Connectivism: A knowledge learning theory for the digital age?

Games to support teaching clinical reasoning in health professions education: a scoping review

INTRODUCTION

Given the complexity of teaching clinical reasoning to (future) healthcare professionals, the utilization of serious games has become popular for supporting clinical reasoning education. This scoping review outlines games designed to support teaching clinical reasoning in health professions education, with a specific emphasis on their alignment with the 8-step clinical reasoning cycle and the reflective practice framework, fundamental for effective learning.

METHODS

A scoping review using systematic searches across seven databases (PubMed, CINAHL, ERIC, PsycINFO, Scopus, Web of Science, and Embase) was conducted. Game characteristics, technical requirements, and incorporation of clinical reasoning cycle steps were analyzed. Additional game information was obtained from the authors.

RESULTS

Nineteen unique games emerged, primarily simulation and escape room genres. Most games incorporated the following clinical reasoning steps: patient consideration (step 1), cue collection (step 2), intervention (step 6), and outcome evaluation (step 7). Processing information (step 3) and understanding the patient's problem (step 4) were less prevalent, while goal setting (step 5) and reflection (step 8) were least integrated.

CONCLUSION

All serious games reviewed show potential for improving clinical reasoning skills, but thoughtful alignment with learning objectives and contextual factors is vital. While this study aids health professions educators in understanding how games may support teaching of clinical reasoning, further research is needed to optimize their effective use in education. Notably, most games lack explicit incorporation of all clinical reasoning cycle steps, especially reflection, limiting its role in reflective practice. Hence, we recommend prioritizing a systematic clinical reasoning model with explicit reflective steps when using serious games for teaching clinical reasoning.

Comparisons of the Academic Performance of Medical and Health-Sciences Students Related to Three Learning Methods: A Cross-Sectional Study

Introduction

The learning methods employed in medical education have substantially transformed from traditional face-to-face (FTF) instruction to online learning modalities. This study sought to quantitatively compare the impact of three learning methods on the academic performance of first-year medical and health sciences students enrolled in a Medical Terminology (MT) course. The learning methods examined include the FTF method, the online-synchronized method, and a blended learning method that combines elements of both. The scope of the analysis encompasses the academic years 2019, 2020, and 2023.

Methods

Academic performance was measured using overall scores and scores derived from the letter grades of 2446 first-year students assigned to the three learning methods that were compared.

Results

A significant improvement in 2023 was observed in the blended learning method, which consisted of 30% FTF and 70% online synchronized lectures for overall scores (p < 0.0) and the scores based on the A grades (p < 0.0) of students in the MT course, compared to the FTF learning method in 2019 or the online synchronized learning method in 2020.

Conclusion

The blended learning method, which combines FTF with online synchronized learning, appears to be a more effective method for enhancing the academic performance of first-year students compared to either the traditional FTF method or the solely online synchronized method.

Personalized adaptive learning in higher education: A scoping review of key characteristics and impact on academic performance and engagement

Introduction

Higher education institutions face persistent challenges of student retention and academic progress. Personalized adaptive learning has the potential to address these issues as it leverages educational technology to tailor learning pathways according to individual student needs.

Objective

To elucidate the key characteristics of personalized adaptive learning in higher education and its impact on academic performance and engagement.

Methods

The Joanna Briggs Institute scoping review methodology was followed. Key international databases were searched to retrieve articles. The titles and abstracts of selected studies were imported into Covidence. Peer-reviewed journal articles, theses, and dissertations focusing on undergraduate students engaged in personalized adaptive learning, published between 2012 and 2024 were included. Data was extracted and charted in Covidence. Results were summarised through a narrative synthesis and visually presented in a PRISMA-ScR flow diagram.

Results

This review included 69 eligible studies. The findings reveal insights into the multifaceted nature of personalized adaptive learning, which include platforms, implementation strategies, perceived strengths and limitations by instructors and students. Pre-knowledge quizzes were reported as the most common indicator for activating adaptive content delivery, and McGraw-Hill's Connect LearnSmart and Moodle were the most utilized adaptive platforms. Improved academic performance was reported by 41 of the studies (n = 41, 59 %), and 25 studies (n = 25, 36 %) indicated increased student engagement.

Conclusion

This study highlights the potential of personalized adaptive learning to positively impact academic performance, student engagement and learning, despite technological limitations. Further research is encouraged to address technological challenges, build on strengths and refine implementation and application of personalized adaptive learning in higher education.

Promoting patient safety among nursing students: A mixed-method study on collaborative cross-cultural learning

AIM

This study aimed to examine the feasibility of collaborative cross-cultural learning among university nursing students in Singapore and nursing students from Korea in developing insights on patient safety and understanding students' perspectives.

BACKGROUND

Patient safety is an important part of nursing management to deliver quality care to patients. However, studies suggested that nursing students were not adhering to guidelines.

DESIGNS

This pilot study used a mixed-method embedded design. Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines were employed to provide a deeper understanding of the nursing perceptions and behaviours towards collaborative learning.

METHODS

The study took place between August 2023 and December 2023. 12 Singaporean students participated in the online collaborative learning session with 16 Korean students. Only nursing students from Singapore were invited and completed an online pre- and post-intervention survey covering attitude and perceived knowledge on patient safety followed by the interviews.

RESULTS

Participants reported an improvement in their perspectives towards medical errors and patient safety after the session. Four themes and 11 sub-themes were reported 1) intercultural communication, 2) curriculum design, 3) personal attributes and experiences and 4) the impact of online platforms, to understand their perspectives of cross-cultural learning on their attitudes and perspectives.

CONCLUSION

Cultural collaborative learning, when aligned with connectivism, had shown its feasibility in developing insights on patient safety and understanding students' perspectives to strengthen their personal beliefs and promote patient safety in their clinical area. The challenges faced when conducting collaborative cross-cultural learning via online platforms were also explored in this study and addressed to ensure equitable participation by everyone.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers' age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Assessing the Quality and Readability of Online Patient Information: ENT UK Patient Information e-Leaflets versus Responses by a Generative Artificial Intelligence

BACKGROUND

 The evolution of artificial intelligence has introduced new ways to disseminate health information, including natural language processing models like ChatGPT. However, the quality and readability of such digitally generated information remains understudied. This study is the first to compare the quality and readability of digitally generated health information against leaflets produced by professionals.

METHODOLOGY

 Patient information leaflets from five ENT UK leaflets and their corresponding ChatGPT responses were extracted from the Internet. Assessors with various degrees of medical knowledge evaluated the content using the Ensuring Quality Information for Patients (EQIP) tool and readability tools including the Flesch-Kincaid Grade Level (FKGL). Statistical analysis was performed to identify differences between leaflets, assessors, and sources of information.

RESULTS

 ENT UK leaflets were of moderate quality, scoring a median EQIP of 23. Statistically significant differences in overall EQIP score were identified between ENT UK leaflets, but ChatGPT responses were of uniform quality. Nonspecialist doctors rated the highest EQIP scores, while medical students scored the lowest. The mean readability of ENT UK leaflets was higher than ChatGPT responses. The information metrics of ENT UK leaflets were moderate and varied between topics. Equivalent ChatGPT information provided comparable content quality, but with reduced readability.

CONCLUSION

 ChatGPT patient information and professionally produced leaflets had comparable content, but large language model content required a higher reading age. With the increasing use of online health resources, this study highlights the need for a balanced approach that considers both the quality and readability of patient education materials.

Examining the utilization of web-based discussion tools in teaching organic chemistry: A dataset collected from secondary schools of Gasabo and Kamonyi districts in Rwanda

In recent years, teaching and learning organic chemistry have been troubled by limited engagement, and active participation among learners. As a result, there has been a growing need to develop innovative teaching methods that can address these educational challenges. Web-based discussion tools have emerged as a promising means of promoting engagement and critical thinking skills among learners. Web-based discussion tools are platforms or apps that help communication and collaboration among users over the internet. These tools allow individuals or groups to engage in conversations, share information, and exchange ideas in a digital learning environment. Therefore, this dataset delves into the current usage of web-based discussion in teaching and learning organic chemistry in Gasabo and Kamonyi districts secondary schools. The study's objectives encompass evaluating usage levels of web-based discussion tools, comparing levels of usage, identifying integration possibilities, and informing policymakers and researchers for future practices. The dataset consists of data from 133 secondary school chemistry teachers obtained through an online survey. The survey gathered information on the current usage, teachers' perceptions and skills of using web-based discussion tools in teaching organic chemistry. The data were categorized into seven sheets. The dataset allows for in-depth exploration across various demographic variables, including gender, location, school ownership, working experience, and age. The data are raw, filtered, analyzed and are available freely to explore and reuse. Researchers in related fields can use this dataset to measure the existing use of web-based discussion in teaching and learning organic chemistry, identify gaps, and foresee potential solutions to the difficulties associated with the use of this approach in Rwandan secondary schools. Moreover, the presented data can aid teachers, policymakers, and curriculum designers in developing effective strategies for integrating web-based discussion into organic chemistry instruction.

Mediterranean Diet Information on TikTok and Implications for Digital Health Promotion Research: Social Media Content Analysis

BACKGROUND

The Mediterranean diet has been linked to reduced risk for several cardiometabolic diseases. The lack of a clear definition of the Mediterranean diet in the scientific literature and the documented proliferation of nutrition misinformation on the internet suggest the potential for confusion among consumers seeking web-based Mediterranean diet information.

OBJECTIVE

We conducted a social media content analysis of information about the Mediterranean diet on the influential social media platform, TikTok, to examine public discourse about the diet and identify potential areas of misinformation. We then analyzed these findings in the context of health promotion to identify potential challenges and opportunities for the use of TikTok in promoting the Mediterranean diet for healthy living.

METHODS

The first-appearing 202 TikTok posts that resulted from a search of the hashtag #mediterraneandiet were downloaded and qualitatively examined. Post features and characteristics, poster information, and engagement metrics were extracted and synthesized across posts. Posts were categorized as those created by health professionals and those created by nonhealth professionals based on poster-reported credentials. In addition to descriptive statistics of the entire sample, we compared posts created by professionals and nonprofessionals for content using chi-square tests.

RESULTS

TikTok posts varied in content, but posts that were developed by health professionals versus nonprofessionals were more likely to offer a definition of the Mediterranean diet (16/106, 15.1% vs 2/96, 2.1%; P=.001), use scientific citations to support claims (26/106, 24.5% vs 0/96, 0%; P<.001), and discuss specific nutrients (33/106, 31.1% vs 6/96, 6.3%; P<.001) and diseases related to the diet (27/106, 25.5% vs 5/96, 5.2%; P<.001) compared to posts created by nonhealth professionals.

CONCLUSIONS

Social media holds promise as a venue to promote the Mediterranean diet, but the variability in information found in this study highlights the need to create clear definitions about the diet and its components when developing Mediterranean diet interventions that use new media structures.

The impact of credit accessibility and information communication technology on the income of small-scale sugarcane farmers in Ndwedwe Local Municipality, KwaZulu-Natal Province, South Africa

Introduction

Access to credit and information and communication technology (ICT) plays a pivotal role in enhancing the practices of small-scale sugarcane farmers, impacting their financial, social, and economic wellbeing. However, many small-scale farmers need help accessing these resources, thereby affecting their ability to generate sustainable income. This study aimed to assess the factors influencing the adoption of ICT and access to credit and their subsequent impact on small-scale farmers' income.

Methods

Employing a multistage sampling technique, 300 small-scale farmers were selected as participants in the study. The recursive bivariate probit regression model was used to assess the factors affecting adoption ICT and a selectivity-corrected ordinary least square regression model was utilized to estimate the synergistic effect of ICT adoption and access to credit on the income of small-scale sugarcane farmers.

Results and discussion

The findings revealed that approximately 77% of small-scale farmers had access to credit, while more than 80% had adopted ICT. The results derived from the recursive bivariate probit (RBP) regression model indicated that access to credit, education, and extension support positively and significantly influenced the adoption of ICT. Conversely, marital status and non-farm income exhibited a negative and significant influence on the adoption of ICT. Gender and marital status were positively and significantly associated with access to credit, whereas age, education, and non-farm income showed a negative and significant relationship on access to credit. Subsequently, a selectivity-corrected ordinary least square regression model analysis revealed that factors such as gender, marital status, extension, government support, and transportation costs positively and significantly influenced farmer's income. In contrast, education, employment status, and non-farm income exhibited a negative and significant influence on income.

Conclusion and recommendations

The study concludes that socio-demographic factors, such as gender, marital status, extension support, government support, and transportation costs, positively contribute to farmers' income. Small-scale sugarcane farmer involvement in other non-farm activities is associated with reduced farm income. This implies that farmers' livelihoods options are reduced as they can only focus on sugarcane development as a source of income. There is a pressing need to educate small-scale farmers on ICT and provide them with access to agricultural credit. Additionally, extension workers should offer advisory support to small-scale farmers requiring assistance in accessing agricultural credit. There is a need to train sugarcane farmers on different agricultural income generating activities to reduce their over-reliance on sugarcane development. By addressing the identified socio-demographic factors and implementing targeted policy interventions, stakeholders can foster an enabling environment for small-scale farmers to thrive, ultimately contributing to the sustainable development of the sugarcane sector and the broader agricultural landscape in South Africa.

Effect and usability of the use of twitter as a complementary teaching tool in different subjects of nursing studies: Educational intervention study

BACKGROUND

Some social networks, such as Twitter (now known as X), have proven to be very useful for sharing and discussing multiple aspects related to the healthcare field. However, the use of Twitter as a method of communication and knowledge transfer to nursing students has been limited.

OBJECTIVES

To evaluate the usability and effect of an educational intervention for monitoring additional content, through the social network Twitter, of various subjects of nursing studies (clinical nursing, community nursing, and nursing fundamentals).

DESIGN

An exploratory experimental study was carried out through an educational intervention during the 2020-2021 and 2021-2022 academic years.

SETTINGS

Faculty of Nursing at the University of Salamanca, Spain. Participants were 308 students.

METHODS

Students used Twitter to receive tweets about news or links to subject-related content. They also completed a pre-post questionnaire.

RESULTS

A high degree of visualization and interaction of the study's Twitter account stands out, mainly in the subject clinical nursing. In relation to usability, the participants stated that they strongly agreed with aspects such as "thinking that it was easy to use the account" (59.4 %) as well as "imagining that the majority of colleagues would learn very quickly to use said account" (46.5 %). Students who used the account at least once a day obtained higher scores on the post-study knowledge questionnaire than those who used it less than once a day (p < 0.05), or those who used it 2 or 3 times during the study (p = 0.010).

CONCLUSIONS

The group of participants who used the Twitter account at least once a day stated that using the account was easy and that they would like to use it more frequently. Likewise, greater use of this tool was associated with a better score on a post-study knowledge questionnaire.

Medical student wellbeing during COVID-19: a qualitative study of challenges, coping strategies, and sources of support

BACKGROUND

Medical students face challenges to their mental wellbeing and have a high prevalence of mental health problems. During training, they are expected to develop strategies for dealing with stress. This study investigated factors medical students perceived as draining and replenishing during COVID-19, using the 'coping reservoir' model of wellbeing.

METHODS

In synchronous interactive pre-recorded webinars, 78 fourth-year medical students in the UK responded to reflective prompts. Participants wrote open-text comments on a Padlet site. Responses were analysed using reflexive thematic analysis.

RESULTS

Analysis identified five themes. COVID-19 exacerbated academic pressures, while reducing the strategies available to cope with stress. Relational connections with family and friends were affected by the pandemic, leading to isolation and reliance on housemates for informal support. Relationships with patients were adversely affected by masks and telephone consultations, however attending placement was protective for some students' wellbeing. Experiences of formal support were generally positive, but some students experienced attitudinal and practical barriers.

CONCLUSIONS

This study used a novel methodology to elicit medical students' reflections on their mental wellbeing during COVID-19. Our findings reinforce and extend the 'coping reservoir' model, increasing our understanding of factors that contribute to resilience or burnout. Many stressors that medical students typically face were exacerbated during COVID-19, and their access to coping strategies and support were restricted. The changes to relationships with family, friends, patients, and staff resulted in reduced support and isolation. Recognising the importance of relational connections upon medical students' mental wellbeing can inform future support.

Interacting within an asynchronous online interprofessional education workshop focused on social determinants of health

BACKGROUND

Meaningful interprofessional education (IPE) involves students from at least two professions interacting to learn with, about, and from one another. Our objective was to describe a novel online approach used to create meaningful IPE within a social determinants of health (SDoH) workshop.

INTERPROFESSIONAL EDUCATION ACTIVITY

This online workshop integrated four different professions' perspectives on SDoH (social-work, public-health, nursing, and pharmacy). Each six-student interprofessional team was assigned a local neighborhood. This week-long workshop had numerous activities (pre- and post-workshop quizzes, a SDoH-primer video, video self-introduction to teammates, a windshield questionnaire with two subsequent clinical cases, a post-workshop reflection, and post-workshop evaluation). For discussion, asynchronous video-based responses were used instead of traditional text-based discussion-boards.

DISCUSSION

Quantitatively comparing quiz scores, students' SDoH knowledge increased with this workshop. Qualitatively from evaluations, most students found this workshop helpful and meaningful. Supporting use of video-based responses, many students' favorite aspect was interacting and collaborating within their interprofessional teams, although some students desired synchronous activities instead. Faculty facilitators confirmed that meaningful IPE interactions occurred.

IMPLICATIONS

In short, students from multiple health-professions learned SDoH-content and, using video-based responses, interacted asynchronously during this online workshop. This report demonstrated one tool available to help facilitate meaningful IPE asynchronously. This asynchronous, online IPE workshop appears to be a promising format to be integrated with other in-person IPE sessions.

Reflections on teaching and learning during the omicron wave of the COVID-19 pandemic and economic inflation

The pandemic and the rising living costs have affected teaching and learning practices. These changes have impacted teaching faculty and students alike. This article is an analytical reflection of our experiences of teaching and learning during the omicron wave of the pandemic and rising economic inflation. This paper highlights some of our key observations. The reflective process has challenged some of our preconceptions. It has also helped highlight some questions and contradictions on teaching and learning in this context which may provide a reference for future research.

Viewing of clinical cases on social media by dentists: A cause of motivation or dissatisfaction?

Objective

To evaluate the thoughts and feelings of dentists viewing posted clinical cases (PCCs) on various social media (SM) platforms.

Methods

A questionnaire was developed, validated and its reliability was established. It was distributed (in 2022) to 355 dentists who had graduated at least 2 years prior. It had three sections consisting of 20 items pertaining to general information, SM usage, and feelings. Descriptive data were reported using percentages. The chi-squared test was used for inferential analysis. P ≤ 0.05 was considered statistically significant.

Results

The response rate was 92%. The majority of respondents were non-post-graduates (63%), and aged ≤40 years (90%) with clinical experience <5 years (41%). Dentists with the most clinical experience (>15 years) shared their clinical work significantly more than their counterparts (p < 0.05). Most of the dentists did not feel motivated after viewing the PCCs (41%), especially those aged >40 years (p = 0.037), and thought that viewing the PCCs was the reason for personal dissatisfaction (50%). They had a belief that they possess skills (36%) and knowledge (42%), but not the necessary equipment to replicate the PCCs (39%).

Conclusions

The majority of dentists felt that viewing the PCCs on SM can cause personal dissatisfaction and lack of motivation. They had a belief that they possess the skills and knowledge to replicate the PCCs, but lack equipment. Investing resources in clinical workshops, mentorship, and the procurement of modern equipment early in the career of dentists may improve their mental well-being, satisfaction, and quality of treatment delivered to patients.

Heart failure patients monitoring using IoT-based remote monitoring system

Intelligent health monitoring systems are becoming more important and popular as technology advances. Nowadays, online services are replacing physical infrastructure in several domains including medical services as well. The COVID-19 pandemic has also changed the way medical services are delivered. Intelligent appliances, smart homes, and smart medical systems are some of the emerging concepts. The Internet of Things (IoT) has changed the way communication occurs alongside data collection sources aided by smart sensors. It also has deployed artificial intelligence (AI) methods for better decision-making provided by efficient data collection, storage, retrieval, and data management. This research employs health monitoring systems for heart patients using IoT and AI-based solutions. Activities of heart patients are monitored and reported using the IoT system. For heart disease prediction, an ensemble model ET-CNN is presented which provides an accuracy score of 0.9524. The investigative data related to this system is very encouraging in real-time reporting and classifying heart patients with great accuracy.

Psychometric properties of a new instrument for the measurement of the perceived quality of distance learning during the coronavirus disease 2019 (COVID-19) pandemic

Introduction

The lockdown restrictions due to the COVID-19 pandemic forced many students to use distance learning. Few studies have examined the psychological effects of distance learning during the pandemic on university or on non-university students using a specific psychometric tool. The principal aim of this study was the construction and validation of a new psychometric tool, the Perceived Quality of Distance Learning (PQDL), to measure students' appreciation and reaction to distance learning. The connection between anxiety, depression, perceived self-efficacy, and students' perception of distance learning was analyzed to assess the nomological validity of the new scale.

Method

The sample consists of 429 students who attended university or training courses. The factor structure of the new instrument was analyzed through Exploratory and Confirmatory Factor Analyses and its nomological validity was analyzed through regression analysis.

Conclusion

The results showed that PQDL consists of two subscales: Distance Learning Organization and Cognitive-Emotive Reaction to Distance Learning. Higher student's ability to organize and plan distance learning and higher student's positive cognitive-emotive reaction to distance learning, higher student's perceived quality of distance learning. Anxiety and depression scores were negatively correlated with students' perceived quality of distance learning. Furthermore, students' perceived emotional self-efficacy of negative emotions and perceived scholastic self-efficacy were positively correlated with students' perceived quality of distance learning. These data indicate that PQDL is a reliable questionnaire to assess student's perceived quality of distance learning.

Monitoring Acute Heart Failure Patients Using Internet-of-Things-Based Smart Monitoring System

With technological advancements, smart health monitoring systems are gaining growing importance and popularity. Today, business trends are changing from physical infrastructure to online services. With the restrictions imposed during COVID-19, medical services have been changed. The concepts of smart homes, smart appliances, and smart medical systems have gained popularity. The Internet of Things (IoT) has revolutionized communication and data collection by incorporating smart sensors for data collection from diverse sources. In addition, it utilizes artificial intelligence (AI) approaches to control a large volume of data for better use, storing, managing, and making decisions. In this research, a health monitoring system based on AI and IoT is designed to deal with the data of heart patients. The system monitors the heart patient's activities, which helps to inform patients about their health status. Moreover, the system can perform disease classification using machine learning models. Experimental results reveal that the proposed system can perform real-time monitoring of patients and classify diseases with higher accuracy.

Online medical education using a Facebook peer-to-peer learning platform during the COVID-19 pandemic: a qualitative study exploring learner and tutor acceptability of Facebook as a learning platform

BACKGROUND

In recent years, higher education institutions have been moving teaching online, accelerated by the pandemic. The Remote Learning Project (RLP), based at the Norwich Medical School (NMS) in the United Kingdom (U.K.), was a peer-to-peer teaching program developed to supplement medical school teaching during the pandemic. The teaching was delivered through Facebook using peer-to-peer teaching. Tutors were final year medical students, teaching medical student learners in lower years. Tutors and learners perception of peer-to-peer online learning delivered through the Facebook Social Media (SoMe) platform was investigated.

METHODS

This qualitative study recruited tutor and learner participants from NMS by email, participation in the study was voluntary. Online semi-structured interviews of both tutors and learners in the remote learning project were conducted. The data was analysed using thematic analysis.

RESULTS

Seven participants were interviewed. Five themes were identified; education (learning/teaching), productivity, data security, professionalism, and usability of the platform. Learners enjoyed the asynchronous nature of the platform and both learners and tutors enjoyed the peer-to-peer nature of the RLP, including the ability to immediately and easily answer on Facebook comments. Some learners felt distracted on Facebook, whilst others enjoyed the reminders. The mix of social and professional on the platform was met with caution from tutors. Both learners and tutors enjoyed the familiarity of the platform.

CONCLUSIONS

The study found that SoMe may be a credible platform to deliver online peer-to-peer teaching. Educators should consider the ergonomics of SoMe platforms when designing online curriculums. Guidelines for educators should be developed to better guide educators on the effective and safe use of SoMe as a learning tool.

Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools

Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.

Usage of Student-Created Anatomical Diagrams Shared on Social Media

Social media (SoMe) is a resource for electronic materials in medical education, but has been particularly relevant for anatomy education due to the visual nature of the discipline. Although the distribution of expert/faculty-created anatomy content has been documented, the usefulness of novice/student-created content distributed via SoMe remains undetermined. To address this, original anatomical diagrams (n = 127) created by a novice educator were disseminated via the Anatomy Adventures Instagram account and evaluated for their usefulness. Audience engagement was evaluated using descriptive statistics, with a mean number of likes for all posts (n = 61) of 62.54 + 15.70. Statistically significant differences in the number of likes across content topics were assessed using a Kruskal-Wallis test (H(41.09) = 4, p < 0.005). An 11-item survey (10.6% response rate) explored the (1) population demographics, (2) diagram utility, and (3) suggestions for improvement. Responses were converted to percent frequencies and assessed with chi-square. Descriptive codes were applied to open-ended responses according to published methods. Of the 111 survey responses, 95% of participants were 18-30 years, with the majority of participants being medical students (69.3%), undergraduate/graduate students (16.2%), and fully employed (12.6%). Participants report using the diagrams to study for coursework or board examinations (54%), while non-medical use (42.4%) included leisure viewing or reviewing for their occupation. The usefulness of the diagrams was attributed to their (1) simplicity (43%), (2) style (24.6%), and (3) color-coding (12.3%) (p = 0.0025). These data indicate that Instagram may be utilized by novice educators to provide accurate and accessible resources.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40670-023-01736-9.

Self-Efficacy and Student Satisfaction in a Clinical-Year Diagnostic Imaging Course Using an Online Instruction Format

Accurate interpretation of radiographic images is critical to diagnosing clinical patients. Remote instruction in radiology has become more common at veterinary colleges as academic institutions struggle to fill open veterinary radiologist positions and as a result of the COVID-19 pandemic. This study sought to gather the feedback of fourth-year veterinary students via pre- and post-study surveys (n = 45) and focus groups (n = 7) about a newly implemented 2-week long radiology rotation. Ninety-eight percent of students reported having taken an online course before, and on both pre- and post-study surveys, students commonly reported feeling interested, determined, and attentive. On average, students reported that they were neither more nor less engaged than they would have been in an in-person course and that they understood the material neither better nor worse than they would have in an in-person course. Students reported that the key to their success was primarily hard work; secondarily, instructor availability and student ability were important. Students did not rate luck as having much influence on their success. Although diagnostic imaging can be a challenging subject to master, students effectively learned this subject through online instruction. They provided feedback for the course's continued improvement; their comments centered around improved interactivity, including providing automated quiz questions' answers and increased instructor availability. Data collected in this study will help to guide further development of the radiology course.

Design and Transition of an Emergency E-Learning Pathology Course for Medical Students-Evaluation of a Novel Course Concept

BACKGROUND

Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training.

METHODS

In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time.

RESULTS

Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students.

CONCLUSION

Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.

Peer reference and the out-of-the-building experience

Purpose

This article conceptualizes essential keys to the future of peer reference in academic libraries as extrapolated through the dual lenses of academic library history in the United States of America and recent experiences of a peer program with prospective and actual out-of-the-building experiences.

Design/methodology/approach

A 30,000-foot historical view of the dispositions of space in academic library buildings, collections, spaces, technology and reference provision is integrated with a description of the responses and insights of a peer reference program during the program's prospective and actual out-of-the-building experiences. These components are then analyzed to extrapolate keys to peer reference provision in any learning environment.

Findings

Peer reference is a natural extension of the Learning Commons model as developed in many academic libraries. To find optimal success in leveraging the benefits of peer-to-peer learning, program coordinators should keep in mind the social aspects of peer learning and intentionally articulate a framework for service delivery that best matches the modalities of providers, patrons and the information environment. In reviewing training and service practices, coordinators should be particularly on guard for any bias due to traditional reliance on the affordances of a library building and/or physical service point.

Originality/value

This article founds its conclusions in regard to the future of peer reference by contextualizing the evolution and future of such programs in the wider historical context of academic library dispositions of space in support of learning. It proposes a conceptual framework for intentionally matching the modalities of providers, patrons and the information environment.

Be in the Digital Room Where it Happens, Part II: Social Media for Neurology Educators

Social media has changed the way we communicate and interact. Unsurprisingly, it has also changed how we teach and learn. Younger generations of learners have transitioned from traditional educational sources to digital ones. Medical educators need to adapt to trends in medical education and develop fluency in the digital methods used by medical learners today. This is part two of a two-part series on social media and digital education in neurology. This article provides an overview of how social media can be used as a teaching tool in medical education and provides an overview in which it is grounded. We offer practical strategies on how social media can promote lifelong learning, educator development, educator support, and foster educator identity with accompanying neurology-specific examples. We also review considerations for incorporating social media into teaching and learning practices and future directions for integrating these tools in neurology education.

Perceived Use Behavior of Social Networking Sites Among the Healthcare Students in India

Introduction

The use of social networking sites (SNSs) is growing among higher education students, including healthcare students. Nonetheless, limited research has examined the perceived use behavior among healthcare students in developing countries such as India.

Objective

This study attempts to assess the use behavior of SNSs by undergraduate students in the fields of nursing and pharmacy in India through the lens of Connectivism and New Social Learning theories.

Method

The study used a Google form to collect data through an online questionnaire. A sample of 483 participants included 258 Bachelor of Science in Nursing students, 161 General Nursing and Midwifery students, and 64 Bachelor of Pharmacy students from various Indian nursing and pharmacy schools.

Results

The majority of the respondents prefer to use SNSs for several purposes such as watching academic videos on YouTube, sharing their ideas, thoughts, and current development in their respective fields through WhatsApp, getting job-related information from different Facebook pages, etc. A substantial number of nursing students believed that these SNSs help them build relationships with professionals across the country. At the same time, many students also indicated that extensive use of SNSs might cause sleep difficulties, data privacy concerns, and a lack of focus while studying.

Conclusion

To have an impact on how SNSs are used in healthcare education, more attention should be paid to build connectivism between educators and their students on social learning environment, which the findings of this study's suggestions could be put into practice.

Learning and teaching sustainable business in the digital era: a connectivism theory approach

Higher education institutions may adopt various approaches to the pedagogic principles and methods used in teaching sustainable development in business and marketing courses. These methods can include the utilisation of digital technologies and online communication to facilitate distance learning and fast access to relevant information. Changes towards the digitalisation of the learning environment especially gained popularity during the Covid-19 pandemic. In the post-pandemic period, digitalisation continues to facilitate the learning and teaching processes. However, the implementation of digital technologies, besides technological expertise, requires appropriate theoretical frameworks for understanding how learning is developed. This study explores connectivism theory applied to the pedagogic practices of knowledge dissemination concerning sustainable development in the fields of business and marketing. Connectivism embraces knowledge as a network where the learner, with the help of digital technologies, develops mental connections between pieces of information during interaction with various information sources. This qualitative research empirically explores the principles of connectivism embedded in the learning and teaching of a university course conducted online. The research findings indicate that connectivism may be a suitable conceptual framework that motivates learners to develop knowledge through digital enablers, discussions and social networking and to make connections to sustainability concepts. The principles of connectivism may help instructors to develop a learning environment where learners add understandings to their previous knowledge on sustainability through online interactions and by accessing digital knowledge sources. This study makes several interdisciplinary contributions by deepening the insights into digital pedagogic methods and approaches for the facilitation of learning, which may be of interest to academic and other pedagogic practitioners.

Towards intelligent E-learning systems

The prevalence of e-learning systems has made educational resources more accessible, interactive and effective to learners without the geographic and temporal boundaries. However, as the number of users increases and the volume of data grows, current e-learning systems face some technical and pedagogical challenges. This paper provides a comprehensive review on the efforts of applying new information and communication technologies to improve e-learning services. We first systematically investigate current e-learning systems in terms of their classification, architecture, functions, challenges, and current trends. We then present a general architecture for big data based e-learning systems to meet the ever-growing demand for e-learning. We also describe how to use data generated in big data based e-learning systems to support more flexible and customized course delivery and personalized learning.

"Faces on a screen": A qualitative study of the virtual and in-person conference experience

Introduction

The strengths and weaknesses of virtual and in-person formats within continuing professional development (CPD) are incompletely understood. This study sought to explore attendees' perspectives across multiple specialties regarding benefits and limitations of conference formats and strategies for successful virtual and hybrid (i.e., in-person conferences with a virtual option) conferences.

Methods

From December 2020 to January 2021, semistructured interviews were conducted with participants who attended both virtual and in-person CPD conferences. Purposive sampling was utilized to ensure diverse representation of gender, years in practice, location, academic rank, specialty, and practice type. Multiple specialties were intentionally sought to better understand the broader experience among physicians in general, rather than among a specific specialty. Using modified grounded theory approach with a constructivist-interpretivist paradigm, two investigators independently analyzed all interview transcripts. Discrepancies were resolved by in-depth discussion and negotiated consensus.

Results

Twenty-six individuals across 16 different specialties were interviewed. We identified three overarching concepts: motivations to attend conferences, benefits and limitations of different conference formats, and strategies to optimize virtual and hybrid conferences. Specific motivators included both professional and personal factors. Benefits of in person included networking/community, immersion, and wellness, while the major limitation was integration with personal life. Benefits of virtual were flexibility, accessibility, and incorporation of technology, while limitations included technical challenges, distractions, limitations for tactile learning, and communication/connection. Benefits of hybrid included more options for access, while limitations included challenges with synchrony of formats and dilution of experiences. Strategies to improve virtual/hybrid conferences included optimizing technology/production, facilitating networking and engagement, and deliberate selection of content.

Conclusions

This study identified several benefits and limitations of each medium as well as strategies to optimize virtual and hybrid CPD conferences. This may help inform future CPD conference planning for both attendees and conference planners alike.

Improving social presence in online higher education: Using live virtual classroom to confront learning challenges during COVID-19 pandemic

The COVID-19 pandemic has compelled practically all higher education institutions to adopt online education tools over the previous 2 years. Online education has a huge potential to supplement or take the place of in-person instruction. However, there are certain drawbacks of online learning, such as the absence of classroom environment interaction and the difficulty in keeping track of students' engagement and participation. In this study, a live virtual classroom was developed to aid students in their learning activities. The effectiveness of these live video classes was reported from both students and instructors, as well as the variables promoting their implementation within higher education institutions. One of the more significant findings to emerge from this study is that the instructors found it convenient, as they could readily check course participants understanding by studying their live video lectures. The second major finding was that students felt satisfaction with online learning while asking questions without interfering with the instructor's presentation. Moreover, peers could also provide them with more expertise. However, the teaching process became dynamic, requiring the educator to pay close attention. The course participants also experienced anxiety when they were in front of other people. Additionally, both the instructor and the students need to be highly self-sufficient in technology.

Theories informing technology enhanced learning in nursing and midwifery education: A systematic review and typological classification

BACKGROUND

Learning is a complex process involving internal cognitive processes and external stimuli from curricula, pedagogical strategies, and the learning environment. Theories are used extensively in higher education to understand the intricacies of adult learning and improve student outcomes. Nursing and midwifery education uses a range of technology enhanced learning (e-learning) approaches, some of which are underpinned by theoretical frameworks.

OBJECTIVE

Synthesise literature on theories that inform technology enhanced learning in nursing and midwifery education.

DESIGN

A systematic review.

DATA SOURCE

CINAHL, ERIC, MEDLINE and PubMed were searched for relevant studies (2000-2021). Reference lists of related literature reviews were hand searched.

REVIEW METHODS

Title and abstract, followed by full texts were screened by two reviewers independently using predefined eligibility criteria. Quality appraisal was not undertaken. Data were extracted and Merriam and Bierema's typology of adult learning theories used to categorise theories in each study.

RESULTS

Thirty-three studies were included, incorporating twenty-nine distinct learning theories from the behaviourist, cognitivist, constructivist, and social cognitivist domains, with constructivist being the most widely used. Kolb's Experiential Learning Theory and Driscoll's Constructivist Learning Theory were the most commonly reported theories. The population of learners were mainly undergraduate nursing students who used a range of online, mobile, blended or computerised learning, virtual reality, or digital forms of simulation, primarily in university settings. Theories were employed to inform the technology enhanced learning intervention or to help explain how these could improve student learning.

CONCLUSION

This review highlighted a range of theories, particularly constructivist approaches, that underpin research on technology enhanced learning in nursing education, by informing or explaining how these digital interventions support learning. More rigorous research that examines the myriad of theoretical frameworks and their effectiveness in informing and explaining technology enhanced learning is needed to justify this approach to pedagogical nursing research and practice.

Social network sites as learning environments and their implications for mental health

Social network sites (SNSs) have become ubiquitous around the globe and interwoven with all aspects of life. In this article, I will argue that the communicative infrastructure of SNSs, i.e., all SNS-elements that allow users to communicate, is a key element for understanding their impact as it creates environments in which users, their behaviors, and social interactions are embedded. These digital environments facilitate and encourage fundamental mechanisms of implicit learning from feedback as well as observation in an unprecedented way. I will discuss how these technology-based learning environments impact the mental health of their users, e.g., by linking negative online feedback to depression and following influencers to disturbed eating. The article ends with a conclusion that emphasizes the advantages of understanding SNSs as environments in order to reflect the complexity, relevance, and ubiquitousness of the phenomenon.

Advances in e-learning in undergraduate clinical medicine: a systematic review

BACKGROUND

E-learning is recognised as a useful educational tool and is becoming more common in undergraduate medical education. This review aims to examine the scope and impact of e-learning interventions on medical student learning in clinical medicine, in order to aid medical educators when implementing e-learning strategies in programme curricula.

METHODS

A systematic review compliant with PRISMA guidelines that appraises study design, setting and population, context and type of evaluations. Specific search terms were used to locate articles across nine databases: MEDLINE/PubMed, ScienceDirect, EMBASE, Cochrane Library, ERIC, Academic Search Complete, CINAHL, Scopus and Google Scholar. Only studies evaluating e-learning interventions in undergraduate clinical medical education between January 1990 and August 2021 were selected. Of the 4,829 papers identified by the search, 42 studies met the inclusion criteria.

RESULTS

The 42 studies included varied in scope, cognitive domain, subject matter, design, quality and evaluation. The most popular approaches involved multimedia platforms (33%) and case-based approaches (26%), were interactive (83%), asynchronous (71%) and accessible from home (83%). Twelve studies (29%) evaluated usability, all of which reported positive feedback. Competence in use of technology, high motivation and an open attitude were key characteristics of successful students and preceptors.

CONCLUSIONS

Medical education is evolving consistently to accommodate rapid changes in therapies and procedures. In today's technologically adept world, e-learning is an effective and convenient pedagogical approach for the teaching of undergraduate clinical medicine.

A Multicentre Analysis of Approaches to Learning and Student Experiences of Learning Anatomy Online

Introduction

The approaches to learning students adopt when learning anatomy online could yield important lessons for educators. Dissection room teaching can encourage students to adopt a deep approach to learning anatomy. It was therefore hypothesized that the proportion of students adopting a deep approach to learning would be lower in a population learning anatomy online. This research aims to investigate the experiences of students learning anatomy online during the COVID-19 pandemic and the approaches to learning they adopted.

Methods

A survey was distributed to medical students at 7 universities across the UK and Ireland. The survey included two previously validated questionnaires: Approaches and Study Skills Inventory for Students and Anatomy Learning Experience Questionnaire.

Results

The analysis included 224 unique student responses. Students' approach to learning mirrored reports from previous studies conducted during face-to-face tuition with 44.3% adopting deep, 40.7% strategic, 11.4% surface, and 3.6% combined learning approaches. The university (p = 0.019) and changes to formative (p = 0.016) and summative (p = 0.009) assessments significantly impacted approach to learning. Students reported that online resources were effective but highlighted the need for clearer guidance on how to find and use them successfully.

Conclusion

It is important to highlight that students value in-person opportunities to learn from human cadaveric material and hence dissection room sessions should remain at the forefront of anatomical education. It is recommended that future online and/or blended provisions of anatomy teaching include varied resources that maximize engagement with media featuring cadaveric specimens.

Supplementary Information

The online version contains supplementary material available at 10.1007/s40670-022-01633-7.

Exploring Impacts of a Nutrition-Focused Massive Open Online Course

The nutrition education landscape is changing due to advances in technology. Massive Open Online Courses (MOOCs) are an example of new education opportunities, made possible by advances in online learning environments. This research aimed to evaluate a nutrition-focused MOOC, applying Kirkpatrick’s theoretical model of learning, to comprehensively describe learners’ reactions, knowledge and behaviours. A mixed-methods approach explored learners’ experiences of participating in a global nutrition MOOC. Quantitative survey data, using descriptive statistics, measured pre-course nutrition knowledge, post-course satisfaction and learning, and changes to fruit/vegetable intake. Qualitative data from discussion forums and semi-structured interviews were thematically analysed and explored participant experiences and perceived impacts on dietary behaviours and nutrition knowledge. All results were mapped to Kirkpatrick’s model. Surveys measuring perceived knowledge, satisfaction, and fruit and vegetable intake were completed by 4941, 1003 and 1090 participants, respectively. Overall reactions to the course were positive. Perceived vegetable intake increased for 62% of participants. Twelve interviews and six hundred and forty-seven forum comments were analysed, identifying eight themes highlighting changes to knowledge and dietary behaviours, and the importance of peer-to-peer learning. All results mapped to Levels 1–3 of Kirkpatrick’s model. MOOCs can be an effective platform to communicate evidence-based nutrition information to large, global audiences.

Transforming Clinical Education During a Global Pandemic: Building New Approaches to Clinical Education

The sudden and severe impact of COVID-19 on nursing education brought about many challenges and opportunities. The Community of Inquiry model and Online Collaborative Learning theory provided a guiding framework for preparing faculty to develop curriculum and deliver online/virtual synchronous clinical and laboratory experiences for junior and senior nursing students, overcome identified challenges, and evaluate the experiences. The swift change to virtual clinical education required careful reflection about how we teach, evaluate learning, and move forward with precision while establishing new best practices.

The development of positive education combined with online learning: Based on theories and practices

In recent years, increasing attention has been paid to the all-around development and mental health of students in education. Positive education, a rapidly developing ramification of positive psychology, has proved beneficial to students’ learning and wellbeing. Meanwhile, online learning has quickly gained popularity due to the impact of COVID-19. However, there have been few reports discussing the relationship between positive education and online learning by combining theories and practices. To explore the connection between positive education and online learning, we provide a literature review for studies, mostly between 2010 and 2022, of theories and practices for both positive education and online learning. Next, we establish one-to-one links between the relevant theories and practices of online learning to each domain in the PERMA model of positive education, a theoretical framework including Positive emotion(P), Engagement(E), Relationship(R), Meaning(M), and Accomplishment(A). We aim to explore how to promote the development of positive education by applying the theoretical and practical advantages of online learning to the PERMA framework of positive education. This study aims to enrich the research perspectives of positive education and provide a reference for future research.

Effects of an Interaction and Cognitive Engagement-Based Blended Teaching on Obstetric and Gynecology Nursing Course

An interaction and cognitive engagement-based blended teaching mode was applied to obstetrics and gynecology nursing course to examine the effects on nursing students’ competency, self-directed learning level. A randomized controlled trail design was designed. The experimental group engaged with the blended teaching, and the control group was assigned a usual teaching. The level of competency, self-directed learning was compared between two groups. The total score and scores of each dimension of core competence and self-induced learning ability in intervention group were all higher than those in control group (p < 0.05).

How technology is transforming innovative education and providing solutions during a pandemic disruption

The existence of technology, especially in education, is an undeniable fact; especially technology can transform education into more innovative and creative and provide solutions when various crises, including pandemics, disrupt the educational journey. The author believes that it is better to examine various critical literature in answering the above problems. For this reason, this study has reviewed more than 100 discussion topics and succeeded in obtaining approximately 50 topics summarized in a literature review involving a data coding system, in-depth data interpretation, and concluding that we believe the data is valid and reliable in answering the study problems. Based on the exposure and discussion of our final findings, we can say that technology, especially digital applications, has transformed world education during times of crisis towards innovative, creative, and solution-oriented education. Based on the capabilities possessed by technology, its existence, especially digital applications, has become a solution for carrying out global education during the pandemic that hit the world. The findings of this study will be helpful for future similar studies.

An Innovative Telemedicine Initiative From Sri Lanka: The Value of Volunteerism in a Resource-Constrained Scenario During the COVID-19 Pandemic

The unprecedented rise in COVID-19 cases in Sri Lanka since July 2021 led to a situation where the health system was getting overwhelmed. The priority shifted toward triaging patients and identifying those who need immediate medical intervention and managing the rest in home settings. An integrated patient management system where patients could access a medical professional through a short messages service (SMS) and calling system was established. This service provided telephone triage, patient advice, and coordinated with the national ambulance system to evacuate ill patients. This integrated helpline system had a major impact on the management of the recent surge of COVID-19 pandemic in Sri Lanka by patients needing urgent care were directed for hospitalization and the rest managed at home with support, reassurance, and guidance. The numbers of oxygen-dependent patients and deaths declined rapidly and the number of available beds increased. The system played a major role in bringing the crisis under control. Despite many challenges, this innovative integrated system is a unique example of medical volunteerism. The pandemic catalyzed the utilization of information and communication technologies effectively by providing healthcare with a reduction of the burden on healthcare institutions and professionals.

The science of education: using learning theory to solve teaching problems in medical education

Although theories do not play a major role in clinical medicine, the application of established theories of education can improve medical teaching. By understanding and harnessing learning theories, clinician educators can solve common teaching problems, thoughtfully craft their teaching sessions, determine whether learners or residents have achieved the intended learning objectives, and even earn higher course ratings. Key theories to be aware of include cognitive load theory, social learning theory, experiential learning, constructivism, humanism, behaviourism and connectivism. Various teaching problems are presented, along with explanations rooted in educational theory and possible solutions for use in the clinical educational setting.

Effectiveness of Pedagogical Tools for Teaching Medical Gross Anatomy During the COVID-19 Pandemic

Medical institutions have been forced to modify gross anatomy pedagogy to comply with the health restrictions imposed by the novel coronavirus (COVID-19). Boston University School of Medicine (BUSM) is one such institution that temporarily restructured its course. We replaced cadaveric dissection activities with prosections and placed a greater emphasis on a flipped classroom model. This study investigates the effectiveness of new course materials developed to aid these curriculum changes. Course materials were developed for three purposes: (1) preparation before laboratory sessions (orientation videos and Complete Anatomy (3D4Medical, Elsevier) screens); (2) guidance during laboratory sessions (laboratory guides); and (3) review after laboratory sessions (Zoom recitation sessions). We performed a grounded theory thematic analysis of students' responses (80/160, 50% response) to qualitative survey questions and to focus group questions (16 students who self-selected between 4 different sessions). Data from both the survey and focus groups demonstrated that the vast majority of students agreed that the materials helped them navigate through learning gross anatomy. However, laboratory guides were used mostly for post-lab review as opposed to the intended direction during laboratory sessions. Students within all focus groups overwhelmingly touted the value of Zoom recitation sessions, with many stating that they were imperative to course success. When comparing performance data between 2019 (pre-COVID) and 2020 students, we found that the students who took the anatomy course during the onset of COVID had a slightly higher overall average score in all three modules of the course than compared to the 2019 students. We propose that the utilization of course materials that students perceived as time saving and pertinent to their exam performance, when combined with cadaveric prosection, emphasized the benefits of flipped-classroom learning to help students learn gross anatomy effectively and efficiently during the pandemic and beyond.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s40670-022-01524-x.

Digital affordances and teacher agency in the context of teaching Chinese as a second language during COVID-19

The outbreak of COVID-19 brought about novel digital affordances for second language (L2) teaching by moving all the universities in mainland China abruptly to emergency online schools in early 2020. This unprecedented educational situation prompted teachers to exert more teacher agency on classroom teaching, leading to more discussion on the ecology of L2 teaching in an exploratory online environment. To know more about the relationships between digital affordances and teacher agency during the pandemic, the present study tracked two teachers’ reflection on their Chinese language instruction over the 2020 spring semester to investigate how they utilized the special affordances via their teacher agency in L2 remote teaching. Reflective interviews showed their implementation of teacher agency through the use of technologies in relation to their teaching beliefs and social contexts. Framing digital affordances and teacher agency in an ecological view strengthened the links between classroom dynamics and social environment, which also implied adaptable instructional practices and resilient professional trends for future L2 online education.

Investigation of Nexus between Knowledge Learning and Enterprise Green Innovation Based on Meta-Analysis with a Focus on China

Knowledge learning is a vital pre-factor and the driving force of green enterprise innovation; hence, meriting the numerous academic research and accumulated relevant literature. In this paper, the meta-analysis methodology was used to explore the direction and intensity of the influence of knowledge learning on green enterprise innovation, taking 32 independent documents as research samples. Meta-analysis results showed that the search breadth and the search depth of green resources and the green resources absorption and integration have significant positive effects on the green innovation of enterprises, among which green resources absorption and integration were the most important. Further, the research on the moderating effect found that the measurement method of green innovation affected the relationship between knowledge learning and green enterprise innovation; however, the moderating effect of the research object was not pronounced.

Student usage of open educational resources and social media at a Sri Lanka Medical School

BACKGROUND

The use of Open Educational Resources (OER) and Social Media (SM) for academic information seeking is common among undergraduates nowadays. There is limited data on OER and SM use for education in Sri Lanka. This study was aimed at evaluating the OER and SM use for education among the medical students at the Faculty of Medicine, University of Kelaniya, Sri Lanka.

METHODS

A cross-sectional study was conducted at the Faculty of Medicine, University of Kelaniya. Stratified random sampling was used to select students from the first year to the final year. A self-administrated questionnaire was used to collect data.

RESULTS

The study included 257 responses (response rate: 89.5%), of which 185 (72.0%) were females. The OER and SM use for educational purposes at least once a month among students was 96.1% (95%CI: 93.7-98.5%) and 88.3% (95%CI: 84.4-92.3%) respectively. There was no gender difference in OER and SM use. The main reasons for accessing OER were the availability of information at any time (36.1%) and ease of information access (31.5%). Wiki sites (84.4%) and Facebook (79.8%) were the highest accessed OER and SM platforms. The majority of students were in view that the information on wiki sites (51.4%) and results of general non-specific web searches (56.0%) were reliable. Only 33.9% of students searched information from educational and government-related sources and 18.7% had accessed e-journals. Through SM, 79.0% joined educational groups and 77.0% followed the medical-related sites, pages and people. More than one-third of students (35.8%) could not find academic information from SM due to the information overload and 31.1% mentioned that SM distracted their education.

CONCLUSION

The majority of the students used OER and SM for education; however, only a minority accessed reliable information. Students accepted information available in wiki sites and general non-specific web searchers without considering the credibility of sources. The majority of the students did not refer to e-journals. Distractions to academic work and the difficulty to access accurate information were major concerns of using SM. This study highlights the importance of improving information literacy among medical students.

Forming the Hematology-Oncology Collaborative Videoconferencing (CO-VID) Learning Initiative: Experiential Lessons Learned From a Novel Trainee-Led Multidisciplinary Virtual Learning Platform

PURPOSE

COVID-19 challenged medical practice and graduate medical education. Building on previous initiatives, we describe and reflect on the formative process and goals of the Hematology-Oncology Collaborative Videoconferencing Learning Initiative, a trainee-led multi-institutional virtual COVID-19 learning model.

METHODS

Clinical fellows and faculty from 13 US training institutions developed consensus needs, goals, and objectives, recruited presenters, and generated a multidisciplinary COVID-19 curriculum. Weekly Zoom conferences consisted of two trainee-led instructional segments and a trainee-moderated faculty Q&A panel. Hematology-oncology training program faculty and trainees were the targeted audience. Leadership evaluations consisted of anonymized baseline and concluding mixed methods surveys. Presenter evaluations consisted of session debriefs and two structured focus groups. Conference evaluations consisted of attendance, demographics, and pre- or postmultiple-choice questions on topic learning objectives.

RESULTS

In 6 weeks, the initiative produced five conferences: antivirals, anticoagulation, pulmonology, provider resilience, and resource scarcity ethics. The average attendance was 100 (range 57-185). Among attendees providing both pre- and postconference data, group-level knowledge appeared to increase: antiviral (n = 46) pre-/postcorrect 82.6%/97.8% and incorrect 10.9%/2.2%, anticoagulation (n = 60) pre-/postcorrect 75%/93.3% and incorrect 15%/6.7%, and pulmonary (n = 21) pre-/postcorrect 66.7%/95.2% and incorrect 33.3%/4.8%. Although pulmonary management comfort appeared to increase, comfort managing of antivirals and anticoagulation was unchanged. At the conclusion of the pilot, leadership trainees reported improved self-confidence organizing multi-institutional collaborations, median (interquartile range) 58.5 (50-64) compared with baseline 34 (26-39), but did not report improved confidence in other educational or leadership skills.

CONCLUSION

During crisis, trainees built a multi-institutional virtual education platform for the purposes of sharing pandemic experiences and knowledge. Accomplishment of initiative goals was mixed. Lessons learned from the process and goals may improve future disaster educational initiatives.