Multidisciplinary approach to diagnostic radiology education: a novel educational intervention for Turkish medical students.

Teleconferencing can facilitate a multidisciplinary approach to teaching radiology to medical students. This study aimed to determine whether an online learning approach enables students to appreciate the interrelated roles of radiology and other specialties during the management of different medical cases. Turkish medical students attended five 60-90-minute online lectures delivered by radiologists and other specialists from the United States and Canada through Zoom meetings between November 2020 and January 2021. Student ambassadors from their respective Turkish medical schools recruited their classmates with guidance from the course director. Students took a pretest and posttest to assess the knowledge imparted from each session and a final course survey to assess their confidence in radiology and the value of the course. A paired t-test was used to assess pretest and posttest score differences. A 4-point Likert-type scale was used to assess confidence rating differences before and after attending the course sessions. A total of 1,458 Turkish medical students registered for the course. An average of 437 completed both pre- and posttests when accounting for all five sessions. Posttest scores were significantly higher than pretest scores for each session (P < 0.001). A total of 546 medical students completed the final course survey evaluation. Students' rating of their confidence in their radiology knowledge increased after taking the course (P < 0.001). Students who took our course gained an appreciation for the interrelated roles of different specialties in approaching medical diagnoses and interpreting radiological findings. These students also reported an increased confidence in radiology topics and rated the course highly relevant and insightful. Overall, our findings indicated that multidisciplinary online education can be feasibly implemented for medical students by video teleconferencing.

The impact of teaching presence on students' online learning experience: evidence from 334 Chinese universities during the pandemic.

Teaching presence is the core role of teachers in online education and is the most promising mechanism for developing online learning communities. Drawing on the theoretical framework of teaching presence, and based on data from an online survey of university students from 334 Chinese universities, this study constructs a framework for teaching presence and compares the differences in teaching presence among different student groups, and further explores the impact of teaching presence on students' online learning experience and its heterogeneity in terms of gender and discipline. The study finds that teaching presence includes three dimensions: instructional design and organization, facilitating interaction, and direct instruction, and there are differences among different groups. Teaching presence has a significant impact on the online learning experience, among which facilitating interaction is the most important influencing factor. Heterogeneity examination reveals that the direct instruction dimension has a greater impact on the online learning experience of female students and students in science and engineering, while the facilitating interaction dimension has a greater impact on the experience of male students and students in science and engineering. For the development of online teaching, it is necessary to help online teachers comprehensively improve teaching presence, adopt different teaching strategies and improvement measures for different student groups, and pay attention to collecting and analyzing student behavioral data for teachers to reflect on and improve teaching.

Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry.

Previous studies have revealed that students' participation is a complex matter affected by pedagogical, environmental, and individual factors. However, there is still insufficient empirical evidence regarding how those factors work in shaping classroom participation in the online context. In the field of language education, moreover, it still remains unclear as to how social interactions among students and teachers may affect students' cognitive engagement. To further understand the complex relations between language students' online engagement and the influencing factors, the current study conducted in-depth interviews with 24 university students enrolled in three online English courses in an International university in China. Analyses and interpretation of the qualitative data were informed by the Community of Inquiry framework. The findings suggest that students' engagement in online classrooms is a situated process affected by 1) pedagogical practices and support from teachers, which determines students' cognitive presence and perceived teaching presence directly, and 2) students' perceived social presence, which was shaped by both group dynamics and the online environment. Notably, the physically isolated online environment seemed to have played an impeding role in some students' cognitive engagement, but a facilitating a role in some others', as mediated by their preference for social presence or absence. Overall, our study highlights the importance of providing students with a constructive, supportive and interactive environment for online language teaching and learning.

Teaching pre-clinical medical students remotely in Nigeria post Covid-19 pandemic: can past experiences shape future directions?

PURPOSE: Online teaching has gained popularity in recent years, but changes have been slower to implement in Lower or Medium Income Countries (LMIC). The aim of this research was to build upon educators' experiences of remote teaching during Covid-19 to inform the development of a blended learning approach for teaching pre-clinical subjects at the Faculty of Biomedical Sciences at Obafemi Awolowo University, Ile-Ife, Nigeria (OAU). METHODS: The Critical Incident Technique (CIT) was used in this exploratory study. Participants were invited to either complete an online qualitative questionnaire or take part in an online structured interview, which were hosted on Microsoft platforms. Data were obtained from eighteen educators and were analyzed using thematic analysis. RESULTS: Findings suggest that most educators (72%) continued to engage with remote teaching post-pandemic. All lab-based practical topics returned to being in-person, and teachers' experiences highlighted that a new blended learning approach should focus on asynchronized online teaching of didactic subjects. Five main themes captured educators' experiences and lessons learned regarding online teaching including: skills and training, teachers' motivation and attitudes, internet and connectivity, learners' behaviors, and socio-economic constraints. CONCLUSION: Findings provided additional evidence on the way in which educators in LMIC would like to build upon the positive aspects of online teaching and move towards a blended learning model. However, the implementation of such an approach should consider students' and faculty's needs and socio-economic constraints.

Factors Influencing the Satisfaction of Second Language Learners of Chinese in Online Courses.

The study aims to investigate the relationship among the key factors affecting second language learners' satisfaction with online Chinese courses and their willingness to continue utilizing them by constructing a Model of Chinese Learners' Satisfaction in Online Courses. Additionally, the influence of participants' individual differences was also explored. A total of 203 second language learners of Chinese participated in the questionnaire survey, with 5 learners further participating in interviews. Learner expectations, learner perceived quality, and learner perceived value were identified as important factors influencing learner satisfaction and willingness to continue using the online course. The results of the questionnaire survey showed that (1) learner individual differences, such as age, Chinese proficiency, weekly study duration, and offline Chinese course experience, significantly influence learner satisfaction. (2) Learner expectations have a significant positive impact on perceived quality, while perceived quality positively affects perceived value. (3) Learner satisfaction significantly influences the willingness to continue using online courses. (4) The results of the interview revealed that most learners still prefer traditional offline courses, indicating that online teaching has several shortcomings and deficiencies. Overall, this study provides some scientific and reasonable decision-making references for improving online teaching methods, aiming to enhance learner satisfaction and promote the development of online education.

The use of household items to support online surgical knot-tying skills training: a mixed methods study.

BACKGROUND: This study investigated the perceptions and performance of medical students regarding their engagement and learning of a knot-tying skill presented in an online demonstration format due to the emergency remote measures that accompanied COVID-19 restrictions. METHODS: Final-year undergraduate medical students were invited to view an online demonstration of a one-handed knot-tying skill and practice the skill using common household items. They recorded their attempts and uploaded them onto the Flipgrid application. Completed attempts were scored using an adapted Objective Structured Assessment of Technical Skill (OSATS) validated tool. We used a mixed-methods sequential explanatory design; data regarding students' engagement was gathered via a short questionnaire, and a Focus Group Discussion (FGD) was conducted to understand their learning experiences better. Descriptive statistics such as proportions and percentages were used to summarize categorical variables and median for continuous variables. Each video attempt was scored independently by two surgeons; reliability was determined using intraclass correlation; statistical tests were conducted at a 5% level of significance. Responses to open-ended survey questions and qualitative data from the FGDs were analysed using thematic analysis. RESULTS: Seventy-one students participated in the exercise. Most students (91.5%) expressed confidence in their ability to perform the skill and were able to follow the steps in the video demonstration (83.1%). Median number of times needed to practice before video submission was 7.0 (Interquartile range [IQR] 5.0-10.0). Using the adapted OSATS tool; median scores on student attempts were 19.0 out of 21 (IQR: 17.0-20.0) for Assessor 1 and 18.0 out of 21 (IQR: 17.0-20.0) for Assessor 2, and overall scores showed good reliability between assessors based on intraclass correlation (0.86, 95% CI 0.79-0.90, p < 0.001). Qualitative insights from the students' experiences in learning the skill were generally positive; it was a practical, experiential learning process and they valued the social aspects of learning via Flipgrid. Challenges expressed related to the need for in-person training and formal feedback on how to improve their technique. Suggestions to improve their learning included a request for an interactive session with immediate feedback on attempts, and being able to practice with a friend who would assist with videoing. CONCLUSION: Basic knot-tying can be taught with acceptable efficiency and student satisfaction using online methods with items available at home.

A structural model of EFL teachers' physical activity, emotion regulation, and competence for online teaching.

BACKGROUND: The COVID-19 pandemic has prompted a rapid shift to online teaching, placing unprecedented demands on educators' physical and mental well-being. However, the relationship between English as a Foreign Language (EFL) teachers' physical activity, emotion regulation, and competence for online teaching remains underexplored. OBJECTIVES: This study aimed to investigate the interplay between EFL teachers' physical activity, emotion regulation strategies, and competence for online teaching. RESULTS: Structural equation modeling revealed significant direct and indirect effects, indicating that physical activity positively influences emotion regulation, which, in turn, enhances teachers' competence for online instruction. Furthermore, emotion regulation was found to mediate the relationship between physical activity and online teaching competence. CONCLUSIONS: These findings underscore the importance of promoting physical activity among EFL teachers as a means to enhance their emotion regulation skills and competence for online teaching, particularly in the context of the COVID-19 pandemic. IMPLICATIONS: The study highlights the need for targeted interventions aimed at supporting EFL teachers' well-being and professional development, with implications for educational policies, teacher training programs, and institutional support structures in the digital learning landscape.

Development of an online teaching platform to improve access to postgraduate pathology training in sub-Saharan Africa.

Background: Resource barriers to the provision of accessible training in cancer diagnosis in lower- and middle-income countries (LMICs) limit the potential of African health systems. Long-term provision via teaching visits from senior pathologists and trainee foreign placements is unsustainable due to the prohibitive costs of travel and subsistence. Emerging eLearning methods would allow pathologists to be trained by experts in a cheaper, more efficient, and more scalable way. Purpose: This study aimed to develop an online teaching platform, starting with hematopathology, for trainee pathologists in sub-Saharan Africa, initially in Nairobi, Kenya, and Lusaka, Zambia. Methods: Course materials were prepared for both Canvas and the Zoom eLearning platforms using digitally scanned slides of lymph nodes and bone marrow trephines. Initial in-person visits were made to each site to establish trainee rapport and maximize engagement, evaluate different methods and course content, and obtain feedback to develop the project. The knowledge of trainees before and after course completion was used to measure initial effectiveness. Online teaching with the preferred platform is to be continued for 1 year before re-evaluation for long-term effectiveness. Results: Canvas was selected as the preferred delivery platform as it is freely available and has good functionality to support all required tasks. Face-to-face teaching was considered optimal to establish the initial rapport necessary to maximize subsequent engagement with online teaching. Challenges have included sub-optimal internet speeds and connections and scheduling issues. Weekly online hematopathology teaching sessions using live image capture microscope sessions, Zoom, and Canvas have been delivered to students in Kenya and Zambia, with good attendance and interaction in case discussions. Conclusion: Our team has successfully designed and delivered an online training program in hematopathology to trainee pathologists in Kenya and Zambia, which has been ongoing for over a year. This project is now being scaled to other sub-Saharan countries and other sub-specialties.

College students' satisfaction with online teaching during the COVID-19 pandemic: Evidence from Hubei Province, China.

To evaluate the performance of online teaching during the COVID-19 period, we collected 1886 survey data from college students in Hubei Province, China. The scoring rules of the Framework for Teaching were used to measure college students' satisfaction with online teaching, and an econometric model was constructed to empirically validate its dynamic influences. We found that college students' satisfaction with online teaching during the COVID-19 pandemic was lower than that with offline teaching. Online teaching satisfaction was significantly affected by variables of class size, proportion of online teaching, epidemic severity, college grade, network, course classification, major classification, and the teacher's age and skills. It was further found that as COVID-19 gradually dissipated, offline teaching should be resumed as soon as possible. These findings objectively evaluate the teaching performance of college students during the COVID-19 pandemic and can provide suggestions for optimizing online teaching during future emergencies.

Comparative effects of three different physical education teaching modes on college students' physical fitness during the COVID-19 pandemic: A longitudinal study.

Background: An appropriate teaching mode in physical education is crucial for ensuring effective education outcomes. Given the dynamic nature of the COVID-19 pandemic, teaching modes are often adjusted. However, there is a lack of in-depth research on the impact of different teaching modes on the outcomes of physical education. Our study aims to address this gap by conducting a comparative analysis of the teaching effectiveness of three different physical education modes among Chinese college students, with a focus on evaluating their impact on physical fitness. Method: This study adopted a longitudinal retrospective observational design. We systematically examined the three stages of the COVID-19 pandemic (stage 1: September 2020 to January 2021; stage 2: September 2021 to January 2022 and stage 3: February 2022 to July 2022), along with the three corresponding physical education teaching modes (classroom teaching, online teaching and blended teaching) and administered three physical fitness tests (T1, T2 and T3). The physical fitness test included 7 indicators: body mass index, vital capacity, 50-m run, standing long jump, sit-and-reach, pull-ups (male), 1000-m run (male), sit-ups (female) and 800-m run (female). A mixed ANOVA model was used to analyse the physical fitness test indicators across the three different teaching modes. Results: A total of 3363 college students (1616 males and 1747 females) enrolled in 2020 completed the three physical fitness tests. Most students were aged between 17 and 20 years old, and the BMI criteria indicated a normal distribution. The results indicated that there were significant differences in the overall training effectiveness for all students across vital capacity (p < 0.001, η2 = 0.077), sit-and-reach (p < 0.001, η2 = 0.027), and middle and long-distance running (p < 0.001, η2 = 0.031). Post-hoc multiple comparison analyses further revealed that the blended teaching was the most effective in improving these fitness indicators, whereas the online teaching performed poorly on the training effects of middle and long-distance running. Significant training effects were also shown for sit-ups (p < 0.001, η2 = 0.192) for females and pull-ups (p < 0.001, η2 = 0.020) for males in gender-specific physical fitness indicators. Similarly, blended teaching showed superior results to other teaching modes. Conclusion: These findings emphasize the importance of conducting online physical education during unforeseen public health events and highlight the comprehensive effects of blended physical education in the post-pandemic era. Future initiatives should prioritize targeted interventions to address the observed variations in various physical fitness indicators under different physical education teaching models.

A model for new media data mining and analysis in online English teaching using long short-term memory (LSTM) network.

To maintain a harmonious teacher-student relationship and enable educators to gain a more insightful understanding of students' learning progress, this study collects data from learners utilizing the software through a network platform. These data are mainly formed by the user's learning characteristics, combined with the screen lighting time, built-in inertial sensor attitude, signal strength, network strength and other multi-dimensional characteristics to form the learning observation value, so as to analyze the corresponding learning state, so that teachers can carry out targeted teaching improvement. The article introduces an intelligent classification approach for learning time series, leveraging long short-term memory (LSTM) as the foundation of a deep network model. This model intelligently recognizes the learning status of students. The test results demonstrate that the proposed model achieves highly precise time series recognition using relatively straightforward features. This precision, exceeding 95%, is of significant importance for future applications in learning state recognition, aiding teachers in gaining an intelligent grasp of students' learning status.

Students' Satisfaction Regarding the Application of Crossword Puzzles During the Online Teaching Practice of Medical Physiology: A Promising Experience During the COVID-19 Pandemic.

Introduction: The coronavirus has hit the world and has led to substantial changes in all aspects of life. One of the important affected aspects is the teaching and learning process. Most of the learning authorities including King Abdulaziz University, Rabigh branch, have shifted to distant and online learning to avoid social contact and spreading the viral infection. Creating an interesting and interactive environment via online learning became necessary to attract the students' attention and sharing in the online sessions was, therefore, crucial. Methods: Crossword puzzles were created using an online tool. A questionnaire that assesses the satisfaction of the students regarding the application of the online puzzle was built and medical education experts did the content validity. Lectures were given online via the blackboard ultra-collaborate system followed by a brief session for solving the crossword puzzle. Students were given five minutes to think and prepare their answers and then they solved the puzzle via the chat window and the teacher corrected them. The questionnaire was sent to students in a Google form. Statistical analysis was followed using SPSS software. Results: No major gender differences in students' satisfaction levels. 75.7% strongly agreed that games are an interesting and enthusiastic method in physiology education. 78.4% strongly agreed that games are an effective tool of communication between the teacher and students. 70.3% strongly agreed: crossword puzzle is an interesting interactive online educational tool. 64.9% strongly agreed that puzzles helped them to memorize the definitions and terminologies in physiology. 78.4% strongly agreed that crossword puzzles are a good addition to the educational practice of physiology. Conclusion: The crossword puzzle is considered a good tool for promoting an interesting, interactive online educational practice. The presence of no major gender difference in the students' satisfaction regarding this tool casts light on the importance of interactive, enjoyable, and creative teaching practice particularly during the stigmata of epidemics.

"Being in the digital box". Academic staff experiences in online practical teaching: A qualitative study from six universities and countries.

The COVID-19 pandemic has caused radical changes in education, as in everything else, bringing many challenges. Despite all the difficulties, the COVID-19 pandemic has enormous opportunities for online teaching and the use of digital technologies. A comprehensive understanding of this period is needed to investigate these opportunities. Thus, this study aims to explore the academic staff's experiences of online teaching and the use of digital technologies in practical skills-based courses in health care education. This study was conducted at six universities from six countries (Türkiye, Sweden, Finland, Portugal, Latvia, Lithuania). Data were collected between June 17, 2021 and November 30, 2021 via a focus group with an in-depth interview technique. 22 focus group interviews were conducted with a total of 117 participants. Colaizzi's method was used to evaluate the data to discover, comprehend, and define the experiences of academic staff. The analysis of the interview data resulted in 6 themes, 25 subthemes and 56 categories that captured participants' experiences regarding online teaching of practical skills and using digital technologies in health care education. The findings of the study provide crucial information that will help online teaching and digital technology for practical skills be successfully integrated.

Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines.

This study delves into the attitudes of educators toward online teaching, their technological proficiency, and access to technology, with a particular emphasis on examining potential gender distinctions. Employing a quantitative-descriptive-correlational research design, this research meticulously examines the intricate relationships among these variables. The primary objectives of this investigation involve scrutinizing teachers' attitudes toward online instruction, evaluating their technological competency, and gauging their accessibility to technology. The results reveal that, by and large, teachers exhibit a moderately favorable disposition toward online teaching, signifying their eagerness to embrace this pedagogical approach. Furthermore, these educators demonstrate a commendable level of technological competence, showcasing their adeptness in harnessing technology for instructional purposes. In the context of technological accessibility, most teachers report encountering minimal impediments; however, science teachers disclose relatively restricted access. A gender-based analysis of the data suggested a notable absence of significant disparities in attitudes, technological proficiency, and access between male and female educators. This finding substantiates the assertion that gender exerts a negligible influence on shaping teachers' perspectives regarding online teaching and their technological adeptness. Moreover, this research revealed a substantial positive correlation between teachers' attitudes toward online teaching and their technological competence, as well as their access to technology. This implies that educators endowed with enhanced technological proficiency and enhanced access are more likely to harbor favorable attitudes toward online teaching. The implications of these findings underscore the paramount significance of supporting teachers in augmenting their technological competence while simultaneously ensuring equitable access to technology resources. These two factors emerge as pivotal catalysts for facilitating the seamless integration of online teaching into contemporary education. In the era of the COVID-19 pandemic, where online instruction has become indispensable, the imperative for ongoing professional development and support has become unmistakably evident. This study calls for a sustained commitment to nurturing and further enhancing teachers' affirmative attitudes toward online teaching to effectively navigate the ever-evolving landscape of education.

Digital teaching: Developing a structured digital teaching competency framework for medical teachers.

AIM: To explore the core competencies needed on part of the medical and dental teachers to carry out effective digital teaching for their students. METHODS: It was a qualitative study which employed phenomenological approach. The data were collected from 12 teachers who were purposively selected for semi-structured interviews. They were all expert digital teachers. The data were transcribed verbatim, coded and analyzed thematically. Textural and structural description of the themes helped to develop a new competency framework. RESULTS: The data yielded 47 selective codes with 15 sub-themes and five themes. The emergent themes included general digital competencies, specific digital teaching competencies, mastery of the subject matter, mastery of pedagogical strategies and proficiency in using innovative digital technologies for teaching. The themes 1, 2 and 5 relate to digital competencies only whereas the themes 3 and 4 are generic competencies which apply to both digital and non-digital teaching. These generic competencies form the basis of all kinds of teaching, hence equally important for digital teaching. CONCLUSION: Medical teachers should possess diverse digital competencies. The competency framework that emerged in the current research encompasses the essential attributes that should be included in any future training program aiming at the digital capacity building of the teachers. This will keep them primed for effective digital teaching. Given its crucial importance, the digital teaching competency should be considered as a cross-cutting competency that applies to almost all of the famous eight roles of medical teacher.

Jordanian English language educators' perceived readiness for virtual learning environment.

Online engagement has assumed a pivotal role within educational pedagogy, particularly during the COVID-19 pandemic. This study delves into the perceptions of Jordanian English language educators regarding their preparedness for online teaching in the post-pandemic landscape. In this quantitative study, a group of 101 English language educators from Jordanian universities participated, and their responses were subjected to analysis through descriptive statistics. The findings of this analysis indicate that the respondents exhibited a moderate level of familiarity with technology and e-learning platforms, alongside a similarly moderate level of competence in managing their online courses. Furthermore, the study underscores a noteworthy gap in their exposure to online education, despite their considerable tenure in teaching English. Consequently, the study underscores the necessity for tailored training programs designed to comprehensively enhance the online teaching proficiency of English language educators, thereby facilitating a more effective virtual learning environment.

Teaching Style Preferences and Online Teaching Practices of Optometry Teachers During COVID-19: A Preliminary Study.

Purpose: Although research on teaching style preferences is available in the literature, there is limited information on the preferences of optometry teachers. The Coronavirus disease 2019 pandemic has impacted educational practices in all sectors. This study focuses on the teaching style preferences and online teaching practices of optometry teachers during the COVID-19 pandemic. Patients and Methods: The study used a case study research design and a self-administered online questionnaire and follow-up semi-structured interview for data collection. The Grasha-Riechmann teaching style inventory was used to explore the teaching style preferences (Expert, Formal Authority, Demonstrator, Facilitator and Delegator). Quantitative and qualitative data were analyzed using descriptive statistics and thematic content analysis respectively. Results: The optometry teachers were aged between 29 and 51 years (median = 45 years) and had between 3 and 25 years of teaching experience (median = 5 years). All teachers scored high in the Expert teaching style and most had scores categorized as high for the Delegator, Facilitator and Formal Authority teaching styles. The teachers reported that the initial adaptation to online teaching was difficult and challenging as they were not prepared for the rapid transition to online learning. They used various resources and materials but felt that student participation and engagement was lower in online teaching. Teachers noted that more time was needed to prepare materials for online teaching than for face-to-face teaching. Conclusion: Optometry teachers adopted a multidimensional approach preferring the different teaching styles to varying degrees. Teachers noted challenges with the initial transition and adaptation to online teaching and used a combination of resources to support student learning.

The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model.

BACKGROUND: With the increasing prevalence of online teaching, understanding the dynamics that impact educators' well-being and effectiveness is paramount. This study addresses the interconnected relationships among online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers in the digital learning environment. OBJECTIVES: The primary objectives of this research are to investigate the direct and mediated effects of online teaching competence and self-efficacy on emotion regulation and digital burnout among teachers. Additionally, the study aims to explore the mediating role of emotion regulation in the relationship between self-efficacy and digital burnout. The overarching goal is to provide comprehensive insights into the factors influencing teacher well-being in the online teaching context. METHODOLOGY: A cross-sectional survey design was employed, involving a convenience sample of educators from a specific university. Participants responded to validated self-report measures assessing online teaching competence, self-efficacy, emotion regulation, and digital burnout. Statistical analyses, including regression and mediation analyses, were conducted to examine the relationships among the key variables. RESULTS: The findings reveal significant relationships and effects among the investigated variables. Online teaching competence is a substantial predictor of emotion regulation and digital burnout. Similarly, self-efficacy significantly impacts emotion regulation and digital burnout. Emotion regulation mediates the relationship between online teaching competence, self-efficacy, and digital burnout. These results highlight the intricate connections shaping teachers' experiences in the digital teaching environment. CONCLUSIONS AND IMPLICATIONS: In conclusion, this study provides robust evidence supporting the interconnectedness of online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers. The implications underscore the importance of fostering these competencies through targeted professional development. Educational institutions and policymakers can use these insights to implement strategies that enhance teacher well-being, ultimately promoting a more effective and sustainable online teaching environment.

A study on mindful agency's influence on college students' engagement with online teaching: The mediating roles of e-learning self-efficacy and self-regulation.

METHODOLOGY: A total of 379 college students from 22 classes in 3 universities in Nanjing, who received online teaching, were selected as the participants in this study. The purpose of this thesis is to explore the influence mechanism of mindful agency on their identification by using the Mindful Agency Scale for College Students, the Scale for Identification of College Students with Online Teaching, the Online Learning Self-Efficacy Scale for Adult Learners, and the Questionnaire on Online Self-Disciplined Learning for College Students, which were proven effective in previous studies. In all these studies, the coefficients of Cronbach's α are all above 85. RESULTS: The study's findings demonstrated that, in addition to directly and favorably predicting identification with online teaching, mindful agency also had an impact on identification through the mediating effects of self-efficacy in online learning and self-disciplined learning online. CONCLUSIONS: By identifying the two intermediary pathways and the orderly chain structure pathways in which mindful agency influences college students' identification with online teaching, this study contributes to the theoretical research on mindfulness in online teaching contexts, the expansion of empirical research on the impact of mindful agency on identification with online teaching, and the development of practical reference materials for improving identification with online teaching.

Clinical practice applicability and relevance to non-specialists of a paediatric EEG online learning tool.

BACKGROUND: Paediatric electroencephalography (EEG) training is inadequate amongst healthcare practitioners and technicians managing children with epilepsy in sub-Saharan Africa. An entry level handbook was developed for healthcare practitioners in sub-Saharan Africa and subsequently made globally accessible via the International Child Neurology Teaching Network. AIM: To investigate the usefulness of a paediatric online EEG handbook. METHOD: A survey of the ICNApedia online EEG handbook was circulated (December 2021-June 2022), to all 108 handbook registered participants (39 countries) via the research electronic data capture (REDCap) from the University of Cape Town (UCT). RESULTS: Fifty participants from 25 countries responded: 8 from high income, 16 upper-middle income, 21 lower-middle income and 5 from low-income. 32 (64%) fully and 18 (36%) partially completed the survey. 35/50 (70%) had completed the handbook and seven respondents had partially completed the handbook. Responses supported the handbook as a good entry point to learn EEGs, especially for paediatrics. Likert scale ratings supported the handbook as relevant for gaining/enhancing knowledge and improving diagnosis and management of patients with confidence. The handbook was considered user friendly, comprehensible, and provided a practical experience. For improving EEG reading skills the handbook helped skills development via reinforcement and good illustrations. 29/32 (90%) of respondents confirmed that they are using learnt skills from the handbook in their current work. CONCLUSION: In resource limited settings non-specialist clinicians often provide extended services including EEG interpretation. The survey supports that the handbook is supporting this niche skills area, especially for the accessibility of knowledge gained. The handbook will continue to be adapted in-line with survey feedback.