Your browser doesn't support javascript.
Show: 20 | 50 | 100
Results 1 - 20 de 371
Filter
2.
Nurs Clin North Am ; 57(4): 525-538, 2022 12.
Article in English | MEDLINE | ID: covidwho-2121176

ABSTRACT

This article examines the concept of telepresence and the use of video chat platforms to facilitate family and nurse presence in hospital settings. Ethical, technical, and logistical challenges for using video chat platforms at the bedside are addressed. In addition, the Community of Inquiry model is used to explore how human presence is facilitated in distance-accessible nursing education. Special focus is on the use of technology to meet the challenges of presence during virtual nursing instruction.


Subject(s)
Education, Distance , Education, Nursing , Humans , Teaching
3.
Br J Hosp Med (Lond) ; 83(10): 1-6, 2022 Oct 02.
Article in English | MEDLINE | ID: covidwho-2100430

ABSTRACT

Clinical teaching fellowships are becoming increasingly popular, with the numbers of posts ever-expanding. This increase has accelerated as education and training start to recover from the effects of the COVID-19 pandemic. However, the nature of these roles, the entry requirements and the potential benefits are often poorly defined. This article outlines the author's experience of working as a clinical teaching fellow for a year and provides tips on what to look out for when considering these roles, as well as how to get the most out of them.


Subject(s)
COVID-19 , Education, Medical, Graduate , Humans , Pandemics , Fellowships and Scholarships , Teaching
4.
Biochem Mol Biol Educ ; 50(6): 558, 2022 Nov.
Article in English | MEDLINE | ID: covidwho-2094153
5.
Int J Environ Res Public Health ; 19(21)2022 Oct 31.
Article in English | MEDLINE | ID: covidwho-2090191

ABSTRACT

Anatomy is taught in the early years of an undergraduate medical curriculum. The subject is volatile and of voluminous content, given the complex nature of the human body. Students frequently face learning constraints in these fledgling years of medical education, often resulting in a spiraling dwindling academic performance. Hence, there have been continued efforts directed at developing new curricula and incorporating new methods of teaching, learning and assessment that are aimed at logical learning and long-term retention of anatomical knowledge, which is a mainstay of all medical practice. In recent years, artificial intelligence (AI) has gained in popularity. AI uses machine learning models to store, compute, analyze and even augment huge amounts of data to be retrieved when needed, while simultaneously the machine itself can be programmed for deep learning, improving its own efficiency through complex neural networks. There are numerous specific benefits to incorporating AI in education, which include in-depth learning, storage of large electronic data, teaching from remote locations, engagement of fewer personnel in teaching, quick feedback from responders, innovative assessment methods and user-friendly alternatives. AI has long been a part of medical diagnostics and treatment planning. Extensive literature is available on uses of AI in clinical settings, e.g., in Radiology, but to the best of our knowledge there is a paucity of published data on AI used for teaching, learning and assessment in anatomy. In the present review, we highlight recent novel and advanced AI techniques such as Artificial Neural Networks (ANN), or more complex Convoluted Neural Networks (CNN) and Bayesian U-Net, which are used for teaching anatomy. We also address the main advantages and limitations of the use of AI in medical education and lessons learnt from AI application during the COVID-19 pandemic. In the future, studies with AI in anatomy education could be advantageous for both students to develop professional expertise and for instructors to develop improved teaching methods for this vast and complex subject, especially with the increasing paucity of cadavers in many medical schools. We also suggest some novel examples of how AI could be incorporated to deliver augmented reality experiences, especially with reference to complex regions in the human body, such as neural pathways in the brain, complex developmental processes in the embryo or in complicated miniature regions such as the middle and inner ear. AI can change the face of assessment techniques and broaden their dimensions to suit individual learners.


Subject(s)
Artificial Intelligence , COVID-19 , Humans , Bayes Theorem , Pandemics , Curriculum , Teaching
6.
PLoS One ; 17(10): e0276660, 2022.
Article in English | MEDLINE | ID: covidwho-2089438

ABSTRACT

After the beginning of the COVID-19 pandemic in 2020, digital teaching had to be implemented by most universities at short notice and widely replaced classroom teaching. As a consequence, digital teaching further reduced direct social interaction for students. One year after the introduction of digital teaching formats at our university medical center (department of psychiatry and psychotherapy), teaching evaluation of students from summer semesters 2020 and 2021 (SS20, SS21) were compared. The main objective of this study was to objectify whether students evaluate digital teaching less favorably after one year of its implementation. Ratings of 311 medical students on (1) knowledge gain, (2) teaching contents and (3) subjective advantages of digital teaching were analyzed for the two separate cohorts SS20 (n = 175) and SS21 (n = 136). Students also rated their pandemic-related stress level, and if learning progress had been reduced by the pandemic in general. Significant knowledge gain was achieved for all included domains in psychiatry (all p < .001), and did not differ between SS20/SS21. Teaching contents in SS21 were rated worse in six out of eight domains compared to SS20 (p < .001 to .05). Also, subjective advantages of digital teaching vanished in most domains comparing the cohorts of SS21 and SS20 (p < .001 to .05). No differences were found for pandemic-related stress level and subjective learning progress. Limitations include the post-hoc design, possible bias from individual exam grades, and sampling bias. The present study showed that knowledge gain can be considered to be stable one year after the pandemic-related implementation of digital teaching. However, sustainability of this teaching format should be monitored critically: The subject of psychiatry and psychotherapy thrives on direct communication, which can be compromised when using digital formats only. In this light, implementation of more interactive formats in digital teaching is discussed.


Subject(s)
COVID-19 , Psychiatry , Students, Medical , Humans , Pandemics , COVID-19/epidemiology , Learning , Teaching
7.
BMC Med Educ ; 22(1): 728, 2022 Oct 20.
Article in English | MEDLINE | ID: covidwho-2084696

ABSTRACT

BACKGROUND: Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity. METHODS: Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran's medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme. RESULTS: A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students' hearts (considering supporting systems that learners need) and (3) using Sledgehammer's approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other. CONCLUSION: Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students' transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.


Subject(s)
Anatomy , Education, Medical, Undergraduate , Students, Medical , Humans , Learning , Education, Medical, Undergraduate/methods , Qualitative Research , Curriculum , Teaching , Anatomy/education
9.
Med Educ ; 56(11): 1127-1128, 2022 11.
Article in English | MEDLINE | ID: covidwho-2078606

Subject(s)
Pediatrics , Child , Humans , Teaching
10.
Int. j. morphol ; 40(4): 902-908, 2022. ilus, tab
Article in Spanish | WHO COVID, LILACS (Americas) | ID: covidwho-2066761

ABSTRACT

RESUMEN: El e-learning (aprendizaje electrónico) es el proceso de enseñanza, aprendizaje y evaluación, a través de internet y la tecnología, es decir, está centrado en los métodos de aprendizaje, la expansión y conexión de información, que en el uso de una computadora como un artefacto en el proceso de aprendizaje. El propósito de esta revisión fue identificar estudios que exploraran las tecnologías e-learning y su impacto en el proceso de enseñanza y evaluación de Anatomía Humana, y evaluar la calidad de investigación publicada. Se realizó una revisión sistemática de la literatura en las bases de datos Pudmed (Medline), Ovid (cochrane Central), Ovid (Medline), Scopus, Web of science (clarivate) y Science Direct, incluyendo las palabras claves: Examination, Teaching, COVID-19 medical education, COVID-19, Medical student exams, Anatomy, Students, Medical. Se evaluó la calidad de las investigaciones a través del instrumento de Calidad del Estudio de Investigación de Educación Médica (MERSQI). En total se encontraron 202 artículos de investigación, y al aplicar los criterios de inclusión y exclusión se identificaron un total de 24 artículos; tras leer los artículos, se escogieron cuatro investigaciones que cumplieron con los criterios de síntesis en esta revisión. En general, los resultados mostraron un impacto favorable de las tecnologías e-learning pues facilitó el acceso, la flexibilidad y el ritmo de aprendizaje para cada estudiante, también promovió nuevas formas de enseñanza y evaluación en la disciplina de la Anatomía Humana en estudiantes de medicina durante la pandemia la COVID-19. Así, la educación médica para la ciencia básica en anatomía humana indica una transición a un aprendizaje combinado de lo presencial y virtual a un modelo de aprendizaje mixto (b-learning).


SUMMARY: E-learning (electronic learning) is the process of teaching, learning and evaluation, through the internet and technology, that is, it is focused on learning methods, the expansion and connection of information, which in the use of a computer as an artifact in the learning process. The purpose of this review was to identify studies that explore e-learning technologies and their impact on the teaching and assessment process of Human Anatomy, and to assess the quality of published research. A systematic review of the literature was carried out in the databases Pudmed (Medline), Ovid (Cochrane Central), Ovid (Medline), Scopus, Web of science (clarivate) and Science Direct, including the keywords: Examination, Teaching, COVID-19 medical education, COVID-19, Medical student exams, Anatomy, Students, Medical. Research quality was assessed using the Medical Education Research Study Quality (MERSQI) instrument. In total, 202 research articles were found, and when applying the inclusion and exclusion criteria, a total of 24 articles were identified; After reading the articles, four investigations were chosen that met the synthesis criteria in this review. In general, the results showed a favorable impact of e-learning technologies since it facilitated access, flexibility and learning pace for each student, it also promoted new forms of teaching and evaluation in the discipline of Human Anatomy in medical students. during the Covid-19 pandemic. Thus, medical education for basic science in human anatomy indicates a transition from blended face-to-face and virtual learning to a blended learning model (b-learning).


Subject(s)
Humans , Students, Medical , Internet , COVID-19 , Anatomy/education , Teaching , Learning
11.
Int J Environ Res Public Health ; 19(19)2022 Oct 04.
Article in English | MEDLINE | ID: covidwho-2066039

ABSTRACT

We present the design, implementation, and evaluation of an e-service learning course, "Social Marketing for Health Promotion", offered to full-time and part-time students enrolled in the Master of Public Health at our institution. In a quasi-experimental trial, we introduced e-service learning in 2018, comparing a traditional face-to-face section to a blended course (33% online). Based on the positive feedback received, we progressively increased the online component in the following academic years, reaching 100% online in Fall 2020. We compared the quantitative and qualitative indicators evaluating three e-service learning-course iterations with a face-to-face control. The impact indicators included participation and engagement in the course, the attainment of the learning outcomes, satisfaction with the course, instructors and mode of delivery, and the impact of the experience beyond the classroom. Over the years, we trained 73 students whose engagement with the course remained relatively stable. The attainment of the learning outcomes and general course satisfaction steadily increased over time, demonstrating a positive impact on student learning. Qualitative data illustrate the importance of instructors in setting expectations and guiding students and community partners through a remote-learning process.


Subject(s)
Relief Work , Social Marketing , Humans , Learning , Lebanon , Students , Teaching
12.
PLoS One ; 17(10): e0275880, 2022.
Article in English | MEDLINE | ID: covidwho-2065152

ABSTRACT

Online learning in higher education has been increasing for many years. This is happening across all of higher education and it is happening more specifically within STEM fields. The growth of online learning has significantly accelerated the past couple of years during the COVID-19 pandemic as colleges and universities have sought ways to continue educating students while also keeping students, faculty and staff safe. As result, many college faculty and instructors across all fields of study including STEM fields have made and continue to make the transition to teaching online for the first time. Teaching in an online environment is different from traditional classroom teaching in many ways and presents a unique set of challenges to college instructors. This study documents the development of an instrument used for instructors to self-report their instructional techniques and practices. Data from 251 instructors is also used to examine how this instrument can be used to better understand particular practices, with a focus in this study on discussion facilitation. The results align with the Community of Inquiry framework, including indicating that teaching through discussion forums involves direct contribution and/or facilitation.


Subject(s)
COVID-19 , Pandemics , COVID-19/epidemiology , Faculty , Humans , Self Report , Teaching , Universities
13.
BMC Med Educ ; 22(1): 717, 2022 Oct 12.
Article in English | MEDLINE | ID: covidwho-2064785

ABSTRACT

BACKGROUND: The COVID-19 pandemic has not only brought many aspects of disaster medicine into everyday awareness but also led to a massive change in medical teaching due to the necessity of contact restrictions. This study aimed to evaluate student acceptance of a curricular elective module on disaster and deployment medicine over a 5-year period and to present content adjustments due to COVID-19 restrictions. METHODS: Since 2016, 8 semesters of the curricular elective module took place in face-to-face teaching (pre-COVID-19 group). From the summer semester of 2020 to the summer semester of 2021, 3 semesters took place as online and hybrid courses (mid-COVID-19 group). Student attitudes and knowledge gains were measured using pretests, posttests, and final evaluations. These data were statistically compared across years, and new forms of teaching under COVID-19 conditions were examined in more detail. RESULTS: A total of 189 students participated in the module from the summer semester of 2016 through the summer semester of 2021 (pre-COVID-19: n = 138; mid-COVID-19: n = 51). There was a high level of satisfaction with the module across all semesters, with no significant differences between the groups. There was also no significant difference between the two cohorts in terms of knowledge gain, which was always significant (p < 0.05). COVID-19 adaptations included online seminars using Microsoft Teams or Zoom, the interactive live-streaming of practical training components, and digital simulation games. CONCLUSION: The high level of satisfaction and knowledge gained during the module did not change even under a digital redesign of the content offered. The curricular elective module was consistently evaluated positively by the students, and the adaptation to online teaching was well accepted. Experiences with digital forms of teaching should also be used after the COVID-19 pandemic to create digitally supported blended learning concepts in the field of deployment and disaster medicine and thus further promote the expansion of teaching in this important medical field.


Subject(s)
COVID-19 , Disasters , Education, Medical, Undergraduate , Students, Medical , COVID-19/epidemiology , Curriculum , Humans , Pandemics , Teaching
14.
PLoS One ; 17(8): e0269562, 2022.
Article in English | MEDLINE | ID: covidwho-2054308

ABSTRACT

PURPOSE: The COVID-19 pandemic has imposed severe challenges on medical education at German university hospitals. In this first German nationwide expert survey, we addressed the responsible university teaching coordinators in obstetrics and gynecology departments and investigated their experiences during the pandemic as well as their opinions on future developments, especially with regard to the broader implementation of e-learning in the standard curriculum. METHODS: The questionnaire included 42 items and was disseminated among teaching coordinators at all 41 departments of obstetrics and gynecology at German university hospitals via an email that included a weblink to the online survey provider. Responses were collected between 19 April and 7 June 2021. RESULTS: In total, 30 responses were collected from 41 departments across Germany and their respective teaching coordinators in obstetrics and gynecology. The general opinion of the medical teaching provided during the pandemic was positive, whereas the teaching quality in practical skills was considered inferior and not equivalent to the standard face-to-face curriculum. Lectures and seminars had to be substituted by remote-learning alternatives, while clinical clerkships were reduced in length and provided less patient contact. Students in their final year experienced only a few differences in the clinical and teaching routine. Teaching coordinators in obstetrics and gynecology stated that they intend to incorporate more e-learning into the curriculum in the future. CONCLUSION: The medical educators' views presented here may help to complement the already-thoroughly investigated experiences of students under the restrictions of the COVID-19 pandemic. Medical educators in obstetrics and gynecology at German university hospitals have successfully established online and hybrid teaching alternatives to their standard face-to-face courses. Building on recent experiences, digitalization could help to improve future medical education.


Subject(s)
COVID-19 , Education, Medical, Undergraduate , Education, Medical , Gynecology , Obstetrics , Students, Medical , COVID-19/epidemiology , Female , Gynecology/education , Hospitals, University , Humans , Obstetrics/education , Pandemics , Pregnancy , Surveys and Questionnaires , Teaching
15.
Adv Physiol Educ ; 46(4): 677-684, 2022 Dec 01.
Article in English | MEDLINE | ID: covidwho-2053384

ABSTRACT

COVID-19 necessitated online teaching (OT) during the second half of the spring 2020 semester. The perceptions of science, technology, engineering, and math (STEM) faculty of OT at a two-year (2-YI) and a four-year (4-YI) institution were examined during this sudden switchover. One group of educators had received flipped teaching (FT) training (FTEs, n = 23), whereas the other group was practicing traditional teaching (TTEs, n = 18). There were two cohorts of FTEs: cohort 1 were implementing FT for the third time in their classrooms, and cohort 2 had started for the first time. The survey results suggested that FTEs were more confident with OT than TTEs (P < 0.05). It was interesting to note that 62.5% of the FTEs, whether they were from cohort 1 or cohort 2, chose an asynchronous approach, whereas 37.5% delivered synchronous OT during the sudden transition. It was found that FT experience helped cohort 1 adjust to OT compared with cohort 2. Overall, these results suggest that FTEs were confident and their resources for FT eased the transition to OT.NEW & NOTEWORTHY COVID-19 necessitated online teaching (OT). The perceptions of STEM faculty of OT at two-year and four-year institutions were examined. One group had received flipped teaching (FT) training (FTEs), whereas the others practiced traditional teaching (TTEs). Among two cohorts of FTEs, cohort 1 had been practicing FT but not cohort 2. FTEs were more confident with OT than TTEs. FT experience helped cohort 1 adjust to OT more than cohort 2. Overall, FT eased the transition to OT.


Subject(s)
COVID-19 , Humans , Pandemics , Engineering , Faculty , Technology , Teaching
16.
Nervenarzt ; 93(1): 1-10, 2022 Jan.
Article in German | MEDLINE | ID: covidwho-2048201

ABSTRACT

BACKGROUND: In response to the coronavirus pandemic, most universities implemented digital teaching at short notice for the summer semester 2020 (SS20), whereas they simultaneously shut down classroom teaching. In the psychiatric clinic of the University Medical Center Göttingen, students' ratings concerning the learning effect and their substantive assessment for both forms of teaching were comparatively evaluated to determine the quality of this process. MATERIAL AND METHODS: Overall, 350 students who had visited classroom teaching (winter semester, WS18/19 to WS19/20) vs. digital teaching (SS20) assessed their form of teaching post hoc, within a standardized survey. They rated the individual learning effect in seven psychiatric subjects and did a substantive assessment on eight dimensions. In addition, they rated their expenditure of time. RESULTS: For digital teaching, the individual learning effect was rated as either being equivalent or superior (subjects: psychotherapy, schizophrenia). Despite a significantly heightened expenditure of time, digital teaching was substantively assessed as being equivalent to classroom teaching or superior (dimensions: independent processing of learning goals, overall format of lecture). Concerning their anticipated preparation for the professional practice, students rated digital teaching as being inferior to classroom teaching. CONCLUSION: A pandemic-driven conversion from classroom to digital teaching did not result in a loss of quality on the dimensions measured in this comparative evaluation. With a view to professional practice, digital teaching should complement classroom teaching and be part of future curricula.


Subject(s)
COVID-19 , Psychiatry , Curriculum , Humans , Learning , SARS-CoV-2 , Teaching
17.
Nurse Educ Pract ; 63: 103354, 2022 Aug.
Article in English | MEDLINE | ID: covidwho-2000636

ABSTRACT

AIM: The primary goal of this analysis is to determine the effectiveness of blended learning versus traditional face-to-face teaching in nursing education from the three aspects of knowledge, skills and satisfaction. BACKGROUND: With the rapid development of health care, traditional teaching has been unable to meet the learning needs of nursing education. With the development of Internet technology, blended learning seems to be a new available choice to solve the current predicament. However, the effectiveness of blended learning is still controversial. In addition, most studies have primarily evaluated the teaching effect unilaterally. DESIGN: Systematic review and meta-analysis. METHODS: We searched PubMed, Embase, Web of Science, CINAHL and the Cochrane Library for publications in English from inception to April 2021. Two researchers independently screened the eligibility of each publication and extracted the data. The Cochrane risk-of-bias tool and the MINORS (methodological items for non-randomized studies) were used to evaluate the quality of the studies. The statistical heterogeneity was analyzed by the meta-regression and subgroup analysis. Publication bias was assessed by Egger's test. RESULTS: The search strategy identified a total of 3682 potentially relevant articles. We finally included 13 randomized controlled trials (RCTs) and 12 quasi-experimental studies (QRs), with a total of 2706 nursing students. The meta-analysis results showed that blended learning is more effective than traditional teaching in terms of knowledge, skill performance and learning satisfaction (SMD=0.64, z = 3.237, p = 0.001; SMD = 0.37, z = 2.58, p = 0.010; SMD = 0.32, z = 2.347, p = 0.019). Egger's test showed no significant publication bias. In addition, sensitivity analysis suggested that the results are relatively reliable. Through subgroup analysis and meta regression, we found that although the heterogeneity could not be significantly reduced or eliminated, the publication year, the study design and the duration of the intervention time and the number of items in the intervention may be the potential factors affecting heterogeneity of knowledge and learning satisfaction. CONCLUSIONS: The research results showed that blended learning may be an effective teaching strategy and appears to have excellent long-term developmental potential. Although its initial construction may require specific investment to improve the teaching resources and standardize the design of blended learning, in the long term, this new teaching strategy can not only improve nursing students' professional ability and learning satisfaction but also save nursing education resources to promote the balanced development of nursing education. The results of this study can lay a foundation for establishing standardized blended teaching strategies and evaluation indicators in the future.


Subject(s)
Education, Distance , Education, Nursing , Students, Nursing , Clinical Competence , Education, Distance/methods , Education, Nursing/methods , Humans , Learning , Teaching
18.
Movimento (Porto Alegre) ; 28: e28022, 2022.
Article in Portuguese | WHO COVID, LILACS (Americas) | ID: covidwho-2002799

ABSTRACT

Resumo A literatura tem apostado na compreensão coevolutiva entre tecnologia e educação destacando o professor como peça-chave neste processo. O objetivo do texto é problematizar a vivência pedagógica de uma professora de Educação Física da rede estadual de ensino durante a pandemia de covid-19, sob as lentes do neotecnicismo e das literacias emergentes. Adotou-se a metodologia qualitativa a partir dos estudos narrativos, dos casos pedagógicos e suas contribuições para formação docente. Como resultados percebeu-se o sentimento de incompetência para lidar com plataformas digitais, o apoio de uma rede de colaboração por pares, a urgência do "como utilizar ferramentas tecnológicas" e, em segundo plano, "o que ensinar". Considera-se, por fim, que pensar o ensino remoto de Educação Física na pandemia é mais do que pensar em tecnologia, mas antes é refletir sobre como o professor se forma pela experiência e as possibilidades de modificação na percepção de aula de Educação Física neste contexto.


Resumen La literatura se ha centrado en la comprensión coevolutiva entre tecnología y educación, destacando al docente como elemento clave en este proceso. Este texto tiene como objetivo problematizar la experiencia pedagógica de una profesora de Educación Física de la red estatal de educación durante la pandemia de Covid-19, bajo el lente del neotecnicismo y de las literacias emergentes. Se adoptó una metodología cualitativa basada en estudios narrativos, casos pedagógicos y sus aportes a la formación docente. Como resultado, se percibió el sentimiento de incompetencia para trabajar con plataformas digitales, el apoyo a una red de colaboración entre pares, la urgencia de saber "cómo usar las herramientas tecnológicas" y, en segundo plano, "qué enseñar". Finalmente, se considera que pensar en la enseñanza a distancia de la Educación Física en la pandemia es más que pensar en tecnología, más bien es reflexionar sobre cómo el profesor se forma a partir de la experiencia y las posibilidades de modificar la percepción de las clases de Educación Física en este contexto.


Abstract Literature has focused on the co-evolutionary understanding between technology and education, highlighting the teacher as a key player in this process. The objective of the text is to problematize the pedagogical experience of a Physical Education teacher from the state education network during the Covid-19 pandemic, under the lens of neotechnicism and emerging literacies. A qualitative methodology was adopted based on narrative studies, pedagogical cases and their contributions to teacher training. As a result, it was noticed the feeling of incompetence to deal with digital platforms, the support of a peer collaboration network, the urgency of "how to use technological tools" and, in the background, "what to teach". Finally, it is considered that thinking about remote Physical Education teaching in the pandemic is more than thinking about technology, but rather it is reflecting on how the teacher is formed by experience and the possibilities of modifying the perception of Physical Education classes in this context.


Subject(s)
Humans , Male , Female , Adult , Physical Education and Training , Teaching , Technology , Education, Distance , Narration , Perception , Education , Faculty , Pandemics
19.
Surg Radiol Anat ; 44(8): 1193-1199, 2022 Aug.
Article in English | MEDLINE | ID: covidwho-1990613

ABSTRACT

PURPOSE: New training methods sprung up using communication technologies after the suspension imposed on Greek Universities due to restrictive measures against the COVID-19 pandemic. The current questionnaire-based study evaluates the efficacy and utility of the interactive online anatomy labs (ONALs) in assisting the assimilation of anatomy and substituting dissection labs during the pandemic. METHODS: ONALs consisting of video recorded demonstrations of dissected cadavers were developed so that real-time dialogue and interaction between tutor and students was feasible. First- and second-year medical students who were taught neuroanatomy and splanchnology and first-year dental students who were taught head and neck anatomy evaluated the ONALs. RESULTS: One hundred and sixty students participated. The 61 students (38.13%) attended the splanchnology, 58 (36.25%) the neuroanatomy, and 41 (25.63%) the head and neck anatomy course. 86.9% of the participants found the ONALs beneficial for their study. The 75.5% with previous experience of a "face-to-face" dissection replied that the ONALs cannot substitute satisfactorily "face-to-face" dissections. 63.8% replied positively to the ONALs maintenance after the pandemic. CONCLUSIONS: The study's novelty is based on the maintenance of the greater possible interaction between tutors and students during the ONALs, in contrast to the previously described usage of dissection educational videos in anatomy. Our findings reinforce the established statement that "a teaching dissection is an irreplaceable tool in anatomy education". However, the ONALs were well-received by the students and can be kept on as a supplementary teaching modality and can be proven quite useful in Medical Schools that lack cadavers.


Subject(s)
Anatomy , COVID-19 , Education, Medical, Undergraduate , Students, Medical , Anatomy/education , COVID-19/epidemiology , COVID-19/prevention & control , Cadaver , Curriculum , Education, Medical, Undergraduate/methods , Humans , Pandemics/prevention & control , Teaching
20.
Nurs Educ Perspect ; 43(5): 335-336, 2022.
Article in English | MEDLINE | ID: covidwho-1985130

ABSTRACT

ABSTRACT: The disruption of classroom and clinical education caused by the COVID-19 pandemic resulted in student distress and worry regarding the future of their education. Faculty trained in palliative care adapted the SPIKES mnemonic and applied it to real-time interactions with students in an effort to decrease distress and enable continued learning. Palliative care concepts, approaches, and techniques can be used to successfully facilitate faculty-student interactions during times of crisis and rapidly changing educational environments.


Subject(s)
COVID-19 , Palliative Care , Faculty , Humans , Learning , Pandemics , Teaching
SELECTION OF CITATIONS
SEARCH DETAIL