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Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.
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COVID-19 , Education, Nursing , Students, Nursing , Humans , Aged , Digital Technology , Education, Nursing/methods , LearningABSTRACT
INTRODUCTION: The classic paradigm of "learning on the patient in the operating room" is more and more in conflict with the growing requirements of cost-efficient work and patient safety. With the technology available today for simulator systems, the accessibility of digital tools and the development of a metaverse as a digital meeting place result in various application scenarios and alternatives to classic orthopedic training. SIMULATORS: First VR-desktop simulations in orthopedics and traumatology were developed more than 20 years ago. VR-desktop simulators consist of a computer with a video screen and a joint model. Different instruments can be paired with this system and allow haptic feedback. With innovative software, numerous training programs can be selected, and the user receives precise feedback on their performance. Immersive VR simulators have also played an increasingly important role in recent years. OTHER DIGITAL TOOLS: The use of digital media such as audio and video podcasts as learning and information sources increased in the context of COVID-19. There is also an increasing number of orthopedic and trauma surgery topics on social media platforms. In all fields, however, there is a risk of the spread of misinformation. A quality standard must be maintained. EFFECTIVENESS AND UTILITY OF THE TRAINING: In order to evaluate simulators and their value as a training tool, it is important to comply with various validity criteria. Transfer validity plays an essential role for clinical application. Various studies demonstrate that the skills learned on simulators can also be successfully transferred to real clinical scenarios. DISCUSSION: A lack of availability, costs and high effort are limitations of classic training methods. In contrast, there are versatile use cases of VR-based simulations that are individually adapted to the trainees and cannot endanger patients. The still high acquisition costs, technical obstacles and the not yet widespread availability are limiting factors. The metaverse still offers unimaginable possibilities today to transfer VR-based applications to experimental learning methods.
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COVID-19 , Orthopedics , Humans , Orthopedics/education , Internet , User-Computer Interface , Clinical Competence , COVID-19/epidemiologyABSTRACT
The use and acceptance of online learning have increased following the COVID-19 pandemic. This mixed-methods study examined learners' preferences and performance in online learning interactions in relation to two factors: 'bite-sized' learning and 'presenter status' in instructional videos. University students (N = 18) without a mathematical background utilised bite-sized online learning episodes focusing on statistics. Each episode included a 10-minute instructional video followed by an assessment. The videos implemented three alternative 'presenter-status' conditions: lecturer, student-imitating-lecturer or student-peer-tutor. Individual students completed three episodes, one from each presenter-status condition (counterbalanced). Participants presented high performance in the post-episode assessments, irrespective of presenter status. Students also reported remarkably positive views towards bite-sized learning in user-satisfaction questionnaires. Finally, qualitative analysis of open-ended responses and interviews uncovered three main themes: positive learning experiences, divergent attitudes towards video-based learning, and differential preferences for presenter status. These findings have clear implications for teaching and learning in higher education.
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PurposeTo explore the perceived credibility, relevance, legitimacy and accessibility of videos and podcasts in farm extension.MethodsA two-phase mixed methods approach consisting of a pre-COVID online survey of farmers (n = 221), farmer telephone interviews (n = 60) and in-person focus groups of farmers (n = 4) followed by an analysis of how viewers interact with Agricology videos and podcasts, a further online survey (n = 141) and online farmer focus groups (n = 4) during the COVID-19 pandemic.FindingsIf they are to be perceived as effective extension methods, videos should be short, concise, practical, advert-free and visualise how to implement a practice. Podcasts can be longer, more detailed, and allow multitasking. Both should use farmer-friendly language, be easily accessible, high quality, non-biased, and be created by someone whom farmers respect.Practical implicationsHelps policy-makers and extensionists understand the potential of videos and podcasts and the trade-offs in using them with other forms of extension. The findings are also of use to global advisory services seeking to offer hybridised advice as a result of the ongoing COVID pandemic.Theoretical implicationsElucidates the trade-offs of using videos and podcasts when face-to-face extension is not possible and develops the CRELE framework.OriginalityDiscusses the role of podcasts in farm extension and re-evaluates the role of videos when face-to-face extension is impossible.
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Highlights New media formats such as podcasts are revolutionizing the production and dissemination of knowledge in and outside of higher education. One danger is the rise of EdTech companies that have used the pandemic as an opportunity to increase profits as more individuals and systems of higher education rely on digital platforms and products. This report explores the revolutionary potential of podcasts as an education technology that does not necessarily further the privatization of education. The case of the FreshEd podcast is highlighted. The concept of "infrastructuralism” is used to show how an ethos of Open Science can challenge many exploitative academic conventions and social relations. The main problem of a digital infrastructure that does not use the profit motive, however, is sustainable financing.
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CPD credits: 0.5 Podcast Coping, resilience and surviving trauma In this podcast Dr Raj Persaud talks to Dr Vajrin Malin about the immediate psychological impact of a sudden physical trauma, the importance of having goals and a sense of purpose when faced with challenges and how trainee doctors who may be struggling to cope with stress or trauma can be supported.
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Infants and children with positive PCR test results have been forcefully separated from their parents—unless their parent(s) also test positive and can therefore accompany them to a quarantine facility. On 29 March 2022, a headless robotic dog, carrying an electronic loudspeaker on its back that broadcast a pre-recorded message, walked along an empty, sunny street inside a residential compound in Shanghai (Figures 1 and 2). The app specialises in promoting podcasts (播客) and fostering podcast communities, distinguishing itself from other audio apps such as Ximalaya.FM, which feature a wide variety of audio programs such as audio books, music, comic dialogues, and news briefs (McHugh 2022: 223–25;Xu and Morris 2021). [...]a sound diary contains many elements that are hard to communicate in a written form, such as changes in pitch and volume, laughter, background music, ambient sounds, and even equipment noises from phones or recorders—all of which are open to the aural and affective perceptions of podcasters and listeners.
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BACKGROUND: It is important to investigate remotelearning options for medical education. We evaluated retention of research-related knowledge after exposure to pre-recorded audio-based didactics (AUDIO) versus video conference-based didactics (ZOOM). METHODS: Obstetrics and Gynecology residents over the 2020-2021 academic year were randomized to didactics delivered in AUDIO versus ZOOM formats. At baseline, immediately post-exposure, and 3-month post-exposure, objective knowledge was assessed through 15 multiple choice questions. Confidence and satisfaction were assessed on a 5-point Likert scale. Median differences and 95% confidence intervals (CI) were applied to identify a 10% non-inferiority margin. RESULTS: Thirty of thirty-one (30/31, 96.8%) eligible residents participated. At 3-month post-exposure, AUDIO was non-inferior to ZOOM (6.3% mean difference in knowledge scores, 95% CI -3.5-16.2). There were no differences in satisfaction or confidence, though a greater proportion of AUDIO participants indicated they would use a similar resource independently (p=0.008). CONCLUSION: AUDIO didactics may be non-inferior to ZOOM.
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BA can structure and ground conversations between professionals and families, by helping young people and family members adjust goals and activities in order to negotiate the COVID-19 experience. CPD credits: 0.5 Module Planning ahead: end-of-life care, treatment escalation and advance care planning Planning ahead, including advance care and treatment escalation planning, increases the likelihood that care and treatment is consistent with the individual's preferences and minimises invasive treatment of limited clinical benefit. The psychology behind mathematical modelling of epidemics Managing alcohol withdrawal in acute in-patient psychiatry Coping with the ‘pointless suffering' of COVID-19 Re-reading Camus's ‘The Plague' in pandemic times Obedience to authority – lessons from Milgram applied to COVID-19 Mental Health Tribunals: response to the COVID-19 emergency How do we lead effectively through the COVID-19 pandemic?
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99441 – [Telephone evaluation and management service by a physician or other qualified healthcare professional who may report evaluation and management services provided to an established patient, parent, or guardian not originating from a related E/M service provided within the previous seven days nor leading to an E/M service or procedure within the next 24 hours or soonest available appointment;Five-10 minutes of medical discussion.] Cellular Partners of Mast Cells and Basophils in Homeostasis and Allergic Disease You can find a full list of 2020 Virtual Annual Meeting sessions, including pricing for special sessions, by visiting the AAAAI Continuing Education Center at education.aaaai.org.Earn CME Credit with Select AAAAI Podcast Episodes The AAAAI is excited to offer free CME credit for members who listen to select episodes of our podcast, Conversations from the World of Allergy. Episodes offering CME credit will be identified with a CME icon and CME language in the podcast description.Lay Organizations The AAAAI places a high value on its relationships with patient advocacy organizations in support of our mutual concern for the needs of people with allergy, asthma and immunologic disease and their families. Allergy & Asthma Network allergyasthmanetwork.org American Partnership for Eosinophilic Disorders (APFED) apfed.org Asthma & Allergy Foundation of America (AAFA) aafa.org Alaska Chapter: aafaalaska.com California Chapter: aafa-ca.com Greater Kansas City Chapter: aafakc.org Maryland/Washington DC Chapter: aafa-md.org Michigan Chapter: aafamich.org New England Chapter: asthmaandallergies.org Texas Chapter: aafatexas.org St. Louis Chapter: aafastl.org Campaign Urging Research for Eosinophilic Disease (CURED) curedfoundation.org Food Allergy and Anaphylaxis Connection Team (FAACT) foodallergyawareness.org Food Allergy Research & Education (FARE) foodallergy.org Immune Deficiency Foundation (IDF) primaryimmune.org International FPIES Association fpies.org The Mastocytosis Society (TMS) tmsforacure.org US Hereditary Angioedema Association (HAEA) haea.org You Can Now Use Our Internet Point-of-Care Activity to Earn MOC The COVID-19 pandemic has altered the way we see patients and conduct research.
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English language teachers need to work and act to change efficaciously and call for current ways of teaching. Empowering teachers' professional knowledge helps them to understand contemporary educational practices and policies that are required for education. COVID-19 pandemic forcefully amended traditional learning environments to online teaching. The study investigates Information Communication Technology (ICT) as an alternative to traditional classrooms. The findings are significant that knowledge, interactions, and communities are pertinent and steered widely by innovations in portable computers and nominal price of information technology. Teaching methods may include classroom blogs, wikis, vlogs, glogster, podcasts, etc., transforming the personality of an individual connecting globally that are typically of the students' area of academics. The results suggest that understanding and acquiring English language become an active learning skill. It leads to progress, critical for a nation to build a skilled workforce, and also to help people improve their livelihoods as the country grows economically. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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During the COVID-19 pandemic, a podcast with Christian Drosten, a German virologist, gained millions of listeners. Building on literature on science communication skills and first insights showing that exposure to virologists is related to cognitive, affective, and behavioral outcomes and pointing to parasocial phenomena (PSP) as an underlying mechanism, we conducted a qualitative content analysis of comments on the podcast on YouTube to explore relevant perceived skills for effective science communications, positive effects on listeners and the role of PSP as a possible driver for the effects. We found that next to Drosten's expertise, also communicative and personality traits were observed as relevant factors for the podcast's success. Additionally, the podcast can mainly benefit listeners through its affective effects like calming or reducing fear to cope with the situation. Engaging in PSP was observed as an underlying supporting process. With this study, we open new perspectives for science communication research regarding essential perceived skills for effective communication and positive affective effects as an addition to knowledge or behavioral effects. © Franziska Gaiser, Sonja Utz.
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This work aims to advance on the systematization of teaching experiences in the formulation of evaluation activities, mediated by ICT, for academic and professional training in the field of Political Science. It explores the usefulness of student podcasting as a didactic strategy for theoretical-active learning in digital university environments during COVID-19 pandemic. Based on the design of an assessment questionnaire and a non-probabilistic convenience sampling strategy, a survey has been administered to N=40 students from two theoretical undergraduate courses of the School of Political Science at the University of Costa Rica, taught during two semesters in 2020. The article reviews the related results according to the degree of satisfaction with podcasting as a way of evaluating the appropriation of theoretical content. It is concluded by arguing that this teaching-learning methodology helps to facilitate among students' new ways of "putting theory into practice", this through the exercise of creative, reflective skills and theoretical-conceptual argumentation according to the creation of student-made podcasts, based on work on theoretical lines and conceptual proposals of relevance to Political Science.
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English language teachers need to work and act to change efficaciously and call for current ways of teaching. Empowering teachers' professional knowledge helps them to understand contemporary educational practices and policies that are required for education. COVID-19 pandemic forcefully amended traditional learning environments to online teaching. The study investigates Information Communication Technology (ICT) as an alternative to traditional classrooms. The findings are significant that knowledge, interactions, and communities are pertinent and steered widely by innovations in portable computers and nominal price of information technology. Teaching methods may include classroom blogs, wikis, vlogs, glogster, podcasts, etc., transforming the personality of an individual connecting globally that are typically of the students' area of academics. The results suggest that understanding and acquiring English language become an active learning skill. It leads to progress, critical for a nation to build a skilled workforce, and also to help people improve their livelihoods as the country grows economically. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the "whole" person and its potential for developing phronesis"practical wisdom." The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer's (1960/1989) hermeneutic dialectical concept known as the "Fusion of Horizons" was played out. The dialogue identifies "trust" as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop "phronetic" educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission.
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The study investigated the willingness of students to remotely tune into podcast programmes aired by libraries and the associated challenges. The study employed a descriptive survey research design. The sample included 245 Adeleke University undergraduates. The data was analyzed using descriptive statistics. Findings indicated that most patrons rarely use podcasts, with Spotify being the most popular among students. Students indicated that the campus news and information programme, library seminars, and user education would be their top choices for frequent listening. Students may be discouraged from utilizing library podcast programmes due to issues with internet access, a lack of finances to obtain data, and a time constraint. The study concluded that podcasts had potential for distant learners and that students would be ready to tune into podcast programmes aired by libraries, and therefore recommended that libraries in Nigeria begin to employ podcasts in airing library programmes and marketing library services. [ FROM AUTHOR]
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"The article presents the results of a study of the consumption of audiovisual content on the Internet, in particular vodcasts in the Russian-speaking part of YouTube, by representatives of the Russian digital generation. Today, YouTube controls almost a third of the internet traffic in the world. More than 65% of viewers say they experience YouTube content as real life. For two COVID-19 years, we have seen a continued increase in interest in podcasting in Russia. YouTube media bloggers started making podcasts, but not just audio podcasts, but so-called vodcasts, that is, video bloggers audiovisually broadcast the process of recording a podcast on YouTube. There are several possible reasons for this trend: Joe Rogan's impressive popularity, the desire to try oneself in a new format, a tribute to fashion, the audience's request for longer and deeper content, etc. Based on the analysis of media preferences of the control group of representatives of the ""digital tribe"", an attempt was made to explore the content strategies of 59 Russian-language vodcasts on the site of the Russian-language YouTube, as well as their social media. The material of the study allows determining one of the vectors for the development of digital audiovisual content for deep and long listening during the pandemic. Comparative analysis was carried out on 23 audience, content, economic and other indicators. Based on the results of the study, it is possible to single out the audience's request for long pseudo-deep content, as opposed to super-short audiovisual forms (TikTok, Reels on Instagram, Watch on Facebook, etc.). In vodcasting, most bloggers only take the fashionable name ""podcast"", just some associative idea of the form, for their shows and interviews, thus trying to create an atmosphere of a confidential, unhurried, ""intimate"" and deep conversation, which is mainly inherent in radio or auditory communication methods."
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BACKGROUND: In response to the coronavirus pandemic, most universities implemented digital teaching at short notice for the summer semester 2020 (SS20), whereas they simultaneously shut down classroom teaching. In the psychiatric clinic of the University Medical Center Göttingen, students' ratings concerning the learning effect and their substantive assessment for both forms of teaching were comparatively evaluated to determine the quality of this process. MATERIAL AND METHODS: Overall, 350 students who had visited classroom teaching (winter semester, WS18/19 to WS19/20) vs. digital teaching (SS20) assessed their form of teaching post hoc, within a standardized survey. They rated the individual learning effect in seven psychiatric subjects and did a substantive assessment on eight dimensions. In addition, they rated their expenditure of time. RESULTS: For digital teaching, the individual learning effect was rated as either being equivalent or superior (subjects: psychotherapy, schizophrenia). Despite a significantly heightened expenditure of time, digital teaching was substantively assessed as being equivalent to classroom teaching or superior (dimensions: independent processing of learning goals, overall format of lecture). Concerning their anticipated preparation for the professional practice, students rated digital teaching as being inferior to classroom teaching. CONCLUSION: A pandemic-driven conversion from classroom to digital teaching did not result in a loss of quality on the dimensions measured in this comparative evaluation. With a view to professional practice, digital teaching should complement classroom teaching and be part of future curricula.
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COVID-19 , Psychiatry , Curriculum , Humans , Learning , SARS-CoV-2 , TeachingABSTRACT
Nice White Parents is a podcast series about an ordinary middle school in New York.1 It charts how, over the school's 50-year history, White parents have consistently, and almost always unwittingly, exercised their enormous unsaid power in the public education system to directly and indirectly hamper the school's mission of providing a progressive and integrated education to children of all racial and socioeconomic backgrounds. Other scenarios are less directly analogous, but nonetheless relate to power dynamics and individuals’ ability to navigate a complex system – wealthy professionals seeking NHS referrals on the basis of private medical reports, and individuals demanding specific investigations or treatments on the basis of informal conversations with medical family members or friends. The nature of a publicly funded system, whether it is health or education or any other sector, is that every decision needs to be seen through two lenses – at the individual and the population levels.
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Developing rapport with learners has presented challenges for Higher Education teaching practitioners since the onset of the COVID-19 pandemic, who increasingly facilitate learning within synchronous/ asynchronous online environments. Podcasts are of renewed interest as a digital learning resource in this context. We explored, inductively, views of podcasts designed for teaching and learning purposes held by students (n = 11) and by practitioners (n = 5) in two disciplinary settings. Textual feedback on two sample podcasts per student was subjected to content analysis. Findings underscored the value of podcasts as digital learning resources to help nurture teacher–student relations. Podcasts may help establish teacher credibility, may help teachers feel more familiar/approachable to learners and may provide an outlet to communicate in a kind, informal tone to attenuate learning-related anxiety. We draw on findings from our small-scale exploratory study to present practical guidance for developing podcasts designed (in part) to cultivate teacher–student rapport. [ FROM AUTHOR] Copyright of Innovations in Education & Teaching International is the property of Routledge 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.)