Perceptions of skill transference from dungeons & dragons to personal, social, and work

The purpose of this qualitative exploratory single-case study was to explore the perceptions and social interactions of participants in an online role-playing game campaign. Six participants were recruited from social media groups. All participants were over age 18years and had 3 or fewer years of experience playing the traditional role-playing game Dungeons & Dragons. Game play was conducted, managed, and observed through a virtual tabletop simulator during the 2020-2021 COVID-19 pandemic. Methods triangulation including semistructured interviews, journal prompts and entries, and observations were used to gather data from the study participants and game manager. Narrative data were coded and analyzed weekly to monitor for saturation and other quality controls. The data provided information from the perspectives of the game players leading and cooperating as a team. Data analysis resulted in three main themes (skill identification, social interactions, and leadership skills) and nine subthemes (weakness identification, problem identification, problem resolution, teamwork, delegation, conflict resolution, decision-making, emotional response, and empathy) demonstrating new learning capacities that were transferred socially to various life interactions. Results indicated that the participants gained the ability to recognize learned skills and how to transfer the new knowledge and skills from the campaign to their personal, social, and work lives. Study results increased the body of contextual knowledge on how professionals may view learning from gamification and role play opportunities and their recognition and perception of how to obtain new and transferable skills. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Using Active Learning to Evaluate Student Competency Beyond Clinical Skills

Active learning methodologies support the development of higher-order thinking and knowledge application necessary for modern health care environments. Through active learning, nurse practitioner students apply their understanding of population-specific competencies while developing critical thinking and reasoning skills for safe and effective care. Myths regarding student-centric learning, such as cost, time, and design, may create barriers for faculty to incorporate competency-based methods into didactic curricula. This article provides evidence-based strategies and exemplars for active learning as a method to evaluate student competency beyond clinical skills.

Developing a Virtual World for an Open-House Event: A Metaverse Approach

The concept of a metaverse, a virtual world that offers immersive experiences, has gained widespread interest in recent years. Despite the hype, there is still a gap in its practical application, especially in the realm of education. This study presents the design and implementation of a metaverse tailored to the needs of education. The goal of this paper is to demonstrate the feasibility of such a system and evaluate its effectiveness. It is crucial to understand the architecture and implementation of a metaverse to effectively customise it for educational purposes. To assess user experience, a field study was conducted, collecting data through questionnaires and qualitative feedback. The results show that users were pleased with the features, player experience, and ease of use.

The role of transnational churches in response to Coronavirus (COVID-19) crisis in South Africa

Coronavirus (COVID-19) has caused unprecedented suffering and death among the people of South Africa. The epidemic is associated with great fear experienced by the infected, affected and the general population. This article focuses on the role played by South African transnational churches in response to the COVID-19 crises and measures taken by the government. The article is anchored on Foucault's theory of biopolitics in which he explains the emergence ofnew political strategies implemented to regulate the lives of the species being. Foucault's account as applied to the context of this article serves as an overture to his depiction of panopticism as a system of governance. In South Africa, the haunting memory of COVID-19 and the chaos associated with it has paved the way for 'biopolitics' as a system of constant surveillance to citizens and transnational churches. Stringent lockdown regulations have been implemented in this regard after COVID-19 was declared a national disaster. A qualitative research method and an interpretivist research paradigm were adopted. Data was collected using telephone interviews with 5 transnational churches located in Durban. Key findings show that transnational churches in Durban have adhered to lockdown regulations in multifarious ways. They have continued with the theology of ministry in an attempt to replace the message of fear with the message of hope. Many have recommended their congregants to stay at home and attend church services via radio and online live streaming. It recommends religion be accommodated and coexistence with scientific knowledge systems in fighting the pandemic. Science, biomedical and clinical approach is not enough to explain the behavior and illness of human beings.

Teaching student nurses interprofessional communication using role-play: An exploratory study: Presenter(s): Carmel Quigley, Ulster University, United Kingdom

Communication is at the heart of good nursing care (Nursing and Midwifery Council, 2018), yet it is at the forefront of many complaints to the National Health Service (Tingle 2018). Effective communication skills are essential in nursing practice to improve person-centred outcomes (McCance & McCormack 2018). Within a newly developed communication module on a BSc (Hons) Nursing programme, creative arts informed stimulation within the development of role plays. However, the impact of these role plays is not known within nursing training. The aim of the study was to ascertain the impact of role-plays (both remotely and in-person) of problem-based scenarios during the COVID-19 pandemic on first year BSc student nurses' learning communication skills for person-centred-care. This was a descriptive exploratory study conducted within a communication module for undergraduate year 1 student nurses. As part of this module, problem-based scenarios on real life events were developed adopting ideas from the creative arts through role play to enhance communication for person centred nursing. Students worked in teams to perform a phased simulation. Data were collected using a questionnaire at the beginning and end of the module, from all students who met the inclusion criteria (N=331), with a pre response rate of (n=286) and post (n=208). Data were analysed using SPSS version 27. The study found that 98% of undergraduate Nursing students developed confidence in interprofessional communication through roleplays. It was found that there was 44% increase in student nurses developing awareness of the importance of listening and 99% learned how to communicate with family. The vast majority (99%) of the student nurses reported that role plays have prepared them for clinical practice. Recommendations include incorporating problem-based learning into future communication modules using role play to prepare student nurses for the realities of practice. [ABSTRACT FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

Beyond the brands: COVID‐19, supply chain governance, and the state–labor nexus

This article analyses the role played by brands, producer‐country governments, and unions in mitigating the impact of disruptions caused to garment supply chains by COVID‐19 in Cambodia, Indonesia, and Myanmar. Its findings challenge brand‐centric accounts, highlighting the need for more serious consideration of the dynamic, relational nature of labor governance—and, in particular, of the role of the state–labor nexus in determining producer‐country unions' ability to exercise strategic agency within global supply chains.

Gift of fantasy: investigating how fantasy in digital game impacts game brand immersion

PurposeThis research aims to extend brand relationship theory to the domain of online gaming by augmenting the understanding of the role played by fantasy state in digital game in impacting gamers' immersive relationships with digital game brands. In this quest, the research examines how fantasy state in game (FSG) creates game brand immersion (GBI) through the mediation of emotional game brand attachment (EGBA) and the roles of individual's need for escapism (NE) and anxious attachment style (AAS) in moderating the aforementioned relationships.Design/methodology/approachThe research employs a pre-test followed by two quantitative studies. Quantitative data were analyzed using the PROCESS macro.FindingsResults from Study 1 illustrate that perceived fantasy in game generates EGBA, which, in turn, predicts GBI. Further, Study 2 establishes that the effect of fantasy in game on EGBA is moderated by gamer's NE. The moderating effect of NE is moderated by individual's AAS.Originality/valueValue of the study lies in extending consumer–brand relationship theory to digital gaming domain which enhances the understanding of how fantasy state in digital game can lead to GBI and the roles played by individual personality characteristics like escapism motivation and AAS in the process.

111. Adaptation and Delivery of a Partially Virtual Curriculum for Pre-Exposure Prophylaxis Peer Mentors in Kenya: Lessons Learned

Purpose: While Pre-Exposure Prophylaxis (PrEP) is highly effective at preventing HIV, uptake is low among adolescents. In low- and middle-income countries (LMIC), peer mentors (PMs) are considered best practice to increase PrEP acceptability and uptake. Globally, COVID19 has shifted much education and training to virtual formats. Most young people in LMIC have cell phones. Our objective is to describe our experiences developing and delivering a mixed virtual/physical curriculum for training PrEP PMs. Methods: IRB and local research ethics committee approval was obtained. A literature search (PubMed, EBSCO, USAID website, and MedEd Portal) yielded one published curriculum for PrEP PMs. This curriculum was combined with locally developed HIV PM education modules to create a new curriculum, with planned virtual and physical sessions. Curriculum materials were reviewed and agreed upon by all authors. All sessions were delivered by authors, with the majority delivered by Americans. The first 4 hours were done virtually via Zoom, covering the basics of HIV, detailed information on PrEP, adolescent development, and confidentiality. The remaining sessions were held in person and covered expectations of PMs, basic family planning, research ethics, action planning, role playing, and a review of virtual topics. Feedback was solicited from the PMs after virtual training. A debriefing session was held with the five facilitators involved in training: 1 research staff and 1 physician investigator from Kenya, 1 research staff and 2 physician investigators from the US - all female. Results: All five PMs (aged 21 – 27) participated. One identified as female, and one as LGBTQ. Feedback was solicited via anonymous survey (n=3) after the virtual sessions and debriefing with Kenyan research staff. Respondents strongly agreed that the virtual training was worth their time. Although PMs felt they were able to learn in the virtual format, facilitators noted more engagement during in-person sessions. Facilitators noted the importance of introductions and challenges of building cohesiveness for virtual sessions, particularly with sensitive content and internet limitations restricting video use (eg. low bandwidth, use of cell phones). Kenyan investigators noted that the Kenyan educational system is hierarchical, with students largely learning passively. They felt that this, combined with the newness of virtual learning and minimal dedicated time for introductions, may have hampered active virtual participation. While no PMs pointed to race or accent as limitations, facilitators noted differences between American and Kenyan English idioms, cadence, speed, and pronunciation that may have caused difficulty. Given Kenya's history of colonialism, all raised concerns that PMs may have been more deferential to light-skinned, foreign facilitators. Facilitators who observed both virtual and in-person sessions felt it was easier to break barriers of colonialism and assess for differences in spoken English in person. Facilitators felt that if virtual training were to be used in the future, it would be beneficial to have physical sessions first to set an interactive, educational tone and allow participants to build rapport. Conclusions: Virtual delivery of PM educator training in a LMIC setting is difficult and requires careful consideration or technological limitations and culture. Sources of Support: Indiana CTSI;Grant Number UL1RR025761-01.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted immigrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy. • This study replicates a past experiment, this time using a control group. • Playing a game where characters apply for citizenship leads to trusting immigrants. • Playing as larger, more visible groups leads to trusting immigrants in general. • When playing as less visible groups, immediacy is important for trusting. • Realism, immersion, and engagement can be used to facilitate trust when gaming. [ FROM AUTHOR]

SOS incomes: simulated effects of COVID-19 and emergency benefits on individual and household income distribution in Italy

Using a static microsimulation model based on a link between survey and administrative data, this article investigates the effects of the pandemic on income distribution in Italy in 2020. The analysis focuses on both individuals and households by simulating through nowcasting techniques changes in labour income and in equivalized income, respectively. For both units of observations, we compare changes before and after social policy interventions, that is, automatic stabilizers and benefits introduced by the government to address the effects of the COVID-19 emergency. We find that the pandemic has led to a relatively greater drop in labour income for those lying in the poorest quantiles, which, however, benefited more from the income support benefits. As a result, compared with the ‘No-COVID scenario', income poverty and inequality indices grow considerably when these benefits are not considered, whereas the poverty increase greatly narrows and inequality slightly decreases once social policy interventions are taken into account. This evidence signals the crucial role played by cash social transfers to contrast with the most serious economic consequences of the pandemic.

Developing Transversal Competencies in the Sociodramatic Space: Narrative of a Curricular Experience in Higher Education

Higher Education plays a decisive role in the training of competent professionals and active, responsible and critical-thinking citizens. In addition to acquiring rigorous technical-scientific knowledge specific to their degree, students are also expected to develop a range of transversal skills essential for a successful academic and professional career. This article aims to narrate an experience of obtaining a Social Education degree. Since its origins, it has been assumed that students in this field should: (a) acquire specific technical-scientific knowledge, (b) get to know themselves as individuals, and (c) develop a set of transversal skills essential to relationships, some of the most salient being active listening, empathic capacity, acceptance and respect for others, trust, curiosity, creativity, confidentiality and a reflective attitude. It thus aggregates a set of Curricular Units whose main purpose is the personal, social and professional development of students, formed within active methodologies. Sociodrama is one such methodology of teaching and learning in the context of two Curricular Units of this degree, and this article focuses on my experience lived within the scope of these units.

A Toolbox of Adaptations for Online Delivery of SEL Programming

The COVID-19 pandemic exposed students to increased social-emotional stressors and instigated an emergency pivot to online teaching and learning. In doing so, it highlighted the need for effective social-emotional learning (SEL) programming in online learning environments. In response, this study explored how to adapt a widely used, traditional, school-based SEL program for online delivery. This small study describes a partnership between SEL researchers and educators that identified lesson components that were problematic for online delivery, designed potential online adaptations, and tested the feasibility of those online adaptations in an online learning context. Lesson review data, observational data from lesson rehearsals, as well as interview data were collected from teachers and counselors who teach SEL in schools across the US. Descriptive and thematic coding of the qualitative data indicated teacher-reported online delivery issues fell into six major categories: 1) partner work, 2) small-group work, 3) whole-class discussions, 4) role-playing, 5) physical movement, and 6) student handouts. For each of these six categories, at least five adaptation options were generated, allowing teachers choice and variety as well as developmental attunement when adapting instructional practices for online delivery. Taken together, the results of this study culminated in the creation of a toolbox of online adaptations that teachers can use when converting common instructional practices from face-to-face teaching to online, distance teaching. This study contributes to the underdeveloped research literature on online SEL teaching and learning by providing recommendations that are teacher-generated and tested, applicable to other SEL and academic programs, and practical for educators to implement.

Improving Intercultural Pragmatic Competencies in Online L2 Spanish Classrooms through Task-Supported Learning

Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate students. The students from the online experimental group who were exposed to task-supported role-plays performed better than the online control group of students, however, student motivation was only mildly impacted. Thus, pragmatics and interculturality can be effectively taught in online L2 classrooms through task-supported learning, though motivation may require longer interventions.

« Je ne suis pas anti-vaccin, mais cette affaire de COVID-19 pue la merde »: La fabrique du discours des opposants aux mesures sanitaires dans la twittosphère canadienne

Cet article porte sur le rôle des plateformes de médias sociaux (Twitter en particulier) dans la fabrique et la diffusion du discours opposé aux mesures sanitaires dans la province du Québec, durant les premiers jours de la pandémie de COVID-19, en 2020. Fondé sur une approche matérialiste et issue de la théorie de l'acteur-réseau, il analyse les récits opposés aux mesures sanitaires qui ont circulé dans la twittosphère québécoise durant les deux premières semaines d'application des mesures restrictives imposées par les autorités fédérale et provinciale. En particulier, nous montrons que la fabrique et la diffusion d'un discours opposé à ces mesures aboutissent à un syncrétisme idéologique aux contours flous qui contribue à banaliser les idées traditionnellement associées au conspirationnisme et qui visent les élites scientifiques et politiques canadiennes. L'étude, tant du discours que du dispositif qui le promeut, montre par ailleurs qu'il permet à des individus situés à la marge de la sphère publique de se transformer en influenceurs populaires, techno-entrepreneurs moraux, qui deviennent les figures de proue d'une mouvance opposée aux mesures sanitaires.Alternate :This article examines the role played by social media platforms (Twitter in particular) in the fabrication and dissemination of a discourse opposing health measures in the province of Quebec during the early days of the COVID-19 pandemic in 2020. Based on a materialist and actor-network theory approach, it analyzes the narratives opposing the measures that circulated in the Quebec Twittersphere during the first two weeks of the implementation of the restrictive measures imposed by the federal and provincial authorities. In particular, we show that the fabrication and dissemination of a discourse opposed to these measures leads to an ideological syncretism with blurred contours that contributes to the trivialization of ideas traditionally associated with conspiracism that target Canadian scientific and political elites. The study, both of the discourse and of the device that promotes it, shows how this device allows individuals on the fringe of the public sphere to transform themselves into popular influencers and moral techno-entrepreneurs who become the figureheads of a movement opposed to the sanitary measures.Alternate :Este artículo examina el papel de las plataformas de medios sociales (Twitter en particular) en la fabricación y difusión del discurso de oposición a las medidas sanitarias en la provincia de Quebec durante los primeros días de la pandemia de COVID-19 en 2020. Basándose en un enfoque materialista y derivado de la teoría del actor-red, se analizan las narrativas opuestas a las medidas que circularon en la twittosfera quebequense durante las dos primeras semanas de aplicación de las medidas restrictivas impuestas por las autoridades federales y provinciales. En particular, mostramos que la fabricación y difusión de un discurso opuesto a estas medidas da lugar a un sincretismo ideológico de contornos borrosos que contribuye a la banalización de las ideas tradicionalmente asociadas al conspiracionismo y que apuntan a las élites científicas y políticas canadienses. El estudio, tanto del discurso como del dispositivo que lo promueve, muestra que se permite que individuos situados en los márgenes de la esfera pública se transformen en influenciadores populares y tecnoempresarios morales que se convierten en los mascarones de proa de un movimiento opuesto a las medidas sanitarias.

Virtual Tabletops (VTT) for Role-Playing Games (RPG) and Do-It-Yourself (DYI) Interactive Surfaces as Examples of Vernacular Design

Pop culture-driven nostalgia for the times of the second half of the 20th century-with their music, aesthetics and entertainment, in combination with the increased need for casual interpersonal contacts observed during the COVID-19 pandemic led to a kind of renaissance of classic tabletop board and Role-Playing Games. At the same time, the pandemic necessity of isolation has led to the emergence of new solutions in the field of social but remote entertainment-specially through software called Virtual Tabletops (VTT). In classic RPGs such as "Dungeons and Dragons"players often use boards, mockups, models, dioramas and miniatures for tactical orientation in situations where it is essential from the mechanics point of view (e.g. during combat sequences). Virtual game tables allowed for this types of props to be digitized including automation of some mechanical activities related to the game (statistics of objects, markers for area effects, fields of view, fogs of war etc.). This turned out to be so attractive that some players began to mix the classic pen and paper RPG's gameplay (requiring the physical presence of players at the table and face to face communication), with virtual tools which then allow for projection onto table's surface, walls or to the TVs, tablets and smartphones. This niche but extremely interesting example of vernacular practices in computer based media seem worth further investigation. © 2022 ACM.

Massively Multiplayer Online Role-Playing Games on Promoting Social Well-Being in the COVID-19 Pandemic

Social isolation during the COVID-19 pandemic increased the popularity of online gaming;people used gaming as a coping mechanism to help relieve psychological distress while self-isolating. Massively Multiplayer Online Role-Playing Games (MMORPGs) in particular saw an increase in users through 2020. We present a study of the impact of established communities on social well-being within one MMORPG. We conducted an online survey (402 participants) in World of Warcraft-specific Discord and Reddit communities in March 2021. Our survey consisted of multiple choice and short answer questions to gauge how players' perceived well-being was impacted by in-game relationships and interactions during the COVID-19 pandemic. Our qualitative thematic analysis indicated that World of Warcraft helped participants form valued, meaningful relationships with other players, gave them a sense of purpose, and alleviated negative feelings brought on by the COVID-19 pandemic. Based on these results, we describe the unique affordances of MMORPG platforms that support social connection, and provide design recommendations to MMORPG developers for facilitating positive social interactions. © 2022 ACM.

Computer games, trust, and immediacy: Role-playing as immigrants in the South

Trust in racial and ethnic diversity has been decreasing in America for the better part of a century. The present study replicated a games-based approach to establishing trust in immigrants during COVID-19. Students in an online American National Government class created a fictional persona from either Mexico, India, or China, and sought U.S. citizenship. A posttest-only control group design was analyzed during Fall 2021 and Spring 2022. Subjects who played the game had significantly higher levels of trust in immigrants. They trusted im migrants from China, India, and the Middle East at higher levels than the control group did as well. Immediacy also interacted with role-playing group, such that applying for citizenship as Chinese immigrants had the largest effect on trusting when the experience was perceived as realistic, immersive, and engaging. Pretending to be less visible immigrant groups appears to generalize trust to immigrants from everywhere at high levels of immediacy.

Evaluating the poison prevention and medicine safety program for English as a Second Language (ESL) instructors and students

Background: English as a Second Language (ESL) classes provide an ideal environment to provide health education and collaboration. The PCC developed a Poison Prevention and Medicine Safety Program for ESL Instructors and Students. Each lesson promotes skills-based learning along with literacy development based on goals and measurable objectives. The lessons incorporated PCC-related vocabulary words, role playing (calling the PCC, asking questions about medicines), word development activities, and using PCC materials. Discussion sections provided an opportunity for the students to familiarize themselves with the PCC materials and content. Guided comprehension questions and answers illustrated the teaching material and objectives for the lesson. Although initially in-person, due to the COVID-19 outbreak, ESL classes were moved to remote formats. As a result, the PCC ESL Program was also formatted in an electronic version. Our goals were to learn how the program was utilized, the comfort of the participants with the material, and the perceived interest and comfort of participants with the curriculum. Method(s): One-hour webinar training sessions for ESL instructors were offered to present the program components. ESL instructors throughout the PCC catchment area were invited to participate via email. After the training session, each participant was emailed the electronic version of the program and instructor's guide to use for teaching online classes. Participants were able to request the manual if needed for in-person teaching. Follow-up surveys were sent via email 1 month after each training using Survey Gizmo. The participants were asked to rate program content, PCC materials, and student reactions to the topics. Three email attempts were made to complete the follow-up survey. Result(s): Between September 2021 and January 2022, 10 training sessions were provided to a total of 154 participants. Follow-up surveys were collected from training participants in October 2020, January, June, and November 2021, and February 2022. A total of 61 participants completed 80 follow-up surveys (12 participants completed more than one survey). Of the 61 participants, 29 surveys (completed by 20 participants) reported using the PCC ESL program. Most (26;90%) used the content online, two in person and one used it with another lesson. The activity sheets used most often were role playing activities: Calling the PCC (21/22;95%) and Asking Questions about Medicines (14/22;64%). Most responses rated the brochures (16/29;55%), fact sheets (17/29;59%) and instructor's guide (20/29;69%) as "very helpful." All responses (23/23;100% indicated they were "comfortable" or "very comfortable" presenting the material. Participants that felt most of students they taught would be either "extremely" or "somewhat comfortable" (22/29;76%) calling the PCC after the lessons. It was also reported that students were more interested in the topic of medicine safety (23/29;79%) compared to poison prevention (18/26;69%). All responses (29;100%) indicated they would recommend the PCC program to other ESL instructors. Conclusion(s): Offering a PCC ESL program focusing on poison prevention and medicine safety combines authentic learning with health information. Follow-up surveys showed that participants were comfortable presenting the content and would recommend the program. Future steps include an evaluation of the training once classes are fully back to in-person.

NEUROIMAGING IN CNS TUMOURS: TO GA , OR NOT TO GA, THAT IS THE QUESTION

Children with a Central Nervous System (CNS) tumour have frequent magnetic resonance imaging (MRI) scans during their disease trajectory. Younger children routinely have these performed under general anaesthetic (GA) with an associated risk and inconvenience. Our project over a two-year period was to introduce a structured programme to any child over the age of five years old to achieve an MRI scan without the need for a GA. Thirtysix patients took part. The motivation behind this project was to enhance the hospital experience for patients and their families, lessen time spent in hospital and minimise risk. In addition, there was an added incentive of cost saving and increased availability of GA scans for other specialities within the hospital setting. During the COVID pandemic, it has also resulted in a reduction of our patients requiring COVID swabs, and isolation and in turn a reduction in aerosol generating procedures. As part of the structured programme, each child had an initial assessment with the nurse specialist followed by a minimum of one play preparation session with the play specialist. Children were required to demonstrate they could follow simple instructions, engage in social stories and role-play with hospital equipment and specialised resources. During these sessions, the children visited the MRI department where they practiced lying flat on the MRI bed as it moved into the scanner. Over the two-year period, of the total number of MRI scans performed, the amount of MRI scans requiring a GA reduced from 41% to 31%. The quality of the MRI scans was scrutinised and shown not to be significantly affected. In summary, by introducing a structured programme, it is possible to significantly reduce the need for GA in children requiring CNS imaging as part of their tumour journey.

COVID-19 infection control education for medical students undergoing clinical clerkship: a mixed-method approach.

BACKGROUND: Coronavirus disease (COVID-19) has induced an urgent need to train medical students not only in infection prevention control but also in the treatment of infectious diseases, including COVID-19. This study evaluates the impact of simulated clinical practice with peer role-plays and a lecture on clinical education for COVID-19. METHODS: The sample for the study included 82 fourth- and fifth-year medical students undergoing clinical clerkship in respiratory medicine. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages of simulated clinical practice with peer role-plays and lectures on clinical education for COVID-19. RESULTS: A total of 75 students participated in the COVID-19 education program between January and November 2021. The responses to the questionnaire revealed that the satisfaction level of students with COVID-19 education was high. No significant change was found among students concerning fear of COVID-19 before and after the program. The degree of burden of handling information on COVID-19 reduced significantly, while the degree with respect to the use of personal protective equipment (PPE), including appropriate wearing and removing of PPE, and care of patients with confirmed COVID-19 while taking steps to prevent infection, exhibited a decreasing trend. Nine FGIs were conducted (n = 74). The advantages of simulated clinical practice were segregated into five categories (infection prevention control, educational methods, burden on healthcare providers, self-reflection, and fear of COVID-19); and that of the lecture were segregated into four categories (information literacy, knowledge of COVID-19, educational methods, and self-reflection). CONCLUSIONS: Simulated clinical practice with peer role-plays and the lecture pertaining to COVID-19 can prove to be efficient and safe methods for learning about COVID-19 infection and prevention control for medical students. They can reduce the burden of COVID-19 patients' care. Moreover, they can also provide an opportunity for self-reflection, realize the burden of medical care, and acquire relevant information.