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Chinese Journal of Microsurgery, based on the premise of doing well in the prevention and control of COVID-19 pandemics, shall keep on driving on the inheritance and innovation, carry forward the spirit of microsurgery, give full play to the advantages of microsurgery technology and improve the level of surgical repair and reconstruction, as well as try new ways for academic communications and give full play to the roles of an academic platform for a professional magazine;Clinical Orthopaedic Microsurgery (internal communication), the internal journal of editorial office, is the "showcase in China" to highlight and disseminate the achievements in microsurgery, focus on the support for the Chinese young microsurgeons who work in the front-line of medical services, provide a platform effectively for the young microsurgeons in China to actively participate in the Sino-English literary exchange, and truly "publish the papers on the land of our motherland".Copyright © 2022 by the authors.
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Adherence to sustainable development in higher education rests on the assessment of students' academic attainment, especially during unexpected environmental changes, such as the sudden move from face-to-face to online courses during the recent pandemic. Most studies devoted to this issue have compared students' performance online with that of face-to-face courses before the pandemic, tallying together a variety of courses, often from specific disciplines. Besides their mixed results and generality, such studies do not address the issue of students' adjustment to the post-pandemic learning environment. The present retrospective case study offered a simple evidence-based model for educators to measure the relationship between environmental changes and students' behavior for self-reflection and adjustment. It examined students' academic attainment (as measured by grades) within a broader timeframe, including courses taught by the same instructors face-to-face before and after the pandemic and online during the pandemic. Specific courses of the general education curriculum were selected to include a broad spectrum of students. The study then assessed whether students' activities before, during, and after the pandemic predicted summative assessment performance (i.e., final exam grades) differently. In this study, performance differences were recorded, usually in favor of post-pandemic face-to-face classes. Midterm examinations were the best predictors of final exam grades irrespective of the modality of instruction and timeframe. Implications and applications of the methodology used and the results obtained were considered.
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Introduction: Few studies have explored the correlations between personality traits and mental health during the outbreak period of the COVID-19 pandemic. Students' academic success, interpersonal interactions, and propensity for mental illnesses are all impacted by their sleep quality. One of the recognised elements influencing a person's sleep design is their personality. Medical students' personality and academic success are both negatively impacted by poor sleep quality. Aim(s): The current research looked into the connection between personality traits and sleep quality among medical students in Post Covid-19 Pandemic Lockdown in Erode, Tamil Nadu. Material(s) and Method(s): 288 undergraduate medical students participated in a cross-sectional study that was performed on an institutional level. Structured questionnaires that were administered by interviewers were used to gather the data. Medical students learning in Erode had their personality and sleep quality evaluated using the NEO personality inventory (NEO-PI) and Pittsburgh Sleep Quality Index (PSQI). Result(s): 226 (78.5%) of the 288 medical students said they had poor sleep. The results of our study demonstrate a significant correlation between neuroticism and the global PSQI score (P< 0.05). Students who slept poorly scored more highly on the neuroticism scale. The findings show that, among students during the COVID-19 outbreak, personality characteristics were risk factors for psychological disorders. Our findings might serve as a guide for those conducting psychological disorder screenings. Conclusion(s): In the Post Covid-19 Pandemic Lockdown, medical students who don't get enough sleep become neurotic. Medical students' mental health and academic success are impacted by COVID-19. The findings show that, among students during the COVID-19 outbreak, personality characteristics were risk factors for psychological disorders. Future research on these personality traits may help to better understand how sleep disorders affect academic achievement.Copyright © 2023, Dr Yashwant Research Labs Pvt Ltd. All rights reserved.
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Over the past decades, schools' academic success has been a major focus in the Department of Education beginning with the No Child Left Behind Act (2001) up to the current education reform, Every Student Succeeds Act (2015). The prominent factor in the establishment of the schools' academic success is collaboration. Collaboration is the ability to work together to reach and achieve a common goal. Collaboration has become a vital factor in education as have the establishment of internal and external learning partnerships. Learning partnerships are becoming more prominent in schools today. Internal learning partnerships are partnerships developed and established within an organization (Fullan, 2000). The participants build respectable relationships and trust, identify common goals, and develop and implement learning plans that are beneficial for the organization.This mixed-method case study was conducted to examine the levels of collaboration and internal learning partnerships within a high-performing rural intermediate school. This study focused on a partnership model by Reames and Kochan (2021) by viewing the key components of the model (relational factors, operational processes, and organizational structures). The purpose was to identify the extent of collaboration and internal partnerships through interviews and by analyzing network ties among the individuals within the school. This study was conducted within one rural high-performing school within one school semester during a worldwide COVID-19 pandemic. Data were collected through electronic surveys and video-chat interviews. Surveys were emailed to all teachers and administrators although responses were not received by all. Out of thirty-one individuals within the network, sixteen responded to the survey. In this school, each grade level was identified as a community. The results of this study revealed that collaborative ties were strong throughout the entire network, especially in designated communities. Internal partnerships existed through various committees, departments, and celebrations. The key central actors in this study were the principal and counselor, which was a unique aspect. Furthermore, the findings supported the Reames and Kochan (2021) partnership model by identifying positive and effective characteristics under each component of the model. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
ABSTRACT
Pharmacists play vital roles in the healthcare system by providing medicines, therapeutics, vaccines and critical health services to the public, as well as creating awareness about how to control and prevent diseases through counseling, advising and interaction with patients and public. Availability of continuous and expertise services of pharmacists during the COVID-19 pandemic is important. Coronavirus infections can be prevented and its outbreak can be reduced by active engagement of pharmacists working in hospitals, clinics and community beside other healthcare professionals and doctors. The distinguished services and immense contribution of pharmacists in drug industry, drug testing, research & development, academia and regulatory make possible the availability of quality medicines which ultimately strengthen our health care, disease management and quality of life. Not only in COVID-19 pandemic, pharmacists can play crucial role in many other critical health problems through selection of rational drugs and its doses and monitoring of drugs/ patients and adverse drug reactions, etc. Unfortunately in India, pharmacists are not properly utilized in critical cases, their expertise is not considered in clinical situations, and their importance is not recognized. Rather pharmacists are suppressed, underestimated and improperly used. Copyright © 2020, Indian Pharmaceutical Association. All rights reserved.
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Introduction: Several ADHD teenagers had difficult behavioral problems during countries closing down due to Covid-19 pandemic. One of these negative outcomes that parents cannot control children's behavior toward desired unhealthy food and the impulsive consequences. It was a great opportunity to convention a teletherapy program as a tool of intervention seeking for help to reduce uncontrolled self- management and nutrition, which may affect all sorts of childhood growth, development, health and behavior. Furthermore, it can affects daily life and academic success. Objective(s): We tried through our study to enhance the teletherapy as a therapeutic tool, during the first and second phase of Covid-19 pandemic, trying to help parents and patient to overcome the impulsive behavior by using a specific therapy technique based on nutrition and behavioral therapy Methods: Our case study is a young girl aged 12:4 Yrs. In middle bilingual Arabic/ American School. The therapeutic program designed via teletherapy program using multi-media and thru multi phases sessions, to increase focus attention, emotional control and reduce impulsivity. Result(s): The outcomes of the enhancing nutrition and behavior teletherapy program, showed significant improvement for the specific goal. Sensible change in the girl's impulsive behavior, more focusing, emotional control and more accepting about health nutrition habits. Conclusion(s): The important finding that intensive, focused nutation and self-management techniques provided via teletherapy as solitary program brought benefits to individual's, family and reduced impulsivity outcomes. In addition, family education to become an expert at learning simple techniques in daily life can brining a sense of pleasure for long life wellbeing.
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The shift from contact to online classes as universities sought to ensure continuity in its academic enterprise not only happened within a context of uncertainties, hesitancy, and contestations but it had huge implications on pedagogic access and educational success for students from disadvantaged academic and social backgrounds. This article uses an ethnographic approach that draws from a combination of personal interactions with 24 participants who included 12 extended students, 4 parents, 4 academic and 4 administrative staff drawn from two South African universities, one of them in an urban and the other in a rural setting. Two key objectives feature in the article, that is how students in the extended curriculum programme have experienced online pedagogies and with what effects on their academic access and success. The article's key findings highlight how through inclusive pedagogies with a holistic focus, the influences of societal and university ethos together with teacher competencies and other features become central when exploring pedagogic access and access nuances that confront students particularly the extended students within a setting featuring disruptions resulting from the COVID-19 pandemic. The article further makes a case for the relevant pedagogies that can be adopted for dealing with student success issues especially under periods of disruptions. The article further highlights ways in which the move to online pedagogies has not just threatened the success of these students but the very foundations of the extended curriculum programme which aims at addressing issues of student exclusion and success. The article concludes that while the experiences of the extended students represent a microcosm of the broader challenges faced by university students in general, there is evidence that successful inclusive models are those that are holistic with a focus on addressing diverse issues associated with university teaching and learning especially when untested online pedagogies are adopted.
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Introduction: School young who practice physical activity regularly have greater self-esteem and academic self-concept compared to those who do not practice, not knowing if this condition is maintained in the context of the COVID-19 pandemic. Objective: To compare self-esteem with academic self-concept in Chilean school young according to sex and physical activity habit. Secondly, to associate self-esteem with the academic self-concept of school young. Methods: Cross-sectional study that evaluated 108 schools young (50.9 % female) with a mean age of 13.96 + 2.85 years old. The instruments used were the Rosenberg scale, the academic self-concept scale, and a dichotomous question related to the habit of physical activity. Comparisons were made through Student's t-tests, Mann Whitney U, and associations with Pearson's Ji-Square. Results: Significant differences were found in favor of males in self-esteem (p= 0.007), without differences in the rest of the variables, nor between physically active school young vs. physically inactive school young. In addition, a statistically significant association was found between self-esteem with academic self-efficacy (p< 0.05), perceived performance (p< 0.001), and total score of the academic self-concept scale (p< 0.001) in male, female, physically active school young, physically inactive school young and total sample. Conclusion: There is an association between self-esteem with academic self-efficacy, perceived performance, and total score on the academic self-concept scale in Chilean schools young, regardless of sex and physical activity habit. Additionally, there is a statistically significant mean difference in favor of males for self-esteem. © 2022, Editorial Ciencias Medicas. All rights reserved.
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Aiming to raise “good physicians” with adequate and distinct qualifications concerning the care, skills, values and behavior with the objective of providing protective, curative and rehabilitative services for society, medical education has had to transition from face-to-face education to distance education due to the COVID-19 pandemic. This transition has brought about the obligation for students who had been trained mostly in the laboratory and clinical settings to pursue online education. Instead of the physical setting in which students are present, distance education brings learning, access to resources and the usage of these resources to the foreground. To this end, the mobile application named “DERS” (class/course in Turkish) developed by the researcher was used as the mobile learning environment for the course titled Infectious Diseases and Clinical Microbiology offered in the fourth year. The impact of the mobile learning environment used throughout the course of the study on academic success and mobile learning readiness levels among students was assessed. The study was conducted during the fourth year course titled Infectious Diseases and Clinical Microbiology of 32 hours conducted with 66 medical students;significant differences in the academic success and mobile learning readiness levels among students were identified at the end of the study © 2022. Milli Egitim.All Rights Reserved
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Durante el periodo de confinamiento, la educación universitaria fue impartida bajo modalidad virtual, pudiendo repercutir en los estilos de vida saludable de los estudiantes. El objetivo fue evaluar la asociación entre rendimiento académico, actividad física y calidad de sueño, y determinar las diferencias existentes según género en estudiantes de Pedagogía en Educación Física durante la pandemia en el año 2020. Se realizó un diseño transversal multicéntrico, en 278 universitarios pertenecientes a las ciudades de Santiago, Talca y Temuco;Chile. Se aplicó una encuesta online desde julio a diciembre, incluyendo preguntas sobre actividad física (Cuestionario Internacional de Actividad Física, IPAQ), calidad del sueño (Pittsburgh Sleep Quality Index) e información sociodemográfica. En los resultados, las mujeres presentaron mejor rendimiento académico, peor calidad del sueño, y similar actividad física-METs respecto a los hombres. Las mujeres (β = 0.26, IC 95% 0.10 a 0.43 puntos, p = .002), y aquellos universitarios que presentaron un peor indicador en la calidad subjetiva del sueño (β = 0.11, IC 95% 0.02 a 0.20 puntos;p = .014) obtuvieron mejor rendimiento académico en contexto por COVID-19. No existió asociación entre rendimiento académico y actividad Física. Es importante buscar estrategias que permitan un adecuado rendimiento académico, y también favorecer hábitos saludables en esta población.Alternate : During the period of confinement, university education was delivered in a virtual modality, which could have an impact on the healthy lifestyles of students. The aim of this study was to evaluate the association between academic performance, physical activity, and sleep quality and determine the existing differences by gender in Physical Education Pedagogy students during the pandemic in 2020. This study was designed as a multicenter, cross-sectional study of 278 university students from Santiago, Talca, and Temuco, Chile. An online survey was applied from July to December, which included questions on physical activity (International Physical Activity Questionnaire, IPAQ), sleep quality (Pittsburgh Sleep Quality Index), and sociodemographic information. The results show that women presented better academic performance, worse quality of sleep, and similar physical activity-MET than men. The women (β = 0.26, 95% CI 0.10 to 0.43 points, p = .002) and those university students who presented a worse indicator in subjective quality of sleep (β = 0.11, 95% CI 0.02 at 0.20 points, p = .014) obtained better academic performance in the context of COVID-19. There was no association between academic performance and physical activity. It is essential to look for strategies that allow students to have adequate academic performance and promote healthy habits in this population.
ABSTRACT
During the period of confinement, university education was delivered in a virtual modality, which could have an impact on the healthy lifestyles of students. The aim of this study was to evaluate the association between academic performance, physical activity, and sleep quality and determine the existing differences by gender in Physical Education Pedagogy students during the pandemic in 2020. This study was designed as a multicenter, cross-sectional study of 278 university students from Santiago, Talca, and Temuco, Chile. An online survey was applied from July to December, which included questions on physical activity (International Physical Activity Questionnaire, IPAQ), sleep quality (Pittsburgh Sleep Quality Index), and sociodemographic information. The results show that women presented better academic performance, worse quality of sleep, and similar physical activity-MET than men. The women (β = 0.26, 95% CI 0.10 to 0.43 points, p = .002) and those university students who presented a worse indicator in subjective quality of sleep (β = 0.11, 95% CI 0.02 at 0.20 points, p = .014) obtained better academic performance in the context of COVID-19. There was no association between academic performance and physical activity. It is essential to look for strategies that allow students to have adequate academic performance and promote healthy habits in this population.Alternate : Durante el periodo de confinamiento, la educación universitaria fue impartida bajo modalidad virtual, pudiendo repercutir en los estilos de vida saludable de los estudiantes. El objetivo fue evaluar la asociación entre rendimiento académico, actividad física y calidad de sueño, y determinar las diferencias existentes según género en estudiantes de Pedagogía en Educación Física durante la pandemia en el año 2020. Se realizó un diseño transversal multicéntrico, en 278 universitarios pertenecientes a las ciudades de Santiago, Talca y Temuco;Chile. Se aplicó una encuesta online desde julio a diciembre, incluyendo preguntas sobre actividad física (Cuestionario Internacional de Actividad Física, IPAQ), calidad del sueño (Pittsburgh Sleep Quality Index) e información sociodemográfica. En los resultados, las mujeres presentaron mejor rendimiento académico, peor calidad del sueño, y similar actividad física-METs respecto a los hombres. Las mujeres (β = 0.26, IC 95% 0.10 a 0.43 puntos, p = .002), y aquellos universitarios que presentaron un peor indicador en la calidad subjetiva del sueño (β = 0.11, IC 95% 0.02 a 0.20 puntos;p = .014) obtuvieron mejor rendimiento académico en contexto por COVID-19. No existió asociación entre rendimiento académico y actividad Física. Es importante buscar estrategias que permitan un adecuado rendimiento académico, y también favorecer hábitos saludables en esta población.
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Purpose/Objectives: Educating families about the multi-faceted benefits of early childhood literacy while providing ageappropriate books is an evidence-based intervention that correlates strongly with the kindergarten readiness and the future academic success of young children (1). “Reach out and Read” (RoR) is a well-validated program for literacy promotion in the primary care setting. However, early childhood literacy promotion to date has not been systematically implemented in the ER setting. Long before the COVID-19 pandemic and the associated school-closings, many children fell through the cracks of literacy education. This was especially true of children with irregular well-child care and frequent non-urgent ER visits. The Covid-19 pandemic only deepened these disparities in access. Our project sought to focus on these marginalized populations and address disparities in access to early childhood literacy. Design/Methods: We designed and implemented a novel expansion of the “Reach out and Read” toolkit to the acute care setting of two freestanding pediatric hospital emergency rooms in Akron and Youngstown, Ohio. To ensure longevity and sustainability, we partnered with the Akron Children's Hospital Foundation, ACH Reach out and Read, and the Kids' Book Bank of Cleveland. We implemented a dual-focused, literacy promotion program leveraging the validated ROR curriculum combined with new enrollment in the Ohio Governor's Imagination Library. We paired targeting families for counseling on developmentally appropriate reading techniques and distributing age-appropriate books with the families' direct enrollment in the Ohio Governor's Imagination Library. Our program was implemented in winter 2020-2021 to address challenges in access to literacy with school and library closings during the Covid-19 pandemic. We plan to continue indefinitely beyond school reopenings. Results: 451 families and counting have been enrolled in the Ohio Governor's Imagination Library during their pediatric ER visits since our screening and recruitment program launched in February 2021. Conclusion/Discussion: Educating families about the educational benefits of early childhood literacy while providing ageappropriate books has long been known to be an impactful intervention for the academic success of young children. Targeting families seeking care in the ER- often for non-urgent medical concerns- offers another clinical setting for this focused intervention.
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SETTING AND PARTICIPANTS: This innovative program included Underrepresented Minority (URM) Medical students, faculty and medical student peer mentors at the Medical College of Wisconsin (MCW) by using virtual platform of Zoom and communication through emails. DESCRIPTION: Mentorship and scholarship are crucial for success in academic medicine. URM students often have difficulty finding adequate mentorship support to aid in their scholarly productivity and professional development. This challenge has been compounded by the COVID-19 pandemic. Acknowledging the challenge, our team created a platform for URM students to get early and easy access to dedicated mentors who are devoted to their academic success, share similar backgrounds, and will support scholarly productivity. A pilot program was successfully completed in the academic year of 2020- 2021 and was expanded to academic year of 2021-2022. The program included URM medical students at MCW. The interested students completed a survey prior to the session indicating their past research experience and their expectation from the participation in the program. Students with research experience participated as peer mentors whereas Faculty were recruited based on their interest in mentoring URM students. A virtual workshop was held to introduce the cohort of students to the platform and explore the various means of scholarship including writing case report and letter to the editor. It was attended by 16 URM students with 6 student peer mentors and 9 faculty mentors. After the workshop, we created a MentorMentee model where medical students(M1/M2) were paired with a peer mentor(M3/M4) and a faculty mentor to create teams to work on 15 scholarly projects(mainly case reports). Kern Institute is providing financial assistance for dissemination. EVALUATION: For the academic year of 2020-2021, two faculty and two peer mentors were connected virtually with four URM medical students. The students completed three case reports that were presented at National SHM meeting and one letter to the editor during the two-month pilot program. Overall student feedback was remarkably positive regarding increased mentorship and scholarly opportunities. Based on the feedback, we developed the program including URM medical Students and faculty mentors. Students in the cohort were involved in at least one scholarly project and this program was successful in submitting 15 case reports to National meetings (ACP/SHM/SGIM) and students were able to secure research opportunities. There was exponential growth in scholarly productivity and collaboration from the previous year. DISCUSSION / REFLECTION / LESSONS LEARNED: Our URM mentorship program has highlighted the crucial role of mentorship in promoting scholarly productivity among URM students. Despite minimal prior research experience, creating a platform with dedicated mentors and mentees can create supportive environment to facilitate scholarly productivity in a short time frame. We aim to expand this platform for diverse specialty-oriented opportunities.
ABSTRACT
In early 2020, the COVID-19 pandemic forced the higher education institutions to adapt to a new form of teaching and learning, from presential to full remote, blended and hybrid environment. This challenge had a particular impact in the life sciences field where the courses have a high content of laboratorial classes. The main issue was how to transition from hands-on practical classes to remote instruction, assuring that our students continued engaged and acquiring the necessary skills, in a short amount of time. To address this, we took advantage of already available digital tools that facilitated the interface with the students such as Moodle, Skype, Teams and ZOOM and explored online resources such as virtual labs, simulations and video demonstrations. Additionally, several classes and laboratorial experiments were recorded by the teachers in the school labs and the research labs where we develop our research activity. The creation of teachers' work groups to share experiences and tools was key in the success of this process. To ensure the students evaluation we used preferentially Moodle platform which allowed the used of digital tools to control and prevent fraud by copying, plagiarism or false identity. Despite all efforts from teachers and students, crucial elements of the high education experience, particularly for undergraduates, were disrupted. Namely the student-teacher and student-student contact and interaction and the integration in the academic setting, resulting in stress and feeling of isolation and overwhelm. Even with the difficulties faced by all the academic community, we observed no major changes regarding the academic success reflected in the final grades, comparing with previous years. In our understanding the core skills proposed for these courses were acquired successfully and the digital tools used with exception for the student's evaluation, are now considered an added value and bring flexibility to the teaching-learning process.
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The current study aimed to investigate the impact of foreign language classroom anxiety (FLCA) on academic success through mediating role of emotional intelligence communication (EIC) and moderating role of class room environment. Due to the disruptive impacts of the COVID-19 pandemic, teaching and learning were moved online nation-wide. The convenient sampling technique was used, for data collection from Chinese university students. There was a total of 615 students that participated in the survey and data gathered in 5 months from November 2021 till March 2022. Covariance-based structural equation modeling (CB-SEM) in SPSS V.25 and AMOS V.22 was used to assess model fitness and hypotheses, as well as construct reliability and validity of the measurement model. The results revealed that FLCA is negatively and significantly influence students' academic success. Furthermore, EIC as a mediator significantly and positively mediates the relationship between FLCA and academic success. The current study shows that emotional intelligence has the ability to reduce students' foreign language anxiety and so improve their language skills. Lastly, classroom environment positively and significantly moderates the relationship between FLCA and emotional intelligence communication.
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Objective: to assess the suitability of the mock teleconsultation methodology as a tool for the teachinglearning process in the Nursing University degree, according to professors and students. Method: a cross-sectional descriptive study, including 32 mock teleconsultations with actors, with 48 students and 6 professors assigned to different arms of six students and a professor, where different subjects were dealt with. In order to assess the suitability of this methodology, two focus groups were conducted: one with six professors and another one with six students, who were encouraged to describe the strengths and weaknesses of remote interaction. The information was analyzed through noun coding, based on grounded theory, with open coding and selective coding, in order to extract central themes and subthemes. Results: two subthemes were generated from the analysis of the speech of students: collective training and limited learning. In the first one, the teacher-student relationship and interventions by other students stood out, as well as the ability to continue training during the COVID-19 pandemic;and as weaknesses, they highlighted that this was not a useful methodology for face-to-face activities, and that it did not help to acquire skills. Professors generated two subthemes: horizontal and collaborative learning, and limitation for comprehensive care. In the first one, it was highlighted that this tool should be implemented in the future as one more creative method within the teaching-learning process;it encouraged supervision and follow-up of the training process of students by professors, and the improvement in willingness and commitment of students was highlighted. As a limitation, professors stated their concern with the evaluation process for students, with the technological and connectivity quality of teleconsultations, and coincided with students in the lack of ability of this methodology to replace face-to-face physical examination processes. Conclusions: mock teleconsultations represent a useful methodology for training future Nursing professionals, but are not able to replace face-to-face care activities in some cases. © 2021 DAE Editorial, Grupo Paradigma. All rights reserved.
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The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing. © The Author(s) 2022.
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Background: Hybrid teaching methodologies involve the purposeful combination of traditional teaching with technology advances. Despite some challenges, they have gained popularity recently, especially during the coronavirus pandemic. This study evaluated hybrid e-learning with multiple inquiries involving students’ receptiveness, preferences, behaviours and instructor observations. Method: The methodology involved a mixed-method approach with a qualitative observational case study, surveys and interviews for problem-based learning alternatives to traditional lectures. Instruction included: 1) Assigned primary literature reading with study questions to be completed before class;2) Out-of-class online video-clips with visual, practical application (i.e. lithium and non-lithium induced tremor assessment) and online discussion in CANVAS Learning Management System;3) Start-of-class quiz in ExamSoft, in-class team-based application questions with instructor-led discussion;4) Out-of-class team final exam review assignment in CANVAS. Results: Qualitative themes were student engagement, flexibility, preferences, academic and non-academic stressors, etiquette, and defining responsibility for academic success. The majority of students preferred primary literature review, video clips, followed by online CANVAS discussions. Written assignments were the least desirable. Conclusion: These experiences are useful for qualitative evaluation of teaching and learning methods.
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As a consequence of the COVID-19 pandemic, many college courses have pivoted to complete online delivery and colleges are also tasked with providing student supports online. It is likely this transition will last beyond any COVID-19 specific restrictions, therefore this small-scale, exploratory study examined the efficacy and impact of the provision of a 5 week online emotional intelligence (EI) coaching programme to a cohort of Irish university students (n = 19) studying at Technological University Dublin (TU Dublin). Results revealed that the average overall level of EI increased for participants following the coaching programme. Students reported that they believed the programme provided emotional support and that it also enabled them to manage academic stress more effectively and ultimately that engagement with the programme had a positive impact on their academic engagement. Taken collectively, the results of this study suggest that whilst EI coaching can be successfully delivered online, where possible, a blended approach may be optimal. However, as this is a novel and exploratory study, further confirmatory research is recommended.