Therapeutic Management with Repurposing Approaches: A Mystery During COVID-19 Outbreak.

The ubiquitous pandemic that emerged due to COVID-19 affected the whole planet. People all over the globe became vulnerable to the unpredictable emergence of coronavirus. The sudden emergence of respiratory disease in coronavirus infected several patients. This affected human life drastically, from mild symptoms to severe illness, leading to mortality. COVID-19 is an exceptionally communicable disease caused by SARS-CoV-2. According to a genomic study, the viral spike RBD interactions with the host ACE2 protein from several coronavirus strains and the interaction between RBD and ACE2 highlighted the potential change in affinity from the virus causing the COVID-19 outbreak to a progenitor type of SARS-CoV-2. SARS-CoV-2, which could be the principal reservoir, is phylogenetically related to the SARS-like bat virus. Other research works reported that intermediary hosts for the transmission of viruses to humans could include cats, bats, snakes, pigs, ferrets, orangutans, and monkeys. Even with the arrival of vaccines and individuals getting vaccinated and treated with FDA-approved repurposed drugs like Remdesivir, the first and foremost steps aimed towards the possible control and minimization of community transmission of the virus include social distancing, self-realization, and self-health care. In this review paper, we discussed and summarized various approaches and methodologies adopted and proposed by researchers all over the globe to help with the management of this zoonotic outbreak by following repurposed approaches.

Facilitating professional learning for technology coaches through cross-district collaboration

Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers' reflections and artefacts. Qualitative data analysis methods were employed.Findings The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.Practical implications Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches' collaborative PL.Originality/value Importantly, this project is an exemplar of how to support coaches' PL and growth through researcher facilitation of cross-district collaborative learning.

Online E-learning Mobile Application for Self-learning

This research work is focused on the accessible Mobile user application developments to facilitate student and faculty communication through native android applications. Covid'19 and this pandemic brings E-learning systems as majority education levels. Mobile technology has efficient learning systems in many countries like the United States where the students use google paths such as the classroom to extend learning effectively. Limitations in existing apps are that students are not appreciated and monitored for self learning, schedule sharing is only at the end of the course and also knowing the mapping concepts of teaching pedagogy is also less approachable. To overcome these problems mobile technology support is proposed in this work with these three modules such as i) Authentication self learning and performance (ASLP) - Authentication for right users along with improvement of monitoring self learning to analyze performance ii) Syllable Schedule (SS) - prior scheduling on syllable and organization of time table matching based on outcome iii) Authorized facilitator (AF) - Set permission based on designation such that facilitator communicates based on needs. To achieve the above highlighted terms Google API is applied by peer reviews and interactions enabled such that efficient mobile applications development is proved. Also the ion hierarchy is improved when setting the interaction module implies less complexity, less storage. Thus the scope of research work is to use classroom overall performance, interaction, development process to upgrade the results of students. Education level is also enhanced through online E-learning mobile technology (OELMT) that has native applications to develop students' knowledge in a better way. © 2022 IEEE.

WHAT WE HAVE LEARNED FROM TELEHEALTH IMPLEMENTATION DURING THE COVID-19 PANDEMIC: SYSTEMATIC INVESTIGATION OF CHALLENGES IN ESTABLISHING VIRTUAL CONSULTING

Delivering care through telehealth has been a subject of concern for the healthcare industry for a long time. Its use is debatable for many in the industry because of varying reasons. However, the COVID-19 pandemic caused an enormous growth in adopting telehealth to provide care to patients. This has proved to be of a substantial benefit for patients and healthcare providers as a result of which improving its use became an area of interest for many. This paper focuses on identifying and analyzing the barriers for the healthcare industry to incorporate virtual visits/consulting on an integral level, with a goal of delivering high quality of care. These barriers have been identified from different angles and have been grouped into six categories of people (patients and physicians), organization, tasks, tools and technology, internal environment, and external environment, which are the work systems of the Systems Engineering Initiative for Patient Safety (SEIPS) framework. Moreover, we have considered the interaction between those work systems. We have been able to access a survey of more than 2,850 patients and caregivers by Rare Patient Voice for the identification of more barriers and facilitators of implementing telehealth (virtual consulting specifically) or the confirmation of previously identified factors. Some physicians have also been consulted to verify our identified barriers and research findings. We have also provided recommendations to address some of those barriers. This analysis and the provided recommendations are an attempt to overcome the hindrances of virtual consulting and establish it at a more integral level. Copyright, American Society for Engineering Management, 2022.

Barriers and facilitators to the engagement of physical activity among Black and African American cancer survivors during and after treatments.

PURPOSE: To identify physical activity (PA) barriers and facilitators among Black and African American (Black/AA) cancer survivors that should be considered in future PA intervention development for this population. METHODS: A community advisory board (CAB) of Black/AA cancer survivors and patient advocates guided in-depth qualitative interviews (n = 19) that were completed via telephone using a semi-structured interview guide. Interviews were transcribed verbatim, and data were analyzed using directed content analysis to detail a report of PA barriers and facilitators during and after cancer treatment. The CAB reviewed and interpreted these barriers and facilitators to identify the final results. RESULTS: Survivors (n = 19) of nine different types of cancer completed interviews. PA barriers during cancer treatments included physical and psychological suffering. PA barriers after cancer treatments included social and environmental constraints (e.g., lack of access needed for PA, safety concerns, and competing priorities). PA facilitators both during and after cancer treatments included family support, faith, and support from other survivors. PA facilitators during treatment also included feeling better after doing PA, setting realistic and flexible goals, and gaining a sense of control of one's health by striving for PA goals. CONCLUSIONS: To increase PA among Black/AA cancer survivors, PA interventions are needed that address structural barriers, include the role of faith, leverage family support, highlight the psychological benefits of PA, and use goal setting.

Finding New Meaning in the Practice of Medicine: A Quality Improvement Project Evaluating the Remote Communication Liaison Program During the Initial COVID Pandemic Surge.

Background: In spring 2020, the COVID-19 pandemic overwhelmed intensive care teams with severely ill patients. Even at the end of life, families were barred from hospitals, relying solely on remote communication. A Remote Communication Liaison Program (RCLP) was established to ensure daily communication for families, while supporting overstretched intensivists. Objectives: To evaluate the effectiveness and impact of the RCLP on participating liaisons and intensivists. Design: Two quality improvement surveys were developed and administered electronically. Setting/Subjects: Based in the United States, all liaisons and intensivists who participated in this program were invited to take the surveys. Measurements: Descriptive statistics were used to analyze the quantitative Likert-scale data, and qualitative analysis was used to assess themes. Results: Among respondents, all (100%) liaisons and more than 90% of intensivists agreed or strongly agreed that the RCLP provided a valuable service to families. More than 70% of intensivists agreed or strongly agreed that the program lessened their workload. More than 90% of liaisons agreed or strongly agreed that participation in the program improved their confidence and skills in end-of-life decision making, difficult conversations, and comprehension of critical care charts. Themes elicited from the liaisons revealed that participation fostered a renewed sense of purpose as physicians, meaningful connection, and opportunities for growth. Conclusions: RCLP successfully trained and deployed liaisons to rapidly develop skills in communication with beleaguered families during COVID-19 surge. Participation in the program had a profound effect on liaisons, who experienced a renewed sense of meaning and connection to the practice of medicine.

Continuous assessment through asynchronous activities in virtual campuses

This article deals with the passage from a merely summative evaluation to a continuous evaluation, based on the educational challenge posed by the COVID-19 pandemic. Likewise, it states that the adequacy of the pedagogical-didactic proposals and their organization in virtual classrooms provided teachers with a series of student monitoring tools. This motivated the teaching role of guide or educational facilitator, making the course administration methodology consistent with the evaluation methodology. © 2022 IEEE.

Bouncing from the Covid-19 Pandemic: Response of an Online Medical Tourism Facilitator Platform.

People have increasingly engaged in medical tourism to find effective medical treatments but more economical overseas. These travellers use the service of online Medical Tourism Facilitators (MTFs) in choosing and arranging medical trips. However, the Covid-19 pandemic and the ban on international travelling disrupted travel and thus seriously affected the tourism businesses, including MTFs. Businesses need to be resilient and pivot their business models to survive and bounce back from the crisis. However, it is less clear how MTFs navigate this Covid-19 pandemic. This paper adopts a case study to explain how an online MTF platform (Dental Departures) responds to the opportunities and challenges and examines how it pivots business models.

Moving from tangibility toward digitalization: investigating team dynamics and facilitator support among medical students in conventional and digital small-group tutorials.

BACKGROUND: Small group tutorials (SGT) promotes self-directed learning and is widely used in medical education. The coronavirus pandemic (COVID-19) has accelerated the trend toward SGT digitalization, with unclear effect. We hypothesize that team dynamics and facilitator support influence SGT satisfaction in digital versus conventional SGT. METHODS: During the spring semester of year 2021, medical students (the second, third, and fourth year; n = 433) participating in conventional face-to-face and digital SGT curricula were enrolled. Participating students completed the collaborative learning attitude scale (including team dynamics, team acquaintance, and facilitator support dimensions) and teamwork satisfaction scale, previously validated for small-group collaborative learning, and chose preference between conventional or digital SGT in future curricula. Exploratory factor analysis (EFA) was performed to extract the essential structural factors of these scales. Paired t-tests were conducted to compare differences in different dimensions and satisfaction between the conventional and digital SGT settings. Two sets of multiple regression analyses were done; one with team satisfaction scale results and the other with preference for digital SGT as the dependent variable were used to evaluate determinants of these two variables. RESULTS: The EFA results revealed that the original collaborative learning attitude scale was concentrated on two dimensions: team dynamics and facilitator support. No significant differences were noted between the SGT settings for the two dimensions and teamwork satisfaction. Regression analyses showed that teamwork dynamics was independently correlated with teamwork satisfaction in both conventional and digital SGT. Facilitator support was positively correlated with teamwork satisfaction in conventional, but not digital SGT. Higher teamwork satisfaction was an important determinant of preference for digital SGT among medical students. CONCLUSIONS: Team dynamics were closely linked to teamwork satisfaction among medical students in both conventional and digital SGT, while the role of facilitator support became less obvious during digital SGT.

Enabling Rural Telehealth for Older Adults in Underserved Rural Communities: Focus Group Study.

BACKGROUND: Telehealth is often suggested to improve access to health care and has had significant publicity worldwide during the COVID-19 pandemic. However, limited studies have examined the telehealth needs of underserved populations such as rural communities. OBJECTIVE: This study aims to investigate enablers for telehealth use in underserved rural populations to improve access to health care for rural older adults. METHODS: In total, 7 focus group discussions and 13 individual interviews were held across 4 diverse underserved rural communities. A total of 98 adults aged ≥55 years participated. The participants were asked whether they had used telehealth, how they saw their community's health service needs evolving, how telehealth might help provide these services, and how they perceived barriers to and enablers of telehealth for older adults in rural communities. Focus group transcripts were thematically analyzed. RESULTS: The term telehealth was not initially understood by many participants and required an explanation. Those who had used telehealth reported positive experiences (time and cost savings) and were likely to use telehealth again. A total of 2 main themes were identified through an equity lens. The first theme was trust, with 3 subthemes-trust in the telehealth technology, trust in the user (consumer and health provider), and trust in the health system. Having access to reliable and affordable internet connectivity and digital devices was a key enabler for telehealth use. Most rural areas had intermittent and unreliable internet connectivity. Another key enabler is easy access to user support. Trust in the health system focused on waiting times, lack of and/or delayed communication and coordination, and cost. The second theme was choice, with 3 subthemes-health service access, consultation type, and telehealth deployment. Access to health services through telehealth needs to be culturally appropriate and enable access to currently limited or absent services such as mental health and specialist services. Accessing specialist care through telehealth was extremely popular, although some participants preferred to be seen in person. A major enabler for telehealth was telehealth deployment by a fixed community hub or on a mobile bus, with support available, particularly when combined with non-health-related services such as internet banking. CONCLUSIONS: Overall, participants were keen on the idea of telehealth. Several barriers and enablers were identified, particularly trust and choice. The term telehealth is not well understood. The unreliable and expensive connectivity options available to rural communities have limited telehealth experience to phone or patient portal use for those with connectivity. Having the opportunity to try telehealth, particularly by using video, would increase the understanding and acceptance of telehealth. This study highlights that local rural communities need to be involved in designing telehealth services within their communities.

Challenges Identified for the Efficient Implementation of the Hybrid E-Learning ModelDuring COVID-19

Many educational institutions invest in technology to make the learning space more learner friendly. Research innovations has contributed to re-shape the education system to be more technology-driven and to be more efficient in terms of learner satisfaction. Hybrid E-Learning Model provides such technology-enhanced learning which is most suitable as a solution to enhance education during the COVID-19 pandemic. This paper produces the proof to give a clear analysis of the current research status on the effectiveness of Hybrid Learning Model during this pandemic. The benefits and challenges of implementing Hybrid Learning Model and possible solutions to overcome the given challenges are recorded. The challenges of this learning model were observed by collecting data from learners and facilitators who underwent teaching-learning experience in the Hybrid Learning Environment.

Shifting to a Technology-Driven Work Mode: Workplace Learning and Dynamic Capability in the Case of a Public-Sector Service Organisation

Learning to operate in technology-driven working modes is topical in many organisations today due to the COVID-19 pandemic crisis. The pandemic has forced especially knowledge-work organisations to quickly shift to remote or hybrid working modes, where all or some of the staff are operating and collaborating via digital tools. The aim of this qualitative case study is to explore and explicate a learning story of an organisation within the public sector transitioning quickly to a technology-driven hybrid working mode during the crisis. As findings, the paper presents the identified immediate and evolving facilitators that point to the organisation’s learning to develop capabilities for operating effectively in the enforced and volatile conditions. Additionally, the potential long-term organisational development effects stemming from the situation are considered. In the findings, social aspects of work, such as open communication, collaboration, and awareness gained emphasis, while digital technology is one of the ground enablers. We apply a frame of dynamic capabilities together with workplace learning and aim to provide new insights into their development processes with a cross-organisational approach. In terms of practical implications, we suggest new understandings for the management on how organisations may learn and fare under uncertainty, volatility, and transitioning to digital collaboration. © 2022, IFIP International Federation for Information Processing.

Exercising operational agility in virtual training sessions

As businesses adapt during the recovery phase of COVID-19, there has been a major reset in the way work activities are prepared, conducted, and delivered. In this challenging environment, it may not be prudent or possible to have face-to-face workshops involving key personnel. This certainly applies to the conduct of hazard management training, where personnel would typically learn, apply, and reinforce the required learning competencies in a collegiate environment. It has become evident that facilitators have had to alter the way they organize and deliver content in a virtual environment to ensure that there is no adverse change in quality. The challenge is to maintain engagement and foster a nurturing environment to promote learning and communication among the learners as well as between the learners and facilitator(s). This paper relays the good and bad experiences from Sherpa's delivery of hazard management virtual training to operating facilities located nationally and overseas. Sherpa identified eight key steps in the plan and prepare phase of developing a training session that can be used to equip facilitators with operational agility. Sherpa then developed solutions to overcome the challenges of a virtual environment and ensure that key learning outcomes are successfully delivered. © 2022 American Institute of Chemical Engineers

Assessment of Flipped Learning as an Innovative Method of Teaching English: A Case Study

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher's role to being 'a facilitator' and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students' performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students' progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

A Rapid Systematic Review of Factors Influencing COVID-19 Vaccination Uptake in Minority Ethnic Groups in the UK.

COVID-19 has disproportionately affected minority ethnic groups in the United Kingdom. To maximise the effectiveness of the vaccination programme, it is important to understand and address disparities in vaccine uptake. The aim of this review was to identify factors influencing COVID-19 vaccination uptake between minority ethnic groups in the UK. A search was undertaken in peer-reviewed databases, polling websites and grey literature from January 2020-May 2021. Studies were included if they reported data on vaccine uptake or the reasons for or against accepting the COVID-19 vaccination for minority ethnic groups in the UK. Twenty-one papers met the inclusion criteria, all of which were rated as either good or moderate quality. Ethnic minority status was associated with higher vaccine hesitancy and lower vaccine uptake compared with White British groups. Barriers included pre-existing mistrust of formal services, lack of information about the vaccine's safety, misinformation, inaccessible communications, and logistical issues. Facilitators included inclusive communications which address vaccine concerns via trusted communicators and increased visibility of minority ethnic groups in the media. Community engagement to address the concerns and informational needs of minority ethnic groups using trusted and collaborative community and healthcare networks is likely to increase vaccine equity and uptake.

Barriers and Facilitators of Nurses' and Physicians' Willingness to Work during a Respiratory Disease Outbreak: A Mixed-Methods Systematic Review.

This review was undertaken to identify the perceived barriers and facilitators of nurses' and physicians' willingness to work during a respiratory disease outbreak. This mixed-methods systematic review involved the extraction of data from the electronic databases PubMed, Web of Science, CINAHL, and PsycINFO and from a manual search of articles published between 2003 and April 2021. The quality of the included studies was assessed using a mixed-method appraisal tool. A total of 29 studies were eligible for inclusion: 21 quantitative and 8 qualitative. Using the Integrated Behavioral Model, perceived barriers and facilitators were identified under seven categories: demographics, attitude, perceived norm, personal agency, knowledge and skills to perform the behavior, environmental constraints, and habit. The results of this study broaden the understanding of various factors that affect nurses' and physicians' willingness to work during a respiratory disease outbreak. These findings will facilitate the modification of current pandemic workplace staffing strategies and practices and will inform preparedness planning for similar situations in the future.

Acceptability, Barriers and Facilitators of Mobile Text Message Reminder System Implementation in Improving Child Vaccination: A Qualitative Study in Northwest Ethiopia.

BACKGROUND: Mobile phone text message-based mHealth interventions have shown promise in improving health service delivery. Despite the promising findings at a small scale and few contexts, implementing new technologies as part of changes to health care services is inherently challenging. Though there is a potential to introduce mHealth initiatives to health systems of developing countries, existing evidence on the barriers and facilitators of implementation in different contexts is not adequate. Therefore, this study aimed to explore the acceptability, barriers and facilitators of implementing mobile text message reminder system for child vaccination in Ethiopia. METHODS: This study applied a phenomenological study design. The study was conducted in north-west, Ethiopia between July 28 and August 19, 2020. A total of 23 participants were purposively selected for the in-depth and key informant interviews. We used an interview guide to collect data and audio-records of interviews were transcribed verbatim. Coding was done to identify patterns and thematic analysis was conducted using ATLAS ti7 software. RESULTS: The findings indicated that mothers were receptive to mobile text message reminders for their child's vaccination. Low mobile phone ownership, access to mobile network, access to electricity and illiteracy among the target population were identified as barriers that would affect implementation. Confidentiality and security-related issues are not barriers to implementation of text message reminders for child vaccination service. Facilitators for implementation include stakeholder collaboration, providing orientation/training to users, and willingness to pay by clients. CONCLUSION: In this study, using mobile phone text message reminders for child vaccination services are acceptable by clients. Barriers identified were related to inadequate ICT infrastructure and other technical issues. Addressing the potential barriers and leveraging the existing opportunities could optimize the implementation in resource-limited settings. Before actual implementation, program implementers should also consider providing orientation to users on the proposed mHealth program.

Facilitator lessons from online psychoeducational group for relational well-being in India during COVID-19 pandemic.

The COVID-19 pandemic has affected the mental health of individuals, along with their couple and familial relationships, necessitating an effective response. Teletherapy offers an option to address these relationship concerns amidst pandemic-specific mobility restriction. Against this setting, Sukoon, a project of Tata Institute of Social Sciences, India, initiated a five-session online psychoeducational group series on relational wellbeing. This paper explores facilitator's reflections and learnings based on session documentation and facilitator notes. Preparing well and selecting participants carefully for online psychoeducational groups was critical to success. Effectiveness was enhanced by flexibly adapting the therapy process (didactic and interactive elements) to fit online delivery and the cultural context. Identifying the potential of online psychoeducational groups for relational wellbeing could make it a valuable addition to the COVID-19 pandemic mental health response toolkit. PRACTITIONER POINTS: Effective preparation and careful selection of group members is key to the success of therapist facilitated online psychoeducational groups.Psychoeducational groups comprising didactic and interactive elements are more suitable for effective online group processes.Use of co-facilitators managing various channels of communication (audio, chat) is important. Group facilitators need to be cognisant of challenges of online medium and address them in an ongoing manner.