Exploring Student Perceptions, Engagement, and Satisfaction with Instructor Made Videos in Online Courses

This study created instructor-made videos (IMVs) for online courses with the goal of increasing student-instructor connection, student engagement, overall course/instructor perceptions, and ultimately student satisfaction. IMVs were made for course introductions to outline instructor expectations, and weekly updates. The rapid increase to online learning due to recent shifts in education from COVID-19 displayed a need for continued social presence of the instructor, a concept not well-integrated into online learning environments. Students enrolled in two undergraduate introductory-level courses over two consecutive terms were studied. The methodologies consisted of student engagement data including quantity and quality of weekly discussion posts and overall grade distribution using independent t-tests and Mann-Whitney tests. The end of term course evaluations and a student survey gauged student satisfaction and student perception of the IMVs. The findings did not show a statistically significant difference;however, the data provided evidence of greater student engagement rates in courses with IMVs through higher course grades and discussion participation. Positive outcomes were reported from the course evaluation and student survey, which indicated an increased perception and student satisfaction in courses with IMVs. These outcomes contribute to the field of online education by providing support for the belief that adding IMVs into online classrooms to increase instructor presence can contribute to student satisfaction.

Training concepts with telemedicine in pediatric diabetology.

The high level of technologization in the treatment of type 1 diabetes mellitus made it possible to provide outpatient care during the coronavirus pandemic with the help of video consultations. The increasing experience of families' e-learning in school or professional life and the structures created in practices and clinics to provide telemedical consultations has allowed the continued development of different training concepts in pediatric diabetology. The use is diverse and individual, such as having additional caregivers participate in a face-to-face training sessions, to jointly perform timely processing in the case of acute questions from parents through data analysis, or to avoid long travel distances to attend a consultation. Important for implementation is a structured approach with all necessary tools, a quiet workplace, and the expectation of the possible occurrence of technical problems on both sides. Backup contact by telephone is helpful. Telemedicine training concepts in diabetes counselling is a new exciting experience and complements the care of the entire family with a child or adolescent with diabetes mellitus and should be used and expanded in the future.Copyright © 2022, The Author(s), under exclusive licence to Springer Medizin Verlag GmbH, ein Teil von Springer Nature.

Effect of self-learning media based on 360° virtual reality for learning periodontal instrument skills.

INTRODUCTION: Of 360° Virtual Reality (VR) is possibly produced and sufficiently effective as a consumer-friendly VR learning medium. Therefore, it is also expected to be useful in the dental practice field, as a self-learning medium for non-face-to-face skill training during the ongoing pandemic (COVID-19). Accordingly, this study was conducted to assess 360° VR self-learning media for a periodontal instrument operation. MATERIALS AND METHODS: We recruited 30 participants who had never experienced instrument training. We offered basic education and initial assessment (IA), then divided them into three groups: 1) PAPER: trained only with paper handouts; 2) 2D: trained with 2D video; 3) VR: trained with 360° VR. Each group performed self-learning and mid-term assessment (MA). Subjects then implemented home self-learning with the same media for one week, which was then followed by a final assessment (FA). RESULT: Analysis of IA-to-FA improvement scores showed that VR and 2D video were significantly higher than the PAPER groups. Meanwhile, analysis of MA-to-FA improvement scores showed that only VR was substantially higher than the PAPER group. Although VR and 2D video groups were not considerably different, VR scores were numerically higher than 2D video in all improvement score analyses. DISCUSSION: Both 2D video and 360° VR training were helpful to participants for an effective self-learning and also had good portability and accessibility as online-based learning methods. 360° VR showed higher learning efficiency than regular 2D video, possibly due to its autonomy, 360° visual information and physical and immersive characteristics, which positively affected self-training. CONCLUSION: Our findings showed the potential of 360° VR learning media and, further, suggest its usefulness as a novel self-learning method in future dental education.

Training concepts with telemedicine in pediatric diabetology

The high level of technologization in the treatment of type 1 diabetes mellitus made it possible to provide outpatient care during the coronavirus pandemic with the help of video consultations. The increasing experience of families' e-learning in school or professional life and the structures created in practices and clinics to provide telemedical consultations has allowed the continued development of different training concepts in pediatric diabetology. The use is diverse and individual, such as having additional caregivers participate in a face-to-face training sessions, to jointly perform timely processing in the case of acute questions from parents through data analysis, or to avoid long travel distances to attend a consultation. Important for implementation is a structured approach with all necessary tools, a quiet workplace, and the expectation of the possible occurrence of technical problems on both sides. Backup contact by telephone is helpful. Telemedicine training concepts in diabetes counselling is a new exciting experience and complements the care of the entire family with a child or adolescent with diabetes mellitus and should be used and expanded in the future.

Attitude changes following short-form opioid overdose video education: a pilot study.

BACKGROUND: Opioid overdose response training (OORT) and the need for its rapid expansion have become more significant as the opioid epidemic continues to be a health crisis in the USA. Limitation of funding and stigmatization often hinders expansion of OORT programs. Primarily due to the COVID-19 pandemic, there has been widespread transition from in-person to virtual communication. However, OORT programs may benefit from long-term use of this modality of education if it can be as effective. OBJECTIVE: To measure the change in participant attitude after a brief, virtual OORT. METHODS: A 6.5-min OORT video explained recognition of opioid overdose, appropriate response and proper administration of intranasal naloxone. Pre- and post-video scores from a 19-item survey were used to determine the video's impact on participants' self-perceived competence and readiness to administer naloxone to a person with a suspected opioid overdose. Paired t tests were used in the analysis of pre- and post-video scores. Mann-Whitney U and Kruskal-Wallis H testing were used to compare variance between several demographic subgroups of interest. RESULTS: A sample of 219 participants had a significant mean difference of 15.12 (SD 9.48; 95% CI 13.86-16.39, p < 0.001) between pre- and posttest scores. Improvements were found to be greatest in content-naïve participants with lower levels of education and non-health care-related jobs than participants endorsing previous content awareness, formal naloxone training, masters, doctorate or professional degrees and health care-related jobs. CONCLUSION: This pilot study demonstrated encouraging evidence that a brief, virtual, pre-recorded educational intervention improved participant-rated competence and readiness to administer intranasal naloxone in a suspected opioid overdose. Due to scalability and ability to overcome common healthcare accessibility barriers, short-form videos focused on key facts about naloxone and the benefits of its use could be part of a strategy for rapid expansion of OORT programs to mitigate opioid overdose fatalities.

A Mixed Methods Assessment of Home-Based Video Pretransplant Lung Education.

Introduction: Patients awaiting lung transplantation must learn new information to successfully navigate the transplant process. A supplemental video series was piloted to patients at home during the Covid-19 pandemic to improve pre-transplant education. Methods: A mixed methods study was undertaken to assess patient experiences with this method of education, confirm the ideal timing of the education, and identify gaps that require further attention. Semi-structured interviews were conducted with 17 one-on-one or dyadic (patients and caregivers) who viewed the video series at home. A third-party researcher (not involved in creation of the educational materials) conducted the interviews by phone, which were audio recorded and then transcribed verbatim. NVivo 12 Pro for Windows software was used to code the data and identify emerging themes. Results: Participants indicated that home-based videos were applicable, and informative and helpful (4.7 on 5-point Likert scale) and appreciated the advice and experiences of real patients. They were satisfied with their transplant education (4.2/5). While there were few aspects that the participants disliked about the videos, the interviews elicited outstanding questions about the transplant process (eg, logistical aspects of travel) and transplant concerns (eg, medications, expenses, and precautions in daily life). Conclusion: Patients being assessed or listed for lung transplant valued the novel electronic video education, and we will implement the home-based process into standard of care after the patient's initial visit with the transplant respirologist. Pre-transplant education will be tailored to help address the outstanding gaps identified in this program evaluation.