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Considering the insufficient studies of the maintenance of self-access learning support and the implementation of remote writing tutoring during the coronavirus pandemic, this article fills this gap by describing two undergraduate and two postgraduate writing centre consultants' perceptions and experiences of synchronous virtual one-to-one tutoring via web conferencing. The four consultants' views were elicited through individual semi-structured interviews, which were then transcribed verbatim and analysed using thematic content analysis. The interview findings revealed that the four consultants all considered synchronous virtual tutoring a viable alternative to face-to-face tutoring. While the undergraduate consultants highlighted the convenience and efficiency of web conferencing, the postgraduate consultants encountered personal challenges and issues with web conferencing. Three recommendations for consultant training and tutoring are proposed: using a collaborative writing tool, sensitising consultants to skills for facilitating online interactions, and reminding students of the 'netiquette' for web-based tutoring. In light of the continuing technological advancement and the increasing demand for distance education, the findings and recommendations will offer a point of reference to writing centre administrators and consultants for the implementation of synchronous virtual tutoring and the inclusion of web conferencing skills in consultant training.
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The impact of COVID-19 has led to a rapid increase in the demand for home medicine and telemedicine at a global level. This is also true in Japan. However, telemedicine in Japan is mainly carried out by telephone or video calls, and does not cover the provision of information by percussion, palpation, or auscultation. As a result, remote auscultation services are not widely available, and we were unable to use them for "COVID-19."In this paper, we focus on auscultation sounds and construct a mechanism to remotely transmit auscultation sounds, with the aim of increasing information that physicians can use to make judgments and thus contribute to more accurate diagnoses. Based on this, we shall consider a system that can use existing web conferencing services to transmit auscultation and enable remote auscultation in countries where specialist services cannot be used (i.e., in the case of disasters) or where such specialist services are not widely available. © 2022 IEEE.
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In May - a month behind the usual schedule - the first semester of the 2020 academic year commenced as a remote learning endeavor to prevent the spread of coronavirus disease. In this paper, I report examples of remote learning on recording and their problems. Tokyo University of the Arts adopted Google Classroom as a learning management system - a necessary framework for remote learning. It provides the faculty and students with instructions on using the classroom to prepare for the first semester. We also shared information on conducting real-time remote lectures with the help of web conferencing systems (Google Meet, Zoom, etc.). In the recording class, it was necessary to send sound samples with high quality, so I tried various sound transmission software but found that it depended greatly on the Internet environment of the students on the receiving end. Therefore, it was necessary to use both online and on-demand. Finally, it became clear what was not being communicated online. © ICA 2022.All rights reserved
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With the outbreak of COVID-19, the lecture environment at universities has increasingly turned into online environments. In addition to those delivered entirely by online tools, there are hybrid, online and in-person, lecture environments. Hybrid casting environments are growing not only in the classroom, but also in various conferences. In an online-only meeting environment, web conferencing tools such as Zoom and Webex can be used to approximately achieve the objective. In a hybrid environment, however, a face-to-face environment is also necessary, and it is essential to build an environment that is aware of both online and face-to-face interaction. It would be fine if the venue already has the equipment to serve the purpose, but in some cases, there are no facilities and the equipment must be carried in and arranged. At this point, the most difficult point is in the audio system configuration. This requires a certain level of technical knowledge and monetary costs. For a reasonable price, it is possible to outsource to a specialized service provider to create a perfect casting environment. However, in many situations, it is difficult to take significant costs and many people are trying to manage the situations by trial and error. We have experienced various hybrid casting situations. Recently, we try to consider how to reduce costs from various aspects, such as "avoiding high costs in terms of manpower, equipment, and expenses,""not requiring operators to have lots of knowledge,"and "minimizing the amount of equipment to be carried in, as it is integrated with the existing equipment at the venue. In this presentation, we provide actual examples of hybrid casting environments in which the author experienced, mainly by bringing in, setting up, and operating equipment by one person, and outlines the key points of these operations, as well as considering what kind of casting environment can reduce various costs and achieve hybrid casting more easily. We would like to share with the SIGUCCS community what kind of total peripheral environment is needed to make hybrid delivery more familiar, not just the delivery technology itself, such as Zoom or Webex, and to think together about how it should be. © 2023 Owner/Author.
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Background The way we deliver undergraduate education has changed during the pandemic. Great Ormond Street Hospital Summer School (GSS) is an annual conference that aims to encourage medical students to consider a career in Paediatrics. Since 2020, the GSS has been delivered virtually, becoming accessible for students from the UK and abroad. Aims We analysed the impact of changing the GSS from fully in person to online and hybrid formats on participation, comparing the data from the last four conferences. Results (See figure 1). Discussion The Covid-19 pandemic encouraged us to think creatively on how we can still provide a high-quality educational experience using online technology. Students from different areas of the UK and abroad joined the GSS without incurring travel and accommodation costs. A significant increase in the percentage of international students was observed in 2021, which demonstrates the interest from those outside the UK. With the development of online fatigue and the slow return of clinical placements, we observed a decrease in the number of registrations in 2021 and 2022 compared to 2020. However, the percentage of international students remained above 20%. The conference gave us the opportunity to inspire, educate and share the innovative work we do at GOSH with a much wider audience. Students described their experiences as insightful and inspiring. With the easing of restrictions in 2022, we designed a hybrid conference, involving 2 online days and 1 day with in person workshops. Our challenge now is to continue engaging with students from inside and outside the UK and bring innovative ways to deliver our online conference.
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With the abrupt nationwide lockdown caused by the COVID-19 pandemic, many universities suspended face-to-face activities. Some of them decided to continue their academic courses, adapting traditional approaches to online learning. An important challenge was to deliver programming labs over the Internet without important methodological changes, which might imply modifications of the learning outcomes. Most of the existing approaches to remote programming labs are based on asynchronous learning, where students work autonomously and contact the lecturers if they have any issues. The existing systems to provide synchronous programming labs are restricted to a single programming language or application type, and show significant interaction limitations. Therefore, we defined an infrastructure that allowed us to deliver synchronous programming labs over the Internet during the COVID-19 lockdown, as we used to do face-to face. After using it for both programming labs and exams, students showed a high level of satisfaction. Compared to previous years, the use of our system produced no statistically significant difference in student's grades, pass and fail rates, or the number of students taking the lab exam. The network bandwidth, CPU, and memory resources consumed are sufficiently low to have allowed all the students to use it without any issues. Regardless of the pedagogical and methodological approach selected, our infrastructure provides the synchronous and remote delivery of programming labs, similar to the original face-to-face approach. Its features make it appropriate to deliver synchronous remote classes where strong lecturer-student interaction is required, and all the student work can be done with their computers. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Background: Multidisciplinary tumor boards (MDTB) are an integral part of cancer management. However, owing to COVID 19 global pandemic it becomes a challenge to have a MDTBs maintaining the social distance norms. Objective(s): To assess the technical challenges faced during a virtual tumor board (VTB) discussion Advantages and Disadvantages of a VTBs. Method(s): Technical support for various group meetings taking place virtually were considered. Various trials which have assessed the technical difficulties for conducting such a meeting were assessed. The advantages and disadvantages for using various platforms of social media for such a virtual meeting were assessed and various feedbacks and reviews were taken into consideration. Result(s): VTBs can be implemented either by a video conferencing or web based conferencing. High speed internet connections of 4 mbps for a 30fps at 4k monitor would be required for smooth lag free interaction. The processors should have a minimum of 2 GB of RAM with quad core processor. Platforms which offer the ability for digital signatures are of paramount importance. Having a VTBs during a global pandemic is of paramount importance for a cancer patient. Conclusion(s): VTBs are very important for management of cancer patients during a global pandemic. We in our paper have tried to summarize the technical support need for such a platform and also have tried to discuss the advantages and disadvantages of such a platform. We would also like to conclude that setting up such a virtual platform is not technically challenging and can be implemented in smaller centers even through a mobile phone connection. VTBs should be implemented in all cancer centers during a pandemic when in person meetings are a challenge and a health risk.Copyright © This work is licensed under a Creative Commons Attribution-Non Commercial 4.0 International License.
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In the last couple of years, videoconferencing platforms have become very popular and have captured the attention of researchers and the public, particularly due to the Covid-19 pandemic. Immediately after the pandemic started in the spring of 2020, demand for video conferencing apps has grown exponentially. This demand, and the emergence of new needs, have forced manufacturers to adapt to the new context by improving the services offered and adding new features to existing applications. Many new video conferencing applications have also emerged with this demand. This paper presents a series of statistics on the evolution during the pandemic and the current status of the main video conferencing systems. The different ways in which these systems have integrated artificial intelligence technologies to address different identified problems and user needs are also presented.
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BigBlueButton (BBB) is a web conferencing system designed for online learning. It consists of a set of pre-configured open-source software tools to realize video conferencing functionality primarily for teaching purposes. Due to the COVID-19 pandemic, our university decided to roll out BBB for the university's educational activities in the first nationwide lock-down in early 2020. Based on our experiences in deploying, operating, and using BBB at our university for about 12 months, we present suggestions on how the services provided by BBB can be improved to meet the technical demands identified during online lecturing at our university. Our suggestions include the introduction of simulcast, improvements of encoding and muxing video feeds, and the 'Last -N' algorithm for video feed pagination. To demonstrate the benefits of the presented improvements, we experimentally evaluated most of them based on our own prototypical implementations.
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INTRODUCTION: The COVID-19 pandemic led to many changes in healthcare including graduate medical education (GME). Residency and fellowship programs halted in-person recruitment and pivoted to virtual models. Residency selection and recruitment were practices ripe for redesign, as they relied on in-person interviewing as the major point of contact prior to match list creation. In this commentary, we review the state of virtual interviewing and propose a future state where virtual interactions are commonplace and integrated into a comprehensive recruitment process. DISCUSSION: Virtual recruitment has led to a reduction of expenses, improved time efficiency for all parties and a reduced carbon footprint. Residency match outcomes have not changed substantially with the advent of virtual interviewing. Hybrid approaches, including virtual and in-person options have significant drawbacks and pitfalls which may limit adoption. Given the upheaval in GME recruitment caused by the pandemic, and the limitations of current methods for candidate assessment and interactions with programs, further innovation is needed to achieve an optimal state for all stakeholders. Multiple technology innovations are on the horizon which may improve the ability to interact virtually. Adoption of new technology along with expanding the timeline for residency recruitment may further optimize the process for both applicants and programs. CONCLUSIONS: The GME community was able to adopt technology for the recruitment interview rapidly due to the pandemic. As more opportunities for technology-based interactions grow, the opportunity exists to reimagine recruitment beyond the interview. While resources are constrained, some of the efficiencies gained by adopting virtual interviewing can be leveraged to expand the interactions between programs and applicants. Incorporation of in-person interaction may still be needed. Models will need to be developed to build upon the best characteristics of the virtual and in-person environments to optimize GME recruitment.KEY MESSAGES:Virtual communication methods have substantially changed residency recruitment during the COVID -19 pandemic.COVID -19 related changes in residency recruitment, including wide adoption of virtual methods, should be maintained and strengthened.Efforts should be made to advance the gains in residency recruitment strategy during the pandemic by use of technologies that expand virtual interactions beyond the interview.
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COVID-19 , Internship and Residency , Humans , Pandemics , COVID-19/epidemiology , Education, Medical, GraduateABSTRACT
Aims The Covid-19 pandemic had a significant impact on the shape of undergraduate and postgraduate medical training, with medical students unable to spend time on the wards and post rotations for junior doctors paused. We recognised that the opportunity to gain insight into a career in paediatrics was significantly limited as a result. In conjunction with our local children's hospital charity, we arranged an online paediatrics careers conference for foundation year doctors and medical students in June 2021. Objectives * Introduce attendees to paediatrics as a speciality, including different career paths within paediatrics. * Increase knowledge about building a paediatric-orientated CV, and the process of applying for paediatric training. * Provide a platform for medical students and foundation doctors to present their own research in the field of paediatrics. * Assess the impact of the conference on attendees via a post-conference survey with regards to knowledge of paediatric training, intention to apply to paediatrics and experience of an online learning platform for conference delivery Methods * * Pre-conference survey sent to medical students and foundation doctors locally to assess interest and availability. * One day online conference organised on the communication platform Zoom and advertised through university and postgraduate channels. * Live and pre-recorded talks on various paediatric subspecialties, CV building, opportunities throughout undergraduate training and practical aspects of applying for training. * Poster and oral presentations from conference attendees. * Post-conference survey to assess change in perceived knowledge about paediatric careers and likelihood to apply for training. Results There were 48 conference attendees from across the United Kindgom. Forty-two post-conference surveys were received;with the following feedback collated: A key finding was that 69% of attendees had received no information about paediatric careers at medical school, and 84% received none during foundation training prior to this conference. Knowledge about paediatric careers * 85% rated their knowledge about paediatric careers as 'good' or 'excellent' (14% pre-conference) * 83% rated their knowledge about building a CV as 'good' or 'excellent' (19% pre-conference, 'good' only) * 83% rated their knowledge about applying for paediatrics as 'good' or 'excellent' (12% pre-conference, 'good' only) Intention to apply to paediatrics: * 83% would 'probably' or 'definitely' apply for a foundation programme with a paediatrics post (60% pre-conference) * 64% would 'probably' or 'definitely' apply for paediatrics speciality training (47% pre-conference) Suitability of Zoom platform: * 100% found the platform appropriate for their learning needs. * 86% felt it was easy to engage with speakers. * 95% would attend another online conference in the future, although 65% would prefer a face-to-face conference. The most useful topics covered (as reported by attendees) included information regarding application for paediatric speciality training, how to build a paediatric-specific CV, and discussion of the variety of careers paths and subspecialties available within paediatrics. Conclusion Attendees found the online platform accessible and appropriate for their learning needs, and following the conference had increased self-reported knowledge of building a paediatric-specific CV, applying to paediatric training, and career paths within paediatrics. Furthermore an online paediatrics careers conference can increase the self-reported likelihood of applying for paediatric posts during foundation years and speciality training.
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During the closure of K-12 schools and universities due to the COVID-19 pandemic, many educators turned to web conferencing tools such as Zoom and WebEx to deliver online lectures. For courses with labs, some teachers provide recorded videos of real labs. Watching recorded lab videos is a passive experience, as the procedures and point of view are fixed, and students do not have any control of the lab and thus miss the opportunity to explore different options, including making mistakes that is important part of the learning process. One approach that holds great potential to enhance laboratory experience for online education is the use of computer-based modeling and simulation tools. Simulation based virtual laboratories emulate lab equipment and configurations in highly realistic 3D environments and can provide very effective learning experiences. While there exist limited interactive lab computer simulations for various subjects, their presentations are still very primitive and often lack realism and complexity. This paper presents methodologies and preliminary findings on rapid development of advanced virtual labs using modeling and simulation for in-person and online education. The importance of modeling and simulation has long been recognized by the scientific community and agencies such as DoD and NSF. However, high-quality simulations are not commonplace, and simulations have not been widely employed in education. Existing simulations for education lack interoperability and compatibility. While there are sporadic uses of computer-based simulations in education that were developed in a piecemeal fashion, there was never systematic development at an industry level for such purposes. Virtual lab development usually require substantial amount of effort and lack of systematic research on rapid virtual lab development hinders their wide use in education. This paper proposes a wholistic and systematic approach for addressing the issues in rapid lab simulation development from several perspectives, including rapid generation of virtual environment, integration of state-of-the-art industry leading software tools, advanced software design techniques that enables large scale software reuse, and innovative user interface design that facilitate the configuration and use of virtual labs by instructors and students. This paper will implement a virtual circuit lab that emulates a circuit lab for the course PHYS 303 offered at Old Dominion University and will be used to elucidate the crucial methodologies for rapid virtual lab development. The virtual lab contains highly realistic visual renderings and accurate functional representations of sophisticated equipment, such as digital oscilloscopes, function generators, and digital multimeters, and authentic rendition of the lab space. The virtual lab allows analog and digital circuit simulation by integrating the de-facto industry standard circuit simulation engine SPICE and Xspice, supporting the circuit labs in course PHYS 303. The Unity game engine is used to develop the front end of the virtual lab. Advanced software development methodologies will be investigated to facilitate software reuse and rapid development, e.g., the same simulation code can be used to support equipment manufactured by different vendors. The paper will also investigate the impact of fidelity of the virtual lab, e.g., equipment and lab room, on student learning outcomes and efficacy. © American Society for Engineering Education, 2022.
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Objectives: The COVID-19 pandemic necessitated a shift from traditional face-to-face instruction for new technical skills to virtual delivery of medical education training. Our objectives were to develop and validate a virtual simulation training program for Canadian healthcare professionals (HCPs) on the insertion, localization, and removal of the etonogestrel subdermal contraceptive implant. Methods: A scientific committee of Canadian family planning experts developed a two-part virtual training program during the COVID-19 pandemic. In Part 1, core educational content was provided in an asynchronous, self-directed, on-line format. Part 2 consisted of synchronous, simulation-based training using web conferencing. HCPs were provided with model arms and training placebo applicators, trainers demonstrated implant insertion/removal techniques, and trainees received individual feedback on technical performance. All trainees were asked to complete an on-line evaluation upon program completion. Results: Between March 2020 and June 30, 2021, 2130 Canadian HCPs had completed Parts 1 and 2 of the training program and 1275 participants completed the program evaluation (response rate 60%). Participants reported high levels of satisfaction with virtual simulation-based training. Ninety-seven percent (1229/1275) of participants agreed the virtual format was effective. Four percent (51/1275) requested additional training prior to inserting the implant in clinical practice. Conclusions: Virtual simulation-based learning provides effective education and technique training for etonogestrel implant insertion and removal. Online delivery of implant training can be scaled to use as needed to reach professionals in remote or underserved locations and for training provision of other technical or surgical procedures. Keywords: simulation-based training;contraceptives;virtual learning
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Purpose or Objective Following completion of an evaluation program of SABR for primary lung cancer and metachronous extracranial oligometastatic disease, NHS England & NHS Improvement funded a SABR expansion program to increase SABR provision to 50 radiotherapy centres. With reduced access to surgery due to the impact of the COVID-19 pandemic, efforts were focussed on implementing SABR for lung primary and oligometastatic disease in the first instance. Materials and Methods The program consisted of 3 elements, delivered by multi-disciplinary SABR experts from the SABR Consortium and the National Radiotherapy Trials Quality Assurance (RTTQA) Group: Education;Mentorship of RT centres new to SABR by those with extensive experience;QA to ensure the safe and consistent implementation of the technique. A contouring workshop for radiation oncologists was developed by the SABR Consortium Steering Committee. In addition, educational sessions were provided within the SABR Consortium Online Conference, offered free of charge to enable wide access to education and professional development. The Committee produced a Guide for SABR Mentorship, setting out a consistent framework under which mentorship would proceed (Table 1). Mentoring and local protocols followed implementation guidance from the UK SABR Consortium Guidelines. In parallel, RTTQA developed a comprehensive RT QA program (Table 2). Two radiation oncologists and one treatment platform were assessed per hospital. Credentialed clinicians then provided cascade training and education within their departments, formally documenting peer reviews through standard templates provided by RTTQA. (Table Presented) (Table Presented) Results 54 radiation oncologists participated in the contouring workshop. The conference had 1335 registrants, 65% of whom were UK multi-professionals. 15 experienced centres were invited to mentor 24 new SABR sites. Mentors were assigned by equipment for planning and delivery. The mentoring framework was adjusted to accommodate visiting restrictions due to the pandemic and performed remotely through email and video-conferencing instead. The RT QA program commenced in June 2020 with circulation of the facility questionnaire, collecting data on equipment, technique, intention to treat and expected level of mentoring. Responses were used to tailor mentoring and inform what components of the QA program were required for each centre. Contouring submissions were received from 46 radiation oncologists and planning benchmarks were completed by all 24 centres, 22 of which underwent the dosimetry audit. All assessments were reported through standard templates to ensure consistent feedback. Conclusion The implementation of lung SABR was completed in June 2021. Collaboration amongst all stakeholders ensured centres were trained and supported to safely deliver high-quality SABR for lung primary and oligometastatic disease. The education, mentoring and QA program proved effective and has now been rolled out to other oligometastatic sites.
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Once the economic shutdown of the COVID-19 pandemic reversed and people started returning to work at the University of Wisconsin-Madison, there was a pressing need for meeting spaces that support hybrid meetings. Since there was little expertise on hybridizing meetings on campus and a surge of fully remote workers, local technicians had to gain expertise quickly to implement workable solutions. Implementing various web conferencing systems and solutions in meeting rooms, performing rigorous testing, and rapid iteration provided necessary learning opportunities to build competencies in local support technicians. Additionally, the inevitable and unpredictable shift in meeting culture had to be closely observed and managed. As a result, the entire project involved a lean approach paired with cross-organizational collaboration and organizational change management. © 2022 ACM.
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With the expansion of COVID-19 outbreaks, the lecture environment has changed dramatically. Various activities have been held by distance learning, however, the style of online learning and hybrid learning is also popular. The key to these lectures is the web conferencing tool. The key factor to success in new age lectures is how the web conferencing tool can be adapted to the existing information system. Tokyo University of Agriculture and Technology (TUAT) has developed full online courses from the first semester (spring semester) in April 2020. However, the increase of the infection has remained constant, and TUAT will continue to provide online courses using the web conferencing tool from the second semester (fall semester) in October 2020, and hybrid courses that combine face-to-face teaching. To support this, a campus-wide license was purchased that enables the use of three different web conferencing tools including Zoom Meeting, Cisco Webex, and Google Meet in the suitable applications. For the start of the second semester, the Information Media Center (IMC) has developed a system to integrate with the existing authentication system to enable use of the these three tools. Since we didn't have enough time to implement the system integration, we need to take less than a month (about 3 weeks) from the contract to the start of service. In this presentation, we explain in detail how we designed the system and how it was implemented in order to deploy these systems in a very short time period. We will also mention the implementation issues we faced. By explaining the ideal and reality of the system, we would like to discuss together with the SIGUCCS community how the system should be designed for the unusual situation. © 2022 ACM.
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The COVID-19 pandemic shifted library instruction from in-person to virtual. Libraries responded to this demand through various methods, many of which required the use of new or unfamiliar tools. This article discusses the various applications that can be used for synchronous teaching, as well as the benefits and challenges of this modality shift, including some of the reasons to continue pursuing improvement in this teaching area beyond the immediate needs of the pandemic. © 2021 The Author(s). Published with license by Taylor & Francis Group, LLC.
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Learning Objectives: Our objectives were to create and introduce a virtual simulation curriculum that could easily be replicated using limited resources. We also aimed to assess medical students' perception of sim scenarios during the COVID-19 pandemic. : Background: The Coronavirus Disease 19 (COVID-19) pandemic brought significant disruption to medical student training in our emergency medicine clerkship. Students at our institution experienced limited in-person clinical rotations and transitioned to all-virtual didactics. In-person simulation training (sim) was one of these didactic sessions that had to be completely reimagined. In doing this, we wanted to maintain prior objectives of sim as well as use on-hand resources and create a low-fidelity model. Educational Objectives: Our objectives were to create and introduce a virtual sim curriculum that could easily be replicated using limited resources. We also aimed to assess medical students' perception of sim scenarios during the COVID-19 pandemic. Curricular Design: Students participated via a web conferencing application (WebEx), with one faculty member facilitating and another in the sim room with a low-fidelity sim mannikin. A laptop with webcam was used to show the sim room, including a monitor streaming vital signs via a low-cost application. Cases were developed from existing free open-access curriculum, with an emphasis on quick recognition of the sick patient and need to stabilize the patient as well as communicate with consultants. The curriculum was assessed via an optional, anonymous survey of students. Impact: Our pilot sim curriculum is designed to be easily adaptable for UME and GME sites without many resources;it requires little prep time for faculty and free or low-cost applications and materials. Student response to the pilot virtual simulation was overwhelmingly positive (Table 1), with 67 of 93 (72%) of students responding to an anonymous optional survey. Additionally, 87% of respondents felt the virtual setting was as effective or more effective compared to in-person simulation. Future iterations will include improved audiovisual effects and further development of student roles.
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During the current coronavirus (COVID-19) pandemic, web conferencing became a staple in professional communication, with new and evolving applications amidst unique social distancing measures mandated across the globe. In this article, we describe Collaborative Zoom Coding (CZC) as an adaptive approach to qualitative data analysis that our research team developed in light of social distancing measures imposed due to the COVID-19 pandemic. CZC uses the web conferencing platform Zoom, to help analyze data. Our team used CZC to develop a code book for the community-based research (CBR) project, Sexual Health and Diasporic Experiences of Shadeism (SHADES). CZC enabled all team members to participate in data analysis by providing opportunities for group training and real-time collaborative data analysis, irrespective of team members’ location and level of experience with research. This article describes our specific processes for CZC and outlines its advantages as well as challenges. We conclude with a discussion of how researchers can conduct collaborative coding using Zoom and other conferencing technologies to further democratize the research process, particularly for community-based research endeavors. © The Author(s) 2022.