Physical education teachers' experiences regarding online physical education lessons for children with autism spectrum disorder.

Background: The purpose of this qualitative study was to investigate the experiences of physical education (PE) teachers regarding online PE lessons for children with ASD during the COVID-19 pandemic. Method: Participants in this study were 16 PE teachers who took part in one-on-one semi-structured phone interviews. Interview data were analyzed using Braun and Clarke's recipe for thematic analysis. Result: Four overarching themes were found: (1) we were unprepared for online lessons, (2) challenges of online lessons, (3) parental support, and (4) solution offers. Conclusion: The results revealed that PE teachers were unprepared for the sudden transition to online lessons due to the COVID-19 pandemic. PE teachers started the online teaching with parent support despite the challenges, but they were not satisfied with the online PE model.

Implementation of a remote behavioral intervention for older adults with asthma - a pilot study.

OBJECTIVE: Older adults with asthma (OAA) have elevated asthma morbidity rates. A six-session intervention based on self-regulation theory was shown to improve outcomes. However, wide-spread implementation was difficult due to the in-person design. Our objective was to determine the feasibility and acceptability of an updated intervention for OAA that is completely remote, includes a physician component, and utilizes shared decision-making (SDM). METHODS: A pilot study of 12 OAA with uncontrolled asthma and their asthma providers was conducted at three health centers. The remote intervention (titled SOAR) consisted of 4 sessions (2 groups and 2 individual). Asthma providers (both specialists and primary care) were sent updates of progress along with information on how to incorporate SDM into the visit. Implementation (feasibility, acceptability, and appropriateness) and clinical (asthma control, asthma quality of life, perceived control, depression, and self-confidence) outcomes were measured. RESULTS: SOAR was found to be feasible, acceptable, and appropriate, with values on validated implementation scales similar to those of in-person behavioral interventions. Asthma providers found the program helpful and intended to change care based on the updates. Asthma control scores improved significantly from baseline (14.2 to 16.8, p = 0.04), as did asthma quality of life (4.2 to 4.9, p = 0.03) and self-confidence to manage asthma (7.1 to 8.5, p = 0.02). There was no change in depression nor perceived control scores. CONCLUSION: A remote behavioral intervention appeared feasible and acceptable for OAA and their health care providers, and can improve outcomes. Larger scale implementation trials are warranted.

[RECURRENT AND VIRTUAL EDUCATION FOR ALL DISCIPLINES AND OCCUPATIONS IN THE ALLERGY REALM : A SURVEY OF THE PARTICIPANTS FROM THE INITIATIVE 'OUTREACH LECTURES' TO CREATE EDUCATIONAL OPPORTUNITIES].

BACKGROUND: In the enhancement of allergy care involving multidisciplinary and multiple medical departments, there is a perceived need for education that targets not only specialists but also non-specialists. However, research on the need for and methods of such education remains inadequate. OBJECTIVE: To design a remote allergy care education program for all medical practitioners and to validate its necessity and utility. METHODS: The Empowering Next Generation Allergist/immunologist toward Global Excellence Task Force (ENGAGE-TF), supported by the Japanese Society of Allergology, initiated a virtual educational program called 'Outreach Lectures' in collaboration with Keio University and Fukui University. This initiative was widely promoted through social media and various institutions, and a survey was conducted through its mailing list. RESULTS: 1139 responses were obtained. More than half were physicians from non-allergy specialties, representing a diverse range of healthcare professions. Over 70% expressed being 'very satisfied,' and over 60% found the difficulty level 'appropriate.' Free-form feedback revealed differences in learning focus based on profession and learning approach based on years of experience. CONCLUSION: The high participation rate (90%) of non-specialist physicians underscores the demand for addressing allergic conditions in primary care. The effectiveness of virtual / recurrent education, particularly for healthcare professionals with over 11 years of experience, was implied. Further follow-up investigation focusing on quantitative and objective assessment of educational effectiveness is indispensable.

BlinkBoard: Guiding and monitoring circuit assembly for synchronous and remote physical computing education.

Motivated by the necessity of guiding and monitoring students when assembling electronic circuits during in-class activities, we propose BlinkBoard, an augmented breadboard that enhances synchronous and remote physical computing classes. BlinkBoard uses LEDs placed on each row of a breadboard to guide, via four distinct blinking patterns, how to place and connect components and wires. It also uses a set of Input/Output pins to sense voltage levels or to generate voltage output at user-specified rows. Our hardware uses an open protocol of JSON commands and responses that can be used directly via a command line interface to control the hardware. Alternatively, these commands can be issued within a front-end graphical application hosted on a computer for a more user-friendly interface, and to ensure bidirectional and real-time communication between the instructor's guiding and monitoring panel, and all the students' remote BlinkBoards. The BlinkBoard hardware is affordable and simple, partially due to a customized circuit configured via a hardware description language that handles the LEDs' patterns with minimal load on the Arduino microcontroller. Finally, we briefly show BlinkBoard in use during a workshop with high-school students and an undergraduate design course.

Emotional and behavioral outcomes among youths with mental disorders during the first Covid lockdown and school closures in England: a large clinical population study using health care record integrated surveys.

PURPOSE: Emotional and behavioral problems in children and young people (CYP) have increased over the pandemic. Those with pre-existing mental disorders are more vulnerable but have been understudied. We investigated emotional and behavioral outcomes in this population; differences across diagnostic groups; and social, educational, and clinical determinants. METHODS: We invited 5386 caregivers and CYP (aged 5-17) under child mental health services pre-pandemic to complete an online survey on CYP's emotional/behavioral symptoms and pandemic-related circumstances, and integrated responses with clinicodemographic information extracted from electronic health records. We compared four parent-rated outcomes (total emotional/behavioral scores and emotional/behavioral changes as compared to before the pandemic) across the three most common diagnostic groups in our population (Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD) and emotional disorders (EmD)). We then estimated the association of clinicodemographic and pandemic-related characteristics with emotional/behavioral outcomes. RESULTS: A total of 1741 parents (32.3%) completed the survey. Parents of CYP with ADHD or ASD reported more behavioral difficulties (t(591) = 5.618 (0.001); t(663) = 6.527 (0.001)); greater emotional deterioration (t(591) = 2.592 (0.009); t(664) = 4.670 (< 0.001); and greater behavioral deterioration (t(594) = 4.529 (< 0.001); t(664) = 5.082 (< 0.001)) as compared to the EmD group. Those with ASD and EmD showed more emotional difficulties than ADHD (t(891) = - 4.431 (< 0.001); t(590) = - 3.254 (0.001)). Across diagnoses, poor parental mental health and challenges with education were most strongly associated with worse outcomes. CONCLUSIONS: Within our clinical population, CYP with ADHD/ASD were the most adversely affected during lockdown. Enhancing clinical service provision that tackles parental stress and supports education may help mitigate the impact of future restrictions.

Content validation of needs assessment survey for remote education initiative in Tanzania.

Background: Historically, educational initiatives in global health have involved expert lectures by visitors. However, incomplete understanding of the target population and resources can limit the efficacy of lectures by international faculty. Little data exists on the magnitude of this problem. The goal of this study was to create and validate a needs assessment tool to guide lecture development as part of a larger study to implement virtual lectures for a residency program in Tanzania by members of an American faculty. Methods: Two study authors familiar with the Tanzanian hospital and residency program derived surveys for local residents and faculty. An expert panel consisting of two faculty members and one resident from each institution evaluated the questions. Each item was rated from 1 to 4 for clarity and relevance respectively. A content validity index (CVI) was calculated for each item using the proportion of experts who rated it as valid. Items with a CVI < 0.8 were revised and resubmitted. A CVI was then calculated for each instrument. Results: On the initial resident survey, 20 of 26 items were clear and 25 of 26 items were relevant with a CVI > 0.8. One item was deemed irrelevant and deleted. For the faculty survey, 10 of 12 items were clear and all items were relevant with CVI > 0.8. Five questions from the resident survey and two from the faculty survey deemed relevant but unclear were rewritten and resubmitted to experts. They all achieved CVI>0.8. Each survey obtained a CVI of 1. Conclusions: Using this approach, we validated a needs assessment tool to guide the creation of didactics for audiences that practice in a different setting from the lecturer.  This validated tool is an important step in the creation of a process to develop appropriate content and could be replicated by other groups planning similar initiatives.

Students' perceptions on how e-learning platforms in universities should be improved to increase the quality of educational services.

The Covid-19 pandemic has made a strong mark on the education system globally. Universities have been compelled to take urgent measures to provide young people with access to education, leading them to invest significant resources in building their own e-learning platforms. Because they were created and implemented in a relatively short time, certain e-learning platforms presented several issues, underscoring the need for improvement. This paper aims to identify students' perceptions of how e-learning platforms should be refined in order to increase the quality of online educational services. The research involved a sample of 114 students enrolled in the University of Medicine and Pharmacy Carol Davila in Bucharest. Data collection was conducted using an online questionnaire, and data analysis was performed using the IBM SPSS software. The results indicated that there is room for improvement in the quality of the services offered. To achieve this, further steps should focus on the interface of the online platforms, optimizing the presentation of educational materials, and refining the communication between teachers and students. Furthermore, other online tools (e.g., blogs, forums, or mobile applications) should be incorporated within these platforms, in order to facilitate the integrative distribution of information.

Remote cadaveric minimally invasive surgical training.

Objective: The aim of the study is to discuss the efficacy of live vs. remote cadaver surgical training (CST) for minimally invasive surgery (MIS). Methods: A cohort of 30 interns in their first and second years of training were divided into three groups: live observers (n = 12), live participants (n = 6), and remote observers: (n = 12). The interns had the opportunity to either observe or actively participate in two different surgical procedures, namely, laparoscopic lower anterior resection, performed by a colorectal surgical team, and laparoscopic fundoplication, performed by a pediatric surgical team. The procedures were conducted either at a base center or at a remote center affiliated with the institute. Some of the interns interacted directly with the surgical teams at the base center, and others interacted indirectly with the surgical teams from the remote center. All interns were administered questionnaires before and after completion of the CST in order to assess their understanding of various aspects related to the operating room layout/instruments (called "design"), accessing the surgical field (called "field"), understanding of anatomic relations (called "anatomy"), their skill of dissection (called "dissection"), ability to resolve procedural/technical problems (called "troubleshooting"), and their skill in planning surgery (called "planning") according to their confidence to operate using the following scale: 1 = not confident to operate independently; 4 = confident to operate with a more senior trainee; 7 = confident to operate with a peer; and 10 = confident to operate with a less experienced trainee. A p < 0.05 was considered statistically significant. Results: All scores improved after CST at both the base and remote centers. The following significant increases were observed: for remote observers: "field" (2.67→4.92; p < .01), "anatomy" (3.58→5.75; p < .01), "dissection" (3.08→4.33; p = .01), and "planning" (3.08→4.33; p < .01); for live observers: "design" (3.75→6.17; p < .01), "field" (2.83→5.17; p < .01), "anatomy" (3.67→5.58; p < .01), "dissection" (3.17→4.58; p < .01), "troubleshooting" (2.33→3.67; p < .01), and "planning" (2.92→4.25; p < .01); and for live participants: "design" (3.83→6.33; p = .02), "field" (2.83→6.83; p < .01), "anatomy" (3.67→5.67; p < .01), "dissection" (2.83→6.17; p < .01), "troubleshooting" (2.17→4.17; p < .01), and "planning" (2.83→4.67; p < .01). Understanding of "design" improved significantly after CST in live observers compared with remote observers (p < .01). Understanding of "field and "dissection" improved significantly after CST in live participants compared with live observers (p = .01, p = .03, respectively). Out of the 12 remote observers, 10 participants (83.3%) reported that interacting with surgical teams was easy because they were not on-site. Conclusions: Although all the responses were subjective and the respondents were aware that observation was inferior to hands-on experience, the results from both centers were equivalent, suggesting that remote learning could potentially be viable when resources are limited.

Remote training for strengthening capacity in sexual and reproductive health and rights research: a systematic review.

BACKGROUND: Training has been used to develop research skills among sexual and reproductive health and rights (SRHR) researchers. Remote education may accelerate transfer of skills and reduce barriers to strengthening research capacity. This systematic review aimed to assess the effectiveness of remote training on SRHR research and describe enablers and barriers of effective remote training. METHODS: PubMed, Embase, and Scielo were searched up to December 2022 for studies that evaluated in any language online research training programmes either on a SRHR topic or tailored for professionals working in SRHR published since 1990. Characteristics of included studies, the programmes they evaluated, the programme's effectiveness, and reported barriers and enablers to remote learning were extracted. Three researchers synthesized and described findings on effectiveness, impact and outcomes mapping them against the Kirkpatrick model. Additionally, thematic analysis from qualitative data was conducted to identify themes relating to the barriers and enablers of remote learning. RESULTS: Of 1,510 articles retrieved, six studies that included 2,058 remote learners met the inclusion criteria. Five out of six studies described empirical improvements in participant research knowledge/skills and three studies reported improvements in attitudes/self-efficacy towards research. Follow-up surveys from four studies revealed frequent application of new research skills and improved opportunities for career advancement and publication following online trainings. Cited barriers to effective online SRHR research training included time management challenges and participants' competing professional obligations; limited opportunities for interaction; and lack of support from home institutions. Cited enablers included well-structured and clear courses, learning objectives and expectations with participants; ensuring a manageable workload; facilitating interactions with mentors and hands-on experience; and selecting programme topics relevant to participants' jobs. CONCLUSION: Remote SRHR training can lead to improvements in research knowledge, skills, and attitudes, particularly when course learning objectives, structure, and expectations are outlined clearly, and ongoing mentorship is provided.

Parental Perception of Remote Education in Pandemic: An Analysis Based on Children's Cognitive Performance.

The COVID-19 pandemic significantly changed patterns of human interaction, including in the educational sector, which was forced to transform relationships among students, families, and the academic community. The present study sought to establish the interrelationships between performance on cognitive tests during the preschool stage and the perceptions of parents about remote education in school children during the pandemic. The study included 100 preschool children from socially vulnerable sectors who underwent remote and distance learning in 2020 and 2021. The reliability of the applied questionnaire was determined through a confirmatory factor analysis. A structural equation model was constructed to determine the perceptions of parents about remote education based on cognitive performance during the preschool stage. The model fit yielded favorable results for predictive variables (χ2 = 7.734, DF = 9 [p = 0.561], the comparative goodness-of-fit index [CFI] = 1.000, root mean square error of approximation [RMSEA] = 0.000, standardized mean square residual [SRMR] = 0.069), and executive function (χ2 = 3.711, DF = 5 [p > 0.592], CFI = 1.000, RMSEA = 0.000, SRMR = 0.039) as latent variables that affected parents' perceptions. These results indicate that parents' perceptions of remote education are mediated by predictive aspects of learning and executive function during the preschool stage.

Which qualities should built environment possess to ensure satisfaction of higher-education students with remote education during pandemics?

The built environment may be considered a complex system comprising several parts (including people, organizations, and physical structures). Since the emergence of the COVID-19 virus in recent years, there has been an explosion in the usage of mobile learning applications for classroom instruction. Research on the diffusion of mobile learning is lacking. This study examines the perceptions and experiences of many aspects of online education from the viewpoint of Chinese HEIs and university students who shifted to online modes of instruction during the COVID-19 outbreak. This research aimed to determine whether or not college students were happy with the resources available to them, how their teachers communicated with them, how they were evaluated, and the conditions in which they studied at home. It also looked at the pros and cons of online learning from the students' points of view. For this study, researchers opted for a cross-sectional survey using an online questionnaire. Information was gathered from 450 students from different Chinese tertiary institutions. To this end, we reflect on the experiences and perspectives of postgraduate students in urban design and discuss the results of an online survey conducted during the 2021-2022 academic year's subject delivery period, which included activities such as assessment, feedback, field study visits, workshops, and the use of digital platforms. PLS-SEM, which stands for partial least square structural equation modeling, is used in order to evaluate the proposed model. Therefore, the findings show that the research model offered for this investigation could explain the diversity in the actual use of mobile learning systems. This would provide helpful insight into the effect of educational, environmental, and quality factors on the actual use of remote education systems. It was shown that quality concerns acted as a mediator between institutional policy, change management, and the implementation of mobile learning systems in actual classrooms. The findings also indicate that the level of pleasure students feel acts as a moderating factor between the degree to which the mobile learning system is used and its overall level of quality. According to the findings of these studies, academic institutions may enhance their use of mobile learning applications and get more benefits from these systems if they adhere to the suggestions stated in these studies.

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.

Introduction: The aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education. Methods: The participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance. Results: The results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment. Discussion: The discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.

Rural origin student representation in health courses at the University of Tasmania: 2011-2020.

OBJECTIVE: To describe longitudinal trends in the admission and completion of domestic Tasmanian rural origin students in health courses at the University of Tasmania (UTAS). METHODS: A retrospective audit of records for all domestic Tasmanian students admitted to, or who completed a health course offered by UTAS between 2011 and 2020 was conducted. Data extracted from student records included gender, age, Indigenous background, rural origin (based on residential address outside of Launceston or Hobart at the time of application), health discipline, year of admission and/or completion. Data were analysed in STATA. RESULTS: Between 2011 and 2020, 7516 domestic Tasmanian students were admitted to health courses at UTAS, of which 22.6% were rural origin (vs. a rural population of 36.7%). Students admitted were mostly female (77.0%) and studying nursing (51.1%). Rural origin students were more likely to study at the regional campus in Launceston than in Hobart, the capital city (OR, 3.79 [3.4-4.3, p < 0.00]). Over this same period, 5086 students completed a health course. There was little difference in completion rates among regional vs. rural origin students (OR, 1.04 [1.0-1.1, p < 0.00]); however, completion rates decreased with increasing remoteness. Indigenous and male students were less likely to complete than non-Indigenous (OR, 0.73 [0.7-0.8, p < 0.05]) and female students (OR, 0.97 [1.0-1.0, p < 0.05]) respectively. CONCLUSIONS: Tasmanian rural origin students are admitted to a range of health courses at UTAS and many complete. However, additional measures are needed to attract a greater number of local rural origin students to study health courses and to support them through to course completion.

Objectifying the classroom: Examining self-objectification and its effects on cognitive resources within virtual class environments.

Videoconferencing platforms (i.e., Zoom) allow for continuous appearance monitoring via the self-view setting - raising concerns about self-objectification. Prior research indicates that self-objectification is associated with diminished cognitive performance, which may affect learning. This experiment examined how videoconferencing camera settings affect body image and cognitive performance. Female college students (n = 167) participated in a Zoom call with various camera settings: camera with self-view (i.e., others could see them and they could see themselves on screen), camera without self-view (i.e., others on the call could see them, but they could not see themselves), and camera off. After random assignment to condition, participants completed a collaborative exercise, answered questions related to self-objectification and body anxiety, and took a math test. Camera settings had no effect on state self-objectification or appearance anxiety. Participants in the camera without self-view condition demonstrated worse performance on the math test than those who had their cameras off, but no other pairwise comparisons were significant. Surprisingly, high trait self-objectifiers were not more sensitive to self-view camera exposure, though high trait self-objectification was associated with greater appearance anxiety across conditions. State self-objectification did not predict cognitive performance. Still, findings demonstrate a meaningful effect of camera settings on cognitive performance.

Action recognition based on multimode fusion for VR online platform.

The current popular online communication platforms can convey information only in the form of text, voice, pictures, and other electronic means. The richness and reliability of information is not comparable to traditional face-to-face communication. The use of virtual reality (VR) technology for online communication is a viable alternative to face-to-face communication. In the current VR online communication platform, users are in a virtual world in the form of avatars, which can achieve "face-to-face" communication to a certain extent. However, the actions of the avatar do not follow the user, which makes the communication process less realistic. Decision-makers need to make decisions based on the behavior of VR users, but there are no effective methods for action data collection in VR environments. In our work, three modalities of nine actions from VR users are collected using a virtual reality head-mounted display (VR HMD) built-in sensors, RGB cameras and human pose estimation. Using these data and advanced multimodal fusion action recognition networks, we obtained a high accuracy action recognition model. In addition, we take advantage of the VR HMD to collect 3D position data and design a 2D key point augmentation scheme for VR users. Using the augmented 2D key point data and VR HMD sensor data, we can train action recognition models with high accuracy and strong stability. In data collection and experimental work, we focus our research on classroom scenes, and the results can be extended to other scenes.

The Effectiveness of Online-Only Blended Cardiopulmonary Resuscitation Training: Static-Group Comparison Study.

BACKGROUND: Basic life support (BLS) education is essential for improving bystander cardiopulmonary resuscitation (CPR) rates, but the imparting of such education faces obstacles during the outbreak of emerging infectious diseases, such as COVID-19. When face-to-face teaching is limited, distance learning-blended learning (BL) or an online-only model-is encouraged. However, evidence regarding the effect of online-only CPR training is scarce, and comparative studies on classroom-based BL (CBL) are lacking. While other strategies have recommended self-directed learning and deliberate practice to enhance CPR education, no previous studies have incorporated all of these instructional methods into a BLS course. OBJECTIVE: This study aimed to demonstrate a novel BLS training model-remote practice BL (RBL)-and compare its educational outcomes with those of the conventional CBL model. METHODS: A static-group comparison study was conducted. It included RBL and CBL courses that shared the same paradigm, comprising online lectures, a deliberate practice session with Little Anne quality CPR (QCPR) manikin feedback, and a final assessment session. In the main intervention, the RBL group was required to perform distant self-directed deliberate practice and complete the final assessment via an online video conference. Manikin-rated CPR scores were measured as the primary outcome; the number of retakes of the final examination was the secondary outcome. RESULTS: A total of 52 and 104 participants from the RBL and CBL groups, respectively, were eligible for data analysis. A comparison of the 2 groups revealed that there were more women in the RBL group than the CBL group (36/52, 69.2% vs 51/104, 49%, respectively; P=.02). After adjustment, there were no significant differences in scores for QCPR release (96.9 vs 96.4, respectively; P=.61), QCPR depth (99.2 vs 99.5, respectively; P=.27), or QCPR rate (94.9 vs 95.5, respectively; P=.83). The RBL group spent more days practicing before the final assessment (12.4 vs 8.9 days, respectively; P<.001) and also had a higher number of retakes (1.4 vs 1.1 times, respectively; P<.001). CONCLUSIONS: We developed a remote practice BL-based method for online-only distant BLS CPR training. In terms of CPR performance, using remote self-directed deliberate practice was not inferior to the conventional classroom-based instructor-led method, although it tended to take more time to achieve the same effect. TRIAL REGISTRATION: Not applicable.

Effectiveness of online teaching during the COVID-19 pandemic on practical manual therapy skills of undergraduate physiotherapy students.

OBJECTIVES: This study includes two separate parts: the objective for part A was to evaluate the practical manual therapy skills of undergraduate physiotherapy students who had learned manual therapy techniques either online or in classroom depending on the phases of the pandemic. The objective for part B was to evaluate in a randomized prospective design the effectiveness of video-based versus traditional teaching of a manual therapy technique. DESIGN: Cross-sectional cohort study (part A) and randomized controlled trial (part B). SETTING: University of Luebeck, undergraduate physiotherapy students in years 1-3. METHOD: In part A, physiotherapy students who had learned manual therapy either online (during the pandemic) or in classroom (prior to and after the lock down periods of the pandemic) were videotaped while performing two manual techniques on the knee joint and on the lumbar spine. Recordings were analyzed independently by two blinded raters according to a 10-item list of criteria. Inter-rater reliability was assessed using Cohen's kappa for each item. Performance across cohorts was analyzed using analysis of variance. In part B, students were randomized to learn a new technique on the cervical spine either from a lecturer or from the same lecturer on a video recording (independent variable). Practical performance of the technique was analyzed by two raters blinded to group allocation according to a 10-item list of criteria (dependent variable). Results were analyzed statistically by using ANCOVA with year of study as a covariate. RESULTS: Sixty-three and 56 students participated in part A and part B of the study, respectively. The inter-rater reliability for video analyses for both parts of the study was moderate (k = 0.402 to 0.441). In part A, there was no statistically significant difference across years of study for the practical performance of the technique on the back F(2,59) = 2.271; p = 0.112 or the knee joint F(2,59) = 3.028; p = 0.056. In part B, performance was significantly better when learned from a lecturer and practiced on a peer than when learned from a video and practiced on a rescue dummy (p < 0.001). CONCLUSION: Practical skill performance can be acquired from videos but immediate skill reproduction is significantly better when the technique is presented by a lecturer in classroom and practiced on peer students.

Evaluation of a five-layer hydrocellular polyurethane foam dressing across wound care settings in southern Europe.

OBJECTIVE: The burden of chronic wounds did not disappear during the Covid-19 pandemic, so new ways to address healthcare practitioner (HCP) education had to evolve. The Teach, Try, and Talk (T3) programme was conceived in 2021 with HCPs in southern Europe (Italy, Spain and Portugal). METHOD: Virtual education sessions with experienced HCP guest speakers were held and a five-layer hydrocellular polyurethane foam dressing (HPFD) was introduced as a way of reducing dressing change frequencies and improving clinician satisfaction. HCPs recorded their experience of the HPFD using an online form and participated in a further virtual session with experienced HCPs to discuss the results. RESULTS: There were a total of 190 responses. A significant dressing change reduction from 3.6 changes per week to 1.8 with the HPFD (p<0.001) was observed in Italy, Spain and Portugal and within different care settings (hospital, wound clinic/health centre and the patient's home). Nearly one-third of participants stated one more day of dressing wear time was achieved by the ability of the HPFD to lock in and manage exudate, with nearly a quarter of responses stating it was due to fewer than three dressing lobes being full. The majority (97.8%) of HCPs stated they would recommend the HPFD to colleagues and patients. CONCLUSION: The T3 programme is a highly successful method of training delivery and practice improvement across a variety of healthcare settings in southern Europe, helping support HCP engagement and ongoing development in challenging times during the Covid-19 pandemic. The programme can be adapted considering the needs of different HCPs and payor and/or healthcare systems.

Experiences of preservice mathematics teachers during their education in times of pandemic.

Due to the COVID-19 pandemic, educational institutions at all levels closed their doors and began to operate remotely. In this paper, we analyze the educational experiences of preservice mathematics teachers (PMTs) enrolled in mathematics teacher education programs from three South American universities, as the pandemic was unfolding. An exploratory study was conducted, based on an inductive and thematic qualitative text analysis of narratives written by 24 PMTs. Based on the study, we report on the following aspects: (1) experiences of PMTs in the passage to remote education (RE) mode (considering characteristics of remote classes-interactions, the rhythm of the class, teaching work-time management, home-classroom fusion, and physical and psychological discomfort), and (2) opportunities and limitation experienced by PMTs in relation to the use of technologies. The results of the study suggest the need to rethink teacher education programs regarding the integration of technologies in mathematics classes, the opportunities offered by hybrid education, and teacher education for distance teaching.

Neurophysiological Evaluation of Students' Experience during Remote and Face-to-Face Lessons: A Case Study at Driving School.

Nowadays, fostered by technological progress and contextual circumstances such as the economic crisis and pandemic restrictions, remote education is experiencing growing deployment. However, this growth has generated widespread doubts about the actual effectiveness of remote/online learning compared to face-to-face education. The present study was aimed at comparing face-to-face and remote education through a multimodal neurophysiological approach. It involved forty students at a driving school, in a real classroom, experiencing both modalities. Wearable devices to measure brain, ocular, heart and sweating activities were employed in order to analyse the students' neurophysiological signals to obtain insights into the cognitive dimension. In particular, four parameters were considered: the Eye Blink Rate, the Heart Rate and its Variability and the Skin Conductance Level. In addition, the students filled out a questionnaire at the end to obtain an explicit measure of their learning performance. Data analysis showed higher cognitive activity, in terms of attention and mental engagement, in the in-presence setting compared to the remote modality. On the other hand, students in the remote class felt more stressed, particularly during the first part of the lesson. The analysis of questionnaires demonstrated worse performance for the remote group, thus suggesting a common "disengaging" behaviour when attending remote courses, thus undermining their effectiveness. In conclusion, neuroscientific tools could help to obtain insights into mental concerns, often "blind", such as decreasing attention and increasing stress, as well as their dynamics during the lesson itself, thus allowing the definition of proper countermeasures to emerging issues when introducing new practices into daily life.