RESUMEN
In spite of the sudden onset of the COVID-19 pandemic, many instructors who used team-based pedagogies shifted them online rather than suspending them entirely, but with limited time and resources. To examine the difference in team dynamics and outcomes for courses in Spring 2019 and Spring 2020 of over 1500 first-year engineering students per semester, Wilcoxon signed-rank tests and random forests method were used. Results show that students reported less improvement in team-member effectiveness, lower psychological safety, and less satisfaction in the semester with the emergency transition. However, students also reported lower conflict. The most important factor predicting project grades shifted from 'Interacting with teammates' to 'Having relevant knowledge, skills, and abilities' amid the emergency shift, accompanied by a reduction in team interdependence. In spite of the collection of data during an emergency transition, the foundation of face-to-face interaction before moving to virtual cooperation represents a useful contribution to research that has focused exclusively on virtual learning circumstances.
RESUMEN
Introduction: There is a distinct unmet need in structured, curriculum based, unbiased education in neuromodulation. Current teaching is through sporadic industry workshops, cadaver courses and peer proctorship. The COVID pandemic has created a unique opportunity where online platforms have enabled education to be delivered remotely in both synchronous and asynchronously. The William Harvey Research Institute, Queen Mary University, London, UK have initiated University based accreditation- Post Graduate Certificate in neuromodulation (PGCert) that provides candidate a qualification in one academic year through part-time study. Method(s): The program underwent rigorous staged university approval process (figure 1). To ensure market feasibility, two short proof of concept CPD programs "Executive Education in Neuromodulation (EEPIN)" were delivered in 2021. These courses attracted 87 candidates across Australia, Singapore, India, Germany, Poland, Czech Republic, Ireland, and UK. The faculty includes key opinion leaders that will deliver the program ensuring the candidates gain academic background and specialist skills to understand safe practice of neuromodulation. The PGCert advisory board has been established to ensure strict governance in terms of content and unbiased delivery confirming ACCME guidance. In order to obtain PGCert, candidates are required to complete 4 x 15 credit modules (60 credits). The four modules include Anatomy & Neurophysiology;Patient care and Procedurals skills;Devices and available technology;Intrathecal drug delivery for cancer and non-cancer pain. The modular nature of the program is designed to provide cumulative knowledge, from basic science to clinical application in line with the best available evidence. The modules comprise nine lectures, spreading over three consecutive days, followed by a written assignment with 40 direct contact hours in each module. The webpage can be accessed at Results: The anonymous data from EEPIN reported on Likert scale 1-5: Objectives defined 30.6% - 4 and 69.4% -5;Relevance of topics 10.2%- 4 and 89.8% -5;Content of presentations 22.4%- 4 and 77.6% -5;Organization 24.5% -4 and 69.4% -5;Candidate faculty interaction 14.3% -4 and 81.6% -5. 97% of the EEPIN candidates recommended the program to others whilst 81.8% expressed their strong interest to enroll for university-based post graduate qualification if offered. Conclusion(s): This PGcert Neuromodulation is a unique, university accredited program that provides qualification in neuromodulation with access to a flexible online e-learning platform to discuss and exchange ideas, share knowledge in candidate's own time. This will support the ongoing need for formal curriculum-based education in neuromodulation. Disclosure: Kavita Poply, PHD: None, Phillippe Rigoard: None, Jan Kallewaard, MD/PhD: None, FRANK J.P.M. HUYGEN, MD PhD: ABBOTT: Speakers Bureau:, Saluda: Consulting Fee:, Boston Scientific: Consulting Fee:, Grunenthal: Speakers Bureau:, Pfizer: Speakers Bureau:, Ashish Gulve, FRCA, FFPMRCA, FFPMCAI, DPMed, FCARCSI, MD, MBBS: None, Ganesan Baranidharan, FRCA: None, Sam ELDABE, MD, FRCA, FFPMRCA: Medtronic: Consulting Fee:, Medtronic: Contracted Research:, Mainstay Medical: Consulting Fee:, Saluda Medical: Consulting Fee:, Boston Scientific: Contracted Research:, Saluda Medical: Contracted Research:, James Fitzgerald, MA,PhD: St Jude Medical: Consultant: Self, Medtronic: Consulting Fee:, UCB: Contracted Research:, Merck: Contracted Research:, Serge Nikolic, MD: None, Stana Bojanic, BSc MBBS FRCS (SN): Abbott: Contracted Research:, Habib Ellamushi: None, Paresh Doshi, MS MCh: None, Preeti Doshi, MBBS, MD, FRCA: None, Babita Ghai, MBBS, MD, DNB: None, Marc Russo, MD: Presidio Medical: Ownership Interest:, Saluda Medical: Ownership Interest:, Boston Scientific: Contracted Research: Self, Mainstay Medical: Contracted Research: Self, Medtronic: Contracted Research: Self, Nevro: Contracted Research: Self, Saluda Medical: Contracted Research: Self, Presidio Medical: Contracted Research: Self, Freedom Ne ro: Ownership Interest - Own Stocks: Self, Lungpacer: Ownership Interest - Own Stocks: Self, SPR Therapeutics: Ownership Interest - Own Stocks: Self, Lawrence Poree, MD,MPH,PHD: Medtronic: Consulting Fee: Self, Saluda Medical: Contracted Research: Family, Nalu Medical: Contracted Research: Family, Gimer Medical: Consulting Fee: Self, Nalu Medical: Consulting Fee: Self, Saluda Medical: Consulting Fee: Self, Nalu: Ownership Interest:, Saluda Inc: Ownership Interest:, Alia Ahmad: None, Alaa Abd Sayed, MD: Medtronic, Abbott, SPR and StimWave: Consulting Fee:, Salim Hayek, MD,PhD: None, CHRISTOPHER GILLIGAN, MD MBA: Persica: Consulting Fee: Self, Saluda: Consulting Fee: Self, Mainstay Medical: Contracted Research: Self, Sollis Therapeutics: Contracted Research: Self, Iliad Lifesciences, LLC: Owner: individuals with legal ownership in a company:, Vivek Mehta: NoneCopyright © 2023
RESUMEN
Higher education has undergone substantial digital change due to the impacts of the COVID-19 pandemic, which altered the status quo in education. Universities across the globe have initiated and adapted various course delivery modes to mitigate this unprecedented situation. Among these responses, online classes continue to be the most common. Therefore, this study examines institutional knowledge management and readiness to sustain online course delivery. Adopting a qualitative research design, this study used two methods, semi-structured interviews (n15) and online open questionnaires (n42), to gather data. Reflexive thematic analysis was then used to analyse the data. The study findings underline that the adaptability, flexibility, and approachability of the virtual learning experience are critical to determining an institution's readiness for online classes. Based on student perceptions, the faculties of digital skills, integration of innovative pedagogies, student readiness, skills and experience, and integration of learning resources are the main aspects that determine the readiness of universities for online learning.
RESUMEN
One way to curb the spread of COVID-19, an infectious coronavirus disease that first emerged in China in 2019, has been a pedagogical shift from face-to-face to virtual learning. Great Zimbabwe University (GZU), in particular, adopted blended learning that combines face-to-face with virtual learning. Although blended learning was established before COVID-19, its effectiveness during this pandemic is little known. Thus, the main aim of this study was to evaluate blended learning for the sciences and mathematics programmes at GZU during COVID-19 from 2020 to 2021. A survey involving 45 students from two schools at GZU and a focus group discussion comprised nine staff members were conducted. Data were analysed using SPSS, the Threats, Opportunities, Weaknesses and Strengths inquiry, and the Context, Input, Process and Product model. Threats observed included the high cost of technological gadgets, while opportunities included the development of twenty-first- century skills. In the internal environment, inadequately equipped laboratories and poor Internet connectivity were some of the major weaknesses. Examples of strengths were the highly qualified staff. Strategies to enhance the effectiveness of blended learning included investing in broadband and establishing virtual laboratories. Overall, blended learning effectively achieved the objectives of the two schools. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2023.
RESUMEN
Medical student exposure to oncology is imperative given the prevalence of cancer, growing need for survivorship care, and ever-evolving therapies. Our institution offers a Cancer Care Elective for undergraduate medical students focused on clinical shadowing, but the COVID-19 pandemic necessitated completely redesigning a virtual alternative. In this study, we utilize a post-elective survey to 1) assess whether the novel virtual elective effectively promoted student learning and 2) identify which components were most impactful. We created an entirely virtual, semester-long course with structured mentorship, subspecialty panels, physician-led didactics, and patient exposure. Students attended multidisciplinary tumor boards and presented on oncologic topics. A post-elective survey assessed the course's impact on students' knowledge and the perceived value of each elective component. Of the 29 enrolled students, 12 responded to our survey (41%). Most students reported that the elective highly enhanced their understanding of medical (67%), surgical (75%), and pediatric (66%) oncology. The highest rated didactic involved patients discussing their cancer journeys, with 80% of students reporting that this session enhanced their understanding of patient-physician collaboration. Students reported that physician mentorship helped them better understand oncology (90%) and promoted interest in pursuing an oncologic career (100%). This study demonstrates that our virtual Cancer Care Elective was effective at increasing student understanding of oncology in practice. The results also suggest that patient exposure and physician mentorship are particularly educational and encouraging.
RESUMEN
Background Didactic education in emergency medicine (EM) residencies has been impacted both by the advent of asynchronous learning and by the shift toward virtual, web-based conference education due to coronavirus disease 2019 (COVID-19). Studies have demonstrated the efficacy of asynchronous education, but few have explored resident opinions about how asynchronous and virtual modifications on conference impact their educational experience. Objective This study aimed to evaluate resident perceptions of both asynchronous and virtual modifications to a historically in-person didactic curriculum. Methods This was a cross-sectional study of residents of a three-year EM program at a large academic center where a 20% asynchronous curriculum was implemented in January 2020. A questionnaire was administered online with questions assessing how residents perceived their didactic curriculum with regard to convenience, retention of information, work/life balance, enjoyability, and overall preference. Questions compared resident opinions of in-person vs. virtual learning, as well as how the substitution of one hour of asynchronous learning impacted residents' perception of their didactics. Responses were reported on a five-point Likert-type scale. Results A total of 32 out of 48 residents (67%) completed the questionnaire. When virtual conference was compared to in-person conference, residents favored virtual conference with regard to convenience (78.1%), work-life balance (78.1%), and overall preference (68.8%). They favored in-person conference (40.6%) or felt that the modalities were equivalent (40.6%) with regard to retention of information and favored in-person conference with regard to enjoyability (53.1%). Residents felt that the addition of asynchronous learning to their curriculum increased subjective convenience, work-life balance, enjoyability, retention of information, and overall preference, regardless of whether synchronous conference was virtual or in-person. All 32 responding residents were interested in seeing the asynchronous curriculum continue. Conclusion EM residents value the addition of asynchronous learning to both in-person and virtual didactic curricula. Additionally, virtual conference was favored over in-person conference with regard to work/life balance, convenience, and overall preference. As social distancing restrictions continue to ease post-COVID-19 pandemic, EM residencies may consider adding or maintaining asynchronous or virtual components to their synchronous conference schedule as a means to support resident wellness.
RESUMEN
AIM: This study aimed to assess nurses' satisfaction and perceptions of the impact of virtual learning. DESIGN: A descriptive cross-sectional survey. METHOD: 236 nurses attending an online conference from several parts of Nigeria participated in the study. Analysed data were summarized and presented in tables and graphs, while linear regression was used to measure the associations. RESULTS: Most of the respondents perceived the programme as highly impactful. All three domains: learner-content interaction (p = 0.020), learner-instructor interaction (p = 0.000) and learner-learner interaction (p = 0.000), were found to be statistically significantly associated with the perceived impact of the programme, and thus statistically significant predictors of the effects of online learning (p = 0.02), (F = 5.471). Conclusively, the Interaction of learners with learning content, lecturers and other learners was seen as determinants of an effective and impactful online education. It is recommended that nursing training institutions embrace online learning either as the leading platform or as an adjunct to a face-to-face method.
RESUMEN
For equatorial African countries such as Rwanda the power grid in some regions is either absent or highly unreliable even though these locations are blessed with reliable solar radiation most of the time. Designing and implementing solar power systems capable of supporting micro-computer systems such as Raspberry Pi devices that can be used in educational environments is a way to overcome grid challenges while at the same time imparting valuable lessons covering Engineering, Technology, and Computing. Using Learning Engineering Sciences best practices effectively mitigates how COVID-19 that has required standard face-to-face project and learning strategies to transition to virtual or hybrid strategies that utilize Open Educational Resources (OER). These strategies include video conferencing, file sharing platforms, and messaging applications to generate learning activities, create courses to construct the learning program for training teachers in the use of OER and Raspberry Pi desktop devices. © 2023 IEEE.
RESUMEN
Background: COVID 19 pandemic has severely impacted medical education and residency training all over the world. Tele-teaching via online platforms became an apt solution as a result. This study was conducted on MBBS undergraduate students of Bankura Sammilani Medical College to describe their perception regarding e-learning. Materials and methods: All the students of 4th and 6th semester MBBS of Bankura Sammilani Medical College were given a pre-designed, pre-tested Google form questionnaire and their responses were collected. Results: 73.12% students were satisfied or very satisfied in live lecture class compared to only 28.46% in live practical class. However, for theory classes, majority felt traditional class as superior than online modes with respect to understanding of content (85.77%), less distraction during class (58.10%), interaction with faculty (88.54%), interaction with peers (86.96%), clearing of doubts (83.79%). Virtual mode gained superiority in recording of information (66.40%), flexibility of class timing (64.03%) and flexibility of continuation of class (51.78%). For practical classes, majority thought that traditional modality is better than virtual modes with respect to all the parameters. Conclusion: Majority of students considered traditional teaching as a better mode of teaching than virtual mode of class. © 2022, Medicolegal Association of Maharashtra. All rights reserved.
RESUMEN
This book is an inquiry about the possibilities of using technology to support the education of artists within higher education contexts. Even though technology-enhanced learning and teaching may seem incongruent with the long-established studio-based cultures of making and performing, it is increasingly becoming a pivotal point to connect artistes to potential audience and markets. Amidst the COVID-19 pandemic, technology is also the crucial linchpin for educational continuity of student artists. This book explores how technology could enhance the education of artists and designers as they continue to create, make, and add value to life and society through their artistry. It draws upon the experiences of the Nanyang Academy of Fine Arts (NAFA), a pioneering arts institution in Singapore with over 80 years of institutional history. Through 9 vignettes, this book illustrates technology-enhanced pedagogical practices that have been implemented in different artistic learning spaces including classroom, studio, and stage as well as institutional support strategies. With a naturalistic stance, these chapters seek to illuminate realistic pictures of teaching and learning that are being uncovered by artist educators as they sought to integrate technology within teaching practices using available technologies and within the classes that they are teaching. It is hoped that this book will stimulate conversation among artist educators about possible pedagogical models, as well as inform higher arts institutions about the contextual strategies needed to support the creation of technology-enhanced pedagogical practices. © Springer Nature Singapore Pte Ltd. 2021.
RESUMEN
School closures resulting from the COVID-19 pandemic have brought the issue of learning loss to the forefront in what has been called the "COVID slide." Data from the pandemic show a decline in student achievement in the areas of reading and mathematics for school districts that shifted to virtual learning platforms. However, it is unclear whether students experienced a loss of learning, or if they progressed at a slower rate while adapting to a new and unfamiliar learning modality. We propose that the latter may be especially true for younger students (i.e. K-3) as well as students with disabilities, who likely required additional support to engage in virtual learning. We offer recommendations as K-12 students return to in-person learning.
RESUMEN
Virtual Learning Environments in 3 Dimensions can be considered a valuable tool in Education, especially in this context of Virtual Education due to the COVID-19 Pandemic, which is why after determining some problems related to this type of platform. That is why the present investigation has been guided under the Design Science Research Methodology, where the investigation has to go through the 6 phases iteratively: Identification of the problem, Design, Development, Demonstration, Evaluation, and Communication of the results., that is why the present platform developed in OpenSim has been used for the construction of the present virtual world. The results have been evaluated using the Technologies Acceptance Model methodology. Finally, it can be determined that the results indicate that this type of platform can be considered by students as a useful tool and also that there is no greater resistance to its use due to its ease of use. © 2023, Ismail Saritas. All rights reserved.
RESUMEN
Concerns about nationalism among students have been raised in the Indonesian curriculum. On the contrary, Covid-19 brings a lot of challenges to educational institutions to reform nationalism at school. As a result, the thematic nationalism curriculum, which is dependent on in-person classes, should be adapted to virtual learning processes. This study attempted to examine the effectiveness of e-books in promoting nationalist values during virtual learning. It employed a quasi-experimental design. All subjects were split into two groups: experimental and control. The Study revealed that e-book usage promotes a higher result in students understanding of nationalist values. Besides, the e-book also assists students to improve their understanding through engaging and accessible reading. Furthermore, virtual learning by e-books or hardcopy books, cannot promote respect for cultural diversity since it needs more practice and learning process. On the other hand, e-book usage follows the need to reform online learning methods during the pandemic Furthermore, the e-book helps students improve their comprehension through engaging and accessible reading. © 2023, Auricle Global Society of Education and Research. All rights reserved.
RESUMEN
The social distancing imposed by Covid-19 impacted the development of educational activities at all levels. Engineering education was specially challenged by the suspension of face-to-face activities, which paused the development of laboratory practices. The present work accounts for the design of virtual learning experiences in a Microcontrollers course. The free online tools 'Tinkercad Circuits' and 'Arduino' were used to simulate circuit programming and connections. These tools also allowed remote collaboration between students and teachers during lockdown. The results of the Mechatronics Engineering students (n=30) show that programming skills and hardware knowledge were developed. Additionally, the activities had a positive response from the students. On the other hand, according to the psychomotor domain taxonomy, the students had obstacles to their full development. It is concluded on the importance of integrating simulation to the development of activities and laboratory practices, as well as the advantages of hybrid teaching formats. © 2023 IEEE.
RESUMEN
Extended reality (XR) technologies continue gaining traction in multiple higher education contexts. As XR becomes more commercially accessible to students and universities, its convenience for educational purposes presents a renewed potential for exploration. Due to Covid-19 restrictions, there is also a growing interest in cross-platform, socially orientated software for remote educational practices. However, the precise role of XR technologies and how they contribute to student experiences of remote learning, particularly the unique affordances of social virtual reality (VR) for evoking an embodied sense of presence, is relatively unknown. Based on real-world experiences, we present a case study on a social VR intervention in a remote higher education classroom to inspire Human-Computer Interaction (HCI) researchers to investigate further the issues that arise from our practice-based research. Our motivations were to report, analyze, and summarize everyday virtual learning environment (VLE) challenges, identify design considerations for VLE technologies, and comment on social VR's utility in delivering Science, Technology, Engineering, and Mathematics (STEM) subjects in a remote setting. We apply a practical approach to investigate and identify potential HCI problems, capture the unique experiences of STEM students during the lockdown, and explore the effects of tutorial activities that give students agency in constructing VLEs. The findings of this student-focused case study draw attention to the design of social VR activities that support conventional, web browser-based VLEs. © 2023 Owner/Author.
RESUMEN
Aimed at faculty and administrators, this chapter describes viable and accessible virtual strategic initiatives that Historically Black Colleges and Universities (HBCUs) can adopt to advance internationalization in general, and global learning in particular. It frames these opportunities in terms of the circumstances precipitated by the coronavirus pandemic. By citing current virtual projects on college and university campuses, it demonstrates that HBCUs can exploit the greater credibility and visibility that virtual learning has recently acquired to launch affordable global learning opportunities for their students that can help prepare them to be globally competent and that can last well beyond the end of the pandemic. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
RESUMEN
The purpose of this study is to explore the perceptions of secondary teachers concerning the process of changing the understanding of the self as a teacher when moving from a traditional classroom to a virtual setting. The disorienting dilemma caused by the COVID-19 pandemic has changed many lives in all aspects of life. After analyzing the scholarly research that supports this topic, both seminally and currently, the most influential studies have been determined to lead to the gap in the literature. This research aims to understand how secondary teachers experience and perceive their learning journey of transitioning to digital learning throughout the COVID-19 pandemic. The research question is: How do secondary teachers experience and perceive their learning journey of transitioning to digital learning throughout the global COVID-19 pandemic? Jack Mezirow's transformative learning theory is used to analyze the implications of this topic. Eight secondary teachers from across the country were recruited to participate in a semi-structured interview for this generic qualitative inquiry. The synthesis of all participants' data concludes with a few overarching themes using thematic inductive analysis. Although each participant had several different feelings and emotions attached to their transition, almost all participants had the same underlying emotions. The data's three themes were discouragement, optimism, and lack of connection. These three overarching emotions transpired into their personal life and affected their perspectives on teaching and themselves. These teachers perceived their learning journey as challenging, discouraging, and limited due to the lack of connection with other teachers and their students. This study sets a significant tone for future research to build on and apply underlying methodological approaches for different populations and theories. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
RESUMEN
Police education and training, in common with education at all levels, was seriously affected by the onset of lockdown during the COVID-19 pandemic. Police organisations in England and Wales sought to cope by moving training and education programmes online, almost overnight. This paper presents findings from interviews conducted with Learning and Development leaders in 17 police forces in England and Wales to gauge the capacity of organizations to provide blended learning (BL) in the pre COVID period and plans for the future. Findings indicated that although there are challenges, the appetite and capacity to adopt BL methods in forces range on a spectrum. The paper and makes recommendations to support the rollout and use of BL in police education generally and proposes a theory of change to assist the introduction of BL in police organisations. [ FROM AUTHOR] Copyright of Police Practice & Research is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
RESUMEN
Over the last 20 years, surgical training in the United Kingdom (UK) has changed dramatically. There have been considerable efforts towards creating a programme that delivers the highest standard of training while maintaining patient safety. However, the journey to improve the quality of training has faced several hurdles and challenges. Recruitment processes, junior doctor contracts, flexible working hours and equality and diversity have all been under the spotlight in recent times. These issues, alongside the extended surgical team and the increasingly recognised importance of trainee wellbeing, mean that postgraduate surgical training is extremely topical. Alongside this, as technology has evolved, this has been incorporated into all aspects of training, from recruitment to simulated training opportunities and postgraduate examinations. The coronavirus (COVID-19) pandemic has brought technology and simulation to the forefront in an attempt to compensate for reduced operative exposure and experience, and has transformed the way that we learn and work. In this article, we reflect on the UK surgical trainee experience and discuss areas of success as well as highlighting potential areas for improvement going forward.
RESUMEN
Psychological and social adjustment and academic success in post-secondary institutions are supported by a sense of belonging to a social group and having meaningful relationships with other students, staff, and faculty members. This exploratory study used a qualitative approach to investigate post-secondary students' sense of belonging in the virtual learning environment during the COVID-19 pandemic. The study was conducted at a small Western Canadian university. Semi-structured interviews were conducted with 20 participants who were undergraduate students, from various faculties, and in different years in their programs. Findings were clustered into three themes: (1) student expectations of university, (2) impact of virtual learning environments on students, and (3) the role of educators. Recommendations are included to enhance support and belonging for post-secondary students in virtual learning environments.