Twitter as a Medical Media Among French Young Oncologists: Results from a National Survey.

Since its launch in 2006, Twitter has become a commonly used platform for sharing medical information, especially in the field of oncology. However, its role and impact on young oncologists' education remain unclear. Moreover, COVID-19 and congress virtualization is likely to have modified Twitter use by the medical society.We conducted a national survey (27 questions) in France among medical oncology, hematology, and radiation therapy young doctors to help better understand the role played by Twitter on their medical education. One hundred eighty-three young oncologists participated in our survey. A majority does not use Twitter (72.1%), mostly to reduce their time spent on social media. Participants using Twitter (27.9%) often use it more than once a week, mostly by scrolling on their news feed. Interestingly, they rarely express their own opinion on Twitter: a majority of them (75.5%) tweet less than once a month while the rest of them mostly retweet others' tweets. They mainly follow English-speaking experts, scientific societies, and medical journals. Pharmaceutical laboratories' accounts are of less significance. Overall Twitter usage seems increasing since COVID-19 pandemic and the consequent digitalization of congresses. No statistical difference was observed between the baseline characteristics of Twitter users and non-users.This survey shows that Twitter is a relevant mean of continuous medical education used by around a third of French young oncologists, especially since COVID-19 pandemic and the virtualization of congresses. This media should be considered and evaluated for its educational advantages or potential biases.

Periods of confinement and personal factors that condition the transfer of teacher training

The crisis caused by COVID-19 has posed a major challenge for teacher training, with technology being the driving force behind the transformation of the education system. However, the use of this type of resource is influenced by several factors, including personal factors. This research analyses the influence of periods of confinement on the personal factors that condition the process of transfer of continuous training of non-university teachers in the field of application of new information and communication technologies. The sample consisted of 1,826 non-university teachers from the Region of Murcia, selected using the non-probabilistic convenience sampling technique. The data treatment followed a quantitative-correlational. The results show that the internal factors that influence the process of transfer of permanent training in the use of ICT by teachers at non-university levels have been reinforced after the period of confinement. Therefore, the confinement caused by the COVID-19 pandemic has allowed teachers to develop skills after training that have allowed them to adapt to the complexity of the context. © 2022 Authors. All rights reserved.

A case study into technical eLearning: Upskilling Excelitas' workforce with SPIE Partnership

Electronic learning, or e-learning, is a vital educational format for the upskilling of the workforce, with promises to sustain accessibility to training in spite of travel restrictions brought by the Covid-19 pandemic. In addition, specialized online photonics courses are becoming increasingly available on the market, responding to needs of business employees to access on-demand technical teaching material to maintain competitive business advantages. It is in this context that Excelitas Technologies Inc. and the International Society for Optics and Photonics, SPIE, formed a partnership to deploy a platform to upskill scientists, engineers and project managers. Since June 2021, 60 employees across seven Excelitas sites worldwide have gained access to a library of technical courses offered by SPIE. The paper will present a case study into the instructional design, implementation strategies, and evaluation methods for this program. An evaluation framework based on the Kirkpatrick model is used to provide qualitative data to assess the quality of the learning delivery, the performance of the learners, and benefits to the organization. Preliminary evaluation results based on the analysis of pre-training and post-training surveys will be presented, along with lessons learned in organizational and learning development.

Periodos de confinamiento y factores personales que condicionan la transferencia de la formación del profesorado

La crisis provocada por el COVID-19 ha supuesto un gran reto para la formación del profesorado, siendo las tecnologías el motor de transformación del sistema educativo. Si bien el uso de este tipo de recursos esta mediatizado por diferentes factores, entre ellos los personales. La presente investigación analiza la influencia de los periodos de confinamiento sobre los factores personales que condicionan el proceso de transferencia de la formación continua del profesorado no universitario en el ámbito de aplicación de las nuevas tecnologías de la información y la comunicación. La muestra estuvo formada por 1826 docentes no universitarios de la Región de Murcia, cuyo muestreo ha sido no probabilístico por conveniencia. El tratamiento de datos siguió un enfoque cuantitativo-correlacional. Los resultados evidencian que los factores internos que influyen en el proceso de transferencia de la formación permanente en el uso de las TIC del profesorado de niveles no universitarios se han visto reforzados tras el periodo de confinamiento. Por tanto, el confinamiento provocado por la pandemia de la COVID-19 ha permitido a los docentes desarrollar competencias tras la formación que les han permitido adaptarse a la complejidad del contexto.Alternate : The crisis caused by COVID-19 has posed a major challenge for teacher training, with technology being the driving force behind the transformation of the education system. However, the use of this type of resource is influenced by different factors, including personal factors. This research analyzes the influence of periods of confinement on the personal factors that condition the process of transfer of continuous training of non-university teachers in the field of application of new information and communication technologies. The sample consisted of 1,826 non-university teachers from the Region of Murcia, selected using the non-probabilistic convenience sampling technique. The data treatment followed a quantitative-correlational. The results show that the internal factors that influence the process of transfer of permanent training in the use of ICT by teachers at non-university levels have been reinforced after the period of confinement. Therefore, the confinement caused by the COVID-19 pandemic has allowed teachers to develop skills after training that have allowed them to adapt to the complexity of the context.

Training professionals through clinical simulation during the first covid-19 wave

In this article, we share the experience in training healthcare professionals from the Hospital General Universitario of Ciudad Real (HGUCR) through theoretical-practical training with clinical simulation, and the evaluation of its results. Sessions were set with high and low complexity simulation for 40 persons and in reduced groups. The evolution of needs led to an increase in the number of sessions, and the suppression of the Advanced Simulation Room. A 64-session program was held between March and April 2020, in morning and afternoon shifts and for groups of 15 persons, with participation by 41.5% (n= 852) of the healthcare staff from the Integrated Care Management of Ciudad Real. The evaluation questionnaire was answered by 91 persons, who reported high satisfaction with the activity (4.32 scores over 5 at overall level);they valued particularly its utility for work, the clarity of the information, and the practical aspect of the session (simulation). Likewise, 80.6% reported an increase in confidence, and 65.9% reported a reduction in anxiety regarding management of patients with COVID. Even though other causes should be analysed, the proportion of contagion among professionals (10%) was similar to that among the general population. The availability of training spaces with simulation and professionals trained in the design of this type of activities represents a useful and flexible resource for any healthcare demands that might arise. © 2021 DAE Editorial, Grupo Paradigma. All rights reserved.

Knowledge Retention of the NIH Stroke Scale among Stroke Unit Health Care Workers Using Video vs. E-Learning: Protocol for a Web-Based, Randomized Controlled Trial.

The National Institutes of Health Stroke Scale (NIHSS) is commonly used to triage and monitor the evolution of stroke victims. Data regarding NIHSS knowledge in nurses and physicians working with stroke patients are scarce, and a progressive decline in specific knowledge regarding this challenging scale is to be expected even among NIHSS certified personnel. This protocol was designed according to the CONSORT-eHealth (Consolidated Standards of Reporting Trials) guidelines. It describes the design of a randomized controlled trial whose primary objective is to determine if nurses and physicians who work in stroke units improve their NIHSS knowledge more significantly after following a highly interactive e-learning module than after following the traditional didactic video. Univariate and multivariable linear regression will be used to analyze the primary outcome, which will be the difference between the score on a 50-question quiz answered before and immediately after following the allocated learning material. Secondary outcomes will include knowledge retention at one month, assessed using the same 50-question quiz, user satisfaction, user course duration perception, and probability of recommending the allocated learning method. The study is scheduled to begin during the first semester of 2022.

Virtual educational meetings and activities during the COVID-19 pandemic and beyond: Egyptian oncologists' experience.

The COVID-19 pandemic has had ramifications for most healthcare activities, including medical education and communication aspects. Virtual educational meetings and activities (VEMAs) have been utilised tremendously in the pandemic era, reflecting a transition to new horizons of cyberspace. This creates the need to explore possible challenges for the implementation of such services in the rapidly evolving field of oncology. The aim of our study is to explore the impact of the COVID-19 pandemic on VEMAs in the oncology community in Egypt. It focused on the evaluation of current attitudes, satisfaction and expectations of Egyptian oncologists during and beyond the COVID-19 era. The study is a cross-sectional study using a survey that was distributed through social media. It targeted Egyptian oncologists during the months of May and June 2020. A total of 118 participants completed the survey and most of them were younger than 35 years (71%). Most participants (93.2%) agreed that COVID-19 affected the stream of live medical educational meetings. About three-quarters of them attended VEMAs during the COVID-19 period compared to 50% prior to the pandemic. The majority reported that evening hours after 8 PM was the best time to attend VEMAs and 1 hour is the optimal duration for a virtual meeting. Although the COVID-19 pandemic appeared as an unprecedented challenge for medical education, it can be a catalyst for VEMAs, especially in a rapidly evolving field such as oncology. Further research is needed to assess whether learners are ready and willing to make greater use of online educational platforms and investigate the possible barriers and strategies to enhance their use.