Adapting domestic abuse training to remote delivery during the COVID-19 pandemic: a qualitative study of views from general practice and support services.

BACKGROUND: Identifying and responding to patients affected by domestic violence and abuse (DVA) is vital in primary care. There may have been a rise in the reporting of DVA cases during the COVID-19 pandemic and associated lockdown measures. Concurrently general practice adopted remote working that extended to training and education. IRIS (Identification and Referral to Improve Safety) is an example of an evidence-based UK healthcare training support and referral programme, focusing on DVA. IRIS transitioned to remote delivery during the pandemic. AIM: To understand the adaptations and impact of remote DVA training in IRIS-trained general practices by exploring perspectives of those delivering and receiving training. DESIGN AND SETTING: Qualitative interviews and observation of remote training of general practice teams in England were undertaken. METHOD: Semi-structured interviews were conducted with 21 participants (three practice managers, three reception and administrative staff, eight general practice clinicians, and seven specialist DVA staff), alongside observation of eight remote training sessions. Analysis was conducted using a framework approach. RESULTS: Remote DVA training in UK general practice widened access to learners. However, it may have reduced learner engagement compared with face-to-face training and may challenge safeguarding of remote learners who are domestic abuse survivors. DVA training is integral to the partnership between general practice and specialist DVA services, and reduced engagement risks weakening this partnership. CONCLUSION: The authors recommend a hybrid DVA training model for general practice, including remote information delivery alongside a structured face-to-face element. This has broader relevance for other specialist services providing training and education in primary care.

Development and implementation of a sustainable COVID-19 training package for healthcare workers: Experience from a teaching hospital of North India.

Background: With the impending threat of future COVID-19 waves, it is imperative that teaching hospitals develop, implement, and evaluate a systematic training program to render HCW elastic in delivering COVID-19 related services. We present our experience in developing, implementing, and evaluating a sustainable and scalable COVID-19 patient management training package for healthcare workers. Materials and Methods: A mixed-methods study design was used. Rapid assessment to understand the need of the trainees and identify the available resources was done followed by planning of the training module and its implementation. The program was evaluated for effectiveness and sustainability. Data analysis was done using descriptive statistics and qualitative data generated from open-ended questions in the feedback forms and the discussions were analyzed using rapid content analysis. Results: A total of 66.8% of the doctors and 18.9% of the nurses were trained by online synchronous mode while 55.0% of the nursing officers and 47.1% of the nursing orderlies and paramedical staff were trained in onsite skill development sessions. Need assessment identified that healthcare workers were ill-prepared to use medical devices such as Bipap machines, ventilators, and oxygen delivery devices. The participants mentioned that the multidisciplinary approach and video-based demonstrations facilitated their online learning while the incremental learning approach, easy-to-understand terminology and hands-on experience facilitated their onsite skill development sessions. Conclusion: The COVID-19 training package developed was multidisciplinary, effective, sustainable, and scalable in a resource-limited setting. We suggest that this model can be adapted by healthcare organizations to develop and implement such training packages for their healthcare workers.

'Just Do It' Mission Operations Training in a COVID World

'No'-'not'-'can't do it'-these words don't fly in M2020 Mission Operations. The M2020 Surface Mission Operations Team trained for landing the Perseverance Rover under COVID-19 remote work/mandatory stay-at-home conditions. Training activities included presenting Flight Schools to the team via video conferencing, training COVID personal safety requirements to on-premises staff, and constantly updating and communicating COVID restrictions to the team as safety requirements changed. This paper explores the impact of COVID on the Mission System Training for M2020 Mission Operations. The layers of COVID, aptly named the 'COVID Tax' by team management, affected project roles, communications, personnel interactions, operations facility usage and training exercises practiced by the team. Flight Schools and Operational Readiness Tests (ORTs) are driving forces behind the surface mission operations training. These activities work hand-in-hand to prepare the team for landing day, surface operations that transition from cruise to nominal operations, and nominal operations. Under normal training conditions, Flight Schools and ORTs are only concerned with tactical operations for the Uplink (Command) Downlink (Analysis) and Campaign Implementation (Planning) Teams of scientists and system engineers. Due to COVID, and the necessity to maintain physical distance between people, training for the landing team needed to include the new category of COVID personal safety. COVID also necessitated remote teams and video conferencing of the entirety of Flight Schools. This reliance on distance learning had not been done on previous missions. We will explore the advantages and disadvantages of video conferencing as a training platform;training effectiveness in communicating and practicing the multiple changes to the COVID safety protocols;and the timing in which we received and responded to COVID directives. Additionally, this paper will review the practical measures taken by the on-premises team and how the team adapted during the readiness tests, landing, and early mission operations, as well as how the team responded to the post-vaccine ramping down of COVID Protocols. The M2020 Surface Mission Operations Team responded very well to the challenges of COVID. All pre-landing operational and COVID-related training was completed. Post-landing COVID Training was provided as needed to new on-premises personnel. Training presented on COVID for the first operational readiness test (ORT) consisted of 2.5 hours of training. Each ORT had COVID Training. A person who had participated in all of the ORTs from September 2020-February 2021 would have received over 7 hours of COVID Training. By ORT-12 (approximately 8 weeks after the first ORT), the Training team consolidated the original COVID training to a one-hour COVID Basic Training course, with additional recommended training. The Basic training course was updated after landing, as vaccines became available. COVID Training had multiple Flight Schools in the self-directed Blackboard Learning system, as well as a Quick Reference Wiki for Onboarding of new on-premises personnel and keeping on-premises personnel up-to-date. COVID Training covered many topics including practical methods of 6-foot distancing, how to interact with an IT professional when help was needed at a workstation, and challenging indoor meal-eating protocols. COVID Training continued to be updated, as the lab and the project respond to the virus variants and federal, state and local ordinances. © 2022 IEEE.

Knowledge of University Students in Health Care Settings on Vaccines and Vaccinations Strategies: Impact Evaluation of a Specific Educational Training Course during the COVID-19 Pandemic Period in Italy.

BACKGROUND: Training future healthcare professionals on vaccination through specific courses is important to properly promote active immunization among the general population and to fight fake news and false beliefs on vaccinations. The aim of the study was to assess the impact of an elective course about vaccinations on the knowledge of medical students, pharmacy students, and medical resident in Hygiene and Preventive Medicine in Italy. METHODS: The participants were asked to complete an anonymous questionnaire before and after an elective teaching activity (ETA) on vaccination. The two questionnaires contained the same 30 questions and focused on different aspects of vaccines and vaccination. The students who had attended the seminar were allowed to fulfil the post-lecture questionnaire. Both descriptive and inferential analysis were performed on the results; in particular, Student's t-test for independent samples was used to compare the total score obtained before and after attending the ETA. RESULTS: A total of 449 students participated in the ETA. Overall, the participation in the ETA allowed them to significantly improve their final score (+27.28%, p < 0.001). Good results were obtained even when comparing the three groups (medical students, pharmacy students and medical residents) separately. Females improved more than males, especially among pharmacy students. DISCUSSION: The present study highlights the importance and the impact that extracurricular activities can have in improving knowledge about vaccinations. With vaccination and vaccine hesitancy and acceptance topics with increasing attention paid by the population, especially after the COVID-19 pandemic, it is fundamental to develop new strategies to increase future healthcare professionals' knowledge about vaccinations.

ICT Competence of Pre-service Teachers in Vietnam: Structure and Impact Model

Information and Communication Technology (ICT) has created ample distance learning opportunities during the Covid-19 pandemic. That also makes a requirement for transformation in education and teacher training. ICT competence is considered a part of pre-service teachers' professional competencies that apply technology in teaching and assessing students. This study aimed to determine the ICT competence level of student teachers by using ICT self-assessment surveys and find out the factors that affect student competence. The ICT competence structure was built based on four ICT skills frameworks containing 05 components: Using computers, using teaching and assessment applications, Using Internet resources, using peripheral devices, Communicating on an online platform. 289 pre-service teachers have participated in the survey. They self-assessed their ICT competence and answered the questionnaire about their training activities at university. The data was analyzed using the PLS-SEM method and found the positive impacts of infrastructure and learning activities on pre-service teachers' ICT competence. © 2022 Thai et al.

Virtual Education on Health during the COVID-19 Pandemic

The virtuality imposed by the COVID-19 pandemic has forced the redesign of training activities and experiences to digital platforms. This study aims to analyze the experiences of university obstetrics during the period of the COVID-19 pandemic. The approach is qualitative with a phenomenological design. Two discussion groups were held with 14 female obstetrics students from three public universities in Lima, Ica, and Tacna;and two private universities in Arequipa and Cusco. The aspects mentioned by the university students are related to academic uncertainty, being overwhelmed by confinement, concern for the economic future, increased workload, boredom due to the cessation of face-to-face classes, fatigue, and difficulties in carrying out work remotely. © 2021 IEEE.