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1.
Environ Sci Pollut Res Int ; 28(38): 53746-53753, 2021 Oct.
Article in English | MEDLINE | ID: covidwho-1241704

ABSTRACT

Technostress during the COVID-19 pandemic has become more prevalent as a result of the global preventive measures applied to limit the spread of infection. These measures included remote working from home in both public and private organizations. The objective of this study is to study technostress and challenges of remote virtual work environment among university staff members at Menoufia University, Egypt. A cross-sectional study was conducted over Menoufia University academic staff members in Egypt. The participants were chosen from both practical and theoretical colleges in Menoufia University using a multistage random sample. Tarfadar technostress questionnaire was used. Cortisol blood level was measured for all participants. This study included 142 participants. The mean age of the group was 36.32±6.41 years. 52.1 percent worked in practical colleges, and 60.6% were lecturers or higher. Their mean cortisol level was 15.61±7.07mcg/dl. Participants who were females, reside in rural areas, held a lecturer or higher position, had poor work-environment WiFi, and lacked technical training had significantly higher levels of technostress subscales. Most of the technostress subscales were significantly correlated with age and blood cortisol levels. The predictors of work overload in multivariate regression were female gender and a work environment with poor WiFi. Female gender, theoretical colleges, being lecturer or higher, and poor WiFi were the predictors for invasion. Among university staff members, technostress was found to be evident. High levels of technostress were significantly influenced by age, higher professions, female gender, and a bad workplace environment.


Subject(s)
COVID-19 , Pandemics , Adult , Cross-Sectional Studies , Egypt , Female , Humans , SARS-CoV-2 , Universities , Workplace
2.
Educ Inf Technol (Dordr) ; 26(6): 7145-7161, 2021.
Article in English | MEDLINE | ID: covidwho-1216233

ABSTRACT

The disruption of 'normal' academic studies in the wake of the COVID-19 pandemic outbreak was embodied mainly in a rapid transition from in-class teaching to online synchronous instruction. The purpose of this study was to examine the lecturer's emotions towards the change they experienced with the sudden shift to online instruction during the COVID-19 pandemic and the effect of those emotions on their willingness to teach online in the future. In the present study, 239 academic lecturers answered an online questionnaire. Four groups of emotions were examined: Success, opportunity, failure, and threat. The findings indicated that the emotions lecturers experienced most strongly was that of success, followed by opportunity. The predictors of lecturer's willingness to teach online in the future were emotions related to 'opportunity' and 'failure'. Surprisingly, the dramatic event of COVID-19 lockdown evoked more positive than negative emotions among lecturers during the first semester of the crisis. The emotions of threat that might characterize this period did not affect the willingness to teach online in the future as may be expected. This study demonstrates how tracing the emotional response toward adopting technology may contribute to understanding technology acceptance. It also contributes to understanding the differences in experiencing change in the normal process of technology adoption as opposed to emergency times.

3.
Educ Inf Technol (Dordr) ; 26(4): 4049-4067, 2021.
Article in English | MEDLINE | ID: covidwho-1092702

ABSTRACT

The COVID-19 pandemic forced universities to push the use of distance learning, impacting an unprecedented number of students. New norms of social distancing and lockdown had been brought in as university measures, immediately modifying student and lecturer habits, changing from the traditional classroom to e-learning platforms. However, the lack of engagement of students throughout an e-learning system is a regular concern among lecturers when creating content on a system. This study presents an applied gamification concept to e-learning focusing on improving engagement of the various types of personalities of undergraduate students in ERP courses. The gamification design was developed by implementing the pros and cons of each game element to compromise the overall performance of students. Three evaluations were conducted:1) to test whether the student has competently gained ERP knowledge; 2) web monitor to record the activity of students; 3) to evaluate the qualitative information of the game experience by interviews. According to the study, the selection of a game element based on personality traits does not necessarily improve knowledge but proves to allow better engagement in the course. In addition, our finding also provides the suggestions for designing game elements based on personality traits.

4.
Zhonghua Kou Qiang Yi Xue Za Zhi ; 56(2): 200-203, 2021 Feb 09.
Article in Chinese | MEDLINE | ID: covidwho-1073509

ABSTRACT

As the national key discipline and the initiator of oral and maxillofacial deformity group, the Department of Oral and Maxillofacial Surgery persisted in teaching, designed a novel teaching form combining theoretical knowledge and online software practice according to the characteristics of our discipline and carried out "cloud training" via the National Oral Telemedicine Education Platform. Ten lecturers, 325 theoretical students and 50 practical students were investigated by questionnaire in the present study with questions focusing on the geographical distribution and composition of personnel, etc. The results showed that the online course covered a wide range of students and achieved high acceptance and satisfaction rate. The first online software operation course was conducted in an orderly manner, with timely interaction between teachers and students. The students were able to master the design process skillfully. This "cloud training" has achieved good results, but there are still a series of problems that have yet to be resolved, such as network stalls and protection of intellectual property rights. Under the new form, the exploration and analysis of the new mode of online telemedicine specialist education will provide some practical reference for the National Clinical Research Center for Oral Diseases to carry out online telemedicine teaching in the future.


Subject(s)
COVID-19 , Education, Medical , China , Hospitals , Humans , Pandemics , SARS-CoV-2
5.
Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz ; 63(12): 1483-1490, 2020 Dec.
Article in German | MEDLINE | ID: covidwho-928411

ABSTRACT

BACKGROUND: The COVID-19 pandemic poses particular challenges for people working in the medical sector. Some of the medical students and young medical professionals who are starting their work in healthcare facilities during this time are confronted with extraordinary moral challenges. A portion of them does not yet have sufficient coping skills to adequately deal with these challenges. This can lead to so-called moral distress (MoD). Permanent or intensive exposure to MoD can have serious consequences. Appropriate support services have the potential to improve the handling of MoD. OBJECTIVE: This article aims to provide an overview of the current state of research on MoD among medical students and young medical professionals in order to sensitize lecturers with responsibility for education and training and doctors in leading positions to the problem. MAIN PART: This article presents the scientific concept of MoD, known triggers, and options for prevention and intervention. The topic is presented with reference to the changes in patient care in the context of the COVID-19 pandemic and research needs are presented. CONCLUSION: The article illustrates the necessity of a German-language, interdisciplinary discourse on MoD among medical students and young professionals.


Subject(s)
Coronavirus Infections , Pandemics , Pneumonia, Viral , Students, Medical , Betacoronavirus , COVID-19 , Germany , Humans , Morals , Pandemics/prevention & control , SARS-CoV-2
6.
Health Serv Insights ; 13: 1178632920944167, 2020.
Article in English | MEDLINE | ID: covidwho-711561

ABSTRACT

BACKGROUND: The World Health Organization has placed a lot of attention on vulnerable communities of Africa due to their chronically weak health care systems. Recent findings from Uganda show that medical staff members have sufficient knowledge but poor attitudes toward coronavirus disease 2019 (COVID-19) pandemic. AIM: The aim of this study was to determine the knowledge, attitudes, and preparedness/practices of lecturers and students in the fight against COVID-19. METHOD: This was a descriptive cross-sectional study of 103 lecturers and students both men and women of age group 18 to 69 years in western Uganda. Data were obtained through a pretested questionnaire availed online. RESULTS: Knowledge on COVID-19 symptoms was highest in this order: fever > dry cough > difficulty breathing > fatigue > headache with no significant differences between lecturers and students. Knowledge of participants on transmission of COVID-19 was highest in the order of cough drops > contaminated surfaces > person-to-person contact > asymptomatic persons > airborne > zoonotic with no significant differences among lecturers and students. Lecturers and students were all willing to continue using personal protective equipment like masks, and personal practices such as covering the mouth while sneezing and coughing, no handshaking, and washing of hands with no significant differences in the responses. The positive attitudes that COVID-19 could kill, anyone can get COVID-19, and willing to abide by the set regulations against the pandemic showed personal concerns and desired efforts against COVID-19. CONCLUSION: The study identifies lecturers and students as potential stakeholders in the fight against community transmission of COVID-19.

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