Al-Jayyousi GF. Health sciences students' and instructors' perceptions of the emergency switch to virtual internship amid the COVID-19 pandemic: A case from Qatar. Front Med (Lausanne) 2022; 9:939416. [PMID: 36059828 PMCID: PMC9435433 DOI: 10.3389/fmed.2022.939416] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 07/08/2022] [Indexed: 11/21/2022] Open
Abstract
In efforts to contain the COVID-19 pandemic, health colleges at Qatar University shifted their clinical training to virtual internships (VI) and project-based learning (PBL). The shift was new to students and faculty alike, and a major change that posed many challenges. This study aimed to explore the experience of changing to VIs during the pandemic from both the clinical instructors' and health sciences students' perspectives. A qualitative study was conducted based on the framework of readiness to change. It involved focus group discussions with students from the departments of Public Health and Human Nutrition and in-depth interviews with clinical instructors using appropriate online platforms. A total of 4 focus groups with 20 students and 4 interviews with instructors were conducted. Transcripts were analyzed following the inductive-deductive approach. The major themes that emerged from the analysis described students' and clinical instructors' perceptions of the necessity and efficiency of the switch to VI; the design of the VI and the extent of the clinical/field experience and skills that it offered; confidence in the ability to succeed in this type of internship and confidence about reaching expected goals; academic and moral support from clinical faculty and coordinators and the communication process with faculty and preceptors; and finally, the benefits gained and how employers would view this type of internship. Health sciences students' readiness for VI was generally low. Several student and faculty needs have to be addressed, specifically regarding the design of the program and the level of preceptors' communication with students. The findings would direct health programs, clinical instructors, and preceptors to better understand students' needs and efficiently plan for virtual internships during not only emergencies but also whenever there is a need to deliver online experiential learning courses.
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Affiliation(s)
- Hiba Bawadi
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Hanan Abdul Rahim
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Joyce Moawad
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Rula Shami
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
| | - Xiangyun Du
- College of Education, QU Health, Qatar University, Doha, Qatar
| | - Alla El-Awaisi
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | | | - Mohammad Diab
- College of Pharmacy, QU Health, Qatar University, Doha, Qatar
| | - Ghadir Fakhri Al-Jayyousi
- College of Health Sciences, QU Health, Qatar University, Doha, Qatar
- *Correspondence: Ghadir Fakhri Al-Jayyousi
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22
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Zhang JF, Zilundu PLM, Fu R, Zheng XF, Zhou LH, Guo GQ. Medical students' perceptions and performance in an online regional anatomy course during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2022; 15:928-942. [PMID: 35766990 DOI: 10.1002/ase.2208] [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: 09/08/2021] [Revised: 04/09/2022] [Accepted: 06/24/2022] [Indexed: 06/15/2023]
Abstract
The present study evaluated the students' psychological well-being, experiences, performance, and perception of learning regional anatomy remotely. A regional anatomy remote learning curriculum was designed and learning materials were delivered virtually to 120 undergraduate medical students at Jinan University, China. All the students consented and voluntarily participated in this study by completing self-administered online questionnaires including the Zung's Self-Rating Anxiety and Depression Scales at the beginning and end of the learning session. A subset participated in focus group discussions. Most of the students (90.0%) positively evaluated the current distance learning model. More than 80% were satisfied with the content arrangement and coverage. Many students preferred virtual lectures (68.2%) and videos showing dissections (70.6%) during the distance learning sessions. However, writing laboratory reports and case-based learning were the least preferred modes of learning as they were only preferred by 23.2% and 14.1% of the students, respectively. There was no significant lockdown-related anxiety or depression reported by students using depression and anxiety scales as well as feedback from focus group discussions. The surveyed students' confidence scores in distance learning were significantly higher after 5 weeks than at the beginning of the session (3.05 ± 0.83 vs. 3.70 ± 0.71, P < 0.05). Furthermore, the present results showed no significant differences between the current group's academic performance in the unit tests as well as the final overall evaluation for different parts of the course compared to that of the previous year's cohort. The findings above were congruent with focus group discussion data that the use of the online teaching platform for regional anatomy significantly improved the students' confidence in virtual and self-directed learning and did not negatively affect their academic performance.
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Affiliation(s)
- Ji-Feng Zhang
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Prince Last Mudenda Zilundu
- College of Dentistry, Ajman University, Ajman Emirate, United Arab Emirates
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
| | - Rao Fu
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Xue-Feng Zheng
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
| | - Li-Hua Zhou
- Department of Anatomy, Sun Yat-sen School of Medicine, Sun Yat-sen University, Shenzhen, People's Republic of China
- Department of Anatomy, Zhongshan School of Medicine, Sun Yat-sen University, Guangzhou, People's Republic of China
| | - Guo-Qing Guo
- Department of Anatomy, Basic Medical College, Jinan University, Guangzhou, People's Republic of China
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Almalki J. A machine learning-based approach for sentiment analysis on distance learning from Arabic Tweets. PeerJ Comput Sci 2022; 8:e1047. [PMID: 36092011 PMCID: PMC9454973 DOI: 10.7717/peerj-cs.1047] [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: 03/25/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
Social media platforms such as Twitter, YouTube, Instagram and Facebook are leading sources of large datasets nowadays. Twitter's data is one of the most reliable due to its privacy policy. Tweets have been used for sentiment analysis and to identify meaningful information within the dataset. Our study focused on the distance learning domain in Saudi Arabia by analyzing Arabic tweets about distance learning. This work proposes a model for analyzing people's feedback using a Twitter dataset in the distance learning domain. The proposed model is based on the Apache Spark product to manage the large dataset. The proposed model uses the Twitter API to get the tweets as raw data. These tweets were stored in the Apache Spark server. A regex-based technique for preprocessing removed retweets, links, hashtags, English words and numbers, usernames, and emojis from the dataset. After that, a Logistic-based Regression model was trained on the pre-processed data. This Logistic Regression model, from the field of machine learning, was used to predict the sentiment inside the tweets. Finally, a Flask application was built for sentiment analysis of the Arabic tweets. The proposed model gives better results when compared to various applied techniques. The proposed model is evaluated on test data to calculate Accuracy, F1 Score, Precision, and Recall, obtaining scores of 91%, 90%, 90%, and 89%, respectively.
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Affiliation(s)
- Jameel Almalki
- Department of Computer Science, College of Computer in Al-Leith, Umm Al-Qura University, Makkah, Saudi Arabia
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24
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Mansoory MS, Azizi SM, Mirhosseini F, Yousefi D, Moradpoor H. A study to investigate the effectiveness of the application of virtual reality technology in dental education. BMC MEDICAL EDUCATION 2022; 22:457. [PMID: 35705982 PMCID: PMC9198411 DOI: 10.1186/s12909-022-03543-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/15/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Today, the use of virtual reality (VR) technology as an educational tool in dental education has expanded considerably. This study was aimed to evaluate the effectiveness of using VR technology in teaching neutral zone and teeth arrangement. METHODS This randomized trial was conducted at Kermanshah University of Medical Sciences, Iran in 2019. The study sample consisted of 50 six-year dental students who were randomly divided into experimental (n = 25) and control (n = 25) groups. Students' performance in both groups was assessed using tests. A questionnaire was used to assess the usability of VR technology and students' satisfaction with it. RESULTS All faculty members confirmed the usability of VR technology in dental education. The majority of students (76%) were highly satisfied with the use of this technology in their learning process. The mean score of students was significantly higher in the experimental group (16.92 ± 1.12) than in the control group (16.14 ± 1.18). CONCLUSION In general, it can be argued that VR technology is useful and effective in the teaching-learning process. Therefore, its use in medical and dental schools can play an effective role in creating a dynamic, attractive, and successful learning environment.
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Affiliation(s)
- Meysam Siyah Mansoory
- Department of Biomedical Engineering, School of Medicine, Kermanshah University of Medical Sciences, Kermanshah, Iran
| | - Seyyed Mohsen Azizi
- Medical Education and Development Center, Arak University of Medical Sciences, Arak, Iran
| | - Fakhrosadat Mirhosseini
- Trauma Research Center & Educational Development Center, Kashan University of Medical Sciences (KaUMS), Kashan, Iran
- Department, School of Allied Medical Sciences, Kashan University of Medical Sciences, Anesthesia, Kashan, Iran
| | - Danial Yousefi
- Department of Computer Engineering, Islamic Azad University of Central Tehran Branch, Tehran, Iran
| | - Hedaiat Moradpoor
- Department of Prosthodontics, School of Dentistry, Kermanshah University of Medical Sciences, Kermanshah, Iran
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Chasset F, Barral M, Steichen O, Legrand A. Immediate consequences and solutions used to maintain medical education during the COVID-19 pandemic for residents and medical students: a restricted review. Postgrad Med J 2022; 98:380-388. [PMID: 33795479 PMCID: PMC8025246 DOI: 10.1136/postgradmedj-2021-139755] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2021] [Revised: 02/20/2021] [Accepted: 02/24/2021] [Indexed: 12/18/2022]
Abstract
BACKGROUND The COVID-19 outbreak has dramatically impacted medical education, both bedside and academic teaching had to be adapted to comply with the reorganisation of care and social distancing measures. OBJECTIVES To overview the impact of the pandemic on medical education, including the pedagogical responses adopted and their assessment by medical students and residents. MATERIAL AND METHODS This restricted systematic review was performed using Rayyan QCRI, to select observational or interventional articles and field experience reports assessing the impact of the COVID-19 pandemic on medical education for medical students and residents. Study design, study population, geographical origin, use of an educational tools (including softwares and social media), their type and assessment, were recorded. For studies evaluating a specific tool the Medical Education Research Study Quality Instrument (MERSQI) was used to assess study quality. RESULTS The literature search identified 1480 references and 60 articles were selected. Most articles focused on residents (41/60; 69%), and half (30/60; 50%) involved surgical specialties. Online courses were the most frequently used pedagogical tool (52/60; 88%). Simulation tools were used more frequently in articles involving surgical specialties (15/29; 52%) compared with medical specialties (2/14; 12%) (p=0.01). Only four studies reported the assessment of pedagogical tools by medical students, their MERSQI scores ranged from 5.5/18 to 9.0/18. CONCLUSION Medical education was highly impacted by the COVID-19 pandemic particularly in surgical specialties. Online courses were the most frequently attempted solution to cope with social distancing constraints. Medical students' assessment of pedagogical tools was mostly positive, but the methodological quality of those studies was limited.
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Affiliation(s)
- François Chasset
- Sorbonne Universite, Faculté de médecine, Paris, Île-de-France, France
- Service de dermatologie et allergologie, Hopital Tenon, AP-HP, Paris, Île-de-France, France
| | - Matthias Barral
- Sorbonne Universite, Faculté de médecine, Paris, Île-de-France, France
- Service de radiologie, Hopital Tenon, AP-HP, Paris, Île-de-France, France
| | - Olivier Steichen
- Sorbonne Universite, Faculté de médecine, Paris, Île-de-France, France
- Service de Médecine Interne, Hôpital Tenon, Paris, Île-de-France, France
| | - Anne Legrand
- U970, INSERM, Paris, France
- Genetics, Hopital Europeen Georges Pompidou, Paris, France
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Semenova Y, Trenina V, Pivina L, Glushkova N, Zhunussov Y, Ospanov E, Bjørklund G. The lessons of COVID-19, SARS, and MERS: Implications for preventive strategies. INTERNATIONAL JOURNAL OF HEALTHCARE MANAGEMENT 2022. [DOI: 10.1080/20479700.2022.2051126] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Yuliya Semenova
- Department of Neurology, Ophthalmology and Otolaryngology, Semey Medical University, Semey, Kazakhstan
- CONEM Kazakhstan Environmental Health and Safety Research Group, Semey Medical University, Semey, Kazakhstan
| | - Varvara Trenina
- Department of Neurology, Ophthalmology and Otolaryngology, Semey Medical University, Semey, Kazakhstan
| | - Lyudmila Pivina
- CONEM Kazakhstan Environmental Health and Safety Research Group, Semey Medical University, Semey, Kazakhstan
- Department of Emergency Medicine, Semey Medical University, Semey, Kazakhstan
| | - Natalya Glushkova
- Department of Epidemiology, Biostatistics & Evidence Based Medicine, Al-Farabi Kazakh National University, Almaty, Kazakhstan
| | | | - Erlan Ospanov
- Department of Neurology, Ophthalmology and Otolaryngology, Semey Medical University, Semey, Kazakhstan
| | - Geir Bjørklund
- Council for Nutritional and Environmental Medicine (CONEM), Mo i Rana, Norway
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Shetty S, Shilpa C, Dey D, Kavya S. Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors. Indian J Otolaryngol Head Neck Surg 2022; 74:45-49. [PMID: 33102186 PMCID: PMC7568026 DOI: 10.1007/s12070-020-02224-x] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Accepted: 10/12/2020] [Indexed: 12/02/2022] Open
Abstract
Introduction COVID 19 made a serious impact on many aspects of everyday life. The world saw a paradigm shift in the education system favouring online learning during the constrains of pandemic. Methodology To assess the attitude of the students towards online learning in subject of ENT, we conducted an observational study among 170 third year MBBS undergraduate students of our institute attending online classes through the student portal of our university website. Results Our survey revealed students favoured online learning to sustain their academic interest and development during this pandemic. Yet, they perceived many challenges during online learning like lack of face-to-face interactions, lack of socialization, distraction by social media, technology related issues etc. Students also opted for a combined approach of learning in the post pandemic period. Conclusion This article reflects the challenges faced during online learning and added the innovative methods that can be included to overcome the obstacles of online learning. During this period of COVID, one must embrace the alternative to classroom learning to keep up with one's academic development and can consider an integrated approach of learning after the pandemic.
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Affiliation(s)
- Sandeep Shetty
- Department of ENT, Head and Neck Surgery, JSS Academy of Higher Education and Research(JSSAHER), Mysuru, Karnataka 570004 India
| | - C. Shilpa
- Department of ENT, Head and Neck Surgery, JSS Academy of Higher Education and Research(JSSAHER), Mysuru, Karnataka 570004 India
| | - Debayan Dey
- Department of ENT, Head and Neck Surgery, JSS Academy of Higher Education and Research(JSSAHER), Mysuru, Karnataka 570004 India
| | - S. Kavya
- Department of ENT, Head and Neck Surgery, JSS Academy of Higher Education and Research(JSSAHER), Mysuru, Karnataka 570004 India
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Prados-Carmona A, Fuentes-Jimenez F, Roman de los Reyes R, García-Rios A, Rioja-Bravo J, Herruzo-Gomez E, Perez-Martinez P, Lopez-Miranda J, Delgado-Lista J. A Pilot Study on the Feasibility of Developing and Implementing a Mobile App for the Acquisition of Clinical Knowledge and Competencies by Medical Students Transitioning from Preclinical to Clinical Years. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19052777. [PMID: 35270471 PMCID: PMC8910514 DOI: 10.3390/ijerph19052777] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 02/23/2022] [Accepted: 02/25/2022] [Indexed: 02/05/2023]
Abstract
Due to the COVID-19 pandemic and the consequent restrictions, universities have had to adapt their curricula substantially to new schemes in which remote learning is of the essence. In this study, we assess the feasibility of developing a mobile app supplementary to the distant teaching paradigm for the “Cardiology” module of the “General Pathology” subject in undergraduate Medical Education, and we evaluate its impact and acceptability. A cohort of volunteer second-year medical students (n = 44) had access to the app, and their opinions on its utility (1−10) were collected. Additionally, the students were invited to refer their expected satisfaction (1−10) with a blended learning methodology overlapping this new tool with the traditional resources. The average expected satisfaction had been compared to the average satisfaction obtained by just the traditional methodology in other modules from the same subject. Through a qualitative approach, we defined the strengths and weaknesses of the tool. Seventy-seven percent of the participants rated at 8/10 or more the potential learning value of the application and, if used as a supplement to traditional teaching, it would also statistically improve the satisfaction of students (6.52 vs. 8.70, p < 0.001). Similarly, the qualitative data corroborated the benefits of such innovation. Multidisciplinary collaborations are encouraged to develop teaching innovations, although further research should aim to better define the effectiveness of learning with these resources.
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Affiliation(s)
- Alvaro Prados-Carmona
- Department of Dermatology, Hospital Universitario San Cecilio, 18016 Granada, Spain;
| | - Francisco Fuentes-Jimenez
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Rafael Roman de los Reyes
- Advanced Computer Architecture Group, Department of Computer Architecture, Electronics and Electronic Technology, Universidad de Cordoba, 14071 Cordoba, Spain; (R.R.d.l.R.); (J.R.-B.)
| | - Antonio García-Rios
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Jesus Rioja-Bravo
- Advanced Computer Architecture Group, Department of Computer Architecture, Electronics and Electronic Technology, Universidad de Cordoba, 14071 Cordoba, Spain; (R.R.d.l.R.); (J.R.-B.)
| | - Ezequiel Herruzo-Gomez
- Department of Computer Architecture, Electronics and Electronic Technology and Grupo Docente 30, Universidad de Cordoba, 14071 Cordoba, Spain;
| | - Pablo Perez-Martinez
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Correspondence: (P.P.-M.); (J.D.-L.)
| | - Jose Lopez-Miranda
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
| | - Javier Delgado-Lista
- Maimonides Institute for Biomedical Research Córdoba, 14004 Cordoba, Spain; (F.F.-J.); (A.G.-R.); (J.L.-M.)
- Department of Medical and Surgical Sciences and Grupo Docente 123, Universidad de Cordoba, 14071 Cordoba, Spain
- Lipid and Atherosclerosis Unit, Department of Internal Medicine, Hospital Universitario Reina Sofía, 14004 Cordoba, Spain
- CIBER Fisiopatologia Obesidad y Nutricion (CIBEROBN), Instituto de Salud Carlos III, 28029 Madrid, Spain
- Correspondence: (P.P.-M.); (J.D.-L.)
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Mohebbi B, Sadeghipour P, Noohi F, Maleki M, Peighambari MM, Hosseini S, Zahedmehr A, Moosavi J, Shafe O, Alemzadeh-Ansari MJ, Farrashi M, Pouraliakbar H, Ghadrdoost B. Reliability and validity of a satisfaction questionnaire on virtual education in the coronavirus disease 2019 pandemic era aimed at cardiology faculty members. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:45. [PMID: 35372606 PMCID: PMC8974976 DOI: 10.4103/jehp.jehp_485_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 05/31/2021] [Indexed: 05/14/2023]
Abstract
BACKGROUND In the coronavirus disease 2019 pandemic era, clinical programs and mandatory hands-on activities have been supplanted by remote teaching to maintain the fundamental capabilities of medical training and to furnish medical students with quality education. Nonetheless, the satisfaction of faculty members with this training method in the current pandemic has yet to be assessed. The aim of this study was to design a Persian questionnaire with appropriate validity and reliability on cardiology professors' satisfaction level with virtual education. MATERIALS AND METHODS In this cross-sectional study, a questionnaire was devised drawing upon scientific sources and Iranian medical educators' expertise. Seventeen faculty members in various specialties evaluated the questionnaire concerning face and content validity. Content validity was assessed through the calculation of the content validity ratio (CVR) (values >0.62 were considered acceptable) and the content validity index (CVI) (values >0.79 were considered acceptable), construct validity was evaluated through principal component factor analysis by the Kaiser-Meyer-Olkin (KMO) statistic and Bartlett's sphericity test, internal reliability was measured through the calculation of Cronbach's alpha coefficient, and consistency was appraised through the use of test-retest reliability at two different time points. RESULTS The questionnaire had a reliability rate of 95%, indicating high internal validity. Concerning test-retest reliability, the intraclass correlation coefficient was 0.96 (P < 0.001), demonstrating relatively good stability. The CVI was 0.81, and the CVR was 0.85. The KMO measure of sampling adequacy was 0.954, indicating the acceptability of the degree of common variance among the all items. CONCLUSIONS This Persian questionnaire on virtual education aimed at cardiology faculty members in the current pandemic with its low question count and appropriate domains had high reliability and validity. By knowing the level of professors' satisfaction with the new method of education, it is possible to take steps to better provide specialized medical education to cardiology residents.
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Affiliation(s)
- Bahram Mohebbi
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
- Cardio-Oncology Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Parham Sadeghipour
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Feridoun Noohi
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Majid Maleki
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Mohammad Mehdi Peighambari
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Saeid Hosseini
- Heart Valve Disease Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Ali Zahedmehr
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Jamal Moosavi
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Omid Shafe
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Mohammad Javad Alemzadeh-Ansari
- Cardiovascular Intervention Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Melody Farrashi
- Echocardiography Research Center, Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Hamidreza Pouraliakbar
- Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
| | - Behshid Ghadrdoost
- Rajaie Cardiovascular Medical and Research Center, Iran University of Medical Sciences, Tehran, Iran
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Ganesh GS, Mishra M, Dalei NN, Khan S, Ranjan R, Dhiman S. Role of social media tools in online teaching: perception of physiotherapy students and knowledge translation. BULLETIN OF FACULTY OF PHYSICAL THERAPY 2022. [PMCID: PMC8863508 DOI: 10.1186/s43161-021-00065-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Background During the COVID-19 lockdown period many education institutions have shifted their focus from the traditional face-to-face education to online instruction mainly through various social media (SM) tools. However, it is not known if these results can be generalized across locations where infrastructure facilities are unevenly distributed. Further, no previous work has explored the role played by SM tools in knowledge translation. The objectives of this work are 1. To evaluate the students perceptions on the accessibility and acceptability of SM tools via an anonymous online survey and 2. Assess the efficacy of SM tools as an educational medium in imparting knowledge change. An online survey using an anonymous web-based questionnaire was conducted to assess the student’s accessibility and acceptability of SM tools as a direct information sharing pathway between the faculty and students. A randomized comparative design was utilized to evaluate knowledge change via an online examination administered 10 min before and after an online class delivered via 2 different SM platforms (Google meet, YouTube) and e-mail. Results Data were obtained from 627 participants through a survey. Though 71.1% of the respondents believed online classes have helped them in their study, only 21.4% and 22.6% of the participants strongly agreed that social networking platforms are helpful for teaching and will be used for teaching/learning in the future respectively. The ANOVA responses to evaluate knowledge transfer from 224 participants who were randomized to receive course content through Google meet, YouTube, and e-mail showed no significant differences in outcomes before and after the delivery of contents. Conclusion Our findings suggest that multiple external and internal factors need to be addressed before substituting classroom teaching with online teaching, especially during emergencies.
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Dalipi F, Jokela P, Kastrati Z, Kurti A, Elm P. Going digital as a result of COVID-19: Insights from students' and teachers' impressions in a Swedish university. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH OPEN 2022; 3:100136. [PMID: 35194587 PMCID: PMC8853440 DOI: 10.1016/j.ijedro.2022.100136] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2021] [Revised: 02/09/2022] [Accepted: 02/10/2022] [Indexed: 06/01/2023]
Abstract
During the past two years, the entire world has been coping with the consequences of the COVID-19 pandemics. The need for physical distancing, forced an accelerated digital transformation of the education sector. The emergency remote education (ERE) has been manifested differently across diverse countries in the world. In this paper, we bring a case study about students' and teachers' impressions and experiences regarding the changes that have happened due to pandemic conditions in university courses in informatics at a Swedish university. This research is conducted through a mix of quantitative and qualitative empirical data. These data have been collected through the students surveys, course logs, as well as teachers and ICT pedagogue interviews. The collected data have been analyzed through the technology-mediated learning (TML) theoretical framework. Based on the thematic analysis on the collected data, we have identified three main themes: a) Preparedness, b) Challenges with ERE and c) Opportunities with ERE. As a result, through analyzing data in the light of the ERE experiences that encompasses the educational process, affordance, and beliefs, knowledge, and practices, we provide a set of lessons-learned experiences and indicate the possible lines of actions when it comes to the learning design in the constrained pandemic situations.
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Affiliation(s)
- Fisnik Dalipi
- Department of Informatics, Linnaeus University, P G Vejdes väg, 351 95, Växjö, Sweden
| | - Päivi Jokela
- Department of Informatics, Linnaeus University, P G Vejdes väg, 351 95, Växjö, Sweden
| | - Zenun Kastrati
- Department of Informatics, Linnaeus University, P G Vejdes väg, 351 95, Växjö, Sweden
| | - Arianit Kurti
- Department of Informatics, Linnaeus University, P G Vejdes väg, 351 95, Växjö, Sweden
| | - Patrik Elm
- Department of Informatics, Linnaeus University, P G Vejdes väg, 351 95, Växjö, Sweden
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Yeung AWK, Parvanov ED, Hribersek M, Eibensteiner F, Klager E, Kletecka-Pulker M, Rössler B, Schebesta K, Willschke H, Atanasov AG, Schaden E. Digital Teaching in Medical Education: Scientific Literature Landscape Review. JMIR MEDICAL EDUCATION 2022; 8:e32747. [PMID: 35138260 PMCID: PMC8867298 DOI: 10.2196/32747] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 09/19/2021] [Accepted: 12/20/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Digital teaching in medical education has grown in popularity in the recent years. However, to the best of our knowledge, no bibliometric report to date has been published that analyzes this important literature set to reveal prevailing topics and trends and their impacts reflected in citation counts. OBJECTIVE We used a bibliometric approach to unveil and evaluate the scientific literature on digital teaching research in medical education, demonstrating recurring research topics, productive authors, research organizations, countries, and journals. We further aimed to discuss some of the topics and findings reported by specific highly cited works. METHODS The Web of Science electronic database was searched to identify relevant papers on digital teaching research in medical education. Basic bibliographic data were obtained by the "Analyze" and "Create Citation Report" functions of the database. Complete bibliographic data were exported to VOSviewer for further analyses. Visualization maps were generated to display the recurring author keywords and terms mentioned in the titles and abstracts of the publications. RESULTS The analysis was based on data from 3978 papers that were identified. The literature received worldwide contributions with the most productive countries being the United States and United Kingdom. Reviews were significantly more cited, but the citations between open access vs non-open access papers did not significantly differ. Some themes were cited more often, reflected by terms such as virtual reality, innovation, trial, effectiveness, and anatomy. Different aspects in medical education were experimented for digital teaching, such as gross anatomy education, histology, complementary medicine, medicinal chemistry, and basic life support. Some studies have shown that digital teaching could increase learning satisfaction, knowledge gain, and even cost-effectiveness. More studies were conducted on trainees than on undergraduate students. CONCLUSIONS Digital teaching in medical education is expected to flourish in the future, especially during this era of COVID-19 pandemic.
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Affiliation(s)
- Andy Wai Kan Yeung
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Oral and Maxillofacial Radiology, Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Hong Kong, China
| | - Emil D Parvanov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Translational Stem Cell Biology, Medical University of Varna, Varna, Bulgaria
| | - Mojca Hribersek
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Fabian Eibensteiner
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Division of Pediatric Nephrology and Gastroenterology, Department of Pediatrics and Adolescent Medicine, Comprehensive Center for Pediatrics, Medical University of Vienna, Vienna, Austria
| | - Elisabeth Klager
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
| | - Maria Kletecka-Pulker
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute for Ethics and Law in Medicine, University of Vienna, Vienna, Austria
| | - Bernhard Rössler
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Karl Schebesta
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
- Academic Simulation Center Vienna, Vienna, Austria
| | - Harald Willschke
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
| | - Atanas G Atanasov
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Institute of Genetics and Animal Biotechnology of the Polish Academy of Sciences, Jastrzebiec, Poland
| | - Eva Schaden
- Ludwig Boltzmann Institute for Digital Health and Patient Safety, Medical University of Vienna, Vienna, Austria
- Department of Anaesthesia, Intensive Care Medicine and Pain Medicine, Medical University of Vienna, Vienna, Austria
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Levine M, Singh M, Restivo A, Petti A, Kulkarni M. Recommendations for Optimizing Virtual Simulation: A Trial and Error Process From the COVID-19 Pandemic. J Grad Med Educ 2022; 14:18-21. [PMID: 35222814 PMCID: PMC8848875 DOI: 10.4300/jgme-d-21-00515.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
Affiliation(s)
- Michael Levine
- Michael Levine, MD, is Emergency Medicine Resident, Albert Einstein College of Medicine
| | - Maninder Singh
- Maninder Singh, MD, is Assistant Professor of Emergency Medicine, Albert Einstein College of Medicine, and Director of Healthcare Simulation, Jacobi Medical Center
| | - Andrew Restivo
- Andrew Restivo, MD, is Assistant Professor of Emergency Medicine, Albert Einstein College of Medicine
| | - Alexander Petti
- Alexander Petti, MD, is Critical Care Fellow, Albert Einstein College of Medicine
| | - Miriam Kulkarni
- Miriam Kulkarni, MD, is Associate Professor of Emergency Medicine, Lake Erie College of Osteopathic Medicine
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Min A, Min H, Kim S. Effectiveness of serious games in nurse education: A systematic review. NURSE EDUCATION TODAY 2022; 108:105178. [PMID: 34717098 DOI: 10.1016/j.nedt.2021.105178] [Citation(s) in RCA: 15] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 10/06/2021] [Accepted: 10/18/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To systematically summarize research employing serious games in nurse education, to examine their effectiveness, to provide recommendations and implementation strategies, and to suggest future directions for the development and application of serious games in nurse education. DESIGN A systematic review. DATA SOURCES An online search of the CINAHL, Medline, PubMed, EMBASE, PsycINFO, SCOPUS, and Web of Science databases, and a manual search of the reference lists of selected studies or review articles published in English and Korean between 1990 and July 2020. REVIEW METHODS This systematic review was conducted in accordance with the Cochrane Handbook for Systematic Reviews of Interventions. Articles that employed a serious game approach in nurse education were included. Two authors independently screened and reviewed the articles and assessed the methodological quality using the Cochrane risk-of-bias tools. RESULTS A total of seven studies met the inclusion criteria: three randomized controlled trials and four quasi-experimental studies. Heterogeneity was found across all studies regarding the application of serious games, platforms, and gamification elements. Most of the studies evaluated the effectiveness of serious games using knowledge tests, while two studies evaluated skills performance. Two randomized controlled trials and two one group before and after studies reported that the use of serious games improved nursing students' and nurses' knowledge and performance. CONCLUSIONS This systematic review does not provide comprehensive insights into the effectiveness of serious games in nurse education. However, based on the evidence reviewed, we provide suggestions for developing and implementing serious games in nurse education to enhance students' knowledge and performance.
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Affiliation(s)
- Ari Min
- Department of Nursing, Chung-Ang University, 84 Heukseok-ro, Bldg 106, Dongjak-gu, Seoul 06974, South Korea
| | - Haeyoung Min
- College of Nursing, Gyeongsang National University, 816-15 Jinju-daero, Jinju 52727, South Korea
| | - Sujeong Kim
- Department of Family Health Nursing, College of Nursing, The Catholic University of Korea, 222 Banpo-daero, Seocho-gu, Seoul 06591, South Korea.
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Zarzuelo MJ, Valverde-Merino MI, Lara LSPD, Martinez-Martinez F. Adaptation of practical classes of clinical subjects in the COVID-19 era. BRAZ J PHARM SCI 2022. [DOI: 10.1590/s2175-97902022e20987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/11/2023] Open
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Abstract
Areas of experience allow for the acquisition and consolidation of both existing knowledge and skills. These are significant factors in the training of staff members for companies in the Industry 4.0 area. One of the currently available modern tools used in the teaching process is virtual reality (VR) technology. This technology, due to its high level of immersion and involvement of the different senses, and the need to focus on the performed activities, allows one to develop skills in solving various tasks and problems. The extended VR environment enables the creation of diverse teaching scenarios adapted to the needs of industry. This paper presents the possibility of building training scenarios in the field of digital techniques. The software solution, developed and presented by the authors, uses elements of computer game mechanics and is designed to familiarize students with the idea of digital circuits, their construction, logical implementation and application. This paper also presents a comparison of the features of different forms of education used in teaching digital techniques, as well as a comparison of these forms, from the point of view of the student and his/her perceptions.
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Schulte TL, Gröning T, Ramsauer B, Weimann J, Pin M, Jerusalem K, Ridwan S. Impact of COVID-19 on Continuing Medical Education-Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform. Front Med (Lausanne) 2021; 8:773806. [PMID: 34869493 PMCID: PMC8634132 DOI: 10.3389/fmed.2021.773806] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 10/12/2021] [Indexed: 11/13/2022] Open
Abstract
Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME. Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied. Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic. Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.
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Affiliation(s)
- Tobias L Schulte
- Department of Orthopedics and Trauma Surgery, St. Josef-Hospital, Ruhr-University Bochum, Bochum, Germany
| | - Thilo Gröning
- Joint Practice for Gynecology, Moenchengladbach, Germany
| | - Babett Ramsauer
- Department of Gynecology and Obstetrics, Vivantes Klinikum Berlin, Berlin, Germany
| | - Jörg Weimann
- Department of Anesthesiology and Interdisciplinary Intensive Care Medicine, Sankt Gertrauden Hospital, Berlin, Germany
| | - Martin Pin
- Emergency Department, Florence-Nightingale Hospital, Duesseldorf, Germany
| | - Karen Jerusalem
- German Society of Emergency and Acute Medicine DGINA, Berlin, Germany
| | - Sami Ridwan
- Department of Neurosurgery, Klinikum Ibbenbueren, Ibbenbueren, Germany
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The Role of the E-Learning Departments in Controlling the Quality of Electronic Assessments in Palestinian Universities during the COVID-19 Pandemic. SUSTAINABILITY 2021. [DOI: 10.3390/su132112021] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The research aimed to identify the role of the e-learning departments in Palestinian universities in controlling the quality of the academic processes during the COVID-19 pandemic. Data collection was conducted using interviews starting from November 2020 and ending in December 2020 during the academic year 2020/2021. The interviews included a number of questions within the axis of electronic assessment. The population of the study consisted of directors of e-learning departments in a number of Palestinian universities, namely: University A, University B, University C, University D, and University E. The main study findings indicated that the universities agreed that the assessment at the beginning of the pandemic sought to save what could be saved in the emergency period, which made electronic assessment a complex issue in this pandemic. Moreover, the problem of plagiarism and faked identities was one of the biggest problems faced by university instructors in the electronic assessment; consequently, changes have been made to the assessment methods that were used before the COVID-19 pandemic. To do so, alternative methods of learning and assessment were sought and arrived at.
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Shabila NP, Alkhateeb NE, Dauod AS, Al-Dabbagh A. Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic. Work 2021; 70:751-762. [PMID: 34719456 DOI: 10.3233/wor-205339] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE This study aimed to explore medical students' perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from "least agree" to "most agree." RESULTS Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.
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Affiliation(s)
- Nazar P Shabila
- Department of Community Medicine, College of Medicine, Hawler Medical University, Erbil, Iraq
| | | | - Ali Shakir Dauod
- Department of Community Medicine, College of Medicine, Hawler Medical University, Erbil, Iraq
| | - Ali Al-Dabbagh
- Department of Medical Education, College of Medicine, Hawler Medical University, Erbil, Iraq
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Le DL, Giang TV, Ho DK. The Impact of the COVID-19 Pandemic on Online Learning in Higher Education: A Vietnamese Case. EUROPEAN JOURNAL OF EDUCATIONAL RESEARCH 2021; volume-10-2021:1683-1695. [DOI: 10.12973/eu-jer.10.4.1683] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/22/2024]
Abstract
<p style="text-align:justify">The article mentions the impact of the Coronavirus disease (COVID-19) pandemic on online learning in Vietnamese higher education in 2020. This is a qualitative case study, by using in-depth interviews to explore the changes in the perception, methods, and orientation of online learning of students and lecturers at a key pedagogical university when experiencing the three COVID-19 outbreaks in Vietnam. The findings show that the COVID-19 pandemic has a positive impact on the developmental orientation of online learning at the Vietnamese higher education level. Even though at the time of an outbreak, opposition and dissatisfaction with online learning occurred; but through the three outbreaks, together with the efforts of lecturers and students, online learning in Vietnam has recorded remarkable achievements. This is a prerequisite for the development of online education and the innovation of digital technology in education.</p>
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Shourick JP, Laurent CSM, Mion G, Skayem CL, Hamann PMG. Impact of SARS-CoV-2 pandemic on dermatology residents: A nationwide French study. Indian J Dermatol Venereol Leprol 2021; 88:478-482. [PMID: 34672472 DOI: 10.25259/ijdvl_1016_20] [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: 09/01/2020] [Accepted: 03/01/2021] [Indexed: 11/04/2022]
Abstract
BACKGROUND Coronavirus disease 2019 (COVID-19) has changed the practice of all health-care professionals. Determining the impact could prevent repercussions in future crisis. OBJECTIVES The objectives of the study were to assess the impact of the COVID-19 pandemic on dermatology residents' professional practice, working conditions, academic training and mental health. METHODS An online questionnaire was sent to all French dermatology residents. We compared the activity of residents working in areas heavily impacted by COVID-19 to others. Logistic multivariate regressions were done, using as outcome variables the negative impact of the COVID crisis on residents' possibility to practice dermatology during the crisis, supervision, academic training and working more than 50 h/week. The last part of the questionnaire was the burnout questionnaire of Maslach. RESULTS A total of 246 residents filled the questionnaire. Residents working in highly impacted COVID areas (odds ratio, OR 0.34 confidence interval, CI [0.18, 0.61], P ≤ 0.001), first-year postgraduate (PGY-1) residents (OR 0.46 CI [0.23, 0.91], P = 0.023) and those in private practice (OR 0.10 CI [0.01, 0.57], P = 0.032) were significantly less able to maintain dermatology activities. Worse supervision was significantly more frequent with non-PGY-1 residents (OR 3.24 CI [1.65, 6.65], P < 0.001). One hundred and eighty one residents claimed the pandemic to have a negative effect on their dermatology curriculum with no difference according to their regions' affection by COVID-19. This was mostly attributed to the cancelation of courses and congresses. PGY-1 residents (OR 2.09 CI [1.09, 4.04], P = 0.029) and residents in highly affected areas (OR 1.79 CI [1.01, 3.18], P = 0.049) were more at risk of working above the maximal legal working time. None of the residents was free of burnout symptoms. CONCLUSION Dermatology residents have been highly affected by COVID-19. It might be important to have a more integrated healthcare system to fight times of crisis with the least repercussions on residents.
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Affiliation(s)
| | | | - Georges Mion
- Faculty of Medicine, University of Paris, Paris, France
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Picca M, Manzoni P, Milani GP, Mantovani S, Cravidi C, Mariani D, Mezzopane A, Marinello R, Bove C, Ferri P, Macchi M, Agostoni C. Distance learning, technological devices, lifestyle and behavior of children and their family during the COVID-19 lockdown in Lombardy: a survey. Ital J Pediatr 2021; 47:203. [PMID: 34635133 PMCID: PMC8503704 DOI: 10.1186/s13052-021-01156-8] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2021] [Accepted: 09/15/2021] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND The COVID-19 pandemic and the subsequent national lockdowns, school closures and distance learning may have had both negative and positive effects on physical and mental health of children. METHODS A cross-sectional study was conducted on a large group of children between 1 and 10 years old in Lombardy, Italy (n = 3392). Their parents filled in a survey answering single or multiple-choice questions about their offspring's behavior changes (including sleep, dietary habits, emotional disturbances), relationship with siblings, parents and peers, the use of digital technologies, and distance learning experience during the lockdown. RESULTS Parents reported lifestyles and emotional alterations during the lockdown. The modifications of family relationships, parents' remote working, and screen time were associated with sleep, emotional and behavioral modifications. Distance learning was overall considered adequate. CONCLUSIONS This study reported the most updated data on the effects of COVID-19 pandemic lockdown on children between 1 and 10 years of age in a large sample of Italian schoolchildren. The results of this study point out that pediatricians and authorities should support relationships within families during the COVID-19 pandemic. Parents' remote working might play an important role for this purpose.
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Affiliation(s)
- Marina Picca
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Paola Manzoni
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Gregorio Paolo Milani
- Fondazione IRCCS Ca’ Granda - Ospedale Maggiore Policlinico, Pediatric Area, Via della Commenda 9, 20121 Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Milan, Italy
| | | | - Claudio Cravidi
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Danila Mariani
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Angela Mezzopane
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Roberto Marinello
- SICuPP-Lombardia: Società Italiana delle Cure Primarie Pediatriche - Lombardia (Italian Primary Care Paediatrics Society-Lombardy), Milan, Italy
| | - Chiara Bove
- Department of Human Sciences for Education, University of Milan-Bicocca, Milan, Italy
| | - Paolo Ferri
- Department of Human Sciences for Education, University of Milan-Bicocca, Milan, Italy
| | - Marina Macchi
- Fondazione IRCCS Ca’ Granda - Ospedale Maggiore Policlinico, Pediatric Area, Via della Commenda 9, 20121 Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Milan, Italy
| | - Carlo Agostoni
- Fondazione IRCCS Ca’ Granda - Ospedale Maggiore Policlinico, Pediatric Area, Via della Commenda 9, 20121 Milan, Italy
- Department of Clinical Sciences and Community Health, University of Milan, Milan, Italy
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Virtual conferences and e-learning in dermatology during COVID-19 pandemic: Results of a web-based, global survey. Clin Dermatol 2021; 39:461-466. [PMID: 34518005 PMCID: PMC8452843 DOI: 10.1016/j.clindermatol.2021.06.002] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
During the pandemic, virtual conferences became the norm. We conducted a cross-sectional global study to assess dermatologists’ responses to virtual conference and e-learning program attendance, as well as to discuss the status of such events during the pandemic. This web-based, global survey included 733 dermatologists. Primary outcomes are percentages of responders answering questions. Assessment of the relationship between two categorical variables was performed with the chi-square test. A substantial percentage of responders were willing to attend a virtual meeting (70.6%) or webinar (80.2%), or to conduct a webinar (47.3%). Among participants who provided resident or fellow training before the pandemic, 38% responded that they did not have any teaching systems in place during the pandemic. Virtual conference attendance was significantly associated with video conference attendance before the pandemic, webinar attendance, teledermatology (TD) use during the pandemic, future TD use, having training systems in place for residents or fellows (P < .001 for each), and North American location of participant (P = .001). Webinar attendance was associated with North American location, conducting webinars (P < .001 for each), and future TD use (P = .024). This pandemic has had a profound effect on dermatology conferences and e-learning programs. Attending video conferences and webinars or other online training was associated with TD use and future use, which indicates that these technologies are all here to stay.
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Saurabh MK, Patel T, Bhabhor P, Patel P, Kumar S. Students' Perception on Online Teaching and Learning during COVID-19 Pandemic in Medical Education. MAEDICA 2021; 16:439-444. [PMID: 34925600 PMCID: PMC8643544 DOI: 10.26574/maedica.2021.16.3.439] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Introduction: The COVID-19 pandemic has changed the method of learning in medical education and forced us to switch over to the online mode of learning. The aim of the present study was to assess students' opinion on online learning in the time of COVID-19. Method:This is a descriptive cross-sectional questionnaire-based study conducted among undergraduate medical students. The closed, open-ended and validated questionnaires were administered to students to get feedback on utility, feasibility, suitability, effectiveness online learning as well as problems faced during e-learning and suggested solutions to them. Results:About 62.7% of undergraduates had internet access. Sixty seven percent of undergraduates were willing to actively communicate with their classmates and instructors electronically, whereas 64.9% of students were communicating online comfortably. Also, 82.20% of students were able to clear their doubt from teacher whenever required. Only 38 (20.5%) of students had equated online learning from home to conventional lectures in a lecture hall. However, 28.6% of students felt comfortable to learn from home in the pandemic era. Students (66.5%) wanted proper breaks, which would enable them to get sufficient time to think about the topic and frame their questions to clear their doubts. About 80% of students wanted that a sufficient number of questions should be asked to transform online learning sessions into interactive approaches. They highlighted distractions during online learning at home, problems of network accessibility, connectivity, lack of synchrony between audio and video, and audio disturbance. Conclusions:More than half of our students prefer classroom learning because it facilitates better teacher-student interactions, stimulates understanding, provides a distraction-free environment, and permits an appropriate pace of learning, encouraging interactivity and independence from technology.
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Affiliation(s)
- Manoj Kumar Saurabh
- Department of Pharmacology, All India Institute of Medical Sciences (AIIMS), Deoghar, India
| | - Tejas Patel
- Department of Pharmacology, All India Institute of Medical Sciences (AIIMS), Gorakhpur (UP), India
| | - Prakash Bhabhor
- Department of Pharmacology, GMERS Medical College, Gotri, Vadodara, India
| | | | - Subodh Kumar
- Department of Pharmacology, All India Institute of Medical Sciences (AIIMS), Deoghar, India
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Mishra VD, Tebha SS, Mittal RJ, Paul A. Effects of the COVID-19 Pandemic on the Competency of Clinical Year Medical Students, With Special Reference to Community and Public Health. Am J Public Health 2021; 111:378-379. [PMID: 33566647 PMCID: PMC7893340 DOI: 10.2105/ajph.2020.306081] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Affiliation(s)
- Vivaswan Dutt Mishra
- Vivaswan Dutt Mishra is an MBBS student at Motilal Nehru Medical College, Allahabad, India. Sameer Saleem Tebha is an MBBS student at Jinnah Medical and Dental College, Karachi, Pakistan. Rahul Jagdishchandra Mittal is an MBBS student at Gujarat Medical Education & Research Society Medical College, Gandhinagar, Gujarat, India. Aritra Paul is an MBBS student at Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India
| | - Sameer Saleem Tebha
- Vivaswan Dutt Mishra is an MBBS student at Motilal Nehru Medical College, Allahabad, India. Sameer Saleem Tebha is an MBBS student at Jinnah Medical and Dental College, Karachi, Pakistan. Rahul Jagdishchandra Mittal is an MBBS student at Gujarat Medical Education & Research Society Medical College, Gandhinagar, Gujarat, India. Aritra Paul is an MBBS student at Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India
| | - Rahul Jagdishchandra Mittal
- Vivaswan Dutt Mishra is an MBBS student at Motilal Nehru Medical College, Allahabad, India. Sameer Saleem Tebha is an MBBS student at Jinnah Medical and Dental College, Karachi, Pakistan. Rahul Jagdishchandra Mittal is an MBBS student at Gujarat Medical Education & Research Society Medical College, Gandhinagar, Gujarat, India. Aritra Paul is an MBBS student at Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India
| | - Aritra Paul
- Vivaswan Dutt Mishra is an MBBS student at Motilal Nehru Medical College, Allahabad, India. Sameer Saleem Tebha is an MBBS student at Jinnah Medical and Dental College, Karachi, Pakistan. Rahul Jagdishchandra Mittal is an MBBS student at Gujarat Medical Education & Research Society Medical College, Gandhinagar, Gujarat, India. Aritra Paul is an MBBS student at Nil Ratan Sircar Medical College and Hospital, Kolkata, West Bengal, India
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COVID-19 as a disruptor: innovation and value in a national virtual fracture conference. OTA Int 2021; 4:e117. [PMID: 33937721 PMCID: PMC8016601 DOI: 10.1097/oi9.0000000000000117] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 12/22/2020] [Indexed: 11/28/2022]
Abstract
Objectives: The aim of this study was to determine the educational value of a national virtual fracture conference implemented during the COVID-19 disruption of resident education. Design: Survey study. Setting: National virtual conference administered by the Orthopaedic Trauma Association. Participants: Attendees of virtual fracture conference. Intervention: Participation at a national virtual fracture conference. Main outcome measure: Surveys of perception of quality and value of virtual conferences relative to in-person conferences. Results: Ninety-six percent of participants rated the virtual fracture conference as similar or improved educational quality relative to conventional in-person fracture conference. Participants also felt they learned as much (35%) or more (57%) at each virtual fracture conference compared to the amount learned in-person. The quality of interpersonal interactions at both the resident–faculty level and faculty–faculty level was also perceived to be overall superior to those at participants’ own institutions. Learners felt they were more likely to engage the primary literature as well. Overall, 100% of participants were likely to recommend virtual conference to their colleagues and 100% recommended continuing this conference even after COVID-19 issues resolve. Conclusions: We found that learners find significant educational value in a national virtual fracture conference compared to in-person fracture conferences at their own institution. COVID-19 has proven to be a disruptor not only in health care but in medical education as well, accelerating our adoption of innovative and novel resident didactics. Level of Evidence: Therapeutic Level III.
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Conway S, Kirresh A, Stevenson A, Ahmad M. The impact of COVID-19 on cardiology training. THE BRITISH JOURNAL OF CARDIOLOGY 2021; 28:1. [PMID: 35747478 PMCID: PMC8988218 DOI: 10.5837/bjc.2021.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has produced a dramatic shift in how we practise medicine, with changes in working patterns, clinical commitments and training. Cardiology trainees in the UK have experienced a significant loss in training opportunities due to the loss of specialist outpatient clinics and reduction in procedural work, with those on subspecialty fellowships perhaps losing out the most. Training days, courses and conferences have also been cancelled or postponed. Many trainees have been redeployed during the crisis, and routes of career progression have been greatly affected, prompting concerns about extensions in training time, along with effects on mental health. With the pandemic ongoing and its effects on training likely long-lasting, we examine areas for improvement and opportunities for change in preparation for the 'new normal', including how other specialties have adapted. The increasingly routine use of video conferencing and online education has been a rare positive of the pandemic, and simulation will play a larger role. A more coordinated, national approach will need to be introduced to ensure curriculum components are covered and trainees around the country have equal access to ensure cardiology training in the UK remains world class.
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Affiliation(s)
- Samuel Conway
- Senior Clinical Fellow in Heart Failure Royal Free London NHS Foundation Trust, Pond Street, Hampstead, London, NW3 2QG
| | - Ali Kirresh
- Cardiology Registrar Royal Free London NHS Foundation Trust, Pond Street, Hampstead, London, NW3 2QG
| | - Alex Stevenson
- Senior House Officer Royal Free London NHS Foundation Trust, Pond Street, Hampstead, London, NW3 2QG
| | - Mahmood Ahmad
- Cardiology Registrar Royal Free Hospital Royal Free London NHS Foundation Trust, Pond Street, Hampstead, London, NW3 2QG
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Abstract
The first cases of coronavirus disease 2019 (COVID-19) in Iran were detected on February 19, 2020. Soon the entire country was hit with the virus. Although dermatologists were not immediately the frontline health care workers, all aspects of their practice were drastically affected. Adapting to this unprecedented crisis required urgent appropriate responses. With preventive measures and conserving health care resources being the most essential priorities, dermatologists, as an integral part of the health system, needed to adapt their practices according to the latest guidelines. The spectrum of the challenges encompassed education, teledermatology, lasers, and other dermatologic procedures, as well as management of patients who were immunosuppressed or developed drug reactions and, most importantly, the newly revealed cutaneous signs of COVID-19. These challenges have paved the way for new horizons in dermatology.
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Affiliation(s)
- Maryam Daneshpazhooh
- Department of Dermatology, Tehran University of Medical Sciences, Tehran, Iran; Autoimmune Bullous Diseases Research Center, Razi Hospital, Tehran University of Medical Sciences, Tehran, Iran.
| | - HamidReza Mahmoudi
- Department of Dermatology, Tehran University of Medical Sciences, Tehran, Iran; Autoimmune Bullous Diseases Research Center, Razi Hospital, Tehran University of Medical Sciences, Tehran, Iran
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Abstract
The coronavirus disease 2019 (COVID-19) pandemic has caused widespread disruptions in various sectors of medicine, including medical education. Although the necessary focus has been on patient care and public safety and the long-lasting impact of COVID-19 remains to be determined, the impact on medical education warrants further attention and action. While it seems minuscule compared with the toll the global pandemic has caused worldwide, the impact on medical education, including graduate medical education, carries the potential to alter career progression and outcomes. We have assessed the effects of COVID-19 on dermatology clinics, residency education, and medical education, exploring recommendations and actions taken by governing bodies and offering additional suggestions of our own.
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Affiliation(s)
- Virginia A Jones
- Department of Dermatology, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Kayla A Clark
- Department of Dermatology, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Carolina Puyana
- Department of Dermatology, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA
| | - Maria M Tsoukas
- Department of Dermatology, University of Illinois at Chicago College of Medicine, Chicago, Illinois, USA.
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Shao Z, Cao A, Luo W, Zhou Y, Wang J, Gui Y, Gao B, Xu Z, Zhu B, Sheng Z. The Psychological Impact of the Tertiary Hospital Reappraisal on Resident Doctors in the Post-pandemic Era: A Cross-sectional Study in Ningbo. Front Psychiatry 2021; 12:770851. [PMID: 35222102 PMCID: PMC8874269 DOI: 10.3389/fpsyt.2021.770851] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/05/2021] [Accepted: 12/23/2021] [Indexed: 11/30/2022] Open
Abstract
PARTICIPANTS Competent resident doctor were expected to help the patients, advance medical knowledge, and promote public health. The time and effort necessary for residents to devote to standarized training is extensive. Anxiety and depression can negatively affect professional development and work efficacy. The study aimed to assess the psychosocial effects of the hospital reappraisal during the post-pandemic era of COVID-19 and analyze potential risk factors leading to their symptoms of anxiety and depression. METHOD In March 2021, the "Questionnaire Star" electronic questionnaire system was used to collect data. A total of 96 resident doctors from the affiliated hospital of the medical school of Ningbo University were invited to complete the questionnaires. RESULTS According to our study, the prevalence of symptoms of anxiety and depression in the resident doctors in the institution was 61.5 and 59.4%, respectively. The residents who were worried about clinical skills tend to have anxiety symptoms under online education (OR = 3.436, 95%CI: 1.122-10.526). Compared with participants who were assigned by other hospitals, social trainees (OR: 7.579, 95%CI: 1.747-32.885), and full-time masters (OR: 5.448, 95% CI: 1.586-18.722) were more likely to have anxiety symptoms. Participants without a labor contract (OR = 3.257, 95% CI: 1.052-10.101) had a high risk of depression symptoms. Participants who spent more time learning the details prepared for the tertiary hospital reappraisal were significantly more likely to develop anxiety and depressive symptoms. CONCLUSION This study suggested that the tertiary hospital reappraisal program has an impact on the high incidence of anxiety and depression of the young resident doctors during the post-pandemic era of the COVID-19 in Ningbo.
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Affiliation(s)
- Zhonghao Shao
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China.,Department of Anesthesiology, Affilated Hospital of Shaoxing University, Shaoxing, China
| | - Angyang Cao
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Wenjun Luo
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Yanling Zhou
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Jianhua Wang
- Department of Radiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Yu Gui
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Bin Gao
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Zhipeng Xu
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Binbin Zhu
- Department of Anesthesiology, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
| | - Zhiren Sheng
- Department of Nursing, The Affiliated Hospital of Medical School of Ningbo University, Ningbo, China
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