All-digital training course in neurophysiology: lessons learned from the COVID-19 pandemic

Development of transversal skills in higher education programs in conjunction with online learning: relationship between learning strategies, project-based pedagogical practices, e-learning platforms, and academic performance

This study investigates the development of transversal skills and their association with academic performance in university students enrolled in on-campus programs with online activities. A cross-sectional, descriptive, and quantitative research was conducted with 252 students from a public university in Mexico. Transversal skills, socioformative project-based practices, learning strategies, and the relevance of online activities were assessed using validated rubrics. The results indicated a low level of development in three transversal skills: research, entrepreneurship, and English, with the latter being the poorest rated. Critical and creative thinking exhibited the highest level of development. In the didactic component, socioformative project-based pedagogical practices and learning strategies showed acceptable levels. Students expressed satisfaction with complementary online activities, showing a preference for interactive videos and short videos under 4 min. Regression analysis and structural equations were used to examine the relationships between various factors. Results demonstrated that socioformative project-based pedagogical practices, learning strategies, and online education positively correlated with the development of transversal skills. Furthermore, a higher level of transversal skills was associated with better academic averages among students. Socioformative project-based pedagogical practices also correlated with academic performance through transversal skills. The study concludes that integrating online activities into on-campus programs, based on the socioformative pedagogical model, can enhance the development of transversal skills and improve academic performance. Further research into the implementation of this educational model and its long-term impact on university education and professional success is recommended.

Knowledge acquisition efficacy of a remote flipped classroom on learning about removable partial dentures

PURPOSE

Coronavirus disease 2019 has forced the use of remote education worldwide. In 2020, the authors conducted a fully digitized, remote flipped (RF) classroom focusing on removable partial dentures. This study aimed to evaluate the learning outcomes of the RF classroom and compare these with those of the on-site classroom.

METHODS

The fourth-year dental students in 2017-2019 attended on-site flipped classroom (OF; n=70) or on-site lecture classroom (OL; n=67), and those in 2020 (n=58) attended the RF classroom. Lecture videos and text were provided online in the OF and RF groups, while only the text was given to the OL group. Individual and group tests were conducted to assess knowledge acquisition one week after all the classes ended. A one-way analysis of variance following Tukey's test was performed to compare individual/group test scores among the OF, OL, and RF groups. Multilevel linear regression analysis was performed to identify the factors associated with an increase in each test score.

RESULTS

The mean individual test scores in the RF and OF groups were significantly higher than in the OL group (P<0.01). The mean group test score in the RF group was significantly higher than in the OF and OL groups (P<0.001). The multilevel analysis identified remote and flipped classroom styles in the individual test, and the remote style in the group test, as significant effective factors in learning (P<0.05).

CONCLUSIONS

These results suggest that the RF classroom is more effective than the on-site lecture in knowledge acquisition in undergraduate prosthodontic education.

Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic

Background: Distance learning has come to the forefront of educational delivery throughout the world due to the COVID-19 pandemic. Presently, there is a paucity of studies that have utilized interactive e-lectures as a model for remote flipped learning. Objectives: To compare educational outcomes for the remote interactive flipped e-learning (iFEEL) activity versus paper-based in-class group learning (PICkLE). Methods: During the spring 2021 semester, tutorials in pharmaceutical quality control and good manufacturing practice were remotely delivered to students by two different approaches: PICkLE and iFEEL. In the latter activity, interactive e-lectures were software-designed and included several audiovisual enhanced illustrations to encourage students to interact with the lecture material prior to attending the virtual class. The class time was reserved for in-class quizzes and discussion. Mean exam scores were compared and voluntary questionnaires were distributed among the participating students as well as healthcare faculty members in 29 Saudi universities. Data from the remotely-delivered course was compared with data from previous course offerings (2018−2020) that used the live PICkLE method. Results: The mean score of post-lecture tests significantly (p < 0.05) increased compared to pre-lecture tests in remote PICkLE and iFEEL, respectively. iFEEL activity showed higher mean post-tests score (95.2%) compared to live PICkLE (90.2%, p = 0.08) and remote PICkLE (93.5%, p = 0.658). Mean comprehensive exam scores increased from 83.8% for remote PICkLE to 89.2% for iFEEL (p = 0.449). On average, 92% of students and 85% of faculty members reported positive feedback on the five quality attributes of the e-lecture. Over 75% of students preferred the iFEEL over PICkLE activity for future course offerings and 84% of faculty members recommend the integration of interactive e-lectures in their future courses. Conclusion: iFEEL represents a novel model of remote flipped learning and shows promising potential to be incorporated into live blended-learning classroom activities.