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Background: The COVID-19 pandemic is a major health crisis affecting several nations. Such widespread outbreaks are associated with adverse mental health consequences. Objective(s): To conduct a survey-based assessment of mental health among medical students during the COVID-19 pandemic. Aimed at identifying severity levels of depression and anxiety, stressors related to the pandemic, and barriers students experienced in handling the pandemic-related stress. Method(s): An analytical cross-sectional study was chosen as the study design for this research to study the association between demographic social and mental health among medical students during the pandemic COVID-19. Result(s): The results of this study were collected by respondents through questionnaires as the respondents were needed to answer about 16 questions and the main question was asked mostly about their mental health condition during the pandemic COVID-19. 101 respondents participated in the study. Discussion(s): the impact of COVID-19 on mental health among medical students has been studied. Due to the long-lasting pandemic situation and numerous measures such as lockdown and stay-at-home orders, COVID-19 brings negative impacts on higher education of medical students, self and social isolation, disconnection from friends and teachers resulting in more medical students than ever experiencing feelings of helplessness, isolation, grief, anxiety and depression. The issue of mental health is not only relevant but crucial. Demand for health support services has increased exponentially as a result. Conclusion(s): In this study, severity levels of depression and anxiety, stressors related to the pandemic, and barriers students experienced in handling the pandemic-related stress have increased due to many factors such as social isolation, own health and the health of loved ones, financial difficulties, suicidal thoughts, depressive thoughts, class workload, changes in living environment, eating patterns and sleeping habits.Copyright © RJPT. All right reserved.
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Purpose: This research aimed to map the implementation of the assessment of Islamic Religious Education (commonly known as PAI) learning outcomes in the psychomotor domain during the COVID-19 period in Indonesia. Method: This is a qualitative research conducted through case studies with three data collection methods: observation, interviews, and documentation. Findings: The results of the study showed that the implementation of Islamic Religious Education learning during the COVID-19 period can be seen in three phases: in the first phase, the implementation and assessment of learning related to the psychomotor domain cannot be accommodated by Indonesian schools;the second phase was indicated by the implementation and assessment of online learning fully;and the third phase focused on the online-offline combination mode when online platforms such as Zoom, and WhatsApp were used and assessment of learning outcomes was dominated by performance tests and portfolios through video, audio, and other student products;while the off-line assessment mode focused on hands-on practice. Implications for Research and Practice: despite its limitations, this research provides lessons and insights especially for policymakers to anticipate similar events, such as the COVID-19 pandemic, with learning programs and assessments that are more effective, adaptive, and easy to implement by teachers, especially in the psychomotor domain. Planned and measurable policies will reduce negative impacts on students, such as learning loss, which is happening at this time. © 2022 Ani Publishing Ltd. All rights reserved.
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PURPOSE: During COVID-19, a fully digital course was established for teaching and assessing the psychomotor skills of clinical head and neck examination. Influence of different digital teaching formats was investigated. METHODS: The students (n = 286) received disposable instruments, a manual, and instructional videos for the examination. 221 students additionally received 45 min of interactive teleteaching. After 5 days of practice, all students were required to submit a video of their examination and report their spent practice time. The assessment was carried out using a checklist which was already established in presence teaching. RESULTS: The average score achieved by digital teaching was 86%. Previously published data show that presence teaching achieved 94%. With a teleteaching unit the total score was significantly better than without (87% vs 83%). Teleteaching leads to a significant positive correlation between practice time and total score. Without teleteaching there is a negative correlation. After the same practice time, presence teaching leads to better total scores than digital teaching. CONCLUSION: Digital teaching and assessing of a complex psychomotor skill is possible. Interactive teaching methods increase learning success. Nevertheless, presence teaching seems to be better at teaching these skills. The results can provide a basis for developing hybrid teaching models.
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A substantial number of individuals who experience COVID-19 infection experience prolonged physical and mental symptoms after resolution of their initial infection, and among them, many individuals experience cognitive difficulties including memory lapses and executive function difficulties, often referred to as "brain fog." The possible impact of COVID-19 infection on cognition in persons with HIV-related cognitive disorders is unknown. In this report, we describe post-COVID-19 cognitive and driving function in a 62-year-old man with HIV infection since the early 1990s.
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This research deals with the tele-rehabilitation service for children with disabilities in a post-Covid-19 era. There has been a boom with new working models and adaptation to new challenges and experiences of professionals in rehabilitation therapies. With such services as the most effective way to treat psychomotor deficits in children with disabilities, Rehabilitation Centers have reconfigured their planning by offering hybrid care, but there is a lack of integration of ICT for the delivery of these services through agile approaches. Under an Action-Design methodology, a survey was designed and applied to therapists from five Rehabilitation Centers in Mexico;focused on knowing four relevant aspects: Rehabilitation Teleworking;ICT in therapeutic activity;Communication between parents and Rehabilitation centers;and Patients. From the result, it can be inferred that there is a high level of interest at THE initial education in technological training and a need for higher quality stimulation tools and resources.
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In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The COVID-19 pandemic put the regular and daily operation of the simulation centers on hold, thus reinventing the ways to ensure academic continuity. Faculty had to migrate from traditional face-to-face teaching to the remote digital online modality due to the emergency Covid-19 health confinement;this drastic change did not occur because of innovation. The instrument "Self-assessment on telesimulation for health sciences education” was designed and applied to 100 teachers from various Latin American countries. The dimensions of Active Learning, Interaction and communication, Multimedia, and Telesimulation were evaluated. The dimension with the highest average was Multimedia, and the one with the lowest average was Telesimulation. The telesimulation technique promotes the development of cognitive, kinesthetic, and psychomotor skills allowing training and feedback. There were identified gaps that impact professors' use of telesimulation as a pedagogical strategy.
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Background: Spinal muscular atrophy (SMA) results from a loss-of-function mutation in the SMN1 gene. SMA patients suffer progressive motor disability, although no intellectual impairments have been described. Three drugs have been recently approved by the US Food and Drug Administration (FDA) and the European Medicines Agency (EMA). These drugs result in longer life expectancy for SMA type 1 (SMA1) patients. Objective: The objective of the study was to assess longitudinally the psychomotor development of patients with SMA1 treated after the symptom onset and of patients treated presymptomatically. Design: Longitudinal, monocentric, noninterventional, prospective study. Methods: Our study included 11 SMA1 patients and seven presymptomatic SMA patients. The SMA1 patients were treated with an approved drug beginning after onset of symptoms; treatment for the presymptomatic patients was begun before symptom onset. They were longitudinally evaluated between September 2018 and January 2022 using the Bayley Scales of Infant and Toddler Development™ - Third Edition. Results: At each time point, all patients treated presymptomatically scored above those treated postsymptomatically on the motor scale. The cognitive scores of six of the seven patients treated presymptomatically were average; one patient was in the low average range. In the 11 postsymptomatically treated patients, four scored either in the low average or the abnormal range on the cognitive scale, but a positive trend was observed during the follow-up. Conclusion: A significant proportion of patients treated postsymptomatically scored below average on cognitive and communicative scales, with most significant concerns raised about the age of 1 year. Our study indicates that intellectual development should be considered as an important outcome in treated SMA1 patients. Cognitive and communicative evaluations should be performed as part of standard of care, and guidance should be provided to parents for optimal stimulation.
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BACKGROUND: Regular cognitive training can boost or maintain cognitive and brain functions known to decline with age. Most studies administered such cognitive training on a computer and in a lab setting. However, everyday life activities, like musical practice or physical exercise that are complex and variable, might be more successful at inducing transfer effects to different cognitive domains and maintaining motivation. "Body-mind exercises", like Tai Chi or psychomotor exercise, may also positively affect cognitive functioning in the elderly. We will compare the influence of active music practice and psychomotor training over 6 months in Mild Cognitive Impairment patients from university hospital memory clinics on cognitive and sensorimotor performance and brain plasticity. The acronym of the study is COPE (Countervail cOgnitive imPairmEnt), illustrating the aim of the study: learning to better "cope" with cognitive decline. METHODS: We aim to conduct a randomized controlled multicenter intervention study on 32 Mild Cognitive Impairment (MCI) patients (60-80 years), divided over 2 experimental groups: 1) Music practice; 2) Psychomotor treatment. Controls will consist of a passive test-retest group of 16 age, gender and education level matched healthy volunteers. The training regimens take place twice a week for 45 min over 6 months in small groups, provided by professionals, and patients should exercise daily at home. Data collection takes place at baseline (before the interventions), 3, and 6 months after training onset, on cognitive and sensorimotor capacities, subjective well-being, daily living activities, and via functional and structural neuroimaging. Considering the current constraints of the COVID-19 pandemic, recruitment and data collection takes place in 3 waves. DISCUSSION: We will investigate whether musical practice contrasted to psychomotor exercise in small groups can improve cognitive, sensorimotor and brain functioning in MCI patients, and therefore provoke specific benefits for their daily life functioning and well-being. TRIAL REGISTRATION: The full protocol was approved by the Commission cantonale d'éthique de la recherche sur l'être humain de Genève (CCER, no. 2020-00510) on 04.05.2020, and an amendment by the CCER and the Commission cantonale d'éthique de la recherche sur l'être humain de Vaud (CER-VD) on 03.08.2021. The protocol was registered at clinicaltrials.gov (20.09.2020, no. NCT04546451).
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COVID-19 , Cognitive Dysfunction , Music , Humans , Aged , Pandemics , Cognitive Dysfunction/psychology , Cognition , Randomized Controlled Trials as Topic , Multicenter Studies as TopicABSTRACT
While the COVID-19 vaccines bring hope about the end of pandemic-related closures, leaders worldwide recognize that a fundamental shift has occurred in the way we work, live, and learn. Though we will always need brick-and-mortar schools, our "new normal" must include hybrid and virtual education options for students who do not have access to safe and healthy classrooms. The consequences of not making this shift will place an at-risk generation further behind their peers. At Pathways Early Education Center of Immokalee, in Florida, educators are constantly looking for new ways to engage the children and the families in the migrant farm-working community. As educators discussed strategies to safely bring the children back into the classroom, they considered the option of enhanced virtual classes for their pre-kindergarten students. They were seeking a way to keep students who needed to quarantine for two weeks from falling behind their peers. This article discusses the results of a pilot virtual pre-kindergarten program, which showed that virtual pre-kindergarten students had more positive gains in fine motor skills. Both in-person and virtual pre-kindergarten students will be more prepared with essential skills to succeed in kindergarten than children who have not had access to early education.
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The design and deployment of a conventional water treatment experiment, the Jar Test, are presented in a virtual format. It used a low-cost online platform to reproduce the experimental steps and the actual lab setting to empower students with experiential skills. Skills like experimentation, instrumentation, learning from failure, and communication for their professional success. These skills are evaluated in the accreditation criteria for engineering programs of the Accreditation Board for Engineering and Technology. This virtual experience provided one-hundred and sixty-three civil engineering students with the knowledge to perform experimentation at an engineering level, from water sampling campaigns to performing the Jar Test experiment and measuring physicochemical quantities to draw technical conclusions. According to students' perceptions, the simulation strengthened their capacity for conducting experiments and data collection-processing using virtualized lab instruments. It also consolidated theoretical knowledge to report conclusions according to research findings and enhanced their confidence to perform in-person experiments based on the revised virtual procedure. The results from this study demonstrate that virtual tools could be deployed as a powerful supplement to deliver the practical syllabus when limitations of face-to-face interaction occur. It can also be a blended educational approach since the computer-assisted simulation provides the necessary pre-knowledge that maximizes learning during in-person experimentation.
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SESSION TITLE: Late Breaking Pulmonary and Education Topics Posters SESSION TYPE: Original Investigation Posters PRESENTED ON: 10/18/2022 01:30 pm - 02:30 pm PURPOSE: Healthcare professionals working in intensive care units (ICU) report high burnout levels, especially during the COVID-19 pandemic. Residents are particularly at risk for burnout and sleep deprivation, associated with increased medical errors. However, the relationship between sleep, burnout, and psychomotor vigilance has not been extensively studied in residents working in the medical ICU. METHODS: Fifty residents rotating in the ICU at an academic, tertiary care center were recruited for a prospective controlled trial during a consecutive four-week period from August 2021 – May 2022. Study parameters for two weeks in non-ICU rotations were compared with two week during ICU rotation. Residents wore a wearable sleep tracker for two weeks before and during their ICU rotation. ICU rotation dates were randomized based on a fixed annual schedule. Residents ranged in post-graduate training years one through four. Specialties included internal medicine, transitional year, emergency medicine, anesthesia, and medicine/pediatrics combined residency. Data collected included the Oldenburg burnout inventory score, Epworth Sleepiness Scale (ESS), a computer-based psychomotor vigilance test, American Academy of Sleep Medicine sleep diary, and wearable sleep tracker data. Statistical analysis was performed in Excel and R statistical software. RESULTS: Total sleep minutes detected by the wearable sleep-tracker decreased from 402 minutes (95% CI: 377-427) before ICU to 389 minutes (95%CI: 360-418) during ICU (p<0.05). Residents overestimated the amount of sleep they obtained via their validated daily log at 464 (95% CI: 452-476) minutes before ICU and 442 (95% CI: 430-454) minutes during ICU, which reflected a decrease in sleep of 22 minutes (p<0.02). ESS increased significantly from 5.93 (95% CI: 4.89, 7.07) before to 8.33 (95% CI: 7.09,9.58) during ICU (p<0.01). Oldenburg burnout inventory scores significantly increased during ICU by 8.30 (p<0.001). The total score before ICU was 34.50 (95% CI: 32.87-36.15) and after was 42.82 (95% CI: 40.65-44.98). Exhaustion and disengagement sub-scores significantly increased during ICU (3.94, 4.64, respectively;p<0.001). Interestingly, psychomotor vigilance testing scores showed no significant difference during ICU. CONCLUSIONS: ICU rotations are associated with significantly reduced sleep as objectively measured by sleep wearable and decreased self-reported sleep minutes. Residents overestimate the amount of sleep they obtain. Significant worsening of ESS was noted along with increased burnout in residents working in the ICU. Interestingly, the psychomotor testing remains unchanged. Further research is needed in this area to better understand this phenomenon. CLINICAL IMPLICATIONS: Residents may benefit from increased mandatory wellness events or days off to combat burnout and fatigue while in the ICU. DISCLOSURES: No relevant relationships by Varun Badami No relevant relationships by Danielle DeCicco No relevant relationships by Abhinav Mittal No relevant relationships by Christopher Pham No relevant relationships by Steven Sagun No relevant relationships by Sunil Sharma No relevant relationships by Robert Stansbury No relevant relationships by Jesse Thompson
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As teachers of physical education and sports coaches, we are concerned to keep informed about the latest developments in the field and to learn the best methods and techniques to enable students to take part in physical education and sports in the current conditions, especially within the context of the crisis imposed by the COVID-19 pandemic. We consider it important to know the psychomotor components of students aged between 8 and 10 years, through components of the game of chess. Chess prepares the young generation to integrate harmoniously into society, and resolves and strengthens their psyche to help them cope with difficulties and teaches them not to give up in times of adversity. In this sense, the main purpose of this chapter is to discuss the use of methods and means that aim to stimulate and improve mental endurance, and hence attention, to achieve the best results in children 8-10 years of age, as practitioners of chess in school. © 2022 Elsevier Inc. All rights reserved.
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The Covid-19 pandemic has brought about a true challenge to students and educators in the teaching, learning and assessment (TLA) of the psychomotor domain integral in laboratory experiment and design work. The pandemic has opened venues for open distance learning (ODL) with a completely new outlook for educators. The objective of this paper is to examine the suitability of the alternative TLA methods adopted in laboratory courses in ODL during the pandemic. Document review was carried out on various laboratory courses for a civil engineering programme in Universiti Teknologi MARA. The findings show that the assessment methods commonly used during ODL are individual and group reports, lab demonstration, video presentation, laboratory projects, online tests, individual online interviews, home-based mini projects, peer evaluation, and simulation using various software. Each alternative assessment was evaluated based on three (3) criteria which are the relevancy of knowledge, TLA activities, and suitability of the TLA activities to address the respective learning domain of the courses. Overall, the alternative assessment methods used during ODL were found to be relevant in imparting knowledge in laboratory courses, except for the development of specialist knowledge (WK4) as students are not able to utilize the equipment in the laboratory. Meanwhile, alternative activities are found less suitable to address the psychomotor domain imparted in the learning outcomes that involve specified equipment or machinery. Finally, the alternative assessments are found to effectively capture the cognitive skills and the programme outcomes related to knowledge application (PO1) and analysis (PO2) but are less effective in capturing investigation skills (PO4) addressing the psychomotor domain. © 2022, Asian Journal of University Education. All Rights Reserved.
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Introduction In medical school, capacity building is a central goal. During the COVID pandemic, in-classroom teaching was temporarily suspended and online teaching was used even to teach psychomotor ability skills such as specific examination skills, e.g. of the head and neck. Our study aimed to measure performance and capacity of self-evaluation in students who had only received online teaching. Methods After completing a new extensive online ENT examination course, we conducted a standardized clinical skills exam for nine different ENT examination items with 30 students. Using Likert-scales, self-evaluation was measured based on questionnaires right before the clinical skills exam and objective evaluation during the exam was assessed following a standardized regime. Self-evaluation and objective evaluation were correlated. We compared this cohort to a cohort that had completed a traditional in-classroom ENT skills course. Results Compared to in-classroom teaching, students of the online cohort self-assessed their examination skills similar whereas objective evaluation showed slightly decreased skill levels. In easier psychomotor examination techniques, students overestimated their skills more often. In more difficult examination techniques such as endoscopy, both over- and underestimation were more often observed. The highest level of misjudgment was found in techniques with intermediate difficulty. Conclusion Online courses can add additional value to in-classroom teaching in a timely and reasonable way and can help to gain ENT examination skills. Nevertheless, online-only teaching cannot replace in-classroom teaching to acquire the sophisticated psychomotor skills needed for a thorough clinical ENT examination. Virtuelle Hochschule Bayern.
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Background: The neurobiology of depression can be heterogeneous with multiple hypotheses proposed, including serotonin and neuroinflammatory pathways, each falling short of explaining the complete picture. Several reports describe the increased frequency of depression in the community following the COVID-19 pandemic and reports about neuropsychiatric sequela of the virus are emerging and the possible role of neuroinflammation. We present a patient who developed severe depression with psychotic features subsequent to his COVID-19 infection and was treated successfully with ECT following several failed medication trials. Case: A 49-year-old male with a past medical history of type II diabetes, hyperlipidemia, hypertension, chronic kidney disease, and gastroesophageal reflux disease was diagnosed with COVID-19 in January 2021. Upon initial diagnosis, neither admission nor treatment with steroids was required. He presented to the emergency department four days later with sepsis, pneumonia, and AKI secondary to COVID-19 along with the new onset of suicidal ideations with plans to cut himself and significant psychomotor features despite no previous history of mental illness or treatment. His EEG showed diffuse slow waves, consistent with encephalopathy, but no delirium was noted. He exhibited irritability, anger, anhedonia, negativism, and isolated himself in his room. He demonstrated delusional fear about his apartment exploding due to electricity disconnected for not paying his bills. He misinterpreted the blood draws as someone suspecting he has HIV. Treatment started on the medical floor and he was later transferred to the psychiatric floor. Several psychotropic medications were tried separately including citalopram 20mg, escitalopram 20mg, and bupropion (titrated to 300mg) with the addition of aripiprazole 5 mg without improvement. ECT was considered and his depression and psychosis improved following 6 treatments of bilateral ECT. He was discharged following completion of 10 ECT treatments on 300 mg of bupropion daily and 5mg olanzapine at night. Discussion: Viral infections such as HIV, Hepatitis C, and Influenza are associated with neuropsychiatric sequelae, including depression. COVID-19 infection is occasionally associated with ‘cytokine storm’ which may exacerbate neuroinflammation via increases in cytokines and possible activation of mast cells and microglia.[1] The role of elevated pro-inflammatory cytokines and glucocorticoid receptor resistance is widely studied. Interleukin-6 and CRP are the most strongly linked to depression with a high correlation for anhedonia and psychomotor retardation, prominent features of depression in our case, hinting at a possible role of neuroinflammation. [2] Psychotic features and psychomotor retardation are predictors of ECT response which matched the response to ECT in this case. References: 1. Kempuraj, Duraisamy, et al. COVID-19, mast cells, cytokine storm, psychological stress, and neuroinflammation. The Neuroscientist 2020: 402-414. 2. Tiemeier, Henning, et al. Inflammatory proteins and depression in the elderly. Epidemiology 2003: 103-107.
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One year after the start of the COVID-19 pandemic, its secondary impacts can be globally observed. Some of them result from physical distancing and severe social contact restrictions by policies still imposed to stop the fast spread of new variants of this infectious disease. People with Alzheimer's disease (AD) and other dementias can also be significantly affected by the reduction of their activity programs, the loss of partners, and social isolation. Searching for the closest translational scenario, the increased mortality rates in male 3xTg-AD mice modeling advanced stages of the disease can provide a scenario of "naturalistic isolation." Our most recent work has shown its impact worsening AD-cognitive and emotional profiles, AD-brain asymmetry, and eliciting hyperactivity and bizarre behaviors. Here, we further investigated the psychomotor function through six different psychomotor analysis in a set of 13-month-old 3xTg-AD mice and their non-transgenic counterparts with normal aging. The subgroup of male 3xTg-AD mice that lost their partners lived alone for the last 2-3 months after 10 months of social life. AD's functional limitations were shown as increased physical frailty phenotype, poor or deficient psychomotor performance, including bizarre behavior, in variables involving information processing and decision-making (exploratory activity and spontaneous gait), that worsened with isolation. Paradoxical muscular strength and better motor performance (endurance and learning) was shown in variables related to physical work and found enhanced by isolation, in agreement with the hyperactivity and the appearance of bizarre behaviors previously reported. Despite the isolation, a delayed appearance of motor deficits related to physical resistance and tolerance to exercise was found in the 3xTg-AD mice, probably because of the interplay of hyperactivity and mortality/survivor bias. The translation of these results to the clinical setting offers a guide to generate flexible and personalized rehabilitation strategies adaptable to the restrictions of the COVID-19 pandemic.
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Objectives: The study aimed to assess and compare the global development in six-month-old infants before and during the pandemic restrictive social distancing measures. Methods: This cross-sectional nested study involved infants assessed through the Griffiths Scales of Child Development (GSCD) between September 2019 and April 2021. Infants were classified in a pre-COVID or a COVID group, considering the evaluation date and the restrictive measures in place. GSCD subscales and General Development Scores (GDS) were calculated and compared. Results: One hundred and four healthy term-born infants were evaluated. GDS in the COVID group (n:70; median: 94; IQR: 90-100) appeared significantly lower than in the pre-COVID group (n:34; median: 98; IQR: 97-103; p < 0.001). Language and personal-social-emotional subareas scores appeared the most affected. A decreasing trend of GDS along with the severity of restriction was observed. Conclusion: A reduction in infant development scores was observed during pandemic social distancing. Further studies are needed to systematize these findings and to address effective public health policies for infants and families during long-term forced isolation periods.