Adopt a Startup (HIS-E) model: An example of education for sustainable humane entrepreneurship despite COVID-19

Adopt a Startup (AaS-Up), a Humane-Innovation-Sustainable-based Entrepreneurship (HIS-E) model, has been the link between entrepreneurship in the classroom and the "real world” while empowering under-represented startups and students. Research confirms that entrepreneurship and innovation have been recognized as critical drivers of sustainable economic development and competitive advantage. During the Pandemic, the HIS-E was one of the few programs that continued to assist the local startups and develop an entrepreneurial mindset. HIS-E maintained quality and innovative entrepreneurship education and community outreach by transitioning to a virtual platform of collaboration. Indeed, some of these quality entrepreneurship practice components include experiential learning, collaboration across disciplines, and the infusion of sustainability and innovation into the curriculum. Finally, I address important implications, challenges, and learning outcomes for stakeholders interested in replicating this Model to stimulate entrepreneurial activity. © 2022 International Council for Small Business.

Characterization Of Flipped Classroom Model in Higher Education: A Perception from Educational Resilience During Covid-19 Pandemic.

This article presents a study about some perceptions of university students' perceptions in Barranquilla, Colombia about flipped classrooms during Covid-19 pandemic. The group of participants were 302 students who are studying in different universities of the city and took their virtual or remote classes with a flipped classroom strategy. Students identified their learning styles, experiences and characteristics of the virtual or remote classes and their class preferences. In addition, they mentioned resources and learning spaces used by the teachers that promote collaboration and knowledge development and technology used by the university to develop classes. Given the results of the survey, it was determined that flipped classroom strategy is a useful method for the students because it allowed them to be more self-taught (independent learning) during pandemic. It was possible to identify their learning styles and to create spaces of greater participation with the teachers as guides. Flipped classrooms allow learning by doing, developing and participating and no memorizing (traditional method) supported by emerging technologies applied in university teaching. These technologies must be combined with different strategies that allow the development of skills, teamwork and comprehension of the topics.

Towards a collaborative-integrative model of education and training in neurosurgery in low and middle-income countries.

BACKGROUND: Neurosurgery inequity between High-Income Countries and Low- and Middle-Income Countries is striking. Currently, several models of education and training are available each has advantages and limitations. Our goal is to suggest an integrative model of Education and Training with international collaboration which will assure the most cost-effective Training Model. MATERIALS AND METHODS: The authors reviewed the literature narratively and examined in broad stroke the different existing models of international education and training programs to analyze their strengths, limitations, and cost-effectiveness in addressing the needs of Neurosurgery in Low and middle-Income Countries. RESULTS: Several international institutions have been involved in Education and Training in Global Neurosurgery. The most common models for international education include short-term surgical mission and boot camps, a full residency training program in HICs, and a full residency training Program in Local or regional World Federation of Neurosurgical Societies (WFNS) reference centers in Low and Middle-Income Countries, and online education. In Africa, both Local residency training centers and WFNS reference centers are available and provide full training programs in Neurosurgery. Among them, WFNS Rabat Training Center is the first established center in Africa in 2002. This program is supported by the WFNS Foundation and by the Africa 100 Project. Some of these education models face currently challenges such as sustainability, financial support, and ethical issues. CONCLUSION: Training neurosurgeons from Low and Middle-Income countries in local and regional WFNS Training centers might be the most cost-effective model of training that helps close the gap in neurosurgery. This training Model is duplicable and may be integrated into a global cohesive and collaborative model of education with international institutions.

Practical COVID-19 Prevention Training for Obstetrics and Gynecology Residents Based on the Conceive-Design-Implement-Operate Framework.

Background: The spread of COVID-19 poses a challenge for obstetrics and gynecology (O&G) residents. In order to improve the theoretical knowledge and practical skills of residents in epidemic prevention and control, reduce work pressure and improve professional skills, effective and sound training models are required to improve the protection of O&G residents from COVID-19. Method: A total of 38 standardized training O&G residents working in Shengjing Hospital of China Medical University in March 2020 was selected. They were randomly divided into intervention and control groups. The control group underwent a protection theory exposition according to the traditional training method, while the intervention group adopted a conceive-design-implement-operate (CDIO) mode, arranged training courses in combination with the O&G specialty, and completed four modules of CDIO. After the training, the theoretical knowledge and practical operation were assessed, and the work stress and occupational identity scales were assessed. The assessment results and scores of the two groups of residents were analyzed. Results: Compared with the scores of the residents in the control group, the theoretical and technical scores of the residents in the intervention group significantly improved (P < 0.05). In the evaluation of organizational management, workload, interpersonal relationship, and doctor-patient relationship pressure, the scores of the intervention group were lower than those of the control group, with a statistical difference (P < 0.05). For the intervention group, the job stress and professional identity evaluation scores were significantly higher than those of the control group (P < 0.05). Conclusion: The CDIO model can effectively enhance the theoretical knowledge and practical skills of O&G residents in COVID-19 epidemic prevention protocols to reduce work pressure and improve professional identity. In addition, it provides new ideas, methods, and approaches for future clinical practice training.

Remote Delivery of an Introductory Architectural Engineering Design-Build Activity

The first Architectural Engineering (AE) class at the University of Waterloo (UW) began in fall of 2018. The compulsory co-op work experience, architectural studio component each semester, and collaboration with the UW School of Architecture are features of the program that make it unique in North America, just to name a few. In order to provide an introduction at the beginning of the school year that would adequately capture the essence of the program, a tried-and-true hands-on engineering project model at UW called 'Design Days' was adapted for the AE program. In 2018, the inaugural two-day design-build project called 'AE Design Days' was held wherein first-year students worked in groups to design a piece, or set, of furniture that enhanced an assigned site in a UW Engineering building. The objectives of the project were to provide an 'ice-breaking' opportunity between students, as well as with the faculty;introduce the students to the AE program content, especially as it relates to the design process;provide opportunities for the students to work with their hands building models;and, to allow for the course instructors to gauge the skillset and prior knowledge of the incoming students [1]. Following the success of the first AE Design Days event, the same project model was implemented in 2019, with minor modifications to improve the event logistics and student experience. This paper discusses the planning and implementation of the most recent edition of the event held in 2020 and the dramatic overhaul required as a result of the COVID-19 pandemic and the transition to online/remote learning. With new constraints and potential opportunities associated with the online learning platform, the event saw its overall intent and structure shift to prime the students for working online in an AE context, and to provide a vessel to introduce students to the program and build new relationships, since these efforts are crucial at the start of the program, and do not come as naturally when online. The event drew a large crowd, with nearly 100% of the 124 students participating and dozens of volunteers coming from various groups (students, faculty, and industry), and was shown to be well-received by the results of surveys. The paper concludes with a reflection of the perceived successes and challenges of the event. Also, recommendations are discussed in the context of the virtual event platform, which can be extended to general AE online learning. © American Society for Engineering Education, 2021

Research on the Mixed Education Mode for the Safety Engineering Major during the Coronavirus (COVID-19) Epidemic.

During the COVID-19 epidemic, many countries faced a critical situation in terms of the global economy and human social activities, including education. In China, the coronavirus is better controlled. Chinese university students have returned to school to study. Despite previous research on online education and learning, the readiness of students for the online and offline learning models implemented at this particular time is not well understood. This paper discusses a hybrid education model for undergraduate students in the safety engineering major. Questionnaires are administered to faculty and students from different colleges and universities in the same major to statistically summarize the influencing factors of mixed or hybrid education. The system dynamics (SD) model is constructed and simulated to determine that using online in the tenth to fifteenth, twenty-fifth to thirtieth, and fortieth to forty-fifth min of classroom teaching (50 min in total) can effectively increase students' interest and engagement in learning. More hands-on activities should also be considered to enhance students' motivation to acquire knowledge, and consideration could be given to encourage interaction among students. This study will be continuously improved by a follow-up study of undergraduate student performance. This study has important implications for educators implementing online and offline blended instruction.

Perceptions of new online education models in the context of the COVID-19 pandemic. A case study of the Bucharest University of Economic Studies

The traditional educational models have been challenged by the appearance of the COVID-19 (SARS-CoV-2) pandemic, which made online education an imperative almost everywhere in order to ensure a minimized health risk for population through social distancing while continuing the educational and administrative activities of educational facilities. As a measure of protection for their students and personnel educational facilities in the European Union decided to close and continue the activities online starting with March 2020. By using the Delphi method with two rounds of questionnaires the present paper intended to inquire the experience of students from the German department of the Faculty of Business Administration of the Bucharest University of Economics Studies in Romania in the early stage of complete online teaching due to the COVID-19 outbreak. The results of the inquiry indicated the majority of students evaluated positively the easiness and accessibility of information and tasks during the online courses, tended to feel still as a community and not as isolated individuals and preferred to continue with both online and face-to-face classes in the upcoming period, thus, overall rating positively the online teaching of the second semester between March 2020 and May 2020. The study offers a basis of inquiry for future research papers in the sense of analyzing the public perceptions of a sample of students from the included faculty in order to determine improving directions for the future of online learning.

Creating a Scalable Physical Activity Breaks Resource Through the Multisensory Multilevel Health Education Model: H.Y.P.E. The Breaks!

Physically active children have lower rates of obesity, diabetes, hypertension, and depression than their inactive counterparts, and further evidence suggests that integrating physical activity breaks into the school day improves children's classroom behavior, fitness, and cognitive functions. The current article focuses on the development and implementation of free, scalable, short activity breaks called H.Y.P.E. The Breaks! (Helping Young People Energize)-a series of 2-, 6-, and 10-minute-long dance and hip-hop-based physical activity videos, which can be used in the classroom or at home. H.Y.P.E. The Breaks! is deconstructed through the lens of the multisensory multilevel health education model, which leverages art, culture, and science in the design and implementation of health programs, and highlights the importance of framing and operationalizing program components across the different behavioral levels of influence of the socioecological model. The article also discusses the uptake of H.Y.P.E. The Breaks! during the COVID-19 (coronavirus disease 2019) pandemic, when major declines in children's physical activity were observed.

Facing the Coronavirus Pandemic: An Integrated Continuing Education Program in Taiwan.

This study aimed to identify knowledge gaps regarding coronavirus disease 2019 (COVID-19) and develop an integrated educational program for healthcare workers. First, we designed and validated ten multiple-choice questions to identify knowledge gaps among healthcare workers. Within one month of the online test and curriculum offering, 5533 staff had completed the test, with a completion rate of 84.97%. There were 2618 healthcare workers who answered the pre-test 100% correctly. Those who did not answer the pre-test 100% correctly took multiple tests after learning through the online teaching materials. Eventually, 5214 staff passed the test (pre-test or post-test with 100% correct answers). The result showed that all staff had a low correct rate for personal protective equipment (PPE) use recommendations. The Infection Control Center conducted training sessions for hospital staff on how to wear protective clothing. Information on the selection and use of PPE for infection prevention was provided, and participants were allowed time to practice and familiarize themselves with the correct way to wear PPE. Moreover, the Department of Education and Research continued updating the online learning materials based on the most important updated peer-reviewed published articles. The attending teaching physicians helped to search, translate, and take notes on articles in the local language (traditional Chinese) for other colleagues to read easily. We expect to increase learning opportunities for healthcare workers, even during uncertain times such as the current coronavirus pandemic through (1) the hospital-wide course announcements, (2) the continuous placement of test questions and learning files on the digital learning platform, (3) the placement of journal highlights in cloud folders, and (4) the use of the digital learning platform on mobile phones accessible outside the hospital.

A framework for pandemic compliant higher education national system.

Even after 13 months, our world is still battling with global pandemic COVID-19. The pandemic has already infected more than one hundred and three million people, killing about two and a quarter million of them. Recently, several vaccines to inoculate people against the ongoing pandemic have been approved. People in most of the countries are being injected with these vaccines. While the world awaits for the outcome of the ongoing vaccinations, a more aggressive strain of coronavirus is killing many people in several countries, including the UK, the USA, Netherland, South Africa, and Australia. The ongoing pandemic has severely affected almost all aspects of our lives; education being one of them. As a result, majority of students in the world have completely lost access to the traditional way of institutional learning, while others have suffered in different ways and to a lesser degree. Many universities, colleges, and schools were closed during the initial pandemic lockdown during March-May, 2020. Luckily, some higher education institutions were better equipped to switch over to online teaching, either using a Learning Management System (LMS) or use some other online tools to connect with their students. With the help of surveys of students and teachers from several countries, this article aims to analyze the damage caused to the education sector by the pandemic at the global level. Guided by our literature review, and analysis of responses to our two surveys, we also provide a framework for a national education system, which could withstand future global crises like the one created by the COVID-19, and ensure continuity of education to all, especially the poor sections of the society.