Instructional media selection principles for online medical education and emerging models for the new normal.

The COVID-19 pandemic, and the resulting need to avoid in-person classes, compelled many faculty members to convert to a completely online instructional format. The literature on selecting media for medical educators, however, provided little assistance for them to make choices that facilitated learning through using alternative online instruction practices. In this study, we addressed the lack of guidance for the use of media to facilitate the effective online medical education. To optimise the transition from face-to-face educational modalities to online learning, we incorporated insights from theories of media synchronicity and learning. We considered the value of existing learning theories in influencing how we could guide entrenched face-to-face educators to online learning practice. Therefore, we employed existing theories and practice to assist in developing an algorithmic approach to guiding these educators. We reassessed the way taxonomies of learning objectives, practice-oriented learning experiences, the social and collaborative features of learning activities, and media synchronicity theory could have augmented face-to-face teaching, and influenced how these could be reconfigured to assist in the transition to online learning. Consequently, we have developed key principles to inform the continuity of design and selection of instructional media in the transition to medical online learning. We have constructed specific criteria for media selection that correspond to the 12 goals of medical learning. We found that the majority of the goals can be more enhanced by synchronous media than asynchronous versions. We discuss the role of instructional media in emergency online medical education as well as emerging models of media selection for the new normal in medical education and future directions for medical education media research.

Teaching Epidemiology Online (Pandemic Edition).

In response to the threat posed by the coronavirus disease 2019 (COVID-19) pandemic, many universities are encouraging or requiring online instruction. Teaching an epidemiology course online is different in many respects from teaching in person. In this article, we review specific approaches and strategies related to teaching epidemiology online during the pandemic and beyond, including a discussion of options for course format, grading and assessment approaches, pandemic-related contingencies, and the use of technology. Throughout this article we present practical, epidemiology-specific teaching examples. Moreover, we also examine 1) how the lessons learned about the practice of epidemiology during the pandemic can be integrated into the didactic content of epidemiology training programs and 2) whether epidemiologic pedagogy and teaching strategies should change in the long term, beyond the COVID-19 pandemic. The pandemic has served to heighten our awareness of concerns related to student health and safety, as well as issues of accessibility, equity, and inclusion. Our goal is to present a practical overview connecting pandemic-era online teaching with thoughts about the future of epidemiologic instruction.

Low Back Pain Prevalence among Distance Learning Students.

Background: Low back pain as a symptom affects many individuals around the globe regardless of their economic status or sociodemographic characteristics. During the 2019 COVID-19 pandemic, students found themselves obligated to sit down for long periods of time. The aim of this current study is to investigate the impact of these prolonged periods of sitting down in front of computers on developing a new episode of low back pain. Methods and Materials: This research adopted an observational cross-section study design. Students who are currently enrolled or had experienced distance learning classes in the last 6 months were eligible to participate. An online-based questionnaire was developed by the investigators through reviewing the literature with relevant objectives. McNemar's test was used to compare certain variables between two periods before and during online distance learning. We used paired t-tests to compare pain intensity before, during, and after online learning, while a chi-square test was used to investigate correlations between factors influencing low back pain. Results: A total of 84 students participated in the study­46 (54.8%) females and 38 (45.2%) males. Before online distance learning, only 42.9% of participants reported low back pain, while only 20% had a back injury. The mean pain scores before, during, and after online distance learning were (2.85 ± 2.16, 4.79 ± 2.6, and 4.76 ± 2.7), respectively. The pain scores before online learning were significantly lower than pain scores during and after online distance learning (p < 0.05), respectively. Conclusion: The study findings suggested that low back pain prevalence increased among students during the COVID-19 pandemic. Future research should study participants' behavior during the online learning and assess the long-run impact of distance learning among high-school and undergraduate students.

Integrating computer-aided modeling into distance learning to teach molecular genetics during the COVID-19 pandemic.

This article presents the integration of Tinkercad, a free online modeling program that allows students to model molecular genetic concepts, into the distance learning process. The students had the opportunity to learn molecular genetics in a fun and more efficient way in spite of the limitations of the COVID-19 lockdown, and, in this respect, it can be said that the application was a good compensation for face-to-face learning.

Medical students' perceptions towards distance e-Learning in gynecology ward during the COVID-19 pandemic.

INTRODUCTION: The coronavirus disease 2019 (COVID-19) pandemic has caused serious public health problems and compromised the health of individuals and communities. This study aimed to evaluate a Distance e-Learning from the perspective of medical students in the Gynecology ward during the COVID-19 Pandemic. MATERIAL AND METHODS: This cross-sectional study was conducted at the Iran University of Medical from the September 2020 to September 2021. The study sample included 130 medical students who participated in distance training courses in the gynecology ward during the COVID-19 pandemic. All medical students were included for the study. Medical students (externs and interns), who received Distance eLearning in the gynecology ward during the study, were included. The self-administered questionnaire was used in this study. Questionnaires was developed through literature review and consultation with gynecology and eLearning experts. Face and content validity was established by eight experts. Internal consistency was assessed with Cronbach's alpha. RESULTS: The questionnaire was sent to 170 medical students. Of the 130 respondents 65% were female and 35% were male. There were 57 (43.8%) externs and 73 (56.2) interns. Most students agreed that mobile devices increase their learning and home is the preferred place for participation in DE. Most students (66.9%) either strongly disagreed or disagreed that Distance e-Learning was an appropriate method for learning basic clinical skills.72.3% of respondents strongly disagreed or disagreed that Distance e-Learning provided them an opportunity to practice clinical skills effectively. Most medical students (69.3%) strongly agreed or agreed that Distance e-Learning created more opportunities to apply theoretical knowledge directly to medical practice. DISCUSSION: The results of the online survey suggest that medical students have found both positive and negative aspects of clinical learning by DEL format in Gynecology ward.

Perception of Remote Learning by Fixed Prosthodontic Students at a Romanian Faculty of Dentistry.

The COVID-19 pandemic has forced the transfer of traditional on-site educational activities to the online environment. This study aimed to evaluate the perception and acceptance of remote learning among fixed prosthodontic students attending the Faculty of Dental Medicine of "Grigore T. Popa" University of Medicine and Pharmacy in Iasi, Romania, and to analyze the feedback regarding their experience with the new online methods, the perceived quality thereof and suggestions for improvement. An observational cross-sectional, online study based on 22 questions was conducted with 259 students. The general opinion of online education was good or very good (40.15%); regarding its efficiency, 28.57% found it efficient while 34.36% found it inefficient or very inefficient; regarding the pleasure of learning online, 45.95% of students enjoyed online learning, while 36.64% did not enjoy it. The problem that was most cited by respondents was that of keeping all students motivated and involved (65.6%). Sixty-two percent of the respondents believe that online dental education should not exist, or just to a small extent, a result justified by the practical nature of the profession. The general opinion was that health risks should be managed and mitigated by using a hybrid system that would allow students to do on-site clinical training with direct contact with patients.

Evaluation of Undergraduate Learning Experiences in Pediatric Dentistry during the COVID-19 Pandemic.

The aim of the study was to analyze students' opinions on the learning outcomes they achieved during clinical classes in pediatric dentistry. The classes were run in various periods: before the SARS-CoV-2 coronavirus pandemic (onsite classes), in the first months of the pandemic (online classes), and in the following months of the pandemic (onsite classes with additional infection control and administrative changes in patients' admission procedures). MATERIAL AND METHODS: The research was conducted among fifth-year dentistry students at Poznan University of Medical Sciences. Students who completed the entire course and passed the diploma exam in pediatric dentistry were asked to complete the anonymous questionnaire providing their opinion. RESULTS: The research results showed that, in the students' opinion, clinical classes-regardless of their form-allowed them to achieve the knowledge necessary to perform pediatric dental procedures. However, the students appreciated onsite classes significantly more compared to information and communication technologies (ICT) classes in gaining practical skills and social competence. CONCLUSIONS: (1) The significant limitations introduced because of the SARS-CoV-2 pandemic impacted the development and implementation of modern online teaching techniques, which may very well be applied to convey theoretical knowledge after the pandemic has ended. (2) Skills and social competence, indispensable in the future dental practice of dental students, can only be obtained during onsite classes. (3) Medical universities should design standards of teaching to enable them to address a possible epidemiological threat in the future, which will enable rapid response and safe continuation of practical dental education during a pandemic.

Identifying the challenges of online education from the perspective of University of Medical Sciences Students in the COVID-19 pandemic: a Q-methodology-based study.

BACKGROUND: Challenges of online education among students of the University of Medical Sciences during the COVID-19 disease pandemic have often gone unrecognized. This study aimed to identify online education's challenges from the perspective of students of the University of Medical Sciences during the COVID-19 pandemic in Iran. METHOD: The six-step Q method was used to systematically predict the different perspectives of 31 students at the Kurdistan University of Medical Sciences, Iran. RESULTS: Four distinct patterns of Challenges of Online Education from the Perspective of participants in the COVID-19 Pandemic were identified. Four factors, which explained 69% of the total variance, included: 1) inadequacy for practical learning (26%) 2) inadequacy of Internet and website services (17%), 3) barriers related to educational content and interaction between teacher and student (8%), and 4) lack of motivation (18%). CONCLUSION: The identified challenges reflect the spheres that need to be focused on in interventions to facilitate the successful implementation of the challenges of online education from the perspective of the University of Medical Sciences Students in Iran and other developing countries.

The "new normal" for medical education during and post-COVID-19.

After outbreaks in more than 110 countries, the World Health Organization declared COVID-19 a global pandemic on the March 11, 2020, heralding unprecedented challenges in medical education. Our aim is to provide a descriptive overview of the impact of COVID-19 on medical education worldwide and to assess its future repercussions. Worldwide, medical students were removed from clerkship training. Clinical skills and practical procedure training transitioned to being online, and in some cases, postponed. Medical educators scrambled to convert the curriculum into online formats. Access to Internet, technology, and computer education posed resource allocation challenges in developing countries and further widened the disparities in medical education. Even in countries where the framework and funding were available to support the online transition, debatably, this arrangement can lead to disparities in clinical skills, bedside manner, and field experience among pre- and post-COVID-19 medical graduates. Challenges extend beyond undergraduate medical education to include the medical licensing process of international and national postgraduates. The international community of medical educators needs to collaborate to drive the future of medical education, as the world adapts to the "new normal."

Study on the Influencing Factors of Online Learning and Its Operation Mechanism among Chinese College Students during the COVID-19 Pandemic-An Empirical Analysis Based on a Mixed Method.

Online learning has gradually become a mainstream teaching method to replace traditional classroom teaching during the COVID-19 pandemic. However, there are some issues such as the lack of theoretical guidance on online learning, and the influencing factors of online learning effect are not well proven. On this basis, this study aimed to construct and test a theoretical model of online learning influencing factors among college students through a mixed-method approach in China to further explore the influencing factors of online learning and the relationship between these influencing factors. First, 130 college students were interviewed from May 2021 to November 2021, and the collected data were coded to a theoretical model through grounded theory. Second, we tested and verified the theoretical model through the analysis of survey data of 225 college students from January 2022 to July 2022. Lastly, the results indicate that the learning expectation influences the learning result through learning quality or learning interaction and their combined effects. These findings can help educators around the world gain insight into the process of online learning and improve the quality of online learning during the COVID-19 pandemic.

The Effect of Perceived Stress and Digital Literacy on Student Satisfaction with Distance Education.

OBJECTIVE: To examine the relationship between perceived stress/digital literacy and student satisfaction in health science college students in the distance education process. METHOD: The cross-sectional study was conducted by collecting data from 842 students. The dependent variable was student satisfaction in distance education. For the analyses, t-test, ANOVA (post hoc: Bonferroni), and linear regression methods were used. RESULTS: Distance education student satisfaction was 178.21 ± 48.64. Student satisfaction was low among those who think that distance education is not more effective than face-to-face education, live in villages/towns, and have high perceived stress. Student satisfaction was high among those who do not have limited internet access, can access the internet via computer, follow the lessons regularly every week, think distance education is applicable in the health domain, can acquire instant feedback from the instructor, and have increased digital literacy. CONCLUSION: Distance education student satisfaction was found to be moderate. Student satisfaction in distance education increases as perceived stress levels decrease and digital literacy levels increase.

Online informal learning community for interpreter training amid COVID-19: A pilot evaluation.

Sudden shifts towards online education since the outbreak of Covid-19 propelled the unprepared changes in teaching and learning over the world. The impact of transferring Interpreter training from face-to-face instruction and practices to a fully online environment was viewed differently. Issues such as relatively inferior engagement in learning and dissatisfied performance in competence building were highlighted and compounded by the concern of academic burnout and learning stress caused by the abiding pandemic. To curb the unsatisfactory situation, alternative learning methods and innovative pedagogical approaches were advocated. The present study was a pioneering effort to integrate informal learning into remote interpreter training by developing and implementing an online informal learning communities for undergraduate interpreting trainees in a Chinese university. The researcher recruited 36 students (n = 36) from the institution as participants in the 1.5-year piloting project. The findings of the research revealed the impact of informal learning in supplementing formal education by engaging involved students. Student-centered learning supported by collaborative and experiential activities in an informal environment was well-received for its ability to galvanize student's engagement and academic achievements. The perceptions from participants revealed preference and expectation from students for expanded roles of trainers in interpreter training.

Attitude and Performance for Online Learning during COVID-19 Pandemic: A Meta-Analytic Evidence.

The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0-17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6-16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

Surveying and Modelling 21st Century Online Learning Patterns of Medical Students.

Medical education in the 21st century is shifting more toward online learning because of extensive application of information and communication technology (ICT). We surveyed medical students' 21st century online learning experiences and modeled the interrelations among relevant dimensions of 21st century online learning. Based on the general themes proposed by multiple 21st century learning frameworks and current medical education emphases, a seven-factor instrument was developed for surveying 364 medical students' learning process, thinking process, and basic science-related clinical ability. The associations among the seven factors and the structural relationships of how online learning practices and thinking processes affected basic science-related clinical ability were explored. The developed instrument was validated and possessed good reliability. The seven dimensions were interrelated. Specifically, meaningful learning with ICT was positively associated with other learning practices. The learning practices were positively associated with the thinking processes and the thinking processes were positively associated with students' basic science-related clinical ability. Our findings suggested that students engaged in active and collaborative learning with technology would employ higher-order thinking and perceived better basic science-related clinical ability. The findings support engaging medical students with 21st century learning practices to strengthen students' self-perception of clinical ability.

Information and communication technologies in student learning in times of COVID-19 / Las tecnologías de información y comunicación en el aprendizaje del estudiante en tiempos de COVID-19

Las Tecnologías de Información y Comunicación (TIC) han sido herramientas vitales en la interacción humana de cara a la pandemia COVID-19, permitiendo la virtualidad de muchas actividades cotidianas que de otro modo configurarían un riesgo biológico inherente del contacto físico. Por ello, fue necesaria la adopción de TIC como elementos formadores no presenciales en la educación superior, permitiendo el desarrollo pedagógico y la interacción docente-estudiante desde los hogares. En esta investigación se buscó determinar la influencia de las TIC en el aprendizaje de 450 estudiantes universitarios del Perú, en el contexto de la pandemia COVID-19, En general, las TIC transmisivas obtuvieron mayores proporciones de accesibilidad (87%), usabilidad (81%) e influencia en el aprendizaje de los estudiantes (73%) en comparación a las interactivas (Figura 1), siendo las TIC activas las de menor percepción en las tres dimensiones. De acuerdo a los resultados obtenidos, se propone una relación positiva entre el aprendizaje del estudiante universitario y la adopción de herramientas TIC durante el período de pandemia COVID-19 (p=0,076). Los buscadores, las videconferencias, las páginas web, las plataformas académicas, los repositorios y los tutoriales multimedia, ejercen la mayor influencia positiva en el proceso educativo. No obstante, los estudiantes de las ciencias de la salud mostraron más aversión a establecer TIC en su aprendizaje, mientras que los alumnos de ingeniería mostraron mayor receptividad a su aplicación(AU)

Information and Communication Technologies (ICT) have been vital tools in human interaction in the face of the COVID-19 pandemic, allowing the virtuality of many daily activities that would otherwise configure an inherent biological risk of physical contact. For this reason, it was necessary to adopt ICT as non-face-to-face training elements in higher education, allowing pedagogical development and teacher-student interaction from home. This research sought to determine the influence of ICT on the learning of 450 Peruvian university students, in the context of the COVID-19 pandemic.In general, transmissive ICT obtained higher proportions of accessibility (87%), usability (81 %) and influence on student learning (73%) compared to interactive ones (Figure 1), with active ICT being the least perceived in all three dimensions. According to the results obtained, a positive relationship is proposed between university student learning and the adoption of ICT tools during the COVID-19 pandemic period (p = 0.076). Search engines, video conferences, web pages, academic platforms, repositories, and multimedia tutorials exert the greatest positive influence on the educational process. However, health science students showed more aversion to establishing ICT in their learning, while engineering students showed greater receptivity to its application(AU)

Validation of questionnaire regarding online teaching (QOT) during Covid-19 in Karachi, Pakistan.

The present study involved an extra-cultural adaptation and validation of questionnaire regarding online teaching (QOT) to know faculty perception, attitude and experiences of online teaching. Cronbach's alpha was determined for assessing internal reliability of QOT and found to be 0.886, confirmed that the scale have good reliability. Factor Analysis of the scale (Principal Component Analysis) was used to examine factor structure and then trailed by varimax rotation. The items were allocated four sub scales. A survey technique was used for the validation of QOT and the survey was conducted during September-December' 2020 in private and public universities of Karachi to determine the pharmacy faculty's perception and experience regarding online teaching. Approximately 35% responded that "It is very easy to prepare and deliver an online course" and 45% opined that "The universities offering Pharm.D should adopt the use of e-learning for teaching in future to complement traditional teaching". Majority of the faculty were in favor of starting online teaching during pandemic to complete semester on time (72%). However, in-campus courses contribute more to students' learning than online courses in pharmaceutical sciences (65.5%). The present study summarizes that academic staff did opt online teaching over one-to-one teaching in the lock down situation during Covid-19 pandemic however, they agreed not to replace traditional teaching to online teaching. Teachers recognized some difficulties and challenges during online teaching including difficulty in preparing lecture for online teaching than traditional classroom teaching, shortage of long time training sessions. Female teachers were inclined to online teaching than male and lecturers tend to prefer online teaching compared to senior teachers. Universities and administration should take imperative acts for improving online teaching for better learning during lock down or any other situation where social distancing is required.

Entering a new academic year: the problem faced in online learning amid COVID-19 pandemic.

In the crisis, we are facing, the well-being of the students is given importance in their online learning. Attention has already been given as to how the school may support in making the parents mentally healthy as they assist their children in learning. The Philippines is already entering another online academic school year as part of the health and safety protocol during this pandemic. But with all the challenges experienced by the stakeholders, the education sector is also facing a problem as to the well-being of the teachers who are also struggling in this pandemic with all the changes in their routines since online learning began.

Improvement of students' enthusiasm by introduction of barrage into online teaching during COVID-19 pandemic.

The outbreak of the COVID-19 pandemic results in the turning from offline teaching to online teaching. Students enjoy short videos and like barrage during the pandemic. We found that the introduction of barrage into online teaching is of great help to improve the students' attention and enthusiasm. In order to verify the correctness of this conjecture, we launched a questionnaire survey. According to the preliminary conclusions, we found that student's think that such adaption is not only interesting, but also can promote the interaction, and therefore improve the learning effect. It should conform to the trend of teaching development in the new era.

COVID-19's impacts on the scope, effectiveness, and interaction characteristics of online learning: A social network analysis.

The COVID-19 outbreak brought online learning to the forefront of education. Scholars have conducted many studies on online learning during the pandemic, but only a few have performed quantitative comparative analyses of students' online learning behavior before and after the outbreak. We collected review data from China's massive open online course platform called icourse.163 and performed social network analysis on 15 courses to explore courses' interaction characteristics before, during, and after the COVID-19 pan-demic. Specifically, we focused on the following aspects: (1) variations in the scale of online learning amid COVID-19; (2a) the characteristics of online learning interaction during the pandemic; (2b) the characteristics of online learning interaction after the pandemic; and (3) differences in the interaction characteristics of social science courses and natural science courses. Results revealed that only a small number of courses witnessed an uptick in online interaction, suggesting that the pandemic's role in promoting the scale of courses was not significant. During the pandemic, online learning interaction became more frequent among course network members whose interaction scale increased. After the pandemic, although the scale of interaction declined, online learning interaction became more effective. The scale and level of interaction in Electrodynamics (a natural science course) and Economics (a social science course) both rose during the pan-demic. However, long after the pandemic, the Economics course sustained online interaction whereas interaction in the Electrodynamics course steadily declined. This discrepancy could be due to the unique characteristics of natural science courses and social science courses.

Blended learning vs traditional teaching: The potential of a novel teaching strategy in nursing education - a systematic review and meta-analysis.

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.