Theoretical content of a mobile application on COVID-19: contributions from healthcare students / Conteúdo teórico de um aplicativo móvel sobre covid-19: contribuições de acadêmicos da área da saúde / Contenido teórico de una aplicación móvil sobre COVID-19: contribuciones de los académicos sanitarios

Objetivo: identificar dúvidas de acadêmicos da área da saúde sobre a COVID-19 para a composição do conteúdo teórico de um aplicativo móvel. Método: pesquisa qualitativa, desenvolvida no estado do Rio de Janeiro, em julho de 2020, por meio de formulário eletrônico com acadêmicos da saúde, cujos dados foram processados no software Interface de R pour Analyses Multidimensionnelles de Textes Et de Questionnaires. Resultados: as dúvidas de acadêmicos da área da saúde sobre a COVID-19 que subsidiaram a composição do conteúdo do aplicativo móvel, versaram sobre: formas de contágio, cadeia de transmissão da doença, sinais e sintomas, contágio e prevenção, além do tratamento frente à COVID-19. Conclusão: a identificação de temas para composição do aplicativo móvel sob a ótica dos acadêmicos da área da saúde, possibilitará o uso deste como tecnologia educacional no âmbito da saúde, promovendo mudanças de atitudes, autonomia, além de favorecer a tomada de decisão frente a pandemia

Objective: to identify questions from academics in the health area about COVID-19 for the composition of the theoretical content of a mobile application. Method: qualitative research, developed in the state of Rio de Janeiro, in July 2020, through an electronic form with health academics, whose data were processed in the software Interface de R pour Analyses Multidimensionnelles de Textes Et de Questionnaires. Results: the doubts of academics in the health area about COVID-19 that subsidized the composition of the content of the mobile application, dealt with: forms of contagion, disease transmission chain, signs and symptoms, contagion and prevention, in addition to the front treatment to COVID-19. Conclusion: the identification of themes for the composition of the mobile application from the perspective of academics in the health field, will enable its use as an educational technology in the health field, promoting changes in attitudes, autonomy, in addition to favoring decision-making face of the pandemic

Objetivo: identificar preguntas de académicos del área de la salud sobre COVID-19 para la composición del contenido teórico de una aplicación móvil. Método: investigación cualitativa, desarrollada en el estado de Rio de Janeiro, en julio de 2020, mediante un formulario electrónico con académicos de la salud, cuyos datos fueron procesados en el softwareInterface de R pour Analyses Multidimensionnelles de Textes Et de Questionnaires. Resultados: las dudas de los académicos del área de la salud sobre el COVID-19 que subsidiaba la composición del contenido de la aplicación móvil, fueron sobre: formas de contagio, cadena de transmisión de enfermedades, signos y síntomas, contagio y prevención, además del frente tratamiento para COVID-19. Conclusión: la identificación de temas para la composición de la aplicación móvil desde la perspectiva de los académicos en el campo de la salud, permitirá su uso como tecnología educativa en el campo de la salud, promoviendo cambios de actitudes, autonomía, además de favorecer la toma de decisiones ante la pandemia

Remote teaching in times of the covid-19 pandemic: new experiences and challenges / Ensino remoto em tempos de pandemia da covid-19: novas experiências e desafios / Educación remota en tiempos de pandemia del covid-19: nuevas experiencias y desafíos

OBJETIVO: Refletir sobre o ensino remoto como possibilidade de novas experiências e desafios em tempos de pandemia da Covid-19. MÉTODO: Análise reflexiva sobre as novas experiências e desafios no ensino remoto durante a pandemia da covid-19. RESULTADO: O ensino remoto traz a oportunidade de integrar aulas de maneira síncrona (em tempo real) através webconferência e atividades assíncronas (não se efetivam em tempo real) que possibilitam o uso de ferramentas interativas de aprendizagem estimuladas pelo professor, mediador do conhecimento, em especial da Enfermagem. CONCLUSÃO: Recomenda-se que o professor promova a interatividade permitindo que o aluno, usufruindo dos recursos disponíveis no ambiente virtual de aprendizagem, possa compor elementos dos conteúdos discutidos com experiências positivas de aprendizagem.

OBJETIVO: Reflexionar sobre la enseñanza remota como una posibilidad para nuevas experiencias y desafíos en tiempos de la pandemia del Covid-19. MÉTODO: Análisis reflexivo de nuevas experiencias y desafíos en educación remota durante la pandemia del covid-19. RESULTADO: La enseñanza remota brinda la oportunidad de integrar clases de forma sincrónica (en tiempo real) a través de conferencias web y actividades asincrónicas (no realizadas en tiempo real) que permiten el uso de herramientas de aprendizaje interactivas estimuladas por el docente, mediador del conocimiento, en especial de la Enfermería. CONCLUSIÓN: Se recomienda que el docente promueva la interactividad permitiendo al alumno, mediante el aprovechamiento de los recursos disponibles en el entorno virtual de aprendizaje, componer elementos del contenido discutido con experiencias positivas de aprendizaje.

OBJECTIVE: To reflect on remote teaching as a possibility for new experiences and challenges in times of the COVID-19 pandemic. METHOD: A reflective analysis on the new experiences and challenges in remote teaching during the COVID-19 pandemic. RESULTS: Remote teaching brings the opportunity of integrating classes in a synchronous manner (in real-time) through web conferences and asynchronous activities (not in real-time) which allows for the use of interactive learning tools stimulated by the professor, knowledge mediator, especially in Nursing. CONCLUSION: It is recommended that the professor promotes interactivity allowing the student, while enjoying the available resource in the virtual learning environment, to compose elements of the contents that are discussed with positive learning experiences.

Exploring the Negative and Gap-Widening Effects of EdTech on Young Children's Learning Achievement: Evidence from a Longitudinal Dataset of Children in American K-3 Classrooms.

Introducing educational technology (EdTech) into school classrooms constitutes one of the strongest educational reforms of recent decades worldwide, and as a discursive or ideological background of it, there has been the optimistic consensus on the use of EdTech among the global education community. In this context, this study highlights the dark side of EdTech and provides an opportunity for critical self-reflection of its current use through a series of quantitative analyses on a longitudinal dataset of children in K-3 American classrooms collected during the first half of the 2010s (ECLS-K:2011). In this process, two adverse effects of EdTech on young children's learning achievement are identified: the negative effect and the gap-widening effect. These findings convey the crucial message that the education community's approaches to EdTech should be more prudent than the current optimistic consensus. These findings do not lead us to any extreme or rigid conclusion such as techno-determinism or neo-Luddism, but rather call for a balanced and realistic deliberation on the benefits and risks of technology. This point is particularly worth clarifying in the recent situation, where schools' dependence on EdTech has inevitably increased in response to the COVID-19 pandemic.

Production and use of educational technologies in nursing post-graduation.

OBJECTIVE: To report, under the light of Gardner's Theory of Multiple Intelligences, the experience of students with advanced educational practices, involving the production and use of technologies in the postgraduation nursing course of the Universidade Federal de Pernambuco. METHODS: Experience report of students from the post-graduation nursing program from the Universidade Federal de Pernambuco, about the production of knowledge using educational technology and the application of active methodologies in the teaching-learning process for face-to-face and distance teaching. RESULTS: The post-graduate students participated in the educational process in a creative way, both during in-person and distance teaching. They created: domino games, educational videos, parodies, conceptual maps, virtual role-playing, an interactive quiz, among others. FINAL CONSIDERATIONS: The experience of the students with the advanced educational practices, including the production and use of technologies in nursing post-graduation showed that the teaching-learning process can be innovative and planned to go beyond traditional methods.

Distance learning, technological devices, lifestyle and behavior of children and their family during the COVID-19 lockdown in Lombardy: a survey.

BACKGROUND: The COVID-19 pandemic and the subsequent national lockdowns, school closures and distance learning may have had both negative and positive effects on physical and mental health of children. METHODS: A cross-sectional study was conducted on a large group of children between 1 and 10 years old in Lombardy, Italy (n = 3392). Their parents filled in a survey answering single or multiple-choice questions about their offspring's behavior changes (including sleep, dietary habits, emotional disturbances), relationship with siblings, parents and peers, the use of digital technologies, and distance learning experience during the lockdown. RESULTS: Parents reported lifestyles and emotional alterations during the lockdown. The modifications of family relationships, parents' remote working, and screen time were associated with sleep, emotional and behavioral modifications. Distance learning was overall considered adequate. CONCLUSIONS: This study reported the most updated data on the effects of COVID-19 pandemic lockdown on children between 1 and 10 years of age in a large sample of Italian schoolchildren. The results of this study point out that pediatricians and authorities should support relationships within families during the COVID-19 pandemic. Parents' remote working might play an important role for this purpose.

Telesimulation for remote simulation and assessment.

Telesimulation (TS), the process of using the internet to link educators and trainees at locations remote from one another, harnesses the powers of technology to enable access to high-quality simulation-based education and assessment to learners across the globe. From its first uses in the teaching and assessment of laparoscopic skills to more recent interpretations during the current pandemic, TS has shown promise in helping educators to address pressing dilemmas in medical education.

Application of technology to educational needs in surgery.

Innovations in surgical education follow advancing clinical technology. New surgical methods have prompted demand for systematic methods to leverage computing power and internet tools to achieve proficiency-based training goals. Virtual reality, high-fidelity patient simulation, web-based resources to facilitate performance assessment, and telementoring have become mainstream practices, although patient outcomes benefits are not well studied. Remote virtual meeting and mentoring have had transformative effects on resident experiences, the full effects of which remain to be seen.

COVID-19 pandemic: educational technology for post-hematopoietic stem cell transplant patients.

OBJECTIVE: to describe the experience of building the technology "Care for the prevention of COVID-19 in post-hematopoietic stem cell transplant patients". METHODS: experience report conducted in a hematopoietic stem cell transplant outpatient clinic that supported the construction of an educational technology in the form of a booklet for the prevention of COVID-19. In May 2020, a literature review in scientific databases and guidelines of health organizations were used for its development. RESULTS: printed booklet with information on the definition of coronavirus, hand hygiene, use of the mask by the patient and caregiver, isolation and social distancing and general hygiene care. FINAL CONSIDERATIONS: the use of technologies is characterized as a tool for educational actions therefore, nurses, patients and caregivers benefit from guidance processes for health care. The developed technology has the potential to minimize the impact and spread of SARS-CoV-2 among high-risk populations.

2020 family medicine postgraduate examinations at The University of the West Indies: successes and challenges in the time of COVID-19 pandemic.

Little has been published regarding postgraduate assessments during the COVID-19 pandemic. There is an urgent need to graduate well-trained specialists including family physicians who play a key role in patient care. The successes and challenges encountered in mounting qualifying 2020 Family Medicine examinations during the COVID-19 pandemic at the University of the West Indies are described in this paper. Human resource, planning, use of technology and virtual environments are discussed, which enabled successful examinations at this multicampus regional site.

Older Adults' Attitudes Toward Virtual Volunteering During the COVID-19 Pandemic.

This study explored older adults' technology use patterns and attitudes toward virtual volunteering during the COVID-19 pandemic. A 22-item survey was administered to 229 volunteers in the St. Louis region who tutor children through the Oasis Intergenerational Tutoring program. Although most respondents are familiar with technology and expressed that they are likely to volunteer virtually, their responses varied significantly by age, education, gender, income, and school districts. Some tutors expressed that virtual volunteering may eliminate barriers to in-person volunteering, while others were concerned with establishing a personal connection with students online. These findings suggest that tutors anticipate both benefits and challenges with virtual volunteering and that efforts to engage older adults during the pandemic should factor in prior use of technology and ensure that different subgroups are not marginalized.

Rising to the Challenge: The Delivery of Simulation and Clinical Skills during COVID-19.

The declaration of a global pandemic in March 2020 resulted in all higher education institutions having to quickly transform traditional didactic teaching and learning to online delivery. This involved delivering lectures and seminars virtually, and student contact time in University ceased immediately. Although many Universities had existing resources such as Blackboard® and Microsoft Teams® in place to assist with this delivery, the facilitation of clinical skills and simulation would prove to be more of a challenge. This paper explores how one University adapted and utilized innovative ways to provide students with virtual learning experiences, specifically in relation to the facilitation of clinical skills and simulation.

High-stakes examinations during the COVID-19 pandemic: to proceed or not to proceed, that is the question.

The COVID-19 pandemic has disrupted education-related activities, including the conduct of examinations. We review the literature regarding high-stakes examinations during the pandemic, discuss the decision-making process of whether to proceed with a high-stakes examination and share published experiences in conducting high-stakes examinations during the pandemic. We illustrate our own recent experiences of decision-making and conduct of our high-stakes gastroenterology licencing examinations during the height of the COVID-19 pandemic. It is possible to conduct high-stakes examinations virtually during pandemic situations with fidelity and adherence to the established format and standards.

Innovative Opportunities for Civility: Professional Development in a Time of COVID-19.

The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform. [J Contin Educ Nurs. 2021;52(1):11-12.].

'Learning from home': role of e-learning methodologies and tools during novel coronavirus pandemic outbreak.

BACKGROUND: During the crucial time of coronavirus pandemic, education is being remodelled: opening the doors of electronic learning (e-learning). The review emphasises on the various e-learning methods that can be used in the current scenario. METHODS: The review was based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines on databases, namely, PubMed, Google Scholar and Cochrane. Out of 1524 identified articles, after the process of screening and based on the eligibility criteria, 45 full-text articles were reviewed. RESULTS: Though there are many caveats on the path of successful implementation this is the right time that we step towards e-learning. The article discusses the methods and tools in e-learning that can modify the traditional ways of content delivery, record maintenance, assessment and feedback. CONCLUSION: During the period of 'planet arrest', when the whole world is locked down with the motive of social distancing, let us stay connected with e-learning.

Nursing education: challenges and perspectives in times of the COVID-19 pandemic.

OBJECTIVE: To discuss the challenges and perspectives of nursing education in times of the COVID-19 pandemic. METHODS: Reflection study, with theoretical approach based on national and international publications, allied to the experience of researchers in the area of nursing education. RESULTS: Four sections are identified: Nursing education: current affairs and perspectives; Education and technologies in time of pandemic: acceleration, alteration and paralysis; Difference between emergency, intentional and remote teaching; the return to the "new normality": new structuring axes and legal norms. FINAL CONSIDERATIONS: The conclusion is that longstanding challenges have emerged with the pandemic, and the processes of acceleration, change and paralysis have marked education in these times. Moreover, epidemiological, technological and psychological aspects should be more valued in the return to activities.

Teaching Instructional Technological Change to Medical School Faculty: A COVID-19 Case Study.

Collaboration between several College of Medicine departments, including the library, resulted in a creation of a new service for faculty during the COVID-19 pandemic crisis. By combining efforts, support for teaching online became a united effort and much less daunting for faculty, who could consult one group for online teaching support, rather than three or four different entities. The resulting endeavor led to a website FAQ and consulting email address that is accessible to all faculty to provide focused and timely technology and education assistance to faculty.

Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic - A case study from Malaysia.

PURPOSE: We present the implementation of e-learning in the Master of Medical Physics programme at the University of Malaya during a partial lockdown from March to June 2020 due to the COVID-19 pandemic. METHODS: Teaching and Learning (T&L) activities were conducted virtually on e-learning platforms. The students' experience and feedback were evaluated after 15 weeks. RESULTS: We found that while students preferred face-to-face, physical teaching, they were able to adapt to the new norm of e-learning. More than 60% of the students agreed that pre-recorded lectures and viewing videos of practical sessions, plus answering short questions, were beneficial. Certain aspects, such as hands-on practical and clinical experience, could never be replaced. The e-learning and study-from-home environment accorded a lot of flexibility. However, students also found it challenging to focus because of distractions, lack of engagement and mental stress. Technical problems, such as poor Internet connectivity and limited data plans, also compounded the problem. CONCLUSION: We expect e-learning to prevail in future. Hybrid learning strategies, which includes face-to-face classes and e-learning, will become common, at least in the medical physics programme of the University of Malaya even after the pandemic.

Role of immersive technologies in healthcare education during the COVID-19 epidemic.

The unparalleled epidemic of the novel coronavirus (COVID-19), during early December 2019 in Wuhan, China, has rapidly evolved into a global pandemic, became a matter of grave concern. The pandemic presented a unique challenge to government agencies worldwide. The paucity of resources and lack of knowledges to manage the pandemic, coupled with the fear of future consequences has established the need for adoption of emerging and future technologies to address the upcoming challenges. With introduction of measures to control the pandemic, trainees will see a dramatic decline in their in-person exposure to all aspects of their education, with no clear endpoint. This presents an extreme challenge for educators and, given the rapidly evolving situation, there have not yet been training authorities recommendations. We propose several innovative solutions to deliver medical education while maintaining the safety of residents and educators.

Live-Streaming Surgery for Medical Student Education - Educational Solutions in Neurosurgery During the COVID-19 Pandemic.

OBJECTIVE: The COVID-19 pandemic significantly altered medical student education. The ability for students to be a part of the operating room team was highly restricted. Technology can be used to ensure ongoing surgical education during this time of limited in-person educational opportunities. DESIGN: We have developed an innovative solution of securely live-streaming surgery with real-time communication between the surgeon and students to allow for ongoing education during the pandemic. RESULTS: We successfully live-streamed multiple different types of neurosurgical operations utilizing multiple video sources. This method uses inexpensive, universal equipment that can be implemented at any institution to enable virtual education of medical students and other learners. CONCLUSIONS: This technology has facilitated education during this challenging time. This technological set-up for live-streaming surgery has the potential of improving medical and graduate medical education in the future.