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1.
Malays Orthop J ; 17(1): 45-60, 2023 Mar.
Article in English | MEDLINE | ID: covidwho-2298501

ABSTRACT

Introduction: Smart Phone Chat Apps (SPCA) is an integral part of people's daily routine including orthopaedic education. SPCA facilitates efficient communication and learner-based management especially now as remote flexible learning is becoming the new norm in this COVID-19 pandemic medical training. The study described the use of a chat app (Viber) as experienced by residents and consultants in the Section of Adult Orthopaedics of the institution of the principal author. It described the mode and dynamics of the chat discussion amongst its participants, its perceived usefulness in teaching and learning specifically its relevance and applicability, its potential as a supplementary assessment tool, as well as its perceived effects. Materials and methods: This is a phenomenological study and strictly adhered to data privacy. The principal author conducted a participant observation of residents' three-month clinical rotation at the study site. Mobile phone screenshots of the chat interactions and focus group discussions with consultants and residents were done. Residents were also requested to complete a questionnaire. All qualitative data were iteratively content analysed and emerging themes were summarised using NViVO-12. Frequencies and percentage distribution were used to analyse quantitative data. Results: Respondents included eleven senior, four junior residents, and nine consultants. Results show that SPCA is a useful, applicable, and relevant teaching and assessment tool. Influxes of multiple ideas per case were discussed real-time as the chat exchanges and interactions helped in the planning of the surgical management and eventual decision-making. SPCA also served as an effective surgical case log and online library, as well as an efficient, rapid, economical mode of information dissemination. The residents reported that it helped in developing their emotional maturity through self-reflection and self-criticism in the performance of their cases. The consultants concurred and added that they too were updated professionally in certain fields in orthopaedics. Conclusion: The SPCA is a helpful, relevant, and acceptable adjunct teaching and learning tool for clinical teaching and can be, to a certain extent, a supplementary formative assessment tool of the resident's communication skills, work ethics, initiative, and diligence.

2.
IAFOR Journal of Education ; 9(2):55-75, 2021.
Article in English | ProQuest Central | ID: covidwho-1267088

ABSTRACT

This paper presents a retrospective evaluation of the Higher Colleges of Technology's student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students' achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment, technology infrastructure, and governance resilience) to support students' learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders' satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

3.
International Journal of Emerging Technologies in Learning ; 17(20):34-48, 2022.
Article in English | Scopus | ID: covidwho-2143990

ABSTRACT

Hydraulic design is automatically inherent in hydraulic engineering courses, conventional teaching of the Waterway Engineering Design course tends to have limitations such as low participation, poor interactivity, disconnection between theoretical and experimental training, and restriction of experimental design by time and space. To address these needs, a virtual simulation cloud system of Waterway Engineering Design is developed based on outcome-based education. Taking real engineering projects as prototypes, this system adopts virtual reality technology and cloud platform to simulate the scene structure and instrument function with high precision. The multi-model, integrational teaching expands the experimental content, enhances the interactivity of the design process, and provides a high-quality, immersive online learning experience for students. Since its application, the Waterway Engineering Design Virtual Simulation Cloud System has received good feedback from both teachers and students. During the Covid-19 epidemic, it provided significant support for experiments and teaching of the Waterway Engineering Design course and became a pivotal supplement to the existing teaching system. The Waterway Engineering Design Virtual Simulation Cloud System adheres to the “student-centered” teaching principle, builds up students’ ability for independent learning and engineering practice, and facilitates their personal development and training for excellent engineers © 2022, International Journal of Emerging Technologies in Learning.All Rights Reserved.

4.
Front Public Health ; 10: 911117, 2022.
Article in English | MEDLINE | ID: covidwho-2121630

ABSTRACT

Background: With the development of the COVID-19 pandemic, the importance of online teaching is becoming more and more prominent, especially for the basic advanced mathematics majoring in bio-pharmaceutical in colleges. However, the only online teaching model loses efficiency when facing the undergraduates in application-oriented universities. Purpose: How to improve the teaching quality of advanced mathematics has always been a concern because the mathematical abilities of students in application-oriented universities are not ideal. In this article, we develop a blending online-offline teaching model that combined online teaching and offline outcome-based education (OBE), as an alternative to traditional offline education. Methodology: The comparative analysis experiment is carried out to the two classes of undergraduates. The control group and the experimental group are, respectively, the 2020 class students and the 2021 class students majoring in bio-pharmaceutical. The experimental group students receive the combined teaching method, while the control group students receive the traditional offline education. Results: (1) From the comparative analysis, we can find that the students under the online-offline teaching model are more differentiated than those under the traditional offline education model. (2) The online-offline teaching model equipped with "case study + knowledge point + applications" process has achieved a good teaching effect in the author's university. Conclusion: The proposed teaching model can well stimulate students' interest in advanced mathematics learning and resonate with students through actual cases, thereby arousing students' autonomous learning drive and allowing them to apply what they have learned to professional fields.


Subject(s)
COVID-19 , Education, Distance , Students, Medical , COVID-19/prevention & control , China , Humans , Mathematics , Pandemics , Universities
5.
TUNING JOURNAL FOR HIGHER EDUCATION ; 9(2):301-308, 2022.
Article in English | Web of Science | ID: covidwho-1912429

ABSTRACT

The papers in this Edition of the Journal comprise five 'general papers' and five in the COVID 19 section. Together, the papers clearly illustrate our theme of 'Resilience and responsiveness'. The general papers mark states of transition, whether student, staff, or institution;the capacity and ability of stakeholders to be responsive to trends and more importantly their resilience to unfolding circumstances. Examples of these transitions include, academics learning new ways of education (outcome-based education, measuring aspects of the Bologna Process);institutions sustaining historical models of education, mission, and strategies;students experiencing and reacting to changes in the educational experience as pedagogies, processes, modes of delivery and philosophies change around them. In the COVID-19 section, resilience and responsiveness are evident driven by the need to face the challenges of the moment and times.

6.
Bangladesh Journal of Medical Science ; 21(3):521-528, 2022.
Article in English | Academic Search Complete | ID: covidwho-1875386

ABSTRACT

In a technology -driven society, it is very essential to have effective communication skills as medical graduate with patients and peer members. Assessments are vital in the process of teaching and learning. Assessing oral presentation skills is considered as assessing the behavioural skills in Millers' prism of Clinical competence in Medical Education. In alignment with the Saudi Med competency Framework, the rubric was designed keeping the core competency at the centre like Communication & Collaboration and arranging the other auxiliary competencies around, then the parameters like dimensions were derived. An evaluation rubric for grading the presentations was designed to allow faculty evaluators to objectively score student performances in the dimensions of presentation like speech elocution, eye contact along with subject content. Rubrics create clarity for students and rubric dimensions represent various outcomes for students, giving them a realistic destination for their assignment. The students are informed about plagiarism malpractices and are instructed to maintain academic integrity. In response to the COVID-19 pandemic, the rubric scoring assessment for oral presentation was used for online assessment on Zoom webinar. This assessment tool along with online conferencing tools has provided a framework for integrated and interactive evaluation that can be used to facilitate the modification of traditional assessment methods. [ FROM AUTHOR] Copyright of Bangladesh Journal of Medical Science is the property of Ibn Sina Medical College, Ibn Sina Trust 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 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 . (Copyright applies to all s.)

7.
Asia Pacific Scholar ; 7(2):46-50, 2022.
Article in English | Academic Search Complete | ID: covidwho-1836452

ABSTRACT

Introduction: Medical students (MS) may lack the knowledge and experience in performing basic surgical skills (BSS) when they first commence their postgraduate surgical training. We conducted a pilot BSS workshop with specific learning outcomes for MS. Methods: Our BSS workshop program consisted of reading the pre-workshop online modules, watching the instructional videos of skills demonstration, and completing the pre-workshop multiple-choice questions (MCQ). MS attended the onsite workshop a week later, which consisted of a basic surgical theory lecture, live demonstration of the skills by the teaching faculty and, supervised skills training coupled with feedback. Surgical skills taught were knot tying, suturing techniques, laparoscopic peg transfer, precision cutting, application of endoloop ties. A standardised surgical skills rubric was used to assess the competency and safety of BSS. A post-workshop MCQ was administered to assess the knowledge learned. The criteria for successful completion of BSS were a satisfactory grade in the surgical skills assessment and a pass score in the MCQ. Results: All the participating MS achieved a satisfactory grade in the surgical skills assessment and passed the MCQ. Several pedagogical methods were used to enhance knowledge learning and practical skills competency including a flipped classroom in blended learning, technology-enhanced learning, kinesthetic learning, and providing effective feedback. Conclusion: MS taught in BSS workshop can achieve competency in knowledge, skills, safe attitude and prepare them for future postgraduate surgical training. In the current COVID-19 pandemic, our challenge is to develop similar BSS in a safe environment using technology-enhanced tools such as online instructional videos and online feedback. [ FROM AUTHOR] Copyright of Asia Pacific Scholar is the property of Centre for Medical Education (CenMed) 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 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 . (Copyright applies to all s.)

8.
6th International Symposium on Emerging Technologies for Education, SETE 2021 ; 13089 LNCS:232-241, 2021.
Article in English | Scopus | ID: covidwho-1700559

ABSTRACT

Although the engineering education has been widely developed in China, the training for engineers cannot completely satisfy the requirements from the society. The output-based education (OBE) designs education process according to the results of education so that students can have a certain level of ability when they graduate. However, influenced by the COVID-19 pandemic, plenty of offline practical activities have changed to online ones. Thus, the digital image processing course is taken as an example, and the online class video is taken as the test data for students to do practical experiments. Moreover, an algorithm extracting harr-like features to detect face and recognize expression is applied. The eyes are further extracted from the detected face images to calculate the ratio of width and height, and then the students’ studying state can be determined. The experimental results demonstrate that the algorithm can help teachers understand the students’ state and improve the teaching efficiency. Moreover, the OBE online teaching mode can improve the students’ practical ability. © 2021, Springer Nature Switzerland AG.

9.
Asian Journal of University Education ; 17(4):170-178, 2021.
Article in English | Scopus | ID: covidwho-1594325

ABSTRACT

The Engineering Accreditation Council Standard 2020 requires the stipulated 12 programme outcomes that address complex engineering problems (CEP) and complex engineering activities (CEA) to be incorporated in the engineering programmes. However, the implementation of outcome-based education with regards to CEP and CEA is still in the infancy stage. This study was carried out to give an overview of the implementation of complex engineering problems and activities in Malaysian engineering programmes in relation to the types of assessment used to address CEP and CEA, and the typical weightage and taxonomy level of CEP and CEA employed in these assessments. A survey questionnaire was administered to 256 engineering educators from 25 universities to enquire about the implementation of CEP and CEA in their engineering programmes, particularly in the online teaching and learning during the Covid19 pandemic. The findings showed that most of the programmes addressed complex engineering problems in assignments or projects as compared to final examinations or mid-term tests. Complex engineering activities were found to be addressed in Final Year Project, Industrial Training and Integrated Design Project and laboratory courses. The findings in this study could act as a guideline for educators to enhance the teaching and learning activities incorporating CEP and CEA elements, and hence facilitating the continual quality improvement for an engineering programme. © 2021

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