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1.
Sci Rep ; 12(1): 8990, 2022 05 30.
Article in English | MEDLINE | ID: covidwho-1947458

ABSTRACT

While the negative impact of the pandemic on students' mental health has been studied around the world, very little is known about the mental health of faculty and staff. This research aims to examine mental health among Japanese faculty members who taught online courses during the COVID-19 pandemic. We recruited 537 university faculty members and assessed their mental health using the World Health Organization-Five Well-Being Index (WHO-5), both retrospectively (during the academic year before the onset of the pandemic) and during the pandemic. We also evaluated workload (number of online lectures taught and preparation time per class), difficulty in using information technology (IT) for online classes, and satisfaction with the university support service for online education. As a result, the WHO-5 score during the COVID-19 pandemic was significantly lower than before, and 33.5% of the faculty members were recognized as being at risk for mental illness during the COVID-19 pandemic. A binomial logistic regression analysis revealed two significant risk factors for mental illness-faculty members were more at risk for mental illness when they experienced difficulty in using IT for online classes, and were unsatisfied with the administrative support for online education. The deterioration of mental health during the COVID-19 was not predicted by workload, such as the number of online lectures and preparation time. These results suggest the importance of improving workplace support services, especially IT support, to prevent mental health deterioration among faculty teaching online.


Subject(s)
COVID-19 , Education, Distance , COVID-19/epidemiology , Faculty/psychology , Humans , Japan/epidemiology , Mental Health , Pandemics , Retrospective Studies
2.
BMC Med Educ ; 22(1): 475, 2022 Jun 20.
Article in English | MEDLINE | ID: covidwho-1894447

ABSTRACT

BACKGROUND: The higher education institutions worldwide have been transformed unexpectedly to online teaching. This sudden movement from blended learning or traditional face-to-face teaching has severely disrupted university activities and posed many challenges for teaching staff, who were asked to develop online versions of their courses overnight. This study explores the effect of the current changes in education style and working from home on the stress and burnout levels of teaching staff. METHODS: This study utilized a cross-sectional design, whereby 278 participants (faculty and course instructors) from 17 campuses of one of the largest colleges in United Arab Emirates completed a web-based survey. Numerous instruments were utilized to obtain the following data: participants demographics; their perceived stress during online teaching; their perception of the impact of teaching from home on their family's daily life, physical health, mental health and ability to cope with stress; burnout level; and their satisfaction with online teaching. RESULTS: Around 60% of participants reported moderate stress level during online teaching (moderate stress = 5 to 8) under COVID-19 (M 6.21 ± 2.26). An independent sample t-test and ANOVA tests revealed that participants with 7-10 years of online teaching experience reported more stress than participants who have 4-6 years online teaching experience (M 7.29, ±1.11 Vs. 5.30, ±2.69; P = 0.04). Moreover, multiple regression analysis showed that higher stress levels and lower satisfaction with the online teaching experience were associated with more significant personal and working burnout. Married participants with school-age children were at greater risk of personal burnout. CONCLUSION: The transition to remote education imposed mental burdens and stress on faculty members. Supportive professional development strategies to enrich faculty with online teaching skills are urgently required.


Subject(s)
Burnout, Professional , COVID-19 , Burnout, Professional/epidemiology , Burnout, Professional/psychology , Burnout, Psychological , COVID-19/epidemiology , Child , Cross-Sectional Studies , Faculty/psychology , Humans
3.
J Physician Assist Educ ; 33(2): 135-138, 2022 06 01.
Article in English | MEDLINE | ID: covidwho-1865003

ABSTRACT

PURPOSE: The psychological effects of COVID-19 have been extensive and have affected health care workers and educators alike. The aims of this study were to evaluate how the COVID-19 pandemic has impacted PA faculty and their attitudes toward work. METHODS: Two quantitative, pre/post surveys were offered to 21 PA faculty at one institution prior to and then one year into the COVID-19 pandemic. PA faculty perceptions of workplace culture and burnout were included in the online surveys. RESULTS: Data were collected on 17 PA faculty (81% response rate). There was a statistically nonsignificant decrease in faculty disengagement (2.1 v 2.1, p = 0.87) and a statistically significant increase in faculty exhaustion (2.2 v 2.5, p = 0.005). There were statistically significant increases in communication, value, job satisfaction, and wellbeing workplace items. CONCLUSION: As many workplace protocols remain changed as a result of COVID-19, institutions should monitor and adjust processes to reduce the risk of burnout for faculty.


Subject(s)
Burnout, Professional , COVID-19 , Physician Assistants , Burnout, Professional/epidemiology , COVID-19/epidemiology , Faculty/psychology , Humans , Job Satisfaction , Pandemics , Physician Assistants/education , Surveys and Questionnaires
4.
Occup Environ Med ; 79(8): 514-520, 2022 Aug.
Article in English | MEDLINE | ID: covidwho-1752900

ABSTRACT

OBJECTIVES: The COVID-19 pandemic has disrupted the social and working lives of many. Past studies have highlighted worsening mental health during the pandemic, but often rely on small samples or infrequent follow-up. This study draws on fortnightly assessments from a large occupational cohort to describe differing trajectories of mental health between April 2020 and April 2021 and individual characteristics associated with these trajectory types. METHODS: King's College London Coronavirus Health and Experiences of Colleagues at King's is an occupational cohort study at a large university in London, UK. Participants (n=2241) completed online questionnaires fortnightly between April 2020 and April 2021. Symptoms of anxiety and depression were assessed using Generalised Anxiety Disorder (GAD-7) and Patient Health Questionnaire (PHQ-9). RESULTS: On average, participants reported low levels of anxiety and depression (GAD-7 and PHQ-9 scores of 0-9, consistent with 'none', 'minimal' or 'mild' symptoms) throughout the year, with symptoms highest in April 2020 and decreasing over the summer months when no lockdown measures were in place. However, we observed more severe and variable symptoms among subgroups of participants. Four trajectory types for anxiety and depression were identified: 'persistent high severity' (6%-7% of participants), 'varying symptoms, opposing national cases' (4%-8%), 'varying symptoms, consistent with national cases' (6%-11%) and 'persistent low severity' (74%-84%). Younger age, female gender, caring responsibilities and shielding were associated with higher severity trajectory types. CONCLUSIONS: These data highlight differing individual responses to the pandemic and underscore the need to consider individual circumstances when assessing and treating mental health. Aggregate trends in anxiety and depression may hide greater variation and symptom severity among subgroups.


Subject(s)
Anxiety , COVID-19 , Depression , Faculty , Pandemics , Students , Anxiety/epidemiology , COVID-19/epidemiology , COVID-19/psychology , Cohort Studies , Depression/epidemiology , Faculty/psychology , Female , Humans , Male , Students/psychology , United Kingdom/epidemiology , Universities
5.
J. bras. psiquiatr ; 70(4): 283-292, out.-dez.2021. tab
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-1662458

ABSTRACT

OBJETIVO: Estimar a prevalência e os fatores associados aos sintomas da depressão, ansiedade e estresse em professores universitários da área da saúde no período da pandemia da COVID-19. MÉTODOS: Trata-se de um estudo analítico, de caráter transversal e abordagem quantitativa com 150 professores universitários da área da saúde. Os instrumentos utilizados foram: um formulário de coleta de dados sociodemográficos, econômicos e trabalhistas. A saúde mental foi avaliada pela Escala de Depressão, Ansiedade e Estresse-21 (DASS-21). A associação entre as variáveis estudadas e a prevalência de sintomas da depressão, ansiedade e estresse foi verificada por análise bivariada seguida de regressão de Poisson, com variância robusta. RESULTADOS: A amostra final foi composta por 150 indivíduos, sendo a média de idade de 41,4 ± 7,9 anos, e a maioria da amostra investigada é do sexo feminino (74%). Entre os professores, 50% apresentaram sintomas de depressão, 37,4% relataram sintomas de ansiedade e 47,2% apresentaram sintomas de estresse. Após análise múltipla, observou-se que os sintomas da depressão estiveram associados à variável trabalhar em mais de uma instituição de ensino superior. As variáveis que se mostraram associadas à ansiedade foram: faixa etária ≥ 40 anos e pessoas sem companheiro fixo. Já o estresse se mostrou associado à variável estado civil sem companheiro fixo. CONCLUSÃO: A prevalência de sintomas da depressão, ansiedade e estresse em professores universitários da área da saúde foi elevada, e fatores sociodemográficos e trabalhistas se mantiveram associados aos desfechos investigados.


OBJECTIVE: To estimate the prevalence and factors associated with symptoms of depression, anxiety and stress in university professors in the health field during the pandemic period of COVID-19. METHODS: This is an analytical, cross-sectional study with a quantitative approach with 150 university professors in the health field. The instruments used were: a form for collecting socio-demographic, economic and labor data. Mental health was assessed using the Depression, Anxiety and Stress Scale-21 (DASS-21). The association between the variables studied and the prevalence of symptoms of depression, anxiety and stress was verified by bivariate analysis followed by Poisson regression, with robust variance. RESULTS: The final sample consisted of 150 individuals with a mean age of 41.4 ± 7.9 years with the majority being female (74%). 50% of the teachers had symptoms of depression, 37.4% reported symptoms of anxiety and 47.2% had symptoms of stress. After multiple analysis, it was observed that the symptoms of depression were associated with the variable working in more than one institution of higher education. The variables that were shown to be associated with anxiety were: age group ≥ 40 years and people without a steady partner. Stress was associated with the variable marital status without a steady partner. CONCLUSION: The prevalence of symptoms of depression, anxiety and stress in university professors in the health area was high, and sociodemographic and labor factors remained associated with the investigated outcomes.


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Anxiety/epidemiology , Stress, Psychological/epidemiology , Depression/epidemiology , Faculty/psychology , Pandemics , COVID-19 , Universities , Prevalence , Cross-Sectional Studies , Teleworking
6.
PLoS One ; 16(12): e0261745, 2021.
Article in English | MEDLINE | ID: covidwho-1598351

ABSTRACT

BACKGROUND: COVID-19 pandemic has had a global major healthcare, social and economic impact. In present study we aim to adapt the Fear of COVID-19 Scale to Hungarian. MATERIALS AND METHODS: Forward-backward translation method was used to translate the English version of the scale to Hungarian. Participants were a convenience sample of 2175 university students and employees. The study was conducted between January 18th and February 12th 2021. The test battery included Hungarian versions of Fear of COVID-19 scale, short Beck Depression Inventory (BDI-H) and State-Trait Anxiety Inventory (STAI). RESULTS: The scale showed one-factor structure, the loadings on the factor were significant and strong (from .47 to .84). Internal consistency was very good (α = .84). Construct validity for the Fear of COVID-19 Scale was supported by significant and positive correlations with STAI (r = 0.402; p < 0.001) and BDI-H (r = 0.270; p < 0.001). CONCLUSION: The Hungarian version of Fear of COVID-19 Scale is a reliable and valid tool in assessing fear of coronavirus.


Subject(s)
COVID-19/epidemiology , COVID-19/psychology , Fear/psychology , Pandemics , Psychiatric Status Rating Scales/standards , Psychometrics/methods , SARS-CoV-2 , Adult , Aged , Aged, 80 and over , Anxiety/epidemiology , Anxiety/psychology , COVID-19/virology , Faculty/psychology , Female , Humans , Hungary/epidemiology , Male , Middle Aged , Reproducibility of Results , Students/psychology , Surveys and Questionnaires , Young Adult
7.
PLoS One ; 16(12): e0261573, 2021.
Article in English | MEDLINE | ID: covidwho-1581738

ABSTRACT

Drucker's knowledge-worker productivity theory and knowledge-based view of the firm theory are widely employed in many disciplines but there is little application of these theories in knowledge-based innovation among academic researchers. Therefore, this study intends to evaluate the effects of the knowledge management process on knowledge-based innovation alongside with mediating role of Malaysian academic researchers' productivity during the Pandemic of COVID-19. Using a random sampling technique, data was collected from 382 academic researchers. Questionnaires were self-administered and data was analyzed via Smart PLS-SEM. Knowledge management process and knowledge workers' productivity have a positive and significant relationship with the knowledge-based innovation among academic researchers during the Pandemic of COVID-19. In addition, knowledge workers' productivity mediates the relationship between the knowledge management process (knowledge creation, knowledge acquisition, knowledge sharing, and knowledge utilization) and knowledge-based innovation during the Pandemic of COVID-19. Results have also directed knowledge sharing as the key factor in knowledge-based innovation and a stimulating task for management discipline around the world during the Pandemic of COVID-19. This study provides interesting insights on Malaysian academic researchers' productivity by evaluating the effects of knowledge creation, acquisition, sharing, and application on the knowledge-based innovation among academic researchers during the Pandemic of COVID-19. These useful insights would enable policymakers to develop more influential educational strategies. By assimilating the literature of defined variables, the main contribution of this study is the evaluation of knowledge creation, acquisition, sharing, and utilization into knowledge-based innovation alongside the mediating role of knowledge workers productivity in the higher education sector of Malaysia during the Pandemic of COVID-19.


Subject(s)
COVID-19/psychology , Knowledge Management/statistics & numerical data , Research Personnel/psychology , COVID-19/virology , Efficiency , Faculty/psychology , Humans , Knowledge , Malaysia , Pandemics , Research Personnel/trends , SARS-CoV-2/pathogenicity , Surveys and Questionnaires
8.
Interface (Botucatu, Online) ; 25(supl.1): e200868, 2021.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-1572179

ABSTRACT

Este estudo objetiva analisar questões da educação médica evidenciadas pelas medidas de distanciamento social provocadas pela pandemia do coronavírus19 associadas às percepções de professores de medicina sobre esses mesmos aspectos, em um momento prévio à eclosão da crise sanitária. Realizamos um recorte de resultados de uma pesquisa de natureza qualitativa e conduzimos a discussão com base na triangulação de dados entre observações de campo e entrevistas com professores. A pandemia reacendeu debates sobre a relevância de conteúdos, a utilização de tecnologias digitais para fins pedagógicos e o valor do trabalho colaborativo. Além disso, resgatou questões que envolvem habilidades de comunicação e a saúde de estudantes nas práticas do cuidado. Discutiremos a experiência passada articulando-a às experiências recentes e o que poderemos recolher para (re)construirmos os rumos da formação dos médicos.(AU)


El objetivo de este estudio es analizar cuestiones de la educación médica puestas en evidencia por las medidas de distancia social adoptadas por la pandemia del coronavirus 19, asociadas a las percepciones de profesores de medicina sobres esos mismos aspectos, en un momento previo a la eclosión de la crisis sanitaria. Realizamos un recorte de resultados de una investigación de naturaleza cualitativa y dirigimos la discusión a partir de la triangulación de datos entre observaciones de campo y entrevistas con profesores. La pandemia reencendió debates sobre la relevancia de contenidos, la utilización de tecnologías digitales para fines pedagógicos y el valor del trabajo colaborativo. Además, rescató cuestiones que envuelven habilidades de comunicación y la salud de estudiantes en las prácticas del cuidado. Discutiremos la experiencia pasada articulándola con las experiencias recientes y lo que podremos recoger para (re)construir los rumbos de formación de los médicos.(AU)


This study aims to analyze medical education issues evidenced by the measures of social distancing due to the coronavirus pandemic19, associated with the perceptions of medical professors about these same aspects, in a moment prior to the outbreak of the health crisis. We focused in the results of a qualitative research and conducted a discussion based on the triangulation of data between field observations and interviews with professors. The pandemic has rekindled debates about the relevance of contents, the use of digital technologies for educational purposes and the value of collaborative work. Additionally, it provoked the emergence of issues involving communication skills and the health of students in care practices. We discuss past experiences articulating them with recent experiences and what we can collect to (re)build the direction of medical training.(AU)


Subject(s)
Humans , Male , Female , Perception , Education, Medical/trends , Faculty/psychology , COVID-19 , Curriculum/trends , Information Technology/trends , Physical Distancing
10.
Plast Reconstr Surg ; 148(1): 133e-139e, 2021 07 01.
Article in English | MEDLINE | ID: covidwho-1284960

ABSTRACT

SUMMARY: The coronavirus disease of 2019 pandemic became a global threat in a matter of weeks, with its future implications yet to be defined. New York City was swiftly declared the epicenter of the pandemic in the United States as case numbers grew exponentially in a matter of days, quickly threatening to overwhelm the capacity of the health care system. This burgeoning crisis led practitioners across specialties to adapt and mobilize rapidly. Plastic surgeons and trainees within the New York University Langone Health system faced uncertainty in terms of future practice, in addition to immediate and long-term effects on undergraduate and graduate medical education. The administration remained vigilant and adaptive, enacting departmental policies prioritizing safety and productivity, with early deployment of faculty for clinical support at the front lines. The authors anticipate that this pandemic will have far-reaching effects on the future of plastic surgery education, trends in the pursuit of elective surgical procedures, and considerable consequences for certain research endeavors. Undoubtedly, there will be substantial impact on the physical and mental well-being of health care practitioners across specialties. Coordinated efforts and clear lines of communication between the Department of Plastic Surgery and its faculty and trainees allowed a concerted effort toward the immediate challenge of tempering the spread of coronavirus disease of 2019 and preserving structure and throughput for education and research. Adaptation and creativity have ultimately allowed for early rebooting of in-person clinical and surgical practice. The authors present their coordinated efforts and lessons gleaned from their experience to inform their community's preparedness as this formidable challenge evolves.


Subject(s)
COVID-19/epidemiology , Communicable Disease Control/standards , Pandemics/prevention & control , Surgery, Plastic/trends , Academic Medical Centers/standards , Academic Medical Centers/statistics & numerical data , Academic Medical Centers/trends , COVID-19/prevention & control , COVID-19/transmission , Education, Medical, Graduate/organization & administration , Education, Medical, Graduate/standards , Education, Medical, Graduate/trends , Elective Surgical Procedures/education , Elective Surgical Procedures/standards , Elective Surgical Procedures/trends , Faculty/organization & administration , Faculty/psychology , Faculty/statistics & numerical data , Forecasting , Humans , Internship and Residency/statistics & numerical data , New York City/epidemiology , Personnel Staffing and Scheduling/organization & administration , Personnel Staffing and Scheduling/trends , Reconstructive Surgical Procedures/education , Reconstructive Surgical Procedures/standards , Reconstructive Surgical Procedures/trends , Surgeons/organization & administration , Surgeons/psychology , Surgeons/statistics & numerical data , Surgery, Plastic/education , Surgery, Plastic/organization & administration , Surgery, Plastic/standards , Surveys and Questionnaires/statistics & numerical data , Uncertainty , Universities/standards , Universities/statistics & numerical data , Universities/trends
12.
Rev. Bras. Saúde Mater. Infant. (Online) ; 21(supl.1): 237-243, Feb. 2021. tab
Article in English | WHO COVID, LILACS (Americas) | ID: covidwho-1229088

ABSTRACT

Astract Objectives: reflections on the experiences of emergency remote teaching by the faculty of the university and the impacts of these professionals' mental health during the COVID-19 pandemic. Methods: this is a bibliographic review. The descriptors "Docent", "Mental health", "Covid-19", "Higher Education" were used in Portuguese, English and Spanish. The articles found were selected using the pre-established inclusion and exclusion criteria. The text was organized into two thematic approaches: "Emergency remote teaching and the professors' difficulties /challenges" and "Professors'mental health during the COVID-19pandemic". Results: in view of the current educational context, professors faced new demands that had repercussions on their social and work routine, due to the increase in the number of hours, the pace and diversity of work. It was evident that these professionals were affected financially, affectively and motivational aspects. Conclusions: the pandemic brought a series of feelings and perceptions to the professor with new challenges in his/her teaching. However, it is important to encourage the establishment of reflective processes around physical and mental balance in and outside the educational environment.


Resumo Objetivos: refletir a respeito das experiências do ensino remoto emergencial pelo corpo docente universitário e dos impactos na saúde mental desses profissionais durante a pandemia da COVID-19. Métodos: trata-se de uma revisão bibliográfica. Foram utilizados os descritores "Docente", "Saúde mental", "Covid-19", "Ensino Superior" nas línguas portuguesa, inglesa e espanhola. Os trabalhos encontrados foram selecionados por meio dos critérios de inclusão e exclusão pré-estabelecidos. O texto foi organizado em duas abordagens temáticas: "O ensino remoto emergencial e as dificuldades/ desafios dos docentes " e "A saúde mental dos docentes durante a pandemia da COVID-19". Resultados: diante do atual contexto educacional, os docentes se depararam com novas exigências que repercutiram em sua rotina social e laboral, em virtude do aumento da carga horária, do ritmo e diversidade do trabalho. Evidenciou-se que esses profissionais foram afetados em aspectos financeiros, afetivos e motivacionais. Conclusão: a pandemia trouxe para o professor uma série de sentimentos e percepções, com novos desafios para a sua prática. Entretanto, é importante estimular o estabelecimento de processos reflexivos em torno do equilíbrio físico e mental no ambiente educacional e fora dele.


Subject(s)
Humans , Male , Female , Mental Health , Workload , Education, Distance , Faculty/psychology , COVID-19/psychology
13.
Med Educ Online ; 26(1): 1920090, 2021 Dec.
Article in English | MEDLINE | ID: covidwho-1223221

ABSTRACT

Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed- and open-ended questions and were organised into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyse the responses to the satisfaction scales. Students' and faculty responses to the open-ended questions were analysed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students' enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and assessment materials. Study-load and workload, enhancing engagement, and technical issues (SWEET) were the themes that emerged from the thematic analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and asynchronous approach, incorporating different applications to engage students, and timely feedback are imperative to increasing student satisfaction, while institutional support and organisational policy could enhance faculty satisfaction.


Subject(s)
COVID-19/epidemiology , Consumer Behavior , Education, Distance/methods , Faculty/psychology , Students, Health Occupations/psychology , Adult , Feedback , Female , Humans , Male , Middle Aged , Pandemics , Perception , Personal Satisfaction , SARS-CoV-2 , Students, Medical/psychology , Universities , Young Adult
14.
Bull Menninger Clin ; 85(3): 283-297, 2021.
Article in English | MEDLINE | ID: covidwho-1211728

ABSTRACT

The coronavirus disease (COVID-19) has impacted life for people throughout the world, especially for those in health care who experience unique stressors. To support the psychological needs of staff, faculty, and learners at a biomedical sciences university, faculty at Baylor College of Medicine created a mental health and wellness support program consisting of multiple behavioral health care pathways, including phone support, a self-guided mental health app, a coping skills group, and individual therapy services. The authors present this program as a model for academic institutions to support the well-being of faculty, staff, and learners.


Subject(s)
COVID-19/psychology , Faculty/psychology , Mental Disorders/therapy , Psychotherapy/methods , Students, Medical/psychology , Telemedicine/methods , Academic Medical Centers , Adaptation, Psychological , Humans , Mental Disorders/psychology , Mental Health , Mobile Applications , Psychotherapy, Group , SARS-CoV-2 , Stress, Psychological
16.
Soc Work Public Health ; 36(4): 474-485, 2021 05 19.
Article in English | MEDLINE | ID: covidwho-1192716

ABSTRACT

This study explores the risk perceptions and behavioral responses of university academics and students toward the COVID-19 pandemic. All universities in Iraqi Kurdistan were invited to take part in a self-administered online survey; 976 individuals ultimately completed it. The survey included eight main questions about personal risk perception and behavioral response to COVID-19 based on a five- or nine-point ordinal scale. A high percentage of the respondents perceived it as highly unlikely they were at risk of getting infection (26.9%), serious illness (29.7%), and death (41.7%). The percentage of the respondents who applied protective measures frequently or always was high for most protective behavior types, except for wearing masks, wearing gloves, and avoiding touching the face. There was a significant (P < .001) weak positive correlation between risk perception and protective behaviors. The respondents followed protective behavior measures reasonably, but the frequency of undertaking some important protective behaviors was relatively low.


Subject(s)
COVID-19/prevention & control , COVID-19/psychology , Faculty/psychology , Health Behavior , Pneumonia, Viral/prevention & control , Pneumonia, Viral/psychology , Students/psychology , Adult , COVID-19/epidemiology , Female , Humans , Iraq/epidemiology , Male , Pandemics , Pneumonia, Viral/epidemiology , Pneumonia, Viral/virology , SARS-CoV-2 , Surveys and Questionnaires , Universities
17.
Adv Physiol Educ ; 45(2): 310-321, 2021 Jun 01.
Article in English | MEDLINE | ID: covidwho-1189942

ABSTRACT

The COVID-19 pandemic triggered university lockdowns, forcing physiology educators to rapidly pivot laboratories into a remote delivery format. This study documents the experiences of an international group of 10 physiology educators surrounding this transition. They wrote reflective narratives, framed by guiding questions, to answer the research question: "What were the changes to physiology laboratories in response to the COVID-19 pandemic?" These narratives probed educators' attitudes toward virtual laboratories before, during, and after the transition to remote delivery. Thematic analysis of the reflections found that before COVID-19 only a few respondents had utilized virtual laboratories and most felt that virtual laboratories could not replace the in-person laboratory experience. In response to university lockdowns, most respondents transitioned from traditional labs to remote formats within a week or less. The most common remote delivery formats were commercially available online physiology laboratories, homemade videos, and sample experimental data. The main challenges associated with the rapid remote transition included workload and expertise constraints, disparities in online access and workspaces, issues with academic integrity, educator and student stress, changes in learning outcomes, and reduced engagement. However, the experience generated opportunities including exploration of unfamiliar technologies, new collaborations, and revisiting the physiology laboratory curriculum and structure. Most of the respondents reported planning on retaining some aspects of the remote laboratories postpandemic, particularly with a blended model of remote and on-campus laboratories. This study concludes with recommendations for physiology educators as to how they can successfully develop and deliver remote laboratories.


Subject(s)
COVID-19 , Education, Distance , Faculty/psychology , Health Knowledge, Attitudes, Practice , Laboratories , Pandemics , Physiology/education , SARS-CoV-2 , Virtual Reality , Curriculum , Educational Status , Forecasting , Humans , Internationality , Interpersonal Relations , Inventions , Learning , Physical Distancing , Quarantine , Stress, Psychological/etiology , Stress, Psychological/psychology , Students/psychology
18.
JMIR Public Health Surveill ; 7(4): e26330, 2021 04 13.
Article in English | MEDLINE | ID: covidwho-1183770

ABSTRACT

BACKGROUND: The new coronavirus SARS-CoV-2 led to the COVID-19 pandemic starting in January 2020. The Swiss Federal Council prescribed a lockdown of nonessential businesses. Students and employees of higher education institutions had to install home offices and participate in online lectures. OBJECTIVE: The aim of this survey study was to evaluate lifestyle habits, such as physical activity (PA), sitting time, nutritional habits (expressed as median modified Mediterranean Diet Score [mMDS]), alcohol consumption habits, and sleeping behavior during a 2-month period of confinement and social distancing due to the COVID-19 pandemic. Survey participants were students and employees of a Swiss university of applied sciences. METHODS: All students and employees from Bern University of Applied Sciences, Department of Health Professions (ie, nursing, nutrition and dietetics, midwifery, and physiotherapy divisions) were invited to complete an anonymous online survey during the COVID-19 confinement period. Information on the lifestyle dimensions of PA, sitting time, nutritional and alcohol consumption habits, and sleep behavior was gathered using adaptations of validated questionnaires. Frequency analyses and nonparametric statistical methods were used for data analysis. Significance was set at 5% α level of error. RESULTS: Prevalence of non-health-enhancing PA was 37.1%, with participants of the division of physiotherapy showing the lowest prevalence. Prevalence of long sitting time (>8 hours/day) was 36.1%. The median mMDS was 9, where the maximal score was 15, with participants of the division of nutrition and dietetics being more adherent to a Mediterranean diet as compared to the other groups. Prevalence of nonadherence to the Swiss alcohol consumption recommendations was 8.3%. Prevalence of low sleeping quality was 44.7%, while the median sleeping duration was 8 hours, which is considered healthy for adult populations. CONCLUSIONS: In the group analysis, differences in PA, sitting time, and mMDS were observed between different divisions of health professions as well as between Bachelor of Science students, Master of Science students, and employees. Therefore, public health messages regarding healthy lifestyle habits during home confinement should be more group specific. The results of this study may provide support for the implementation of group-specific health promotion interventions at universities in pandemic conditions. TRIAL REGISTRATION: ClinicalTrials.gov NCT04502108; https://www.clinicaltrials.gov/ct2/show/NCT04502108.


Subject(s)
COVID-19/prevention & control , Exercise/psychology , Faculty/psychology , Feeding Behavior , Quarantine , Sleep , Students/psychology , Adult , COVID-19/epidemiology , Faculty/statistics & numerical data , Female , Humans , Male , Students/statistics & numerical data , Surveys and Questionnaires , Switzerland/epidemiology , Universities , Young Adult
19.
J Pastoral Care Counsel ; 75(1): 70-71, 2021 Mar.
Article in English | MEDLINE | ID: covidwho-1177683

ABSTRACT

This article is a reflection on the loss of Kairos due to the COVID-19 pandemic. Kairos moments cannot be re-scheduled, they must be mourned.


Subject(s)
Faculty/psychology , Grief , Pastoral Care/education , Female , Humans
20.
Rev. Bras. Saúde Mater. Infant. (Online) ; 21(supl.1): 237-243, Feb. 2021. tab
Article in English | WHO COVID, LILACS (Americas) | ID: covidwho-1175465

ABSTRACT

Astract Objectives: reflections on the experiences of emergency remote teaching by the faculty of the university and the impacts of these professionals' mental health during the COVID-19 pandemic. Methods: this is a bibliographic review. The descriptors "Docent", "Mental health", "Covid-19", "Higher Education" were used in Portuguese, English and Spanish. The articles found were selected using the pre-established inclusion and exclusion criteria. The text was organized into two thematic approaches: "Emergency remote teaching and the professors' difficulties /challenges" and "Professors'mental health during the COVID-19pandemic". Results: in view of the current educational context, professors faced new demands that had repercussions on their social and work routine, due to the increase in the number of hours, the pace and diversity of work. It was evident that these professionals were affected financially, affectively and motivational aspects. Conclusions: the pandemic brought a series of feelings and perceptions to the professor with new challenges in his/her teaching. However, it is important to encourage the establishment of reflective processes around physical and mental balance in and outside the educational environment.


Resumo Objetivos: refletir a respeito das experiências do ensino remoto emergencial pelo corpo docente universitário e dos impactos na saúde mental desses profissionais durante a pandemia da COVID-19. Métodos: trata-se de uma revisão bibliográfica. Foram utilizados os descritores "Docente", "Saúde mental", "Covid-19", "Ensino Superior" nas línguas portuguesa, inglesa e espanhola. Os trabalhos encontrados foram selecionados por meio dos critérios de inclusão e exclusão pré-estabelecidos. O texto foi organizado em duas abordagens temáticas: "O ensino remoto emergencial e as dificuldades/ desafios dos docentes " e "A saúde mental dos docentes durante a pandemia da COVID-19". Resultados: diante do atual contexto educacional, os docentes se depararam com novas exigências que repercutiram em sua rotina social e laboral, em virtude do aumento da carga horária, do ritmo e diversidade do trabalho. Evidenciou-se que esses profissionais foram afetados em aspectos financeiros, afetivos e motivacionais. Conclusão: a pandemia trouxe para o professor uma série de sentimentos e percepções, com novos desafios para a sua prática. Entretanto, é importante estimular o estabelecimento de processos reflexivos em torno do equilíbrio físico e mental no ambiente educacional e fora dele.


Subject(s)
Humans , Male , Female , Mental Health , Workload , Education, Distance , Faculty/psychology , COVID-19/psychology
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