Teaching Geology in Higher Education Institutions under COVID-19 Conditions

Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.

COVID-19 Crisis Effects on Caregiver Distress in Neurocognitive Disorder.

BACKGROUND: The outbreak of the COVID-19 pandemic seems to have mental health implications for both people with neurocognitive disorder and their caregivers. OBJECTIVE: The study aimed to shed light on relations between caregiver mental reaction to the pandemic and caregiver distress related to neuropsychiatric symptoms, memory impairment progression, and functional impairment of people with neurocognitive disorder during the period of confinement in Greece. METHODS: The study included caregivers of patients with mild (N = 13) and major (N = 54) neurocognitive disorder. The caregiver-based telephone interview was based on items of the neuropsychiatric inventory questionnaire, the AD8 Dementia Screening Instrument, and the Bristol Activities of Daily Living Scale. Regarding the mental impact of the COVID-19 crisis on caregivers, four single questions referring to their worries in the last seven days were posed, in addition to the scales Generalized Anxiety Disorder 7-Item (GAD-7) and the 22-item Impact of Event Scale-revised (IES-R). A stepwise linear regression model was employed for studying the relationship between caregiver distress and demographic and clinical data and caregiver mental reaction to COVID-19 pandemic outbreak. RESULTS: Caregiver distress severity during the confinement period was influenced not only by memory deficits (p = 0.009) and neuropsychiatric symptoms (p < 0.001) of patients, but also by caregiver hyperarousal (p = 0.003) and avoidance symptoms (p = 0.033) and worries directly linked to the COVID-19 crisis (p = 0.022). CONCLUSION: These observations provide further evidence for the urgent need for support of caregivers of patients with neurocognitive disorder during the COVID-19 pandemic.