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1.
BMC Med Educ ; 23(1): 388, 2023 May 26.
Article in English | MEDLINE | ID: covidwho-20238906

ABSTRACT

BACKGROUND: The establishment of new anatomy facilities needs to accommodate a combination of modern teaching modalities that best align with evidence-based best teaching practices. This article describes the process in which our state-of-the-art anatomy laboratories were designed and implemented, and how these facilities support aspects of modern anatomy education. METHODS: A list of best practices for anatomy education in a modern medical curriculum was summarized from the literature. To assess student satisfaction, a survey related to student perception of the anatomy facilities (5-point Likert scale) was conducted. RESULTS: Our educational modalities include a broad range of teaching approaches. The Instructional Studio houses prosected and plastinated specimens, and cadaveric dissections are performed. Each of our three Dry Laboratories allow for active learning and interaction between small student groups. The Webinar Room acts as a conference room for departmental and online meetings, discussions with students, and dialogues with affiliated hospitals via the internet. The Imaging Center is equipped with a Sectra® medical educational platform, CAE Vimedix® Virtual Medical Imaging Ultrasound Training System, and Philipps Lumify® Ultrasound devices to train students to conduct and interpret sonographic images. Moreover, the Complete Anatomy® program is made available to all our students. CONCLUSION: The layout of our newly created Anatomy Facilities allows for all aspects of modern medical education mentioned in the literature. These educational modalities and teaching approaches are highly appreciated by our faculty and students. Moreover, these technologies allowed for a smooth transition from on-site anatomy teaching to online education during the COVID pandemic.


Subject(s)
Anatomy , COVID-19 , Education, Medical, Undergraduate , Students, Medical , Humans , Education, Medical, Undergraduate/methods , COVID-19/epidemiology , Dissection/education , Curriculum , Educational Measurement/methods , Cadaver , Anatomy/education , Teaching
3.
J Dent ; 135: 104563, 2023 Aug.
Article in English | MEDLINE | ID: covidwho-20230704

ABSTRACT

OBJECTIVES: To investigate the impact of the COVID-19 pandemic in the teaching of prosthodontics, on the 5th course of the Bachelor's degree in Dentistry in Spain. METHODS: In June 2021, a two-section survey was submitted to the coordinators of prosthodontics of the 23 Spanish faculties of Dentistry. The first section was focused on the theoretical lessons, seminars, and clinical discussion sessions. The second part relied on the clinical teaching and the implemented preventive measures. RESULTS: The response rate was 100%. By the end of the 2020-21 course, both the theoretical and practical teaching were replaced by online activities, returning to face-to face in 2021-22. While most participants preferred in-person seminars and clinical discussion sessions, concerning the theory, comparable percentages of professors chose either face-to-face or blended learning (BL). The students' satisfaction with BL is high, but they seem more attentive in-person. At the beginning of the pandemic, the most common emergency in prosthodontics was debonding. Overall, a low concern about cross-infection was noticed. The barrier measures were the mainly adopted for prevention. CONCLUSIONS: Although the BL is appreciated in prosthodontics for theoretical lessons, face-to-face teaching appears to be the best option for seminars and clinical case discussions. The students are satisfied with BL. CLINICAL SIGNIFICANCE: In the face of the COVID-19 pandemic, the Spanish faculties of Dentistry responded quickly to continuing offering quality education through an accelerated digitization process that has created a new paradigm. Detailed analyses of these changes may help establish plans to respond systematically to unforeseen emergencies.


Subject(s)
COVID-19 , Pandemics , Humans , Spain/epidemiology , Prosthodontics , COVID-19/prevention & control , Learning , Teaching
4.
Braz. J. Pharm. Sci. (Online) ; 59: e21425, 2023. tab, graf
Article in English | WHO COVID, LILACS (Americas) | ID: covidwho-2328188

ABSTRACT

Abstract The University Pharmacy Program (FU), from the Federal University of Rio de Janeiro (UFRJ), was created based on the need to offer a curricular internship to students of the Undergraduate Course at the Faculty of Pharmacy. Currently, it is responsible for the care of about 200 patients/day, offering vacancies for curricular internships for students in the Pharmacy course, it has become a reference in the manipulation of many drugs neglected by the pharmaceutical industry and provides access to medicines for low-income users playing an important social function. Research is one of the pillars of FU-UFRJ and several master and doctoral students use the FU research laboratory in the development of dissertations and theses. As of 2002, the Pharmaceutical Care extension projects started to guarantee a rational and safe pharmacotherapy for the medicine users. From its beginning in 1982 until the current quarantine due to the COVID-19 pandemic, FU-UFRJ has been adapting to the new reality and continued to provide patient care services, maintaining its teaching, research, and extension activities. The FU plays a relevant social role in guaranteeing the low-income population access to special and neglected medicines, and to pharmaceutical and education services in health promotion.


Subject(s)
Pharmacy/classification , Education, Pharmacy , COVID-19/classification , Patients/classification , Pharmaceutical Services/history , Teaching/ethics , Pharmaceutical Preparations/supply & distribution , Patient Care/ethics
5.
BMC Med Educ ; 23(1): 358, 2023 May 22.
Article in English | MEDLINE | ID: covidwho-2322831

ABSTRACT

BACKGROUND: After the Corona pandemic, medical education has shifted to virtual education, but there has been limited time and possibilities for empowering faculty for this purpose. Therefore, it seems necessary to evaluate the quality of the provided training and provide feedback to the faculty in order to improve the quality of training. The purpose of this study was to investigate the effect of teacher formative evaluation by peer observation method on the quality of virtual teaching of basic medical sciences faculty. METHODS: In this study, seven trained faculty members observed and based on a checklist evaluated the quality of 2 virtual sessions taught by each faculty of basic medical sciences, and provided them feedback; after at least 2 weeks, their Virtual teachings were again observed and evaluated. The results before and after providing feedback were compared through SPSS software. RESULTS: After intervention, significant improvements were observed in the average scores of "overall virtual performance", "virtual classroom management" and "content quality". Specifically, there was a significant increase in the average score of "overall virtual performance" and "virtual class management" among female faculty, and the average score of "overall virtual performance" among permanently employed faculty members with more than 5 years of teaching experience, before and after intervention (p < 0.05). CONCLUSION: Virtual and online education can be a suitable platform for the implementation of formative and developmental model of peer observation of faculty; and should be considered as an opportunity to empower and improve the quality of the faculty' performance in virtual education.


Subject(s)
Education, Medical , Faculty, Medical , Female , Humans , Staff Development/methods , Feedback , Teaching
6.
BMC Med Educ ; 23(1): 341, 2023 May 16.
Article in English | MEDLINE | ID: covidwho-2322262

ABSTRACT

BACKGROUND: To investigate the use of flipped classroom pedagogy based on "Internet plus" in teaching viral hepatitis in the lemology course during the COVID-19 epidemic. METHODS: This study included students from the clinical medicine general practitioner class at Nanjing Medical University's Kangda College, with the observation group consisting of 67 students from the 2020-2021 school year and the control group consisting of 70 students from the 2019-2020 school year. The observation group used "Internet plus" flipped classroom pedagogy, while the control group used conventional offline instruction. The theory course and case analysis ability scores from the two groups were compared and analyzed, and questionnaire surveys were administered to the observation group. RESULT: After the flipped classroom, the observation group had significantly higher theoretical test scores (38.62 ± 4.52) and case analysis ability scores (21.08 ± 3.58) than the control group (37.37 ± 2.43) (t = 2.024, P = 0.045) and (19.16 ± 1.15) (t = 4.254, P < 0.001), respectively. The questionnaire survey in the observation group revealed that the "Internet plus" flipped classroom pedagogy approach can help enhance students' enthusiasm to learn, clinical thinking ability, practical application ability, and learning efficiency, with satisfaction rates of 81.7%, 85.0%, 83.3%, and 78.8%, respectively; 89.4% of students expressed hope that whenever physical classes resumed, the offline courses could be combined with this pedagogy approach. CONCLUSION: The use of the "Internet plus" flipped classroom pedagogy technique for teaching viral hepatitis in a lemology course boosted students' theory learning ability as well as their case analysis ability. The majority of students were pleased with this type of instruction and hoped that whenever physical classes resumed, the offline courses may be integrated with the "Internet plus" flipped classroom pedagogical approach.


Subject(s)
COVID-19 , Students, Nursing , Humans , Problem-Based Learning/methods , Learning , Physical Examination , Curriculum , Teaching
7.
Stud Health Technol Inform ; 302: 482-483, 2023 May 18.
Article in English | MEDLINE | ID: covidwho-2321785

ABSTRACT

The paper proposes a methodology that emphasis techno-pedagogy, namely the constructivist and the adaptive intelligent learning of specialized semiology of COVID-19. An e-learning built on a constructivist pedagogy with a technology such adaptive intelligent environment, can be individualized (adaptive learning), can enhance learners' interactions with others (collaborative learning), and transforming the role of the teacher as facilitators of learning and assessor of competency. To make our system intelligent, we cope with Artificial Intelligence and Big data.


Subject(s)
COVID-19 , Computer-Assisted Instruction , Education, Medical , Humans , Computer-Assisted Instruction/methods , Artificial Intelligence , Learning , Education, Medical/methods , Teaching
8.
BMC Med Educ ; 23(1): 293, 2023 May 01.
Article in English | MEDLINE | ID: covidwho-2313510

ABSTRACT

BACKGROUND: In recent years, higher education institutions have been moving teaching online, accelerated by the pandemic. The Remote Learning Project (RLP), based at the Norwich Medical School (NMS) in the United Kingdom (U.K.), was a peer-to-peer teaching program developed to supplement medical school teaching during the pandemic. The teaching was delivered through Facebook using peer-to-peer teaching. Tutors were final year medical students, teaching medical student learners in lower years. Tutors and learners perception of peer-to-peer online learning delivered through the Facebook Social Media (SoMe) platform was investigated. METHODS: This qualitative study recruited tutor and learner participants from NMS by email, participation in the study was voluntary. Online semi-structured interviews of both tutors and learners in the remote learning project were conducted. The data was analysed using thematic analysis. RESULTS: Seven participants were interviewed. Five themes were identified; education (learning/teaching), productivity, data security, professionalism, and usability of the platform. Learners enjoyed the asynchronous nature of the platform and both learners and tutors enjoyed the peer-to-peer nature of the RLP, including the ability to immediately and easily answer on Facebook comments. Some learners felt distracted on Facebook, whilst others enjoyed the reminders. The mix of social and professional on the platform was met with caution from tutors. Both learners and tutors enjoyed the familiarity of the platform. CONCLUSIONS: The study found that SoMe may be a credible platform to deliver online peer-to-peer teaching. Educators should consider the ergonomics of SoMe platforms when designing online curriculums. Guidelines for educators should be developed to better guide educators on the effective and safe use of SoMe as a learning tool.


Subject(s)
COVID-19 , Education, Distance , Education, Medical, Undergraduate , Education, Medical , Social Media , Students, Medical , Humans , Pandemics , Peer Group , Teaching
9.
BMC Med Educ ; 23(1): 257, 2023 Apr 18.
Article in English | MEDLINE | ID: covidwho-2300069

ABSTRACT

BACKGROUND: Due to the Covid-19 pandemic, on-site classroom teaching became limited at most German medical universities. This caused a sudden demand for digital teaching concepts. How the transfer from classroom to digital teaching or digitally assisted teaching was conducted was decided by each university and/or department individually. As a surgical discipline, Orthopaedics and Trauma have a particular focus on hands-on teaching as well as direct contact to patients. Therefore, specific challenges in designing digital teaching concepts were expected to arise. Aim of this study was to evaluate medical teaching at German universities one year into the pandemic as well as to identify potentials and pitfalls in order to develop possible optimization approaches. METHODS: A questionnaire with 17 items was designed and sent to the professors in charge of organising the teaching in Orthopaedics and Trauma at each medical university. A differentiation between Orthopaedics and Trauma was not made to allow a general overview. We collected the answers and conducted a qualitative analysis. RESULTS: We received 24 replies. Each university reported a substantial reduction of their classroom teaching and efforts to transfer their teaching to digital formats. Three sites were able to switch to digital teaching concepts completely, whereas others tried to enable classroom and bedside teaching at least for students of higher edcuational levels. The online platforms used varied depending on the university as well as the format it was supposed to support. CONCLUSION: One year into the pandemic significant differences concerning the proportions of classroom and digital teaching for Orthopaedics and Trauma can be observed. Simultaneously huge differences in concepts used to create digital teaching are present. Since a complete suspense of classroom teaching was never mandatory, several universities developed hygiene concepts to enable hands-on and bedside teaching. Despite these differences, some similarities were observed: the lack of time and personnel to generate adequate teaching material was reported as the leading challenge by all participants of this study.


Subject(s)
COVID-19 , Educational Personnel , Orthopedics , Students, Medical , Humans , Pandemics , Universities , COVID-19/epidemiology , Teaching
10.
Int J Environ Res Public Health ; 20(7)2023 04 03.
Article in English | MEDLINE | ID: covidwho-2299296

ABSTRACT

The COVID-19 Pandemic has conveyed an unprecedented worldwide challenge. Although there is much emphasis on caring for patients and communities, the high incidence of SARS-CoV-2 had seriously disturbed education and calls for prompt as well as serious consideration from educators in medical schools. The necessity to teach and prepare prospective medics, as well as clinicians, has certainly not been as intense as it is currently. The global effects of coronavirus disease 2019 may cause a permanent change in the education of future clinicians. The COVID-19 era presented logistical and practical obstacles and fears for the patients' well-being, taking into consideration the fact that students may be potential channels for the spread of the virus when asymptomatic and may get infected while being in training and attending lectures. This paper discusses the present state of morphological science education, depicting the effect of COVID-19 on learning environments, as well as highlights the probable effects of COVID-19 on medical instruction in the future.


Subject(s)
COVID-19 , Education, Distance , Students, Medical , Humans , COVID-19/epidemiology , SARS-CoV-2 , Pandemics , Prospective Studies , Teaching
11.
Postgrad Med J ; 98(1163): 710-717, 2022 Sep 01.
Article in English | MEDLINE | ID: covidwho-2298275

ABSTRACT

INTRODUCTION: The COVID-19 pandemic has impacted students learning, with the time off resulting in students 'de-skilling', increasing concerns for upcoming observed structured clinical examinations. Foundation Year 1 (F1) doctors (F1s), despite being expected to teach, rarely receive formal preparation, with COVID-19 exacerbating opportunities to practice. As such, a national orthopaedic teaching programme was designed to provide F1s with opportunities to develop their teaching skills and to synergistically teach medical students how to perform clinical orthopaedic examinations. METHODS: Six weekly sessions, each delivered by two newly qualified F1 tutors, on each joint examination were delivered online via Zoom Video Communications (USA). Presession and postsession multiple choice questions (MCQs) were provided to students to assess improvement in knowledge. Anonymous feedback forms were provided to both students and tutors. RESULTS: Of the 341 students that attended, 87.1% provided feedback. 86.2% felt that they had de-skilled due to time off, with a mean 15 weeks off from placement. Based on a 5-point Likert scale, students displayed a mean improvement in confidence (1.9±1.1, p<0.001) and MCQ scores (1.4±1.3, p<0.001) before and after the sessions. 91.6% and 95.3% agreed that the use of online teaching increased attendance and laid the foundation for practice. Of the six tutors, all reported improvement in confidence to teach and teaching skills. CONCLUSION: We demonstrate that online delivery of clinical orthopaedic examinations is effective, increasing the knowledge and confidence of students, while providing opportunities for F1s to teach. We present our findings to encourage similar teaching programmes to be adopted at other locations and specialties, to synergistically benefit students, doctors and ultimately, patients.


Subject(s)
COVID-19 , Education, Medical, Undergraduate , Orthopedics , Students, Medical , Humans , Pandemics , Education, Medical, Undergraduate/methods , COVID-19/epidemiology , Teaching
13.
Pensar Prát. (Online) ; 25Fev. 2022.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2282240

ABSTRACT

O ensino remoto emergencial foi adotado por algumas redes de ensino brasileiras durante a pandemia de COVID-19. Diante disso, a presente investigação de caráter qualitativo se propôs a analisar dois relatos de experiências escritos por docentes que afirmam colocar em ação o currículo cultural da Educação Física, objetivando identificar os limites e possibilidades da proposta diante das dificuldades impostas pelo contexto pandêmico. A pesquisa evidenciou que essa vertente proporciona a flexibilidade necessária ao ensino remoto emergencial, contribuindo, portanto, para a permanência de um trabalho pedagógico de qualidade e possibilitando a continuidade do distanciamento social, até que seja seguro o retorno às aulas presenciais (AU).


Emergency remote learning was adopted by some Brazilian education networks during the COVID-19 pandemic. In view of this, this qualitative investigation aimed to analyze two experience reports prepared by teachers who claim to put into action the cultural curriculum of Physical Education, aiming to identify the limits and possibilities of the proposal in view of the difficulties imposed by the pandemic context. The research showed that this aspect provides the necessary flexibility for emergency remote teaching, thus contributing to the permanence of quality pedagogical work and enabling the continuation of social distancing, until it is safe to return to in-person classes (AU).


El aprendizaje remoto de emergencia fue adoptado por algunas redes educativas brasileñas durante la pandemia de COVID-19. Ante esto, esta investigación cualitativa tuvo como objetivo analizar dos relatos de experiencia escritos por docentes que pretenden poner en marcha el currículo cultural de Educación Física, con el objetivo de identificar los límites y posibilidades de la propuesta ante las dificultades que impone el contexto pandémico. La investigación mostró que este aspecto brinda la flexibilidad necesaria para la enseñanza remota de emergencia, contribuyendo así a la permanencia de un trabajo pedagógico de calidad y permitiendo la continuación del aislamiento social, hasta que sea seguro regresar a las clases presenciales (AU).


Subject(s)
Humans , Physical Education and Training , Physical Distancing , COVID-19 , Teaching , Education, Distance , Curriculum
14.
Pensar Prát. (Online) ; 25Fev. 2022.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2281439

ABSTRACT

Investigamos os conteúdos de ensino do componente curricular de Educação Física planejados para estudantes do 4° Ano do Ensino Fundamental, por meio da análise de 66 videoaulas veiculadas no Canal YouTube TV Escola Curitiba. Na análise adotamos as técnicas da Análise de Conteúdo (BARDIN, 2011). Evidenciamos, que as propostas contemplaram as unidades Esportes, Jogos/brincadeiras, Lutas, Danças e Ginásticas, oportunizando tanto a construção de saberes conceituais relativos à história, categorização, características e regras, quanto saberes corporais, experienciados na prática dessas manifestações culturais. Consideramos que outros professores possam se beneficiar dos materiais produzidos nas videoaulas, assim como se inspirarem para criar seus próprios canais (AU).


We investigated the teaching contents of the Physical Education curricular component planned for students in the 4th year of elementary school, through the analysis of 66 video classes broadcast on YouTube TV Escola Curitiba. In the analysis adopted the techniques of Content Analysis (BARDIN, 2011). We evidence that the proposals contemplated the Sports, Games/Plays, Fights, Dances and Gymnastics units, providing opportunities for construction of conceptual knowledge related to history, categorization, characteristics and rules, as well as bodily knowledge, experienced the practice of these cultural manifestations. We believe that other teachers can benefit from the materials produced in the video classes, as well as be inspired to create their own channels (AU).


Investigamos los contenidos didácticos del componen-te curricular de Educación Física planificados para alumnos de 4º año de primaria, mediante el análisis de 66 videoclases retransmitidas en el Canal YouTube TV Escola Curitiba. En el análisis adoptamos las técnicas de Análisis de Contenido (BARDIN, 2011). Evidenciamos que las propuestas contemplaron las unidades Deportes, Juegos/Jugadas, Peleas, Bailes y Gimnasia, brindando oportunidades para la construcción de conoci-mientos conceptuales relacionados con la historia, categorización, ca-racterísticas y reglas, y conocimientos corporales, vividos en la práctica de estas manifestaciones. Creemos que otros profesores pueden bene-ficiarse de los materiales de las videoclases, así como inspirarse para crear sus propios canales (AU).


Subject(s)
Humans , Physical Education and Training , Teaching , Education, Distance , Education, Primary and Secondary , Play and Playthings , Gymnastics
15.
Cogitare Enferm. (Online) ; 27: e84547, 2022.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2280573

ABSTRACT

RESUMO Objetivo relatar as experiências dos autores durante o ensino remoto na pós-graduação em Enfermagem e Saúde, frente à pandemia de Coronavírus, sob a perspectiva de Paulo Freire. Método relato de experiência a partir da observação direta e da participação nas atividades do componente curricular, entre março e junho de 2021, em uma universidade pública no Estado da Bahia (Brasil). Os dados foram registrados em um diário de campo, organizados por aproximação temática e analisados a partir do processo de ação-reflexão-ação. Resultados identificaram-se três dimensões que descortinaram os horizontes vivenciados no ensino remoto emergencial na perspectiva de buscar a qualificação da educação superior em saúde. Conclusão observou-se que os diálogos realizados nas aulas remotas perpassaram por desafios e inovações no planejamento e na prática de aula e ressignificaram o processo de caracterização da prática docente. Evidenciou-se uma perspectiva de proporcionar o curso com qualidade, estimulando o processo de ação-reflexão-ação no ensino-aprendizagem.


ABSTRACT Objective: to report the authors' experiences during remote teaching in the postgraduate course in Nursing and Health, in the face of the Coronavirus pandemic, from Paulo Freire's approach. Method experience report based on direct observation and student participation in curricular activities, between March and June 2021, at a public university in the State of Bahia, Brazil. Data were recorded in a field diary, organized by thematic approach and analyzed through the action-reflection-action process. Results Three dimensions were identified that revealed the scenery experienced in emergency remote teaching, aimed to ensure the qualification of higher education in health. Conclusion The conversations during the remote classes pervaded challenges and innovations in planning and in class practice and re-signified the process of characterization of teaching practice. The prospect of offering a high quality course, stimulating the action-reflection-action process in teaching-learning became clear.


RESUMEN Objetivo: relatar las experiencias de los autores durante la enseñanza a distancia en el posgrado en Enfermería y Salud, frente a la pandemia del Coronavirus, en la perspectiva de Paulo Freire. Método relato de experiencia basado en la observación directa y participación en las actividades del componente curricular, entre marzo y junio de 2021, en una universidad pública del Estado de Bahía (Brasil). Los datos fueron registrados en diario de campo, organizados por abordaje temático y analizados a partir del proceso acción-reflexión-acción. Resultados se identificaron tres dimensiones que revelaron los horizontes vividos en la enseñanza a distancia de emergencia en la perspectiva de buscar la calificación de educación superior en salud. Conclusión se observó que los diálogos realizados en las clases a distancia pasaron por desafíos e innovaciones en la planificación y en la práctica de clase y dieron un nuevo significado al proceso de caracterización de la práctica docente. Se evidenció una perspectiva de dotar al curso de calidad, estimulando el proceso de acción-reflexión-acción en la enseñanza-aprendizaje.


Subject(s)
Teaching , Coronavirus , Education, Distance , Pandemics , COVID-19
16.
Psicol. esc. educ ; 25: e247675, 2021.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2253800

ABSTRACT

O período de pandemia devido à Covid-19 reforçou a necessidade de repensar o papel do psicólogo escolar diante dos desafios que o ensino remoto impõe. Este relato de experiência busca revelar as atividades desempenhadas pelas estagiárias de psicologia escolar em uma escola pública do interior da Bahia. As atividades incluíram construção e distribuição de materiais informativos virtuais, projeto de cartas terapêuticas, divulgação de informação em plataformas digitais, além de acolhimento online de casos específicos. O uso das tecnologias de informação e comunicação revelou-se como uma estratégia potencial para ação junto ao público adolescente, mas também escancarou as dificuldades de acesso à educação de modo remoto para os alunos de escolas públicas, que foram acirradas durante a pandemia.


El período de pandemia debido a la Covid-19 reforzó la necesidad de repensarse el papel del psicólogo escolar delante de los desafíos que la enseñanza remota impone. Este relato de experiencia busca revelar las actividades desempeñadas por las psicólogas escolar en formación en una escuela pública del interior de Bahía. Las actividades incluyeron construcción y distribución de materiales informativos virtuales, proyecto de cartas terapéuticas, divulgación de información em plataformas digitales, además de acogimiento online de casos específicos. El uso de las tecnologías de información y comunicación se mostró como una estrategia potencial para acción junto al público adolescente, pero también dejó claro las dificultades de acceso a la educación de modo remoto para los alumnos de escuelas públicas, que fueron acerradas durante la pandemia.


The COVID-19 pandemic reinforced the need to rethink the role played by school psychologists in the face of the challenges posed by remote education. This experience report intends to present the activities performed by school psychology interns at a public school in the countryside of the state of Bahia. the activities included the production and distribution of virtual information materials, the writing of therapeutic letters, and the dissemination of information on digital platforms, and online hosting for specific cases. The use of information and communication technologies was a powerful strategy for action with adolescents, but it also raised the issue of remote access to education for students from public schools, which became more serious during the pandemic.


Subject(s)
Psychology , Teaching , Pandemics , COVID-19
17.
Movimento (Porto Alegre) ; 28: e28017, 2022.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2250101

ABSTRACT

Resumo Este dossiê temático reúne uma coletânea de artigos acerca das implicações pedagógicas do ensino de Educação Física (EF) durante a pandemia de COVID-19. A pandemia desafiou professores em todo o mundo a se adaptarem ao distanciamento social e às exigências do ensino remoto. Nosso objetivo nesta edição especial é compartilhar e refletir sobre esses desafios e ver que a questão não se trata apenas do uso de tecnologia, mas também de como professores lidam com as implicações para o ensino de uma disciplina como a EF. As histórias compartilhadas fornecem valiosos insights sobre como os professores se adaptam e aprendem novas estratégias e tecnologias para ensinar EF em tempos de distanciamento social.


Resumen Este dossier temático reúne una colección de artículos sobre las implicaciones pedagógicas de la enseñanza de la Educación Física (EF) durante la pandemia de COVID-19. La pandemia ha desafiado a los profesores de todo el mundo a adaptarse al distanciamiento social y a los requisitos de enseñanza en línea. Nuestro objetivo en esta edición especial es compartir y reflexionar sobre estos desafíos y ver que el problema no se trata solo del uso de la tecnología, sino también de cómo los profesores enfrentan con las implicaciones para enseñar una materia como la EF. Las historias compartidas brindan insights valiosos sobre como los profesores se adaptan y aprenden nuevas estrategias y tecnologías para enseñar EF en tiempos de distanciamiento social.


Abstract This "Focus Section" brings together a collection of papers that consider the pedagogical implications of teaching Physical Education (PE) during the COVID-19 pandemic. The pandemic has challenged teachers around the globe to adapt to social distancing and teaching online requirements. Our goal in this special edition is to share and reflect together on these challenges and see that the issue is not just about the use of technology, but also about how teachers navigate the implications for teaching a subject like PE. The shared stories provide valuable insights into how teachers adapt and learn new strategies and technologies for teaching PE in times of social distancing.


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Physical Education and Training , Education, Distance , Faculty , Physical Distancing , COVID-19 , Teaching , Pandemics
18.
J Surg Res ; 287: 134-141, 2023 07.
Article in English | MEDLINE | ID: covidwho-2273936

ABSTRACT

INTRODUCTION: We conducted a single-blind, prospective, randomized, 3-arm controlled trial to compare the efficacy of interactive and noninteractive video-based with instructor-led teaching in acquiring and retaining basic surgical skills. METHODS: Participants were pretested after providing written instruction using a simulator. After the pretest, students were randomized to three groups: noninteractive video-based instruction (NIVBI), instructor-led teaching with concurrent feedback, and interactive video-based instruction (IVBI). An immediate post-test and a retention test were performed 1 mo after the practice session's end to assess the efficacy of practice conditions. Two experts blinded to the experimental condition evaluated performance using expert-based assessment. Data were analyzed using SPSS. RESULTS: There were no differences in expert-based assessments between groups at the pretest. All three groups showed significant improvements in expert-based scores between the pretests and post-tests as well as between pretests and retention tests (P < 0.0001). Instructor-led teaching and IVBI were equally effective initially for teaching this skill to naive medical students and showed better performance than NIVBI (P < 0.0001 each). At retention, IVBI displayed superior performance compared to NIVBI and the instructor-led group (P < 0.0001 each). CONCLUSIONS: Our result showed that video-based instruction could be as effective as instructor-led teaching in acquiring basic surgical skills. These findings support the idea that with thoughtful incorporation into technical skill curricula, video-based instruction may efficiently use faculty time and serve as a helpful adjunct for basic surgical skills training.


Subject(s)
Students, Medical , Humans , Prospective Studies , Single-Blind Method , Clinical Competence , Curriculum , Teaching
19.
J Dent Educ ; 87(6): 755-763, 2023 Jun.
Article in English | MEDLINE | ID: covidwho-2283948

ABSTRACT

BACKGROUND: The COVID-19 pandemic forced dental educators to quickly modify the teaching-learning platform without testing outcomes of alternative teaching methods prior to implementation. One critical course affected was the teaching of local anesthesia (LA) that moved from practicing injections using the traditional student-to-student method to the simulation model using manikins. PURPOSE: This study compared two LA teaching methods (student-to-student versus simulation) in two consecutive cohorts before and during the pandemic to assess differences in students' skill level and self-confidence. METHODS: This quasi-experimental study recruited a convenience sample of dental hygiene students at the University of Minnesota during 2020 and 2021. Consent was collected prior to student-to-student injection practice and survey distribution. Data collected were clinical and summative clinical assessments to determine LA skill level, and student surveys to assess self-confidence. Analyses included descriptive statistics, linear models within and between cohorts, and inductive analysis for qualitative survey responses. RESULTS: Fifty of 57 students (88%) completed the survey, and 54 (95%) consented access to their clinical assessments. Skill level was significantly higher for the simulation cohort compared to the student-to-student cohort on the LA summative clinical assessment (59.0 vs. 55.6, p = 0.004). No differences were found in self-confidence between cohorts. A positive association was found between students' self-confidence and skill levels for both cohorts, but only student-to-student cohort results were statistically significant (student-to-student: r = 0.44, p = 0.02; simulation: r = 0.24, p = 0.26). CONCLUSION: Results support incorporating simulation manikin teaching methods for LA with a student-to-student partner component.


Subject(s)
Anesthesia, Local , COVID-19 , Humans , Oral Hygiene , Pandemics , Students, Dental , COVID-19/epidemiology , Teaching , Clinical Competence
20.
BMC Med Educ ; 23(1): 219, 2023 Apr 06.
Article in English | MEDLINE | ID: covidwho-2282764

ABSTRACT

BACKGROUND: After the COVID-19 epidemic, the state has paid more attention to the clinical teaching function of affiliated hospitals of colleges and universities. Strengthening the integration of medicine and education and improving the quality and effect of clinical practice teaching are critical challenges facing medical education. The difficulty of orthopedic teaching lies in the characteristics of a wide variety of diseases, strong professionalism, and relatively abstract characteristics, which affect the initiative, enthusiasm, and learning effect of nursing students. In this study, a flipped classroom teaching plan based on the CDIO (conceive-design-implement-operate) concept was constructed and practiced in the orthopedic nursing student training course to improve the effect of practical teaching, and it is convenient for teachers to implement more effective and targeted teaching in the flipped classroom of nursing education and even medical education in the future. METHODS: Fifty undergraduate nursing students who practiced in the Orthopedics Department of a tertiary hospital in June 2017 were enrolled in the control group, while 50 undergraduate nursing students who practiced in the same department in June 2018 were enrolled in the intervention group. The intervention group adopted the flipped classroom teaching mode of the CDIO concept, whereas the control group adopted the traditional teaching mode. After finishing the department practice task, the students in the two groups completed the evaluation of theory, operation skills, independent learning ability, and critical thinking ability. They completed the evaluation of clinical practice ability in eight dimensions, including four processes of nursing procedures, humanistic care ability, and evaluation of clinical teaching quality for two groups of teachers. RESULTS: After teaching, the clinical practice ability, critical thinking ability, autonomous learning ability, theoretical and operational performance, and evaluation of clinical teaching quality in the intervention group were significantly higher than those in the control group (all p < 0.05). CONCLUSION: The CDIO-based teaching mode can stimulate the independent learning ability and critical thinking ability of nursing interns, promote the organic combination of theory and practice, improve their ability to comprehensively use theoretical knowledge to analyze and solve practical problems, and improve teaching effectiveness.


Subject(s)
COVID-19 , Education, Nursing, Baccalaureate , Students, Nursing , Humans , Education, Nursing, Baccalaureate/methods , Orthopedic Nursing , Learning , Problem-Based Learning/methods , Teaching , Curriculum
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