Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies.

The ongoing COVID-19 pandemic has led to several changes in academic teaching practices. Although educational digital technologies have been crucial during the initial phases of the pandemic, their forced adoption has led to negative consequences. In the present study, we aimed to integrate the Technology Acceptance Model theoretical framework (Davis, 1989) by exploring the effects of some possible factors that influence the willingness to adopt digital learning tools in the future when the pandemic is over. Among them, technostress was considered one of the external factors that could have adversely affected digital teaching technology adoption in the future. In contrast, the perception of technical support offered by the university was considered a potential protective factor. A total of 463 Italian university faculty completed an online questionnaire at the end of the first semester (a.y. 2020-21). The frequency of distance teaching technologies usage behavior was measured objectively by extracting teachers' activities from the University's e-learning databases. Key findings indicated that distance teaching technologies' frequency of use increased technostress, which in turn negatively impacted the perception of ease of use. The latter influences - both directly and indirectly through perceived usefulness - the intentions to adopt distance learning tools after the pandemic. Organizational support negatively predicted technostress. Implications to help public institutions develop functional strategies to cope with the technological changes brought by the pandemic are discussed.

The development of new remote technologies in disaster medicine education: A scoping review.

Background: Remote teaching and online learning have significantly changed the responsiveness and accessibility after the COVID-19 pandemic. Disaster medicine (DM) has recently gained prominence as a critical issue due to the high frequency of worldwide disasters, especially in 2021. The new artificial intelligence (AI)-enhanced technologies and concepts have recently progressed in DM education. Objectives: The aim of this article is to familiarize the reader with the remote technologies that have been developed and used in DM education over the past 20 years. Literature scoping reviews: Mobile edge computing (MEC), unmanned aerial vehicles (UAVs)/drones, deep learning (DL), and visual reality stimulation, e.g., head-mounted display (HMD), are selected as promising and inspiring designs in DM education. Methods: We performed a comprehensive review of the literature on the remote technologies applied in DM pedagogy for medical, nursing, and social work, as well as other health discipline students, e.g., paramedics. Databases including PubMed (MEDLINE), ISI Web of Science (WOS), EBSCO (EBSCO Essentials), Embase (EMB), and Scopus were used. The sourced results were recorded in a Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flowchart and followed in accordance with the PRISMA extension Scoping Review checklist. We included peer-reviewed articles, Epubs (electronic publications such as databases), and proceedings written in English. VOSviewer for related keywords extracted from review articles presented as a tabular summary to demonstrate their occurrence and connections among these DM education articles from 2000 to 2022. Results: A total of 1,080 research articles on remote technologies in DM were initially reviewed. After exclusion, 64 articles were included in our review. Emergency remote teaching/learning education, remote learning, online learning/teaching, and blended learning are the most frequently used keywords. As new remote technologies used in emergencies become more advanced, DM pedagogy is facing more complex problems. Discussions: Artificial intelligence-enhanced remote technologies promote learning incentives for medical undergraduate students or graduate professionals, but the efficacy of learning quality remains uncertain. More blended AI-modulating pedagogies in DM education could be increasingly important in the future. More sophisticated evaluation and assessment are needed to implement carefully considered designs for effective DM education.

A Systematic Review of Outpatient Telemedicine Use in Neurosurgery Since the Start of Coronavirus Disease 2019.

OBJECTIVE: The coronavirus disease 2019 (COVID-19) pandemic has sparked interest in telemedicine, resulting in an increase in neurosurgical publications focused on it. We summarize this new literature to evaluate telemedicine applications to neurosurgery. METHODS: A systematic literature review was performed in accordance with the PRISMA guidelines by searching PubMed, Embase, and Scopus for journal articles published after January 1, 2020. All journal articles that included data after the start of COVID-19 and evaluated any aspect of telemedicine relevant to outpatient neurosurgical visits were included. The premise and key findings of each included study were extracted, as well as patient and provider satisfaction with and preference for telemedicine. RESULTS: Thirty-seven articles met the inclusion criteria. Four studies proposed and evaluated a remote neurologic examination. Two studies reported similar postvisit outcomes between remote and in-person visits. Twenty-four studies reported a combination of patient and provider opinions toward telemedicine. Of 9834 patients and 116 providers, 82.4% and 65.2% were satisfied overall with telemedicine, respectively. Of 3526 patients and 168 providers, 57.0% and 66.5% preferred telemedicine to in-person visits, respectively. CONCLUSIONS: Overall, most patients and providers have a high opinion of telemedicine for outpatient visits, and increasing evidence suggests that remote visits yield favorable clinical outcomes. The high rates of patient and provider satisfaction and preference may be considered for further adoption of remote neurosurgical visits beyond the COVID-19 era.

Hybridization of valuation procedures as a medicine supporting the real estate market and sustainable land use development during the covid-19 pandemic and afterwards.

Currently we are facing the pandemic situation that occur all over the world. Regardless the country or even the region, the negative consequences that are expected could be very big and the level of crisis is not predictable. This situation is the challenge for the real estate market as well. Due to this fact, the authors believe that there is the time when deep transformation of approaches, procedures and awareness related to valuation domain becomes. Today, due to the fact of the global COVID-19 and pandemic restrictions is the best time to implement the automated models and advanced technological solutions to the valuation world. The authors proposed the hybrid approach that is the way to reconcile the participants on the property market. Hybrid approach is understanding as the synergy in combining aspects of new (automated solutions) and traditional components that are developed in the agile mode system creation. The proposed solutions can be treated as a cure for some symptoms of the real estate market infection but also as a vaccine, which should to a large extent prevent restrictions and nuisance in real estate valuation in case of repeated infection.