ABSTRACT
Every year, the European Psychiatric Association organizes the EPA Summer School, an intensive program that aims to support and promote the education of young psychiatry professionals through numerous activities. The program returned to being an in-person event this year, after changes imposed by the COVID-19 pandemic over the last two years. From September 29 to October 2, 2022, young psychiatrists selected by the EPA Committee on Education, 21 in total, gathered together in Strasbourg, France, to attend the activities organized around the topic "Focus on Suicidal Behaviours - One Step Beyond." This year's event adopted a blended learning format;the participants were required to attend and complete a 6-week online course entitled "Focus on Suicidal Behaviours", before coming to the in-person sessions held by a distinguished group of lecturers. The activities designed during the training days allowed the participants to not only expand their knowledge about suicide and related issues but also to exchange experiences from different European countries, and they encouraged critical thinking about what can be done more or better. In addition, they encouraged the participants to get to know each other, to socialize, and to building relationships with each other. This article presents step-by-step the activities organized during the Summer School and also attempts to describe the way the participants experienced them. © 2023 John Libbey Eurotext. All rights reserved.;Chaque année, l'Association Européenne de Psychiatrie organise une Université d'été, un programme intensif qui vise à soutenir et à promouvoir l'éducation des jeunes professionnels de la psychiatrie par le biais de nombreuses activités. Elle a pu se tenir de nouveau en présentiel en 2022, après 2 ans d'organisation en distanciel, imposée par la pandémie de covid-19. Du 29 septembre au 2 octobre 2022, les jeunes psychiatres sélectionnés par le Comité d'éducation de l'EPA, 21 au total, se sont retrouvés à Strasbourg, en France, pour assister à cette formation autour du thème « Focus sur les conduites suicidaires - One step beyond ». L'événement de cette année a été que le format était un enseignement mixte. Pour débuter, la 1re partie de la formation s'est déroulée en ligne, sous la forme d'un MOOC « Focus sur les comportements suicidaires », pour une durée de 6 semaines, la seconde partie était la formation en présentiel avec des experts internationaux, sur une durée de 2 jours 1/2. Ces journées de formation ont permis aux participants non seulement d'élargir leurs connaissances sur le suicide et les questions connexes, mais aussi d'échanger autour des expériences de différents pays européens et d'encourager la réflexion critique sur ce qui peut être fait de plus ou de mieux, en termes de prévention et de soins. De plus, la possibilité de rencontres et d'échanges entre les participants a permis la création d'un réseau social européen unique. Cet article présente étape par étape les activités de formation organisées pendant l'université d'été de l'EPA et témoigne du vécu des participants. © 2023 John Libbey Eurotext. All rights reserved.;Cada año, la Asociación Europea de Psiquiatría organiza una Escuela de Verano, un programa intensivo cuyo objetivo es apoyar y promover la formación de jóvenes profesionales de la psiquiatría a través de una gran variedad de actividades. Ha podido volver a celebrarse en persona en 2022, tras 2 años de organización a distancia, impuesta por la pandemia de la covid-19. Del 29 de septiembre al 2 de octubre de 2022, los jóvenes psiquiatras seleccionados por el Comité de Educación de la EPA, 21 en total, se reunieron en Estrasburgo (Francia) para asistir a esta formación sobre el tema "Enfoque en las conductas suicida - One step beyond (Un paso más allá"). Lo más destacado del acto de este año fue que el formato era una formación combinada. Para empezar, la 1a parte de la formación fue online, en forma de MOOC "Focus en conductas suicidas", con un duración de 6 semanas, la segunda parte fue la formación presencial con expertos internacionales, con una duración de 2 días y medio. Estas jornadas de formación les permitieron a los participantes no sólo ampliar sus conocimientos sobre el suicidio y cuestiones afines, sino también intercambiar en torno a experiencias de distintos países europeos y fomentar el pensamiento crítico sobre qué más o mejor se puede hacer, en términos de prevención y asistencia. Además, la posibilidad de encuentros e intercambios entre los participantes permitió crear una red social europea única. Este artículo presenta paso a paso las actividades de formación organizadas durante la escuela de verano de la EPA y da fe de la experiencia de los participantes. © 2023, John Libbey Eurotext. Tous droits réservés. © 2023 John Libbey Eurotext. All rights reserved.
ABSTRACT
This article aims to portray the continuing education of teachers and professionals to work in deafblindness and multiple sensory disability, in the functions of guide-interpreter and mediator instructor. The trainings took place during the COVID-19 pandemic between September 2020 and August 2021. The methodology is to present the organization of the course, totally remote, which occurred with the partnership between SMPED and the Brazil Group. We selected 70 professionals from the city of Sao Paulo, being teachers and interpreters of Libras, to participate in the course of guide-interpreter and 15 professionals from different cities of Brazil, among teachers and interpreters, for the function of instructor mediator. As a result, we highlight the way synchronous activities, practices and internships occurred, and ensured the effectiveness and participation of people with deafblindness and multiple sensory impairment in different situations of daily life, such as television news, reading books and participation in congresses.
ABSTRACT
This article proposes a framework for capability development of adult educators (AEs) in Singapore. Globalisation, demographic changes and digital innovation, accelerated by the COVID-19 pandemic, have accentuated the importance of adult education and changing role of AEs. The immediate implications of these effects on the professionalism of AEs and the significance of their development trajectories are acute. With an increased focus on the need to ensure AEs are current in both their pedagogic and domain competences, we introduce discussions on the need to develop a conceptual framework to generate a deeper understanding of their knowledge, skills, attitudes, beliefs and practices of AEs. This framework can be used by practitioners as a tool to facilitate professional reflection and development, and by policy makers to support continued improvements to the quality of adult education. Our overall aim is to promote the importance of varied and continued opportunities for the professional development of AEs at policy, organisational and individual levels.
ABSTRACT
The COVID-19 pandemic has precipitated an unprecedented education crisis, causing severe disruption to global education systems. One consequence has been an increased demand for online educational platforms, leading to a shift from face-to-face to online teaching. This was the case in Singapore where online educational provisions were quickly adopted and implemented by institutions providing continuing education and training to adult learners. This paper reports on the data from a survey of 258 participants on the accessibility and effectiveness of the different modes of learning (i.e. online learning, face-to-face learning, and a combination of both) based on comparisons prior to and after the onset of COVID-19. The findings indicate that familiarity with online platforms enhances the potential efficacy of online provisions of continuing education and training, but also illuminate issues concerning the kinds of experiences required for effective continuing education and training, with implications for providers and educators in and beyond Singapore.
ABSTRACT
The COVID-19 pandemic simultaneously disrupted supply chains and generated an urgent demand in medical infrastructure. Among personal protective equipment and ventilators, there was also an urgent demand for chemical oxygen. As devices to purify oxygen could not be manufactured and shipped rapidly enough, a simple and accessible oxygen concentrator based on pressure swing adsorption was developed at ETH Zurich in spring 2020. Instead of building devices locally and shipping them, it was decided to educate others in need of oxygen. The implementation encompassed education on process chemistry, material choice, and assembly and optimization of the concentrator and was realized using synchronous teaching tools, such as video call, and asynchronous ones, such as a website and video streaming. The project gained traction and interaction with engineering teams from universities and non-Governmental Organizations (Red Cross and the UN Development Program) in developing countries and emerging market economies, including Ecuador, Mexico, Somalia, and Peru. At the end of the project, the teams were surveyed regarding their experience in the educative knowledge transfer. It was reported that the learning experience prepared these groups well to build the device and to teach others as well. Major challenges were accessing some parts of the device and optimizing its performance. While synchronous communication is expected to be a very effective teaching method, the survey results showed that explanations via a website and video streaming have contributed the most to the implementation of the oxygen concentrator and thereby provide autonomous and sustainable education tools.
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Objective To explore the teaching effect of the teaching mode changed from traditional teaching to online teaching after the outbreak of coronavirus disease 2019 (COVID-19) pandemic. Methods Relying on the Beijing Women's Health Care Technology Improvement Project, the online and offline continuing medical education was carried out, to train the obstetrician and gynecologist working in 16 maternal and child health care hospitals in 16 administrative regions of Beijing, which was planned from September 2020 to December 2025. This study retrospectively collected the assessment results of the two teaching modes from March 2021 to December 2021 (the first year of the teaching plan), and compared the teaching effects. Results Online teaching completed three sessions of 30 live online conference courses, with about 25 000 participants, including 4757 obstetricians and gynecologists from 16 maternal and child health care hospitals in Beijing. A total of 82 on-site teaching courses were held for offline teaching, and 1771 gynecologists and obstetricians from 16 maternity and child care hospitals in Beijing participated in the study. The scores of online teaching and offline teaching were 90.88+/-4.88 and 88.65+/-4.35, respectively. Conclusions Online teaching maybe has similar teaching effects as offline teaching. Compared with offline teaching, online teaching has more advantages, such as convenience, efficiency and economy, which is worthy of promotion and application in the context of the COVID-19 pandemic.Copyright © 2022, Peking Union Medical College Hospital. All rights reserved.
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Due to the Zero-COVID policies implemented in China, students have accepted online education for curriculum learning for a considerable period of time. The objective of the current study was to determine the relationship between perceived usefulness, perceived ease of use, gender, and the online learning effectiveness of emerging adult learners in Guangzhou, China, who were enrolled in a continuing education program. The research framework was created in accordance with the Technology Acceptance Model (TAM). The convenient sampling and snowball sampling methods were used to collect 123 respondents for the study. Findings revealed that perceived usefulness and perceived ease of use were positively associated with online learning effectiveness, but gender was not. The study recommended that school administrators enhance students' perceived usefulness and perceived ease of use to improve the online learning effectiveness. The findings of this study will provide scholars with insights for improving the investment effectiveness of adult education programs. In addition, because online learning tends to be more adaptable and economical than traditional classes, the increase in learning effectiveness can provide schools with justifications to continue utilizing online education even after the pandemic. © 2023 Conscientia Beam. All Rights Reserved.
ABSTRACT
The COVID-19 pandemic simultaneously disrupted supply chains and generated an urgent demand in medical infrastructure. Among personal protective equipment and ventilators, there was also an urgent demand for chemical oxygen. As devices to purify oxygen could not be manufactured and shipped rapidly enough, a simple and accessible oxygen concentrator based on pressure swing adsorption was developed at ETH Zurich in spring 2020. Instead of building devices locally and shipping them, it was decided to educate others in need of oxygen. The implementation encompassed education on process chemistry, material choice, and assembly and optimization of the concentrator and was realized using synchronous teaching tools, such as video call, and asynchronous ones, such as a website and video streaming. The project gained traction and interaction with engineering teams from universities and non-Governmental Organizations (Red Cross and the UN Development Program) in developing countries and emerging market economies, including Ecuador, Mexico, Somalia, and Peru. At the end of the project, the teams were surveyed regarding their experience in the educative knowledge transfer. It was reported that the learning experience prepared these groups well to build the device and to teach others as well. Major challenges were accessing some parts of the device and optimizing its performance. While synchronous communication is expected to be a very effective teaching method, the survey results showed that explanations via a website and video streaming have contributed the most to the implementation of the oxygen concentrator and thereby provide autonomous and sustainable education tools. © 2023 The Authors. Published by American Chemical Society and Division of Chemical Education, Inc.
ABSTRACT
To assess the effectiveness of remote clinical quality management of endovascular Aim care. The system of clinical quality management of medical care in myocardial infarction (MI) including the quality of remote control of endovascular care was developed and introduced into the health care system of the Moscow Region as a part of the comprehensive study in 2008-2020. The number of people under the study was 8375. The ground for assessing the effectiveness of remote clinical management in 2019-2020 was the health care system of megapolis. Based on the analysis of 2966 endovascular procedures protocols, the treatment tactics effectiveness of intraoperative decisions was studied after an emergency coronary angiography (ECA) had been performed by interventional cardiologists. The Methods system of remote clinical quality management of endovascular care included a complex of audiovisual communications, computer system processes, mentoring and the algorithm for making an intraoperative decision. The effectiveness of remote clinical quality management of endovascular care was investigated on the number of percutaneous coronary interventions (PCI) in MI, mortality of patients with MI in the Regional vascular center in 2019-2020. The T-criteria was used to assess the reliability. The material statistical processing was carried out in the Statistica 6.0 package calculating adequate statistical indicators and their reliability at p<=0.005. Ratio PCI/ECA in 2019, January-March 2020 counted up to 48.95%. In April-December 2020 it increased up to 71.6% (p<0.001). The frequency of performing Results PCI increased by 1.46 times (p<0.001). Hospital mortality from MI decreased during the following period 2019, April-December 2020 from 9.7% to 8.2% (p = 0.005). Remote clinical management based on telemedicine and mentoring process Conclusion technologies contributes to improving the quality of endovascular care in MI.Copyright © 2021 Angles. All rights reserved.
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With the adjustment of China's COVID-19 policies and measures, the treatment of infected patients, especially the severe and critically ill patients, has become the focus of all medical staff at this stage. Since the outbreak of the pandemic, Peking Union Medical College Hospital has accumulated rich experience in this field. Based on the updated international evidence-based knowledge, the multidisciplinary expert group of COVID-19 at Peking Union Medical College Hospital has compiled a set of operational recommendations. Adhering to the evidence-based, concise, and clinically operable principles, these recommendations for diagnosis and treatment integrate the latest research evidence. For clinical issues that lack evidence, certain recommendations are given based on the frontline clinical working experience and expert opinions. The purpose is to enhance medical staff's understanding of COVID-19 infection and its critical illness and improve patient care.Copyright © 2023, Peking Union Medical College Hospital. All rights reserved.
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Introduction: Despite considerable developments made in the representation of women in cardiology (WIC) recently, there still remain substantial disparities in the representation of women participants in clinical trials, as well as women physicians and scientists in clinical trial leadership. Under-representation of women in Randomized Clinical Trials (RCTs) remains the bane of the modern medicine, impeding the development of sexspecific guidelines in cardiovascular diseases. Female leadership in clinical trials has been shown to enhance the inclusion of women as trial participants. Furthermore, while the COVID-19 pandemic has impacted women in academia, there is no data thus far reporting the impact of the pandemic in terms of presenters and leadership of late-breaking clinical trials (LBCT) in cardiology during this period. Purpose(s): We aimed to determine inclusion of WIC in LBCTs leadership and their correlation to inclusion of women in reported RCTs. Method(s): In our comprehensive analysis, we included all LBCTs presented at major international cardiovascular meetings reported over the period of January 2020 to February 2022. Data were derived from the original presentation at the meeting and/or simultaneous/ subsequent publication of manuscript. Sex of the presenter (woman or man), was assessed by either original videos of the presentation at the meeting, or based on pronoun use in the biographies derived from institutional profiles. The presence or absence of reporting of sex distribution of study participants were also recorded from original presentation at the meeting and/or published manuscript. Proportion of women included in each trial was sourced from either original publication or calculated from any similar data shown during the presentations. Result(s): A total of 400 of RCTs from 19 meetings were included with a total of 400 presenters/principal investigators recorded - 32 (8%) women and 368 (92%) men. There were no significant differences between 2020 and 2021 [15 (7.2%) women in 2021 vs. 17 (19.3%) in 2020 (P=0.446)]. Proportions of women included in RCTs with WIC (37.3%) vs. non-WIC (38.7%) presenters were comparable (p=0.559), while 45% of RCTs didn't report sex distribution of participants. Except for 2 meetings (CRT 2020 and 2022), all others were virtual. Conclusion(s): WIC representation as RCTs presenters was significantly low, despite the opportunity of virtual attendance afforded during the COVID-19 pandemic. Modest inclusion of women irrespective of sex of RCT leadership emphasizes multi-level problems that require more actionable solutions: I.e. implicit bias training started as early as medical school, continuing education on necessity for diversity, equity and inclusion, patient and public involvement, and comprehensive guidance on trial design, such that future RCT participants reflect the populations intended to treat. (Figure Presented).
ABSTRACT
Background: Online learning has recently surged due to the COVID-19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective: This study explores how a large university in the Southeastern United States of America converted an in-person Lean Manufacturing professional course into synchronous online learning for industry participants. Method: The study analysed the performance of 212 in-person and 43 online industry participants and examined the views of online participants about the training. Paired t-tests, one-way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in-person and online groups on the three competencies (Lean culture, problem-solving and Lean systems). Results and Conclusion: Both online and in-person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in-person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in-person to synchronous online engineering continuing education programs. © 2023 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
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Significance and Background: Metastatic Breast Cancer (MBC) or Advanced Breast Cancer (ABC) is multifaceted and requires high levels of support and resource utilization. The ABC Program at MD Anderson Cancer Center began in 2014 with a goal to increase the quantity and quality of life for patients living with MBC. It offers emotional support, personalized visits with a nurse practitioner navigator, access to clinical trials, specialty clinics, tailored patient education and innovative care projects. Prior to COVID-19, the ABC Program held a 90-minute quarterly town hall series featuring 2-3 presenters and topics of patient interest. In response to COVID-19, it pivoted to a weekly virtual 60-minute educational series called "ABCs of Healthy Living in Challenging Times" that is for patients with breast cancer, caregivers, faculty, staff, community members and advocates. Purpose(s): To address COVID-19 social-distancing related isolation and changes to healthcare, build community, empower patients, and educate on diverse topics including patient services, treatment, symptom management and quality of life. Interventions and Evaluation: The series was facilitated by a nurse practitioner navigator via Zoom. A distribution list created from town hall meetings was the basis for the series' notices and has grown by referrals, word of mouth and marketing opportunities;it began with less than 150 people and has grown to more than 550 people. The facilitator offered a format where the attendees and speakers could interact visually and verbally with each other. From 4/2020 to 6/2022, 104 webinars were held for 2,546 attendees for an average of 24 attendees each week. Topics covered were side effect management/quality of life/healthy lifestyle (26%), patient education/empowerment (18%), treatment (19%), clinical trials/research (11%), quality of life related to COVID-19 (8%), COVID-19 (7%), innovation projects (4%), palliative/end of life care (7%), and financial/disability concerns (3%). The series was evaluated using the Qualtrics survey software (n=53). Respondents said that the series has positively influenced their interactions with healthcare providers (65%), how patients with MBC think about their cancer experiences (65%) and provided an opportunity to connect with others like themselves (65%). Respondents stated actions taken based on the series: shared the information with family/friends (77%), joined or remained in a support group (34%), spoke with a provider for information and services (32%), requested an appointment with the ABC Program or other specialty clinics (26%), started a new healthy behavior (21%), joined a clinical trial (11%), or started using a patient reported outcome tool (9%). The series served mostly patients living with MBC (70%), established patients at MD Anderson (38%) or patients at MD Anderson as well as a community cancer center (17%). Most respondents indicated that they attended about half of the time, usually or always (60%) and are very or completely satisfied with the series (92%). Demographics of the respondents were White (77%), Black (13%), Asian (4%) and Hispanic (16%). Discussion(s): The ABC Program pivoted to COVID-19 by offering services virtually. The virtual series has allowed for more digestible patient education, varied presentations, and participation for those living outside of Houston, TX. Peer support and continuing education are imperative dynamics for patients to use their voice to impact their overall quality of life. The series has impacted attendees with a change in behavior when speaking with their clinical team, awareness and utilization of support resources, and starting healthy behaviors. While the series was created in response to demands of COVID-19, it effectively addressed psychosocial and educational needs and overall quality of life of MBC patients. The series was an easy intervention to initiate with lasting changes relative to the effort and resources required.
ABSTRACT
Over the last decade we have witnessed rapid advances in the treatment of patients with metastatic breast cancer (MBC) with seminal discoveries in cancer biology, correlative biomarkers and clinical trials leading to multiple new drug approvals. While these milestones have improved survival, the science of survivorship in this population is just beginning. The diagnosis of MBC is life-changing and requires individualized and multidisciplinary support. The NCI defined the areas of epidemiology and surveillance, symptom management, psychosocial research, health-care delivery, and health behaviors as necessary fields to advance the state of the science in advanced cancer survivors. A multifaceted program addressing these domains is needed to assess MBC patients and their unique and ever-changing needs. With input from patients and providers, program components should include: therapeutic clinical trials, multidisciplinary specialty care, individualized patient navigation, peer support, continuing education, and patient reported outcome (PRO) collection to support patients living with MBC. Input for a program for MBC patients can be guided by a multidisciplinary steering committee in which patient advocates are a major voice. Patients can provide insight into what works for them, and what they are facing may be very different from the experience of an early-stage breast cancer patient. Clinical trials designed to advance the current scientific knowledge of breast cancer treatment are essential to patients living longer, more fulfilled lives with MBC. Clinical trials may include systemic therapy, local therapies such as surgery and radiation for MBC patients, side-effect management and quality of life (may put elsewhere). A comprehensive systemic therapy portfolio should include all biological subtypes as well as recommended treatment options (hormonal therapy, targeted therapy, chemotherapy, and immunotherapy). Multidisciplinary care is necessary to diagnose and treat any condition the MBC patient may encounter and is essential in providing quality care. Comorbidities and debilitating side effects arising from cancer treatment are known to be associated with inferior outcomes. MBC patients may experience lack of familiarity of some providers with novel MBC cancer treatment, side effects, and interactions of their cancer treatment with non-cancer conditions and treatment. With the increasing life expectancy of MBC patients, it is important to manage the medical comorbidities in coordination with the MBC patient's cancer treatment. Integrative Medicine helps support the quality of life of patients through providing clinical modalities such as stress management, yoga, meditation, acupuncture, massage and lifestyle counseling. Supportive care helps support cancer related fatigue and sleep challanges, geriatrics and hospice and palliative care for advanced cancer patients. The role of navigation for MBC patients is unique and should be designed to support the patient's many individual needs. Navigation requires assessment of individual knowledge deficit, coordination of care challenges, internal resource utilization, cultural requests, and emotional health. Navigation should also address the patient's financial and disability questions, medication assistance, symptom management, advanced care planning and goals of care discussions. Additional items to be discussed during navigation visits include primary care provider utilization, COVID-19 vaccination, illness and medication questions, and other patient questions as they arise. A comprehensive registry of MBC patient's medical records and histories will assist researchers in designing future therapeutic and quality of life clinical trials. The categories of patient demographics, clinical variables, pathological variables, treatment variables, outcomes of MBC, and PROs will create a robust registry. A comprehensive patient registry can create a rich database which can guide and inspire future innovative research. Peer support through support groups and peer-to-peer matching s pivotal to MBC patients finding and utilizing their patient voice, emotionally supporting each other and learning from other's similar experiences. Connection between patients and the creation of a community of survivors can empower patients to positively impact their care through self-advocacy and self-efficacy. Continuing patient education is also essential to providing quality cancer care. The format of a weekly virtual education webinars are helpful in creating an engaged patient community and a platform to disseminate educational resources in a reoccurring digestible format. Frequent educational webinars covering a wide variety of topics can positively influence patient interactions with their healthcare providers and influence how patients living with MBC view their own cancer experience. Educational webinars provide opportunities for patients to connect with subject matter experts, other patients like themselves, and share information with their family and friends. Informed patients can discuss and ask questions more confidently with their health care providers about information and services presented during the educational webinars. The symptom profile of patients living with MBC are impacted by numerous variables such as disease burden, treatment plan, comorbidities, supportive regimen etc. The collection of PROs has been shown to improve patient satisfaction with his/her care, improve quality of life, decrease emergency room visits and hospitalizations, and increased overall survival. The routine measurement and management of MBC patients' symptoms has been found to be integral in providing comprehensive cancer treatment. The collection of PROs improves patient and provider communication and elicits the outcome to symptoms that matter most to each patient. Patients diagnosed with MBC are living longer because of the recent advancements in therapeutic treatments. A multifaceted and comprehensive program consisting of therapeutic clinical trials, multidisciplinary specialty care, individualized patient navigation, peer support, continuing education, and PROs collection is integral to fully support patients living with MBC.
ABSTRACT
Accelerated by the corona pandemic, the opportunities and challenges of digitalisation are also increasingly important in music therapy. This article deals with the use of digital music technologies and online settings in music therapy. These are related to the previously defined identities of musician and therapist for music therapists. The authors conclude that both the German description of professional music therapy and the Kassel Theses on Music Therapy need to broaden identifying attributes. In the field of digital media and music technologies in music therapy there is an urgent need for both continuing education and study programs as well as for an (inter)national network for practice, research and instruction. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (German) Beschleunigt durch die Coronapandemie gewinnen auch in der Musiktherapie die Chancen und Herausforderungen der Digitalisierung an Bedeutung. Der Beitrag befasst sich mit dem Einsatz von digitalen Musiktechnologien und Online-Settings in der Musiktherapie. Diese werden mit den bisher definierten Musiker.innen- und Therapeut.innenidentitaten von Musiktherapeut.innen in Beziehung gesetzt. Die Autor.innen kommen zum Ergebnis, dass sowohl im Berufsbild Musiktherapie als auch in den Kassler Thesen zur Musiktherapie die Identitatsmerkale erweitert werden mussen. Ebenso sind Angebote von musiktherapeutischen Aus- und Weiterbildungsmoglichkeiten sowie eine Vernetzung von Praxis, Forschung und Lehre im Bereich digitaler Medien und Musiktechnologien auf nationaler und internationaler Ebene dringend notwendig. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
PurposeContinuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence.Design/methodology/approachA cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge.FindingsThe different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals.Originality/valueTherefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.
ABSTRACT
Continuing professional development (CPD) is both a requirement for licensure and an ongoing professional expectation in the field of school psychology. Examination of the types of CPD that have been completed, those that are still needed, and the modalities that should be used has been a neglected area of study in this profession. To answer these questions and assess how the COVID-19 pandemic had influenced the answers, if at all, a survey was distributed electronically to NASP regular members. A small, representative sample of the population (n = 27) completed the survey. Results indicated that in the past, the most frequent CPD topics included social emotional intervention, behavioral intervention, and social emotional assessment. Subsequent to the COVID-19 pandemic, the last two were replaced with remote service provision and diversity in learning in the aftermath. Going forward, school psychologists reported wanting to continue studying social emotional interventions, new ethical and legal guidance, and crisis intervention and prevention. Participants are most likely to engage in these trainings via live webinars or distance learning, school district trainings, state school psychology conferences, and self-study. The needs and interests of school psychologists should be taken into account when planning professional development activities at the district, state, and national level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
Background: It is very important to increase awareness and understanding of oral manifestations of post COVID-19 disease among dentists which can happen by continuing education and training for dentists to recognize and manage oral manifestations of post COVID-19 disease. Aims & objectives: The aim of this is to aware dentists regarding oral manifestation of covid 19 disease. The objectives of study were to assess the level of awareness, understanding and factors influencing awareness among dentists regarding oral manifestations of post COVID-19 disease. Evaluate the of oral manifestations of post COVID-19 among dentists in central India. Methodology: A cross-sectional, questionnaire-based study was carried out among COVID-19 recovered patients. A sample of 100 subjects, diagnosed as mild and moderate cases of COVID-19 disease were selected based on inclusion and exclusion criteria. A well-structured questionnaire composed of total 21 Closed ended questions was send to sunjects. Result(s): The study comprised an almost equal number of male (54%) and female (48%) participants and among them, 47% belong to the health professional group. A total of 56% of subjects were aged above 35 years and 47% below 35 years. Xerostomia, frequent aphthous ulcers, swallowing difficulty, and burning mouth were the most frequently encountered symptoms in study subjects during the disease and post recovery. Conclusion(s): In the present study, dentists were found to have good knowledge toward novel corona virus disease with optimum preparedness level for dental practice modification. Dental fraternity is further advised to follow the standard guidelines overcoming this pandemic.Copyright © 2022 Authors. All rights reserved.
ABSTRACT
The study aimed at investigating the extent of the Covid-19 pandemic repercussions on the Zayed University student's mentality by looking at the methods of adaptation with the news regarding it، and their attitudes towards shifting to the use of online platforms to persevere education. The researcher has done a special survey consisting on (25) paragraphs divided into three categories that has addressed results based upon the levels of mental anxiety of students between males and females. This process was conducted following the country and university efforts in facing the pandemic while continuing education using suitable and credible online platforms following the orders of the World Health Organization. The study has shown the students response to this revolution and displayed statistical evidence of more positive impact on males as opposed to females regarding online education. [ABSTRACT FROM AUTHOR] Copyright of An-Najah University Journal for Research, B: Humanities is the property of An-Najah National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)