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Testa GMG, Souza MBDO, Paes ÂT, Magdalon J. Students outperform faculty in recognizing the use of active learning methods. ADVANCES IN PHYSIOLOGY EDUCATION 2025; 49:356-365. [PMID: 39925088 DOI: 10.1152/advan.00132.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2024] [Revised: 07/21/2024] [Accepted: 02/04/2025] [Indexed: 02/11/2025]
Abstract
The implementation of active learning methods poses challenges for both instructors and students. Despite institutional support, some educators may encounter difficulties in effectively incorporating this methodology into their teaching practices. We hypothesized that one contributing factor could be the misguided self-perception regarding their class methodology. The objective of this study was to assess whether instructors and students can accurately recognize the application of active learning methods during classes and to identify the characteristics of these classes that influence the satisfaction of both educators and learners. A cross-sectional observational study was conducted during the emergency remote teaching caused by the COVID-19 pandemic. We examined 58 class sessions from a medical school program committed to active learning methodologies using an adapted version of the PORTAAL tool and administered postclass surveys to both instructors and students. Students, but not instructors, were able to accurately recognize the use of active learning methods. Additionally, class satisfaction reported by both instructors and students positively correlated with their self-perceived use of active learning methods in the class, regardless of whether the perception was more accurate, as seen in the students' perceptions, or more inaccurate, as observed in instructors' misperceptions.NEW & NOTEWORTHY This study assesses the recognition and satisfaction of active learning methods among instructors and students during emergency remote teaching due to COVID-19. We examined 58 medical school sessions using the PORTAAL tool and postclass surveys. Findings show students accurately identified active learning, while instructors did not. Satisfaction correlated with perceived active learning use, regardless of accuracy, highlighting the importance of aligning self-perception with actual teaching practices to enhance educational outcomes.
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Affiliation(s)
| | | | - Ângela Tavares Paes
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, São Paulo, São Paulo, Brasil
| | - Juliana Magdalon
- Faculdade Israelita de Ciências da Saúde Albert Einstein, Hospital Israelita Albert Einstein, São Paulo, São Paulo, Brasil
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Wang P, Wu Z, Zhang J, He Y, Jiang M, Zheng J, Wang Z, Yang Z, Chen Y, Zhu J. Distance Learning During the COVID-19 Lockdown and Self-Assessed Competency Development Among Radiology Residents in China: Cross-Sectional Survey. JMIR MEDICAL EDUCATION 2025; 11:e54228. [PMID: 40341036 PMCID: PMC12080970 DOI: 10.2196/54228] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2023] [Revised: 10/05/2024] [Accepted: 02/15/2025] [Indexed: 05/10/2025]
Abstract
Background During the COVID-19 lockdown, it was difficult for residency training programs to conduct on-site, hands-on training. Distance learning, as an alternative to in-person training, could serve as a viable option during this challenging period, but few studies have assessed its role. Objective This study aims to investigate the impact of distance learning during the lockdown on residents' self-assessed competency development and to explore the moderating effect of poor mental health on the associations. It is hypothesized that radiology residents who were trained through distance learning during the lockdown were more likely to report higher self-assessed competency compared to those who did not receive organized, formal training. Methods A cross-sectional survey was conducted in 2021 among all of the radiology residents in 407 radiology residency programs across 31 provinces of China. To estimate the long-term outcomes of radiology residents' training after the initial COVID-19 outbreak, this study measured 6 core competencies developed by the US Accreditation Council for Graduate Medical Education reported by radiology residents. Multiple linear regression and moderating effect analysis were conducted to examine the associations between distance learning, mental health status, and self-assessed competencies. Mental health status moderated the association between distance learning and self-assessed competency of radiology residents. Results A total of 2381 radiology residents (29.7% of the 8,008 nationwide) met the inclusion criteria and were included in the analysis. Among them, 71.4% (n=1699) received distance learning during the COVID-19 lockdown, and 73.2% (n=1742) reported mental health struggles ranging in severity from slight to extremely severe. Radiology residents who were trained through distance learning (β=0.35, 90% CI 0.24-0.45) were more likely to report higher self-assessed competencies. This was particularly true for the competency of "interpersonal and communication skills" (β=0.55, 90% CI 0.39-0.70). Whereas, the competency of "patient care and technical skills" (β=0.14, 90% CI 0.01-0.26) benefited the least from distance learning. Poor mental health significantly moderated the relationship between distance learning and competency (β=-0.15, 90% CI -0.27 to -0.02). Conclusions Distance learning, a means of promoting enabling environments during the COVID-19 lockdown, serves its purpose and helps generally improve residents' self-assessed competencies, though different competency domains benefit unequally. The impact of mental health status calls for special attention so that distance learning can fulfill its potential.
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Affiliation(s)
- Peicheng Wang
- Vanke School of Public Health, Tsinghua University, Haidian District, Beijing, 100084, China, 86 62782199
- School of Medicine, Tsinghua University, Beijing, China
| | - Ziye Wu
- Vanke School of Public Health, Tsinghua University, Haidian District, Beijing, 100084, China, 86 62782199
| | - Jingfeng Zhang
- Department of Radiology, Ningbo No. 2 Hospital, Ningbo, China
| | - Yanrong He
- Vanke School of Public Health, Tsinghua University, Haidian District, Beijing, 100084, China, 86 62782199
| | - Maoqing Jiang
- Department of Radiology, Ningbo No. 2 Hospital, Ningbo, China
| | - Jianjun Zheng
- Department of Radiology, Ningbo No. 2 Hospital, Ningbo, China
| | - Zhenchang Wang
- Department of Radiology, Beijing Friendship Hospital, Capital Medical University, Beijing, China
| | - Zhenghan Yang
- Department of Radiology, Beijing Friendship Hospital, Capital Medical University, Beijing, China
| | - Yanhua Chen
- Vanke School of Public Health, Tsinghua University, Haidian District, Beijing, 100084, China, 86 62782199
- School of Medicine, Tsinghua University, Beijing, China
- Department of Public Health, Policy and Systems, University of Liverpool, Liverpool, United Kingdom
| | - Jiming Zhu
- Vanke School of Public Health, Tsinghua University, Haidian District, Beijing, 100084, China, 86 62782199
- Institute for Healthy China, Tsinghua University, Beijing, China
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Ilic IM, Ilic MD. Medical e-learning during the COVID-19 pandemic and students’ burnout: a narrative review. SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH 2025; 69:567-577. [DOI: 10.1080/00313831.2024.2322955] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/15/2023] [Accepted: 02/12/2024] [Indexed: 07/21/2024]
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Lewis BE, Attardi SM, Sawarynski KE. ACQUIRED: An Innovative Asynchronous Modality to Increase Quality Teacher-Learner Dialogue and Overcome Classroom Barriers in Basic Science Medical Education. MEDICAL SCIENCE EDUCATOR 2025; 35:905-917. [PMID: 40353002 PMCID: PMC12058606 DOI: 10.1007/s40670-024-02248-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/27/2024] [Indexed: 05/14/2025]
Abstract
Learners are faced with psychological and temporal classroom barriers that may preclude participation and learning. We present an asynchronous instructional design modality aiming to address learning barriers, retain active learning, and foster quality teacher-learner interactions. We designed and evaluated individualized online lessons constructed with flexible navigation, short instructional videos, integrated formative assessment, and reflection questions with bidirectional teacher-learner communication. Narrative student comments (n = 3075, from 33 basic science sessions over three cohorts of 125 students) were extracted from faculty evaluations, and descriptive coding identified strengths and constructive criticisms. Data are presented as mean ± SD. A majority of comments were positive (76.6% ± 2.12%) with 43.5% ± 8.7% of these focused on the ACQUIRED modality. Within these responses, students most benefited from formative practice questions (18.6% ± 2.3%), the modular format (17.3% ± 2.7%), engagement with material (11.1% ± 0.9%), ease of asking questions (9.2% ± 2.4%), overall organization (8.0 ± 2.8%), and fast responsiveness from the teacher (7% ± 2.0). Fewer comments were constructive (15.0 ± 2.1%), with 51.5% ± 30.9% of these focused on the ACQUIRED modality. More formative questions (30.5% ± 21.8%) were described for improvement. Our data informed the design of the ACQUIRED model for asynchronous instruction, emphasizing ACcessible QUality Interactions and REsponsive Design. The model addresses learning and participation barriers and fosters meaningful, bidirectional teacher-learner interactions. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-024-02248-w.
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Affiliation(s)
- Brianne E. Lewis
- Department of Foundational Sciences, Central Michigan University College of Medicine, Mount Pleasant, MI USA
| | - Stefanie M. Attardi
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA
| | - Kara E. Sawarynski
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI USA
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Bhuyan S, Yadav S, Verma A, Bhati S, Anand A, Bhalla S, Rai AK. Enhancing cancer care through a knowledge-sharing model: a systematic review of Project ECHO ® programmes in India. BMC Cancer 2025; 25:193. [PMID: 39901096 PMCID: PMC11792304 DOI: 10.1186/s12885-025-13553-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2024] [Accepted: 01/17/2025] [Indexed: 02/05/2025] Open
Abstract
BACKGROUND Cancer poses a life-threatening public health challenge, particularly impacting low- and middle-income countries (LMICs). This study focuses on India, where the cancer burden is substantial, with approximately 1.2 million new cancer cases recorded in 2020, emphasising the urgent need for effective prevention, early detection, treatment, and support services. The lack of local workforce capacity in rural areas exacerbates this challenge, necessitating collaborative efforts. The nonprofit organization Extension for Community Healthcare Outcomes (ECHO) employs the 'Hub and Spoke' model in India to bridge gaps in cancer care. The review aimed to assess the scale and impact of ECHO's initiatives, evaluate findings, examine the model's implementation, and assess its acceptability among healthcare professionals (HCPs) in preventing and treating cancer. METHOD This systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Eight studies, comprising six quasi-experimental and two observational studies, employing the ECHO Model for cancer care training programmes were identified. The quality of the selected articles was assessed using a standardized critical appraisal tool developed by the Joanna Briggs Institute (JBI). RESULTS The findings reveal that ECHO India actively collaborates with experts and institutions, conducting programmes and webinars in 12 states/Union Territories to enhance professionals' expertise in cancer care. Published literature, though limited, emphasises ECHO's training impact, with knowledge gains ranging from 7% to 51%. The model's adoption, retention, and reach are evident through 24 institutes/hubs implementing ECHO programmes in oncology. However, challenges such as low pre post assessment response rate and internet connectivity were observed. CONCLUSION ECHO India's work in cancer care is substantial, addressing gaps in workforce capacity. The systematic review highlights the need for more publications to capture ECHO's impact comprehensively. The findings contribute valuable insights to ongoing efforts to reduce India's cancer burden and improve the well-being of its population.
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Vannini V, Alberti S, Valentini O, Ferri P. The effect of repeated online Team-Based Learning on undergraduate nursing students: a quasi-experimental study. TEACHING AND LEARNING IN NURSING 2024; 19:e610-e616. [DOI: 10.1016/j.teln.2024.04.022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/05/2025]
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Zegugu M, Chatoo SA, Choudhry A, Metezai H, Usman D, Kamal M, El Badawey A. Single Best Answer Questions as a Teaching Tool in Medical Education: An International Mixed-Method Comparative Evaluation. Cureus 2024; 16:e69745. [PMID: 39429428 PMCID: PMC11490296 DOI: 10.7759/cureus.69745] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/19/2024] [Indexed: 10/22/2024] Open
Abstract
Introduction Single Best Answer questions are an established assessment format in medical education, however, their use as a teaching tool is underexplored in the literature. We aimed to assess the effectiveness and impact of implementing Single Best Answer (SBA) questions into lecture teaching, compared to standard lectures. Methods This evaluation utilised a mixed-method retrospective approach, combining quantitative and qualitative analysis of routine teaching feedback. Over a 2-year period, 10 standard teaching sessions were initially conducted, followed by the development of 43 SBA teaching sessions aimed at improving teaching delivery. Students completed anonymised questionnaires voluntarily after each teaching session (n=3,814 in teaching with SBAs; n=868 in teaching without SBAs). Quantitative data was compared using Welch's t-test. Statistical analysis was completed using the SPSS version 26.0 software (IBM Corp., Armonk, USA), with p < 0.05 considered statistically significant. Results The mean perceived confidence increase in topics before and after teaching was significantly higher with the SBA lecture compared to the standard lecture teaching group (1.32 ± 0.14, 1.07 ± 0.12 respectively; p < 0.001). Engagement levels were significantly higher in the SBA lecture compared to the standard lecture group (4.55 ± 0.12, 4.21 ± 0.15 respectively; p < 0.001). Qualitative data supported these results. Conclusion Single Best Answer question use significantly improved student perceived learning outcomes and engagement, indicating its higher efficacy as a teaching tool in our educational programme. This evaluation highlights the potential use of SBA questions to enhance learning in medical education, further studies and testing methods are required to support its wider generalisability.
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Affiliation(s)
- Moemen Zegugu
- Internal Medicine, Swansea University Health Board, Swansea, GBR
| | | | - Anam Choudhry
- Internal Medicine, Oxford University Hospitals NHS Foundation Trust, Oxford, GBR
| | - Huria Metezai
- Internal Medicine, Luton and Dunstable NHS Trust, Bedfordshire, GBR
| | - Danyal Usman
- Internal Medicine, Cardiff and Vale University Health Board, Cardiff, GBR
| | - Mohammad Kamal
- Internal Medicine, Sandwell and West Birmingham NHS Trust, Birmingham, GBR
| | - Abdullah El Badawey
- Internal Medicine, University Hospitals Birmingham NHS Foundation Trust, Birmingham, GBR
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Al‐Osaimi DN. The impact of digital learning on Saudi nursing students' engagement: A qualitative study. Nurs Open 2024; 11:e2188. [PMID: 39078106 PMCID: PMC11287714 DOI: 10.1002/nop2.2188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 04/03/2024] [Accepted: 05/09/2024] [Indexed: 07/31/2024] Open
Abstract
AIM This study aimed to explore the perception of nursing students regarding their engagement in digital learning environments. DESIGN At one of universities in Saudi Arabia, a qualitative descriptive study design was used among nursing students from various academic levels. METHODS Data were collected using focus group discussions among a sample of 23 participants. Data were analysed using thematic analysis. The COREQ Standards for Reporting Qualitative Research were used to report this study. RESULTS While sharing their perceptions the nursing students reflected on the behavioural and cognitive aspects of engagement, yet they did not include emotional aspects of engagement in their conceptualization. However, the results showed that, while they reflected on their experiences they tended to reflect on emotional aspects of engagement. According to the study's results, self-paced studying, reflective exercises, and interaction with audiovisual and dynamic content all encourage the activation of past knowledge in online learning. The learning modality also was found to be a safe and convenient approach among the participating students. Digital learning presents as a promising educational approach that extends beyond the pandemic yet, efforts should be put in place to facilitate the optimal student engagement to meet learning outcomes. Further research is needed to measure its impact on engagement and other pertinent indicators objectively.
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Affiliation(s)
- Dalyal Nader Al‐Osaimi
- Department Medical Surgical Nursing, College of NursingKing Saud UniversityRiyadhSaudi Arabia
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Nejadghaderi SA, Khoshgoftar Z, Fazlollahi A, Nasiri MJ. Medical education during the coronavirus disease 2019 pandemic: an umbrella review. Front Med (Lausanne) 2024; 11:1358084. [PMID: 39036099 PMCID: PMC11257851 DOI: 10.3389/fmed.2024.1358084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2023] [Accepted: 06/24/2024] [Indexed: 07/23/2024] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic affected many aspects of lifestyle and medical education during the recent years. We aimed to determine the impacts of COVID-19 pandemic on medical education to provide an overview of systematic reviews on it. Methods We searched PubMed, Scopus, Web of Science, Cochrane library, Google Scholar, and medRxiv, with the following keywords: "SARS-CoV-2," "COVID-19," "Medical Education," "E-learning," "Distance Education," "Online Learning," "Virtual Education," "systematic review," and "meta-analysis," up to 15 April 2023. Studies were included if they were systematic reviews assessing the impacts of the COVID-19 pandemic on medical sciences students. We used A MeaSurement Tool to Assess systematic Reviews 2 (AMSTAR-2) checklist for quality assessment. Results A total of 28 systematic reviews were included. The eligible reviews included between five and 64 primary studies, ranging from 897 to 139,381 participants. Technology-enhanced learning and simulation-based learning were the most frequently used strategies. Virtual teaching has several drawbacks like technical difficulties, confidentiality problems, lower student involvement, connection problems, and digital fatigue. The overall satisfaction rate for online learning was above 50%. Also, favorable opinions about perception, acceptability, motivation, and engagement were reported. The quality of 27 studies were critically low and one was low. Conclusion There were reduced clinical exposure and satisfaction for medical students during the pandemic. Further high-quality systematic reviews are required.
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Affiliation(s)
- Seyed Aria Nejadghaderi
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- HIV/STI Surveillance Research Center, and WHO Collaborating Center for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Zohreh Khoshgoftar
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Asra Fazlollahi
- Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran
- Research Center for Integrative Medicine in Aging, Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Javad Nasiri
- Department of Microbiology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Pallikkuth R, Kumar TM, Dictus CT, Bunders JFG. Empowerment of Lay Mental Health Workers and Junior Psychologists Online in a Task-Shared, Rural Setting in Kerala, India. Int J Health Policy Manag 2024; 13:7566. [PMID: 39099511 PMCID: PMC11270621 DOI: 10.34172/ijhpm.2024.7566] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Accepted: 03/30/2024] [Indexed: 08/06/2024] Open
Abstract
BACKGROUND Patients with severe mental health issues who live in isolated rural areas are difficult to reach and treat. Providing effective treatment is difficult because mental health problems are complex and require specialized knowledge from a range of professionals. Task-sharing with lay mental health workers (LMHWs) has potential but requires proper training and supervision to be effective. This article reports on the challenges and facilitators experienced in empowering LMHWs in their role, with the help of a technology supported supervision group. The study sought to understand the functioning of the Empowering Supervisory Group (ESG) in the context of junior psychologists and LMHWs in rural India, and investigate how they experienced it by exploring challenges, lessons and empowerment. METHODS Qualitative analysis of interviews with the 22 ESG participants and their supervisors. RESULTS A total of three discrete phases of supervision were identified where supervisors responded to the changing needs of the group. This began with building trust at a baseline level, tackling issues with competence and autonomy and finally experiencing meaning and impact through self-determination. The experience of empowerment even in an online setting was very beneficial given the challenges of working in rural areas. CONCLUSION Empowerment based supervision of LMHWs and junior psychologists online enables a level of engagement that positions them to engage in community mental health practices with greater independence and confidence.
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Affiliation(s)
- Rekha Pallikkuth
- Department of Clinical Psychology, Mental Health Action Trust, Calicut, India
- Athena Institute, VU University Amsterdam, Amsterdam, The Netherlands
| | - T. Manoj Kumar
- Athena Institute, VU University Amsterdam, Amsterdam, The Netherlands
- Mental Health Action Trust, Calicut, India
| | - Claudia T. Dictus
- Athena Institute, VU University Amsterdam, Amsterdam, The Netherlands
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Lake S, Brydges R, Penney C, Wilson D, Sweezie R, Bagovich M, Bong D, Barr S, Stroud L. Online vs in-person musculoskeletal ultrasound course: a cohort comparison study. Ultrasound J 2024; 16:30. [PMID: 38819664 PMCID: PMC11143147 DOI: 10.1186/s13089-024-00375-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 04/22/2024] [Indexed: 06/01/2024] Open
Abstract
BACKGROUND Point-of-care musculoskeletal (MSK) ultrasound (US) courses are typically held in-person. The COVID-19 pandemic guidelines forced courses to switch to online delivery. To determine this impact, we conducted an observational cohort study, comparing homework completion and image quality between an Online and a historical In-person cohort. METHODS The In-person (n = 27) and Online (n = 24) cohorts attended two learning sessions spaced six months apart. The course content was the same, while the process of delivery differed. As homework, participants submitted US images biweekly for up to five months after each session. Expert faculty provided written feedback to all participants, and two independent reviewers rated the image quality for a subset of participants in each group who had completed at least 70% of their homework (In-person, n = 9; Online, n = 9). Participants self-reported their satisfaction through post-course evaluation. RESULTS 63% of In-Person and 71% of Online cohort participants submitted their homework images. We observed no differences in the mean amount of homework images submitted for In-person (M = 37.3%, SD = 42.6%) and Online cohorts (M = 48.1%, SD = 38.8%; p > 0.05, Mann-Whitney U Test). At course end, the cohorts did not differ in overall image quality (p > 0.05, Wilcoxon Signed-rank Test). All participants reported high levels of satisfaction. CONCLUSIONS A convenience sample of participants attending a basic MSK US course in-person and online did not differ statistically in homework completion, quality of submitted US images, or course satisfaction. We add to literature suggesting online learning remains a viable option post-pandemic.
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Affiliation(s)
- Shirley Lake
- Division of Rheumatology, University of Toronto, Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, M4N3M5, Toronto, ON, Canada.
| | - Ryan Brydges
- Department of Medicine, Unity Health Toronto, University of Toronto, Toronto, Canada
| | - Chris Penney
- Division of Rheumatology, University of Calgary, Calgary, Canada
| | | | | | - Maria Bagovich
- Division of Rheumatology, University of Toronto, Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, M4N3M5, Toronto, ON, Canada
| | - David Bong
- University of Barcelona School of Medicine, Barcelona, Spain
| | - Susan Barr
- Division of Rheumatology, University of Calgary, Calgary, Canada
| | - Lynfa Stroud
- Department of Medicine, University of Toronto, Toronto, Canada
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Bendayan M, Bonneau C, Delespierre MT, Sais E, Picard F, Alter L, Boitrelle F, Cazabat L. Evaluating the satisfaction and utility of social networks in medical practice and continuing medical education. BMC MEDICAL EDUCATION 2024; 24:186. [PMID: 38395875 PMCID: PMC10893748 DOI: 10.1186/s12909-024-05149-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/12/2023] [Accepted: 02/08/2024] [Indexed: 02/25/2024]
Abstract
BACKGROUND Digital health has surged during the Covid health crisis, and the use of social media, already prevalent in medicine, has significantly increased. There are Social Networks groups dedicated to physicians with an educational purpose. These groups also facilitate peer discussions on medical questions and the sharing of training materials. OBJECTIVES The aim of our study was to assess the value of these new tools and their contribution to medical education. METHODS An anonymous questionnaire was conducted among members of a Social Networks community group for physicians. The survey received responses from 1451 participants. RESULTS The majority of participants believed they had enriched their medical knowledge and accessed documents they would not have accessed without the group. Subgroup analysis showed that the contribution of this tool is more pronounced for general practitioners and doctors practicing in limited healthcare access. CONCLUSION It is essential to develop digital tools that enhance physician training, and social networks represent a valuable educational tool.
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Affiliation(s)
- Marion Bendayan
- Service de Biologie de la Reproduction- Andrologie- CECOS, Centre Hospitalier Intercommunal de Poissy Saint Germain en Laye, 10 rue du Champ Gaillard, 78300, Poissy, France.
- INRAE, ENVA, BREED, UVSQ, Université Paris Saclay Jouy-en-Josas, Gif-sur-Yvette, France.
| | - Claire Bonneau
- Département de chirurgie, Institut Curie- Saint-Cloud, 35 rue Dailly, 92210, Saint Cloud, France
- Inserm U900, Institut Curie, Université Versailles Saint Quentin en Yvelines, Université Paris Saclay, Saint-Cloud, France
| | - Mai Thi Delespierre
- Département de Médecine Générale, Faculté de médecine de Montpellier-Nîmes, Nîmes, France
| | - Emine Sais
- Service de Biologie de la Reproduction- Andrologie- CECOS, Centre Hospitalier Intercommunal de Poissy Saint Germain en Laye, 10 rue du Champ Gaillard, 78300, Poissy, France
- INRAE, ENVA, BREED, UVSQ, Université Paris Saclay Jouy-en-Josas, Gif-sur-Yvette, France
| | - Fanie Picard
- Service de Biologie de la Reproduction- Andrologie- CECOS, Centre Hospitalier Intercommunal de Poissy Saint Germain en Laye, 10 rue du Champ Gaillard, 78300, Poissy, France
| | - Laura Alter
- Service de Biologie de la Reproduction- Andrologie- CECOS, Centre Hospitalier Intercommunal de Poissy Saint Germain en Laye, 10 rue du Champ Gaillard, 78300, Poissy, France
| | - Florence Boitrelle
- Service de Biologie de la Reproduction- Andrologie- CECOS, Centre Hospitalier Intercommunal de Poissy Saint Germain en Laye, 10 rue du Champ Gaillard, 78300, Poissy, France
- INRAE, ENVA, BREED, UVSQ, Université Paris Saclay Jouy-en-Josas, Gif-sur-Yvette, France
| | - Laure Cazabat
- UMR 1198 BREED, équipe RHuMA, UFR Simone Veil Santé, Université Versailles Saint Quentin en Yvelines, Université Paris Saclay, Paris, France
- Service de Neurochirurgie, Hôpital Foch, Suresnes, France
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Huang WD, Loid V, Sung JS. Reflecting on gamified learning in medical education: a systematic literature review grounded in the Structure of Observed Learning Outcomes (SOLO) taxonomy 2012-2022. BMC MEDICAL EDUCATION 2024; 24:20. [PMID: 38172852 PMCID: PMC10765768 DOI: 10.1186/s12909-023-04955-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2023] [Accepted: 12/08/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND The acquisition of in-depth medical knowledge, skills, and competencies is of utmost importance when training future medical professionals. This systematic literature review delves into the empirical connection between gamified learning in medical education and the Structure of Observed Learning Outcomes (SOLO) taxonomy. METHODS Following PRISMA guidelines, a systematic literature review was conducted in seven databases to identify empirical studies related to gamification and medical education. The literature search was limited to peer-reviewed articles published between January 2012 and December 2022. Articles focusing on games or learning technologies in a broader sense as well as research focusing on nursing or pharmacy education were excluded. RESULTS Upon reviewing 23 qualified empirical studies that applied gamified learning strategies in medical education, 18 (78%) studies are associated with the second lowest level (uni-structural) of the SOLO taxonomy. The mid-level (multi-structural) learning outcomes are associated with three (13%) of the reviewed studies. There are five (22%) studies focusing on the second highest (relational) level of the SOLO. Only one study (4%) is associated with the highest SOLO level (extended-abstract). Finally, three (13%) studies were identified with multiple levels of the SOLO. In addition to the SOLO levels, the review found six (26%) studies emphasizing motivational and engagement support of gamified learning strategies in facilitating intended learning outcome attainment. A total of three (13%) studies, across three SOLO levels, suggested that gamified learning strategies can improve students' soft skills in medical education programs. CONCLUSION These findings collectively emphasize the need for future research and development to design gamified learning experiences capable of fostering higher SOLO taxonomy attainment in medical education. Moreover, there is potential to extend the SOLO framework to encompass motivational and affective learning outcomes, providing a comprehensive understanding of the impact of gamified learning on medical students.
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Affiliation(s)
- Wenhao David Huang
- Biomedical and Translational Science, Carle-Illinois College of Medicine; Education Policy, Organization, and Leadership, College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA.
| | - Viktoria Loid
- Education Policy, Organization, and Leadership College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA
| | - Jung Sun Sung
- Education Policy, Organization, and Leadership College of Education, University of Illinois Urbana-Champaign, Champaign, IL, USA
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Kejela E, Tesfaye G, Getachew A, Rose ES, Winful T, Eyayu Z, Martin MH, Sileshi B. Evaluation of Knowledge, Attitudes, and Practice in an Online Faculty Development Course for Anesthesia Educators in East Africa. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:274-278. [PMID: 37185663 DOI: 10.1097/ceh.0000000000000493] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
INTRODUCTION Faculty in low-resourced communities often have limited training on teaching and learning. An innovative, online, 13-week course using a flipped classroom model was developed for junior faculty anesthesiologists at teaching hospitals in East Africa and piloted in Ethiopia and Tanzania. METHODS Quantitative and qualitative data were collected and analyzed to evaluate potential change in participants' knowledge, skills, and attitudes as well as the feasibility of e-learning in the region. RESULTS Analysis of data revealed that top areas of change in participants' knowledge were in the flipped classroom approach (increased by 79%), effective mentoring practices (67%), and elements of effective course goals and objectives (58%). Leading areas of change in skills were in developing goals and objectives (72%), using case-based learning (67%), and engaging learners through PowerPoint (64%). Change in attitudes was largest in the areas of effective mentoring and strong leadership (27%), using course and lecture learning objectives (26%), and student-centered learning theory (26%). Qualitative data revealed that participants were satisfied with the course; found the structure, presentations, and delivery methods to be effective; and appreciated the flexibility of being online but experienced challenges, particularly in connectivity. DISCUSSION This evaluation demonstrated the efficacy of using e-learning in East Africa and highlights the innovation of online faculty development in a region where it has not been done before. By using participants as future instructors, this course is scalable in the region and worldwide, and it can help address limited access to training by providing a critical mass of trainers competent in teaching, mentoring, and leading.
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Affiliation(s)
- Edosa Kejela
- Dr. Kejela: Assistant Professor, Department of Anesthesiology, Jimma University, Jimma, Ethiopia. Dr. Tesfaye: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Getachew: Assistant Professor, Department of Anesthesiology, Bahir Dar University, Bahir Dar, Ethiopia. Dr. Rose: Global Health Education Specialist, Vanderbilt University Medical Center, Institute for Global Health, Nashville, Tennessee. Winful: Graduate Student, Department of Anthropology, Vanderbilt University, Nashville, Tennessee. Dr. Eyayu: Assistant Professor, Department of Anesthesiology, Critical Care and Pain Medicine, Yekatit 12 Hospital Medical College, Addis Ababa, Ethiopia. Dr. Martin: Associate Professor, Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee. Dr. Sileshi: Associate Professor, Department of Anesthesiology, Vanderbilt University Medical Center, Nashville, Tennessee
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15
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Luginbuehl H, Nabecker S, Greif R, Zuber S, Koenig I, Rogan S. Transforming traditional physiotherapy hands-on skills teaching into video-based learning. BMC MEDICAL EDUCATION 2023; 23:624. [PMID: 37658348 PMCID: PMC10474678 DOI: 10.1186/s12909-023-04556-y] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2023] [Accepted: 07/31/2023] [Indexed: 09/03/2023]
Abstract
BACKGROUND Pandemic-induced restrictions forced curriculum transformation from on-site education to virtual learning options. This report describes this transition, the challenge of creating technology-enhanced learning for hands-on psychomotor skills teaching in physiotherapy, and students' evaluations of the new technology-enhanced learning approach in Complex Decongestive Physiotherapy. METHODS On-site theoretical background lectures were replaced with e-learning sessions. Faculty hands-on skills demonstrations for the entire class were replaced with video-recorded demonstrations. Videos included verbal and written instructions and were complemented with checklists guiding the students, training in pairs, through their learning tasks. A cross-sectional observational survey for teaching quality evaluated this new technology-enhanced learning approach and assessed students' preference for traditional or video-based hands-on skills learning. RESULTS Survey return rate was > 50% (46 participating students). Teaching quality was rated between 1.5 ± 0.5 and 1.8 ± 0.4 (Likert scale from - 2 to + 2). Most students (66.7%) preferred the new approach. They appreciated for example that videos were available all the time, enabling self-paced learning, providing an equally good view on skills demonstrations, and the convenience to be able to rewind, re-view, and use speed adjustment options. CONCLUSIONS Students preferred the new video-based learning of skills for Complex Decongestive Physiotherapy. Because in-class live skills demonstrations were omitted, faculty had more time to provide individual feedback and answer questions. The shift from teacher- to student-centered learning enabled students to control their own learning pace. The innovative program was maintained after pandemic-induced restrictions were lifted. The success of this approach should be tested in other physiotherapy settings and different educational institutions.
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Affiliation(s)
- Helena Luginbuehl
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland.
| | - Sabine Nabecker
- Department of Anesthesiology and Pain Management, Sinai Health System, University of Toronto, Toronto, Canada
| | - Robert Greif
- University of Bern, Bern, Switzerland
- School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
| | - Stefan Zuber
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
| | - Irene Koenig
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
| | - Slavko Rogan
- School of Health Professions, Division of Physiotherapy, Bern University of Applied Sciences, Murtenstrasse 10, Bern, 3008, Switzerland
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Wong ZY, Daher AM, Pathirage K, Lim KG. Positivity towards virtual learning is associated with higher self-rated clinical competency. MEDICAL TEACHER 2023; 45:789. [PMID: 36705016 DOI: 10.1080/0142159x.2023.2169119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Affiliation(s)
- Zhen Yu Wong
- Nottingham City Hospital, Nottingham, England, United Kingdom
| | - Aqil M Daher
- Department of Community Medicine, School of Medicine, International Medical University, Kuala Lumpur, Malaysia
| | | | - Kean Ghee Lim
- Department of General Surgery, International Medical University, Seremban, Malaysia
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Is Satisfaction with Online Learning Related to Depression, Anxiety, and Insomnia Symptoms? A Cross-Sectional Study on Medical Undergraduates in Romania. Eur J Investig Health Psychol Educ 2023; 13:580-594. [PMID: 36975397 PMCID: PMC10046999 DOI: 10.3390/ejihpe13030045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2023] [Revised: 03/07/2023] [Accepted: 03/08/2023] [Indexed: 03/12/2023] Open
Abstract
The objective of this study was to investigate online learning satisfaction in a sample of university students and its relationship with depression, anxiety, insomnia, and the average number of hours spent online. A total of 463 medical students were recruited for an online survey conducted from February to March 2022 with the main objective of estimating online learning satisfaction, while secondary outcomes involved assessing the relationship between online learning and depression, anxiety, insomnia, and the average number of hours spent online. A total of 285 participants were female (71.4%) and the mean age was 20.2 years. The results revealed that depression, anxiety, and insomnia are negatively correlated with overall satisfaction with e-learning. The more time students spent online, the greater the overall satisfaction. There are significant differences regarding student perceptions of interactivity in online learning satisfaction outcomes (p < 0.05, η2 partial Eta Squared-0.284). The opportunity to learn via chat-box presented differences in overall satisfaction while pleasant aspects of online learning, such as “no travel” and “economy”, were related to satisfaction. The students revealed that the higher the psychopathology scores, the less satisfied they were with online learning, while a higher number of hours spent online contributed positively to satisfaction.
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Hortsch M, Rompolski K. The freedom to teach (at the best). ANATOMICAL SCIENCES EDUCATION 2023; 16:189-195. [PMID: 36453097 DOI: 10.1002/ase.2240] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/04/2022] [Revised: 11/21/2022] [Accepted: 11/22/2022] [Indexed: 06/17/2023]
Abstract
Over the past decades, biomedical education has changed considerably, mostly by the introduction of novel didactic strategies, as well as the addition of technology. As a consequence, the centuries-old lecture-style presentation has come under criticism for providing only a one-directional transfer of information. However, the delivery of traditional lectures has also seen considerable changes such as the use of Microsoft PowerPoint slides which can be projected and serve as lecture handouts to learners. Electronic technologies and the internet now allow for the permanent recording of lectures and the distribution of video recordings to students who are unable or choose not to attend lectures in person. This off-site consumption of lecture presentations can either be synchronous or, if the recorded videos are made available online, asynchronous. At the beginning of the Covid-19 pandemic, most schools were forced to change all lecture-style instruction to an online format. With students returning to classroom teaching, schools, and educators have to make a decision whether to offer online lecture recordings permanently, reintroduce in-person lecture presentations, or compromise on a combination of both. Each solution has its own advantages and disadvantages, some of which are discussed in this article. However, there appears to be no single 'best solution' to serve all learners, educators, and educational needs.
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Affiliation(s)
- Michael Hortsch
- Department of Cell and Developmental Biology, University of Michigan Medical School, Ann Arbor, Michigan, USA
- Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan, USA
| | - Krista Rompolski
- Doctor of Physical Therapy Program, Moravian University, Bethlehem, Pennsylvania, USA
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Kang S, Goodman MS, Thakur HP, Grivna M, Zodpey SP. Editorial: An insight into university medical and health science courses. Front Public Health 2022; 10:1074966. [PMID: 36483241 PMCID: PMC9724019 DOI: 10.3389/fpubh.2022.1074966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 11/07/2022] [Indexed: 11/23/2022] Open
Affiliation(s)
- Sunjoo Kang
- Department of Global Health, Graduate School of Public Health, Yonsei University, Seoul, South Korea,*Correspondence: Sunjoo Kang
| | - Melody S. Goodman
- Department of Biostatistics, School of Global Public Health, New York University, New York, NY, United States
| | - Harshad P. Thakur
- Centre for Public Health, School of Health Systems Studies, Tata Institute of Social Sciences, Mumbai, India
| | - Michal Grivna
- Institute of Public Health, College of Medicine and Health Sciences, United Arab Emirates University, Al Ain, United Arab Emirates
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Alzamil HA, AlSaleh F, Bin Selayem S, Alhakbany MA. The Attitude of King Saud University Medical Students Toward Online Distance Learning During the COVID-19 Pandemic. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1407-1416. [PMID: 36415721 PMCID: PMC9676008 DOI: 10.2147/amep.s381236] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/08/2022] [Accepted: 10/31/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE To explore the attitudes of medical students at King Saud University (KSU) toward online distance learning during the COVID-19 pandemic and to examine the effects of gender, academic year and level of computer skills on student attitudes toward distance learning. METHODS A previously validated questionnaire was distributed to participants via WhatsApp using a stratified random sampling method. Data were analyzed using SPSS version 26.0 statistical software. Means and standard deviations were used to examine quantitative variables, while frequencies and percentages were used to examine qualitative variables. RESULTS Our study included 533 students; 71.9% of participants were satisfied with online classes, while 59.6% struggled to receive explanations due to limitations to face-to-face interactions. Two-thirds of participants thought that online classes were more convenient because of their flexibility with respect to location. A similar proportion (65.3%) believed that in situations of distance learning, it was difficult to meet and work with friends. The majority (88.7%) of participants agreed that distance learning saved time and effort spent traveling to campus. Finally, most participants 355 (66.6%), favored blended learning, while only 111 (20.8%) of participants preferred in-class learning. Students in preclinical years had more negative attitudes regarding face-to-face interactions (66.5% vs 54.9%, P=0.027) and meeting with friends (69.3% vs 58.7%, P=0.026) than did students in clinical years. Gender and level of computer skills did not affect students' attitudes toward distance learning (P > 0.05). CONCLUSION The majority of student participants felt that online distance learning was an effective option during the pandemic, but they preferred to preserve face-to-face teaching as a concurrent option. Attitudes toward certain aspects of distance learning were more negative among students in preclinical years than among students in clinical years. We did not find any effects of gender or level of computer skills on student attitudes toward distance learning.
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Affiliation(s)
- Hana A Alzamil
- Physiology Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Fatemah AlSaleh
- College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | | | - Manan A Alhakbany
- Physiology Department, College of Medicine, King Saud University, Riyadh, Saudi Arabia
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Ober J, Kochmańska A. Remote Learning in Higher Education: Evidence from Poland. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:14479. [PMID: 36361354 PMCID: PMC9655106 DOI: 10.3390/ijerph192114479] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/02/2022] [Accepted: 11/03/2022] [Indexed: 05/05/2023]
Abstract
The COVID-19 pandemic has brought about a sudden transformation at universities. The previous mode of teaching has been replaced by remote education, the effectiveness of which depends, among other things, on the technological infrastructure of universities and the digital competence of lecturers and students. The main objective of this study is to evaluate remote learning in higher education from the students' point of view. The uniqueness of the present research approach lies in the identification of four dimensions (socio-emotional, developmental, time-financial, and negative attitude) of students' evaluation of remote learning in higher education. The survey was conducted on 999 students studying remotely, including 518 women and 481 men. Most of the students surveyed had been studying remotely for 1-2 years and were studying full-time for their first degree. The research tool consisted of 16 mixed survey questions. Six of them were related to sociodemographic factors (including those related to the respondents' education), and eight were related to their experiences with and opinions about remote education, respectively. The remaining two questions were used to collect respondents' evaluations of the degree of importance to them of various advantages and disadvantages of remote education. The research showed that among the advantages of remote learning for students, the most important are saving time, the possibility of studying at a university far from home (another city, another country), the possibility of combining work and study, and reduced commuting costs. On the other hand, the disadvantages of remote learning of greatest importance to students include the loss of social ties due to lack of contact with peers, feelings of fatigue resulting from excessive use of information and communication tools, and greater susceptibility to various forms of distraction. In addition, the shape of students' education was relevant to the different dimensions of their evaluation of remote learning in higher education. The social-emotional size of remote learning is more important for students who study remotely in a blended mode (compared to uniform). The developmental dimension is essential for students who participate in remote learning activities for longer during the day. In addition, a more extended period of remote learning promotes the greater importance of the time-financial dimension when evaluating remote knowledge.
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Affiliation(s)
- Józef Ober
- Department of Applied Social Sciences, Faculty of Organization and Management, Silesian University of Technology, Roosevelta 26-28, 41-800 Zabrze, Poland
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Magliano L. Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group. JOURNAL OF PSYCHOSOCIAL REHABILITATION AND MENTAL HEALTH 2022; 10:1-13. [PMID: 36217317 PMCID: PMC9534736 DOI: 10.1007/s40737-022-00308-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 09/16/2022] [Indexed: 11/07/2022]
Abstract
Psychology students are a target population to increase the likelihood that Persons With Schizophrenia (PWS) will receive evidence-based psycho-social interventions in the future. The willingness of future psychologists to care for PWS can be supported through anti-stigma educational interventions. During the pandemic, university education was delivered largely at-distance, which was later combined with in-presence education. This study explored whether an At-Distance Educational Intervention (ADEI), addressing stigma in schizophrenia via scientific evidence and testimony: would improve psychology students' views of PWS, at the one-month post intervention re-assessments; would be more effective of the same In-Presence Educational Intervention (IPEI). ADEI was delivered online to students of two Master's degrees in Psychology at the University of Campania "Luigi Vanvitelli", Caserta, Italy. IPEI was administered to a similar group of 76 students in the pre-pandemic era. Participants completed an anonymous questionnaire about their views on schizophrenia before the intervention (two three-hour sessions one week apart) and one month after its completion. Compared to their pre-intervention assessments, at post-intervention reassessments the 65 ADEI students were: more confident in the recovery and the usefulness of psychological therapies; surer of the PWS awareness and capability to report health problems to professionals; more skeptical about PWS dangerousness, social distance, and affective difficulties; more uncertain on the opportunity to discriminate PWS in hospital and psychology practices. ADEI was more effective than IPEI in five of the ten dimensions analyzed and similarly effective in the remaining others. ADEI may represent a valuable alternative to IPEI for improving future psychologists' view of PWS. Supplementary Information The online version contains supplementary material available at 10.1007/s40737-022-00308-1.
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Affiliation(s)
- Lorenza Magliano
- Department of Psychology, Lorenza Magliano, University of Campania “Luigi Vanvitelli”, Viale Ellittico 31, 81100 Caserta, Italy
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