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Covid-19 according to the World Health Organization is a disease caused by SARS-CoV-2, for which it declared a global pandemic on March 11, 2020, because of this, in Peru a state of emergency was decreed. emergency proclaimed by the country's government through Supreme Decree No. 044-2020 and prolonged by Supreme Decree No. 116-2020-PCM, primarily limiting the right to free transit and access to public places, harming the continuity of academic training in all the educational institutions of the country. The objective of this research was to analyze the influence of the implementation of an educational model based on tele-education in the teaching-learning process in a Secondary Educational Institution. The study was pre-experimental, pre and post tests were carried out on the observation units, using observation techniques, documentary analysis and surveys, whose reliability of the latter was greater than 0.8 and were also validated by expert judgment. The da ta collection took place in two periods of time, before the implementation from August 17 to September 11 and then from September 21 to October 16, 2020, then the average of both tests and the standard deviation of the pre-test using Microsoft Excel 2019 of each of the dimensions, with these data the Z test was applied to a sample for each dimension in order to test the general hypothesis;the results obtained showed that the implementation of the educational model based on tele-education positively influenced the teaching-learning process in the Secondary Educational Institution. © 2022 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.
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This project arises from the need to contribute to the improvement of ventilation in buildings with multiple rooms. The COVID-19 pandemic forces us to look for alternatives to natural ventilation for energy savings as well as creating more comfortable work spaces without sacrificing the health of users. The mock-up presents a model of extraction ventilation. Optimizes the flow depending on the quality of the air. This work carried out at the IES Escolas Proval is part of an Innovation Project awarded in the current 2020-21 academic year with the participation of the IES Val Minor and the company Hermes Smart Control.
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Introduction: Quality improvement activities have traditionally been face-to-face, a model limited in reach and regional and remote inequities. The coronavirus pandemic (COVID-19) necessitated adaptation to an interactive digital format which led to the development of the National Webinar Series. Aims: To improve stroke patient outcomes and reduce inequities in the provision care through a national digital quality improvement program. Methods: Collaborating with state and territory hospitals, specialists stroke experts and other expert organisations, we piloted a national digital interactive quality improvement program. The program utilised data and evidence from the National Stroke Audit and Clinical Guidelines for Stroke Management to support clinicians to identify barriers and gaps and provide effective improvements in quality of care. A secure webinar environment facilitated collaboration between sites and states, and a peer-topeer model allows opportunities for exemplary hospitals to share strategies for improvement Results: From July- December 2021, 940 health professionals, from 235 sites, attended our webinars. The online format has successfully enabled nationally equitable access for professional development, regardless of location, and continuity of education throughout disruptive lockdowns/ border closures. Topics include discharge planning and 'My Stroke Journey', audit, living guidelines, stroke prevention, sexuality, delirium, and best practice smoking cessation. Participants surveys showed that 93% agreed the program would help improve national consistency in stroke care, 100% recognised the training value for staff new to stroke, 91% would recommend the webinars to others and 100% were interested in future webinars. Conclusion/Discussion: We have learned from health professionals participating in our National Webinars that the webinars educational model could be an effective tool for patient support post-discharge from hospital. COVID-19 has placed a strain on hospitals and staffing. As a result, stroke patients are being discharged early and aren't receiving all the information they need to transition from hospital to home and support their recovery.
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Background Evidence indicates that psycho-educational models of bereavement group support provide greater bereavement support than social models (Marotta;Drake, 2021), due to the dual process of peer support and information sharing. At Mary Ann Evans Hospice, the bereavement support group ('Jigsaw') previously followed a social model facilitated by volunteers where bereavement was discussed in an open, unstructured way. The impact of staff changes, combined with low uptake of new group members, led to a qualitative review in February 2020 being undertaken. Clients felt unable to discuss their bereavement freely fearing dominant group members, negatively comparing their grief to others and feeling dissatisfied with the unstructured format. Aims Improve client experience by enhancing bereavement support provision, including bereavement education to understand grief and encouraging peer support. Methods A qualitative evaluation/thematic analysis of the current model was undertaken. Current client and volunteer feedback, combined with evidence (Näppä, Lundgren, Axelsson, 2016;de Willoughby, 2013/14;Belmont, 2017), led to a new group structure and programme being created and delivered by an experienced psycho-educational group counsellor. Three new groups started using this model from August 2020. Results The COVID-19 pandemic changed bereavement and a new structured programme was able to address this directly. Clients discussed, and shared, a new sense of disenfranchised grief (Albuquerque, Teixeira, Rocha, 2021).•75% increase in new group members since August 2020.•Increase in male group members.•A more time efficient model utilising the skills of one, highly trained staff member as the facilitator rather than a number of volunteers.•Feedback is positive, with clients feeling they understand their grief more and gained new coping strategies with the benefit from peer support. Conclusion The psycho-educational model enhances bereavement support by allowing the structured education of bereavement, gaining of coping strategies, establishment of peer support and a normalisation of grief that comes from sharing similar experiences. The use of skilled professionals enabled group dynamics to be better managed and facilitation to be more effective.
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Introduction: The International Thoracic Oncology Nursing Forum (ITONF) is an international lung cancer nursing organization with a mission to educate nurses around the world about caring for patients with thoracic cancers. The mission of ITONF is accomplished through educational workshops, online educational modules and networking opportunities. Methods: During 2020-2021 ITONF had been collaborating with the Mersal Cancer Center in Egypt to provide an educational program to educate Egyptian oncology nurses on the latest treatments in thoracic cancers as well as nursing management strategies. This was based on a regional need’s assessment. Due to the COVID pandemic, as well as practical needs, a hybrid delivery was required. ITONF developed 5 learning modules to meet identified needs. Educational modules with detailed slides were pre-recorded and presented to the Egyptian nurses during an educational conference. Results: A total of 18 Egyptian nurses and social workers attended the conference. Participants viewed the 5 educational modules, each covering a different topic about lung cancer. On the final day of the conference, 3 ITONF presenters joined the conference via Zoom for a live question and answer session. One Egyptian nurse was present to translate questions and facilitate an interactive discussion. During the question and answer session, expert international thoracic oncology nurses from the United States and Australia were able to provide valuable nursing education and answer questions. The Egyptian nurses submitted feedback after the completion of the conference with positive results and constructive feedback. Also, several nurses joined the ITONF organization and have since attended ITONF virtual webinars. Conclusions: ITONF serves as a unified source of international thoracic oncology nurses eager to provide education to any country or organization using a robust educational program. The collaboration with the Mersal Cancer Center in Egypt was the first customized educational program to fit the needs of the Egyptian nurses. During the pandemic, when in person educational opportunities were limited, ITONF collaborated internationally to meet the needs of thoracic oncology nurses. Based on the positive feedback, ITONF feels that this effort can be replicated for other countries and cancer centers. A hybrid educational model of live meetings, recordings, and live-streaming education is a practical model for international oncology nursing education. [Formula presented] Keywords: ITONF, Mersal Cancer Center, Collaboration
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The proceedings contain 245 papers. The topics discussed include: application of the lantern model to stories from the pandemic: its use in enhancing MDT working;hidden work and hidden workers in hospice care;carrying the torch for physician associates (PAS) working in UK hospices;'going against the grain of all we do': hospice staff experiences of moral distress during COVID-19;transformation of death and bereavement support processes across children and adult hospice services;development of a journal club to improve care in a hospice through evidence based practice;no barriers here! advance care planning and people with intellectual disabilities;online community of practice development - palliative care and homelessness;enhancing bereavement group support - changing from a social to a psycho-educational model;and hospice heritage stories: making every memory matter.
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This project arises from the need to contribute to the improvement of ventilation in buildings with multiple rooms. The COVID-19 pandemic forces us to look for alternatives to natural ventilation for energy savings as well as creating more comfortable work spaces without sacrificing the health of users. The mock-up presents a model of extraction ventilation. Optimizes the flow depending on the quality of the air. This work carried out at the IES Escolas Proval is part of an Innovation Project awarded in the current 2020-21 academic year with the participation of the IES Val Miñor and the company Hermes Smart Control. © 2022 IEEE.
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During the COVID-19 pandemic, the education sector worldwide was affected. To minimize the problem, they put in place strategies to get virtual classrooms off to an optimal start. Also, teachers had to be trained, to be up to date with the context. Training must be asynchronous. In this sense, the objective of the research was to set up a model of teacher training through virtual courses. These courses consist of the teaching and learning strategy, teaching resources and materials, learning assessment system, curriculum planning and teacher induction. Virtual course prototypes have been completed for future implementation. The proposed model will provide those involved with a tool that optimizes the teaching and learning process. The methodology used in this research consisted, first, in analyzing the current situation and the proposal to be considered, and then in validating the model with experts in educational pedagogy and others in technological education. Likewise, a 10-question instrument was developed for expert validation of the proposed model, which resulted in an acceptance rate of 85.5%.
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The outbreak of COVID-19 forced billions of learners to stay at home in order to receive online education. The aim of the study is to construct an online sustainable educational model to facilitate this learning approach. This study included 53 peer-reviewed articles for the review study following the selection process of the Preferred Reporting Items for Systematic Review and Meta-analysis Protocol (PRISMA-P) and the clustering techniques of VOSviewer. It is concluded that the model consists of online educational platforms, online assessment systems, social media, and digital literacy. With these features, online education could be sustained. However, challenges should also be addressed to sustain online education during the pandemic. Designers, scientists, and teachers should make every effort to increase learning engagement, enhance learning supervision, formulate adequate emergency programs, minimize educational inequalities, solve technical issues, and formulate systematic learning management and organization. The sustainable online educational model may be updated and perfected by including more practical features in the future.
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Background: The Coronavirus Disease 2019 (COVID-19) pandemic has triggered a global emergency in all social realms, including but not restricted to the economy, health, and education. The health sector requires all healthcare professionals to be well-equipped with the latest advances in knowledge and research through Continuing Professional Development (CPD) and postgraduate training programs such as residencies and fellowships.1 These educational endeavors have been severely affected and potentially compromised since they heavily rely on learning through face-to-face interactive activities.2 Methods: This is a narrative review that discusses the utilization of distance learning in CPD and postgraduate training programs, and the potential for a more active utilization in the post- COVID-19 era as one of the effective tools to meet healthcare practitioners' education, training, and professional development needs. Results: Through this review, we propose a shift towards a more active utilization of online tools for on-site and distance healthcare training and CPD activities, via online platforms that offer video and audio facilities. The advantages of this approach include the flexibility of using such methods, being more convenient, cost-effective, as well as promising continuity even in challenging situations like the current pandemic, aiming at equipping healthcare personnel with the necessary skills and knowledge to ensure safe and effective care for their patients. This is in consideration to several key features for effective distance learning platforms.3 Figure 1 is a conceptual framework that summarizes this approach and addresses the problem, solutions, and challenges to overcome. Conclusion: The current traditional educational model of healthcare training, education, and CPD have been challenged in terms of its effectiveness and continuity, especially during complicated situations like the COVID-19 pandemic. Therefore, this model needs to evolve and utilize distance learning solutions in the era post-COVID-19, in order to guarantee its continuity to equip healthcare workers with the needful skills for safe and effective patient care.
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NOVEL INTRODUCTION: With the presence of COVID-19 in all human activities, the medical world has faced a radical change in the way that medical practice develops all around the world. A necessary cog in the physician's life is the teaching-learning process that is lived daily in the clinical setting during medical residencies. The new reality that is being contemplated warrants a new way of thinking, acting, teaching, and learning. OBJECTIVE: To identify challenges and opportunities for the physician's formation in medical residencies ever since the onset of the pandemic. AUTHOR'S POSITIONING: One of the essential tools that a human being must have to survive any given crisis is his/her capability to adapt and modify conducts in order to better respond to uncertainty. The system under which physicians with specialties have developed throughout the years was sufficient for that specific reality under which it was first conceived;however, as time went by and with the current emergency, this is no longer efficient nor sufficient. Therefore, it's necessary to analyze the education model and reevaluate the competences required to instruct in a specialist. CONCLUSIONS: The clinical formation, particularly, represents a new opportunity to design, plan and implement the education process with a social responsibility sense and innovation through a new and different approach. In this new proposal, both education and health institutions work collaboratively in the generation of excellent medical specialists, not only in the cognitive aspect, but also, in the human aspect.
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The COVID-19 pandemic has brought tremendous challenges for the educational field, especially in terms of leadership strategies to be taken on a short notice in order to ensure both health security of the personnel and learners, but also adapt to an online teaching environment and other challenges. While several higher education institutions had partially or completely adapted to an online educational model, the COVID-19 period offered new challenges in terms of internationalization, investment in technology and financing, but also in terms of implementing new educational models, fully online or hybrid models. Based on a sample of 23 Universities from the European Union, the current research aimed to propose new directions of the academic leadership strategies and focus points during the COVID-19 pandemic, as well as expected trends after the end of the pandemic. Based on the study of the academic leadership strategies and models in the European Union, this paper offers an additional practical overview to existing studies in the field, as it inquires the implemented university leadership strategies in order to adapt and overcome the current pandemic crisis, as well as ensuring the continuity of activities and development of higher educational institutions.
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Introduction: Recently several Pediatric Musculoskeletal ultrasound (PedMSUS) courses have been held. However, content, conduct and format of PedMSUS courses have never been internationally agreed. Objectives: To produce practical and educational recommendations for the conduct, content and format of EULAR/PReS PedMSUS courses. Methods: The project consisted of a joined EULAR/PReS effort and was conducted in two separate phases. 1.Through a systematic literature review, including extensive search on websites and networks on educational projects/events regarding PedMSUS, a list of potential items for the content, conduct and format of basic, intermediate, advanced courses and Teach-The-Theachers (TTT) Ped- MSUS courses, respectively, was identified. Through two Delphi processes, a panel of experts (project Taskforce) found agreement on the items to be considered for each PedMSUS level of competency. 2. Consensus on the proposed items was reached among a broader group of physicians and health care professionals with interest in pedMSUS and/or involved in previous EULAR/PReS MSUS educational events (Consensus Group). Agreement or consensus was achieved on each topic if selected by at least 75% of the participants. Results: Twenty-two out of 24 (92%) Taskforce members participated to the I Delphi-round, whereas 18/22 (82%) to the II round;45/114 (39%) members of the Consensus Group answered the consensus survey. Agreement and consensus were reached on: format of threelevel education model (basic, intermediate and advanced);courses placed prior to the annual PReS and EULAR or joined EULAR/PReS congresses;distribution between theoretical and practical part of 50%-50% for basic courses and 40%-60% for intermediate courses;a maximum of 4 participants per teacher in practical sessions;models at the basic courses should be represented by healthy children, whereas they should patients for intermediate and advanced courses;courses could be attended with by Pediatric Rheumatologists, Adult Rheumatologists and Radiologists;Faculty members/tutors should fulfil prerequisites and should have successfully attended EULAR MSUS TTT courses;TTT courses should be held just prior to the EULAR congress and linked to the EULAR/PReS PedMSUS course;the theoretical part should include how to prepare and deliver educational material, how to organize a PedMSUS course and how to conduct a practical session;practical and theoretical part in TTT should respectively cover 50% of the course;a certificate of attendance and a certificate of successful competency assessment should be provided for all the levels of competency. Conclusion: Shared EULAR/PReS procedures for the conduct, content and format of PedMSUS basic, intermediate, advanced and TTT courses were identified and will allow homogeneous and high-level educational events on PedMSUS under EULAR/PReS umbrella. The potential impact of the COVID-19 pandemia, that spread in the meaningwhile, could not be investigated and may deserve additional insights.
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Aim: The COVID-19 pandemic has reduced medical student exposure to traditional formats of surgical teaching, thereby irrefutably altering surgical education for the foreseeable future. The pandemic has compounded the preliminarily reported disconnect intercalating students experience, as well as depriving students of opportunities for surgical exposure. The aim of our study is to devise an innovative nearpeer system to supplement surgical teaching and guidance for the 'Surgical Sciences' Intercalated BSc offered at University College London, hence promoting surgical education. Method: Past students (preceding two cohorts) were competitively recruited, termed mentors. Each student was paired with a mentor for one-to-one guidance. Mentors and programme directors formulated surgical, module-specific, virtual tutorials (Zoom). Mentees were surveyed using predesigned Google Forms to gauge subjective utility. Likert Scales (0-10) were used for quantitative analysis and free-text fields for further commentary. Results: Mentors and programme directors devised 8 module-specific, surgical tutorials over term 1, spaced on average at every 1.5 weeks. A statistically significant increase in confidence reported per taught module, from 5.85±1.16 to 7.85±0.93 (P<0.0001), was observed. Mentees report an overall recommendation of 93.19% that all tutorials be rerun for the upcoming cohort. 75% of mentees predict their designated mentors will be 'very useful' in their surgical education. Conclusions: A novel model of near-peer education for surgical intercalation studies has been successfully established, whereby students receive valuable education and guidance from mentors with relevant surgical experiences. Students report significant utility in this programme, which can be a constant in otherwise turbulent times for surgical education.