Remote Pilates Training Is Effective in Improving Physical Fitness in Healthy Women: A Randomized Controlled Study

Despite its positive impact on physical and mental well-being, adults may refrain from performing regular physical activity, due to inadequate time, accessibility, or funds. Yet remote platforms could overcome such obstacles and increase participation. This study evaluated the effectiveness of remote-synchronous group-Pilates classes compared to in-studio classes in healthy sedentary women. In a randomized controlled design, 40 women, aged 20-45, were assigned to a Zoom or studio group-Pilates training. The intervention included twice-weekly 45 min sessions over an eight-week period. Attendance (adherence) was recorded, and the participants completed physical motor tests (plank, curl-up, stork, push-up, and V-sit and reach), Profile of Mood State Surveys, and Nordic Musculoskeletal Pain Questionnaires. Evaluations were performed at baseline, mid-intervention (4 weeks), and post intervention (8 weeks). Adherence to training was high in the Zoom and studio groups (80% and 74%, respectively). Improvements in physical motor tests were seen in both groups following the Pilates interventions, thereby indicating the effectiveness of group-Pilates Zoom training. In conclusion, remote online physical activity such as Pilates offers a good alternative to in-studio trainings, as a means for improving physical fitness and promoting a healthy lifestyle in adults, by offering a more accessible and less timely alternative to in-studio physical activity programs.

Effectiveness of the forced usage of alternative digital platforms during the COVID-19 pandemic in project communication management

The COVID-19 pandemic social distancing forced a shift from Face-to-Face (F2F) to virtual work sessions, applying innovative digital tools. These tools have previously been neglected, mainly due to a conservative approach or prioritization. Consequently, their effectiveness was never tested in depth. While applying these innovative digital tools during the COVID-19 pandemic was clearly preferable to shutting down organizational activity, managers and workers recognized the advantages of these alternatives and tended to apply them in the post-COVID-19 period. However, in this post-pandemic period, which is free from social distancing limitations, a relatively full space of choices was introduced again, which raised the question whether these alternatives should be kept. Therefore, this study examines whether digital communication tools can adequately substitute F2F sessions in project management. We conducted an experiment with participants ( n = 269 ) , asking them to perform project-oriented tasks on four platforms: as individuals, in an F2F group meeting, on Zoom, or using WhatsApp. The results indicate that while an F2F meeting is more effective than individual work, Zoom and WhatsApp are not. These findings appear surprising and may contradict the concept of group empowerment. The use of digital sharing platforms did not affect the tasks' performances nor create synergy. This raises the issue of whether these digital means are here to stay, should be discarded, or must be upgraded.

Effectiveness of Facebook Groups and Pages on Participant Recruitment Into a Randomized Controlled Trial During the COVID-19 Pandemic: Descriptive Study

BACKGROUND

In response to the unprecedented challenges posed by the COVID-19 pandemic, conventional recruitment approaches were halted, causing the suspension of numerous clinical trials. Previously, Facebook (Meta Platforms, Inc) has emerged as a promising tool for augmenting participant recruitment. While previous research has explored the use of Facebook for surveys and qualitative studies, its potential for recruiting participants into randomized controlled trials (RCTs) remains underexplored.

OBJECTIVE

This study aimed to comprehensively examine the effectiveness of using Facebook groups and pages to facilitate participant recruitment during the COVID-19 pandemic for an RCT on the effectiveness of a remote parenting program, 1-2-3 Magic, in families who have children with attention-deficit/hyperactivity disorder (ADHD) in the United Kingdom.

METHODS

We disseminated 5 Facebook posts with an attached digital flyer across 4 prominent ADHD UK support groups and pages run by the National Attention Deficit Disorder Information and Support Services, reaching an audience of around 16,000 individuals over 2 months (January 7 to March 4, 2022). Eligibility criteria mandated participants to be parents or caregivers of a child with diagnosed ADHD aged 12 years or younger, be residing in the United Kingdom, have access to stable internet, and have a device with the Zoom (Zoom Video Communications) app. Participants were required to have never attended 1-2-3 Magic training previously. Prospective participants expressed their interest through Microsoft Forms (Microsoft Corporation). The trial aimed to recruit 84 parents. It is important to note that the term "parent" or "caregiver" in the RCT and in this study within a trial refers to anybody who has legal responsibility for the child.

RESULTS

Overall, 478 individuals registered their interest through Microsoft Forms within the stipulated 2-month window. After the eligibility check, 135 participants were contacted for a baseline meeting through Zoom. The first 84 participants who attended a baseline meeting and returned a completed consent form were enrolled. Subsequently, another 16 participants were added, resulting in a final sample of 100 participants. This recruitment strategy incurred negligible expenses and demanded minimal human resources. The approach yielded favorable outcomes by efficiently attracting eligible participants in a condensed time frame, transcending geographical barriers throughout the United Kingdom, which would have been tedious to achieve through traditional recruitment methods.

CONCLUSIONS

Our experience demonstrated that digital flyers posted in the targeted Facebook groups were a cost-effective and quick method for recruiting for an RCT, which opened during the COVID-19 pandemic when lockdown restrictions were in place in the United Kingdom. Trialists should consider this low-cost recruitment intervention for trials going forward, and in the case of a global pandemic, this novel recruitment method enabled the trial to continue where many have failed.

TRIAL REGISTRATION

International Standard Randomized Controlled Trial Number (ISRCTN) 15281572; https://www.isrctn.com/ISRCTN15281572.

"There's an Etiquette to Zoom That's Not Really Present In-Person": A Qualitative Study Showing How the Mute Button Shapes Virtual Postpartum Support for New Parents

Virtual spaces that allow parents in the postpartum period to connect, support each other, and exchange information have been increasing in popularity. With the COVID-19 pandemic, many parents had to rely on virtual platforms as a primary means to connect with others and attend to their postpartum health. This study explored virtual postpartum support sessions through the web-based videoconferencing software, Zoom. Guided by feminist poststructuralism and sociomaterialism, we held seven virtual support sessions for parents caring for a baby 0-12 months in age, in Canada, and interviewed 19 participants about their experiences in the sessions. Our methodological approach allowed us to analyze discourses of (1) parenthood, (2) material realities of virtual environments, and (3) support and information on this virtual platform. The purpose of this research was to understand how technology influences postpartum support and learning through online videoconferencing for parents. Our findings document an overarching discourse of Zoom etiquette by which muting was a discursive practice that all participants used. The consistent use of the mute button while not talking structured conversation in virtual postpartum sessions and resulted in three themes: (1) minimizing disruptions; (2) taking turns; and (3) staying on task. The norm of using the mute button changed how parents received and gave support and information. Based on findings and broader literature, we discuss considerations for facilitation of virtual postpartum support sessions.

The reliability and validity of joint range of motion measurement using zoom and a smartphone application

[Purpose] This study aimed to evaluate the reliability and validity of measuring the range of motion of joints using a remote videoconferencing system (Zoom) and a smartphone application. [Participants and Methods] This study included 16 young and healthy adults. The participants were instructed to perform shoulder joint flexion exercises in a seated position, with automatic motions, and maintain that posture throughout the measurement. Two measurements were performed: 1) angle measurement using a three-dimensional (3D) motion analyzer, and 2) angle measurement using the videoconference software, Zoom, and a smartphone application. Intra- and inter-rater reliabilities were calculated using the intraclass correlation coefficients (ICC). The degree of agreement between the representative values of each measurer and the 3D motion analyzer was examined. [Results] ICC (1, 1) for intra-examiner reliability were 0.912 and 0.996. For the inter-rater reliability, the ICC (2, 1) was 0.945. The correlation coefficient between each examiner's value and the value of the 3D motion analyzer was 0.955 and 0.980, respectively. The Bland-Altman analysis results indicated no systematic error. [Conclusion] The method of remotely measuring joint range of motion using Zoom and a smartphone application demonstrated high reliability and validity.

Improved Zoom engagement by adopting flipped class strategies to the curriculum of a Biology of Aging course during the Covid-19 pandemic

During the pandemic, a 4th year course: Biology of Aging was modified with extensive flipped classroom strategies to promote better student engagement. By utilizing the strength of the Zoom video conferencing platform students were able to have meaningful in-class experiences that promoted engagement and learning. This was further enhanced by shifting traditional lectures to a pre-recorded format to act as resources and promoting forum discussions outside of class times using the course management system (Brightspace). These changes influenced the satisfaction and benefited the student experience. Shifting to active student-centered learning and facilitation led to a dynamic well received teaching environment. The one trade off being that students needed to produce content every week, which was perceived as a heavy but manageable workload by many in the course. These changes can be used as a format for other online courses.

Cameras Optional? Examining Student Camera Use from a Learner-Centered Perspective

In this paper, we offer a holistic look at undergraduate and graduate students' experiences with using cameras for synchronous online learning via Zoom. Analysis of the data using the American Psychological Association's learner-centered psychological principles revealed that social, cognitive, metacognitive, motivational, affective, and individual difference factors influenced student camera use and the level of influence of each of these factors varied from student to student, time to time, and space to space within a class. Findings suggest that there is a multifaceted, dynamic relationship between the student, video conferencing technology, and instructor's pedagogical actions that shapes camera use. Based on the findings, we offer suggestions for online synchronous course design, teaching, and research.

The role of live transcripts in synchronous online L2 classrooms: Learning outcomes and learner perceptions

This study explored the role of live transcripts in online synchronous academic English classrooms by focusing on how automatically generated live transcripts influence the learning outcomes of lower-proficiency and higher-proficiency learners and on their perceptions towards live transcripts. The study adop ted a 2 × 2 factorial design, with the two factors being learner proficiency (high vs. low) and availability of live transcription (presence and absence). The participants were 129 second-year Japanese university students from four synchronous classes taught on Zoom by the same teacher under an academic English reading course. Learning outcomes in this study were evaluated according to the course syllabus through grades and participation in class activities. A questionnaire consisting of nine Likert-scale questions and a comment box was administered to explore participants' perceived usefulness of, perceived ease of use of, and perceived reliance on live transcripts. Results showed that contrary to previous studies reporting the effectiveness of captioned audiovisual materials in L2 learning, live transcripts as a special type of captions were not effective in promoting the grades of learners of either proficiency. However, it significantly improved the activity participation of lower-proficiency learners, but not that of higher-proficiency learners. Questionnaire results showed that there were no significant differences between learners of two proficiencies in their perceptions towards live transcription, which contradicts previous findings that lower-proficiency learners tend to rely more on captions. Besides enhancement of lecture comprehension, participants reported innovative uses of live transcripts such as screenshots with transcripts for notetaking purposes and transcripts downloaded for later review.

The Covid-19 and online learning process in Bangladesh

This study investigates the augmentation of students' engagement in the online learning process using Zoom platform. To engage students more in the online classes we have conducted a survey on four universities students in the four dimensions. To investigate effective online class, we have gone through descriptive statistics followed by principal component analysis (PCA) and factor regression model to identify predicted factors that engage students more in the Zoom online classes. The results of PCA confirmed that questions answer session, instructor asks question to them, break during the class, topic related examples, experience sharing scope, case studies, using Google classroom, screen share, screen annotation, video contents share, class recording, raise hand and reactions to topics can enhance students engagement in the Zoom online classes. The regression results validate all four dimensions have significant influence on effective zoom online class that enhance students learning process. Thus, findings of this study recommend educating course instructors for ensuring all the applications of online learning process while conducting online classes. We strongly believe this course of action will engage students in the online class to enhance learning activities using Zoom platform in Bangladesh.

Exploiting the post-attendee URL feature in Zoom webinar to distribute malware

The post-attendee Uniform Resource Locator (URL) feature within the video conferencing application known as Zoom is often overlooked by digital forensic experts as a potential risk for malware transmission. However, with the ability to redirect webinar participants to any URL set by the host for the webinar, the post-attendee URL can be abused by bad actors to expose webinar participants to malicious websites or, in the worst-case scenario, force participants to download a file through the use of a direct download link URL. This study aims to showcase how this exploit can be replicated by creating an experimental environment involving four Windows 10 desktops running Zoom version 5.7.5 and creating a webinar with four user accounts acting as webinar participants and setting the post-attendee URL value to the URL of a website that contained a keylogger. In another trial, the same experimental environment was utilized, with the only difference being the post-attendee URL that was set to redirect webinar participants to a download link for a .jpg file. In both instances, every user account that joined the webinar via clicking on the invitation link that was emailed to each user account after registering for the webinar was redirected to the post-attendee URL regardless of their user account role. These results not only prove that the post-attendee URL can be exploited, but also provide insight as to how this type of attack can be prevented.

Validation and implementation of Aperio LV1 remote live view telepathology system for intraoperative frozen section diagnosis

Introduction

Telepathology (TP) allows for remote slide review with performance comparable to traditional light microscopy. Use of TP in the intraoperative setting allows for faster turnaround and greater user convenience by obviating the physical presence of the attending pathologist. We sought to perform a practical validation of an intraoperative TP system using the Leica Aperio LV1 scanner in tandem with Zoom teleconferencing software.

Methods

A validation was performed in accordance with recommendations from CAP/ASCP, using a retrospectively identified sample of surgical pathology cases with a 1 year washout period. Only cases with frozen-final concordance were included. Validators underwent training in the operation of the instrument and conferencing interface, then reviewed the blinded slide set annotated with clinical information. Validator diagnoses were compared to original diagnoses for concordance.

Results

60 slides were chosen for inclusion. 8 validators completed the slide review, each requiring 2 h. The validation was completed in 2 weeks. Overall concordance was 96.4%. Intraobserver concordance was 97.3%. No major technical hurdles were encountered.

Conclusion

Validation of the intraoperative TP system was completed rapidly and with high concordance, comparable to traditional light microscopy. Institutional teleconferencing implementation driven by the COVID pandemic facilitated ease of adoption.

Technologically-assisted communication attenuates inter-brain synchrony

The transition to technologically-assisted communication has permeated all facets of human social life; yet, its impact on the social brain is still unknown and the effects may be particularly intense during periods of developmental transitions. Applying a two-brain perspective, the current preregistered study utilized hyperscanning EEG to measure brain-to-brain synchrony in 62 mother-child pairs at the transition to adolescence (child age; M = 12.26, range 10-14) during live face-to-face interaction versus technologically-assisted remote communication. The live interaction elicited 9 significant cross-brain links between densely inter-connected frontal and temporal areas in the beta range [14-30 Hz]. Mother's right frontal region connected with the child's right and left frontal, temporal, and central regions, suggesting its regulatory role in organizing the two-brain dynamics. In contrast, the remote interaction elicited only 1 significant cross-brain-cross-hemisphere link, attenuating the robust right-to-right-brain connectivity during live social moments that communicates socio-affective signals. Furthermore, while the level of social behavior was comparable between the two interactions, brain-behavior associations emerged only during the live exchange. Mother-child right temporal-temporal synchrony linked with moments of shared gaze and the degree of child engagement and empathic behavior correlated with right frontal-frontal synchrony. Our findings indicate that human co-presence is underpinned by specific neurobiological processes that should be studied in depth. Much further research is needed to tease apart whether the "Zoom fatigue" experienced during technological communication may stem, in part, from overload on more limited inter-brain connections and to address the potential cost of social technology for brain maturation, particularly among youth.

'It's just a Band-Aid!': Public engagement with geoengineering and the politics of the climate crisis

Geoengineering consists of a set of techniques whose aim is to avoid the disastrous consequences of global warming, such as solar radiation management and carbon dioxide removal. Due to its controversial nature, over the past decade various exercises of public participation with geoengineering have been put in place, particularly in the Global North. This article draws on empirical data stemming from six online focus groups on public engagement with geoengineering conducted in Portugal. In contrast to previous research, we included situated publics to emphasize the political implications of geoengineering, bringing to the debate those with a potential stake in the matter - environmentalists, activists, university students, science communicators and promoters of holistic practices. We suggest that the elusive and uncertain character of geoengineering moves the discussion away from its technological specificity, bringing to the fore some of the socio-political, economic and ethical tensions underpinning the climate crisis.

Global survey to assess preferences for attending virtual orthodontic learning sessions: Pre-webinar settings

OBJECTIVES

To assess technical factors and audience preferences before attending orthodontic online learning activity, the demand for which increased dramatically in the era of the COVID-19 pandemic.

DESIGN

Cross-sectional study.

SETTING

Online survey.

PARTICIPANTS

Global orthodontic residents and specialists.

METHODS

A validated and anonymous survey comprising 17 online questions was sent to 3000 individuals. The data were collected three months later. Descriptive statistics and non-parametric tests were applied.

RESULTS

The participants' response rate was 19.9%, with almost equal gender participation. Most of the responders were based in Asia (51.4%). Almost half of the participants were aged 25-35 years with less than 5 years of clinical experience. Regardless of the age, gender or global distribution, 57.3% of respondents opted to share limited personal information with the host. One-third of the respondents preferred receiving webinar reminders via email, ideally a day and/or one hour before the webinar, especially being exportable to their calendars. Age played a major role in shaping this trend, as young participants favoured the one hour (1-h) pre-webinar reminder more than other age groups (P=0.02). Receiving information about the speaker, learning outcomes and pre-webinar reading material (WRM) were preferable, particularly among young participants in comparison with the older age groups (P<0.05). Male participants from Asia and Africa preferred to attend online lectures during the mid-evening on weekends compared with women who were in favour of early evening sessions (P<0.05).

CONCLUSION

It must be borne in mind during the interpretation of the results that the data were collected during the COVID-19 pandemic. It is important to take into consideration the gender, age, cultural background and level of experience while setting up virtual orthodontic learning sessions. Organisers need to tailor their events to meet the needs of the attendees.

Novel Method to Manage Student Questions in the Anatomy Laboratory Using a Virtual Meeting Platform

Large class sizes and often few instructors in anatomy courses make it challenging for student laboratory groups to have their questions addressed in a timely manner. Instructors are often unaware of the number of requests for assistance, as well as the order in which assistance is requested, and students often spend a long time waiting for an instructor to become available. As a result of brainstorming with some of our students, a call button system of sorts was suggested. Instructors in consultation with the college's IT department came up with the idea of using Zoom Meetings question and answer (Q&A) feature to manage student questions. Zoom allows one to broadcast a Zoom Meeting to up to 50,000 participant attendees, and instructors, logged in as panelists (on a mobile device, e.g., iPad), can interact with the student attendees via the Q&A feature. The students join the webinar using their dissection table number as their ID and request assistance in the Q&A. These requests show up with a time stamp and are automatically queued on the panelist's Q&A window. Instructors employ the type answer feature to acknowledge the question by typing in their respective initials, which can be seen live by the other instructors (panelists). This allows student questions to be queued so that the instructors can address them in a timely, first-in/first-out order. Student feedback regarding the use of this system for the Small Animal Anatomy course was positive.

Creating communities and communicating science during COVID-19: From Coast2Coast to Coast2Cast

The global COVID-19 pandemic has seen extended lockdowns, isolation periods and travel restrictions across many countries around the world since early 2020. Some countries, such as Australia and New Zealand, closed their international borders in early 2020 preventing researchers travelling to other parts of the world. To facilitate the exposure of our students' work, and for them to meet international researchers, as well as foster a sense of coastal community, we started a zoominar series (seminars via Zoom) in April 2020. The Coast2Coast zoominar series had therefore humble origins but we soon discovered that there was an appetite for more widely sharing science across the coastal research disciplines. The Coast2Coast zoominar grew rapidly, attracting researchers from many countries around the world who presented and attended fortnightly online seminars. In just one year and a half we had 38 presentations with roughly 1900 attendees, creating a sense of community and belonging for the researchers involved. In early 2021, two of the co-authors, Giovanni (GC) and Ana (AVC) decided to expand and take this sense of community further creating the Coast2Cast podcast series, where researchers are asked research and non-research questions. In only 7 months, the podcasts have attracted more than 3700 listeners. Importantly, while the main prerequisite was high-quality and impactful research, diversity and inclusion were also a priority in selecting and inviting speakers for the zoominars and guests for the podcast. Importantly, our survey results suggest that there is a place for online events similar to Coast2Coast and Coast2Cast in a pandemic-free future, and that the coastal community involved has greatly benefited from such initiatives.

Impact of a focus education in Zoom on COVID-19 vaccine hesitancy in Hong Kong parents of the preschoolers

Parental vaccine hesitancy is a major barrier to achieving high vaccination uptake among children, particularly in young children during the coronavirus disease 2019 (COVID-19) pandemic. Developing herd immunity is a critical concept for overcoming the current pandemic. The purpose of this study is to reduce parental vaccine hesitancy through a focused educational seminar in ZOOM and to empower parents who are concerned about vaccinating their children to communicate with medical experts during live seminars. Parents of preschoolers, teachers, and kindergarten principals from three local pre-school education and services associations attended live seminars. After attending seminars, parental willingness to vaccinate their children increased by 65%. The live Zoom seminar led by medical experts resulted in a decrease in vaccine hesitancy. Our findings support the creation of seminars that allow clients and medical specialists to communicate directly with one another. Offering an open and honest forum for people to express their concerns to medical experts could be a useful strategy for dealing with not only vaccination apprehension, but also other health-related emergencies.

Zoom-delivered Physical Activities Can Increase Perceived Physical Activity Level in Children with Autism Spectrum Disorder: a Pilot Study

Although the benefits of regular physical activity are clearly expressed, children with Autism Spectrum Disorder (ASD) are less physically active than their typically developing peers. Recent empirical studies have revealed that the level of physical activity of children with ASD has further decreased during the novel coronavirus (COVID-19) pandemic, which has adversely affected the whole world. The aim of this study was to evaluate the potential efficacy of a Zoom-delivered physical activities for children with Autism Spectrum Disorder (ASD). Twenty-two families (parent and child dyads) participated in the study. Families were assigned randomly to an experimental group (n = 11) and a control group (n = 11). Families in the experimental group were engaged in 10 weeks of the Zoom-delivered physical activities. Data were collected using multiple data collection strategies (Personal Information Form- Leisure Time Exercise Questionnaire-Semi-Structured Interview). After the Zoom-delivered physical activities, a significant increase was observed in the physical activity level of children with ASD in the experimental group (F = 95.396, p = 0.000, Ƞ ²  = 0.834). Parents reported that Zoom-delivered physical activities are a viable and useful intervention to increase the level of physical activity of children with ASD. The findings suggest that Zoom-delivered physical activities merit further investigation as an intervention to increase physical activity in children with ASD.

The Psychodynamic Psychiatrist and Psychiatric Care in the Era of COVID-19

Near the beginning of the COVID-19 pandemic, on April 13, 2020, about 50 members of the American Academy of Psychodynamic Psychiatry and Psychoanalysis convened through Zoom to talk about the impact of the pandemic on their practices, their patients, and themselves.∗ They offer their reflections through oral and written comments. Participants were encouraged to organize their contributions around the dimensions of administrative psychiatry, the structure of clinical care, the content of clinical care, the patients' reported personal experiences, and the psychiatrists' reported personal experiences. Themes identified and discussed are paradoxical separateness, seeking an optimal interpersonal distance, finding new idioms, reality and symbolism, and loss, mourning, and isolation. The views are noted to touch on only one point early in the arc of the pandemic. A significant body of personal commentary provides an understanding of the roots of themes likely to evolve as the pandemic progresses.

Online Neuroscience Instruction: Insights, Lessons Learned, and Moving Forward

Prior to the COVID-19 pandemic, most of us had little to no experience with online teaching. With the realization that we would need to teach our students remotely during the pandemic, we needed to develop our online teaching skills and apply this knowledge to create effective online classes for our students. Tulane University's Center for Engaged Learning and Teaching (CELT, http://celt.tulane.edu) and its Innovative Learning Center (ILC, http://it.tulane.edu/innovative-learning-center) partnered to teach an Online Teaching Training (OTT) course for all instructors. This five-week session covered many of the topics needed to teach an engaging and interactive online course. The training included not only the theory but also practical applications of many resources available to online course instructors. This training prepared me to teach a fully online course for the first time in Summer, 2020 and again the following summer. Student evaluations compared between the Emergency Remote Learning done in quick response to the COVID-19 pandemic (Spring 2020) and the online course after completion of the OTT (Summer 2020) indicated that student experiences were much more positive when taught by a trained instructor. Many of the resources/techniques for online courses can be incorporated into in-person or hybrid classes, and vice versa. Further, sharing ideas among colleagues, especially as new resources become available, is critical for the success of all instructors. In this article I share my lessons learned, insights, and thoughts for moving forward as we approach a new era of neuroscience instruction.

Evaluating a peer-led wellbeing programme for doctors-in-training during the COVID-19 pandemic in Victoria, Australia, using the Most Significant Change technique

This article discusses the use of the Most Significant Change (MSC) technique in a mixed-methods evaluation of a pilot wellbeing programme for obstetrics and gynaecology doctors-in-training introduced at a large public hospital during Melbourne, Australia's second coronavirus (COVID-19) lockdown, which occurred from 7 July to 26 October 2020. The evaluation was conducted remotely using videoconferencing technology, to conform with pandemic restrictions. MSC complemented the program's participatory principles and was chosen because it seeks to learn about participants' perceptions of programme impacts by evaluating their stories of significant change. Stakeholders select one story exemplifying the most significant change resulting from the evaluated program. Inductive thematic analysis of all stories is combined with reasons for making the selection, to inform learnings (Dart & Davies, 2003; Tonkin et al., 2021). Nine stories of change were included in the selection. The most significant change was a more supportive workplace culture brought about by enabling basic needs to be met and breaking down hierarchical barriers. This was linked to five interconnected themes - connection, caring, communication, confidence and cooperation. The evaluation learnings are explored and reflections on remotely conducting MSC evaluation are shared.

Instructor Perceptions of Student Incivility in the Online Undergraduate Science Classroom

Student incivility, defined as a student behavior perceived to be disrespectful or disruptive to the overall learning environment in a course, can negatively affect the science learning environment and instructors. The transition to online science courses during the COVID-19 pandemic created a unique environment for student incivility to take place in undergraduate courses. There are few studies that examine student incivility in online synchronous courses, and we know of no studies that have investigated student incivility during the COVID-19 pandemic. In this study, we surveyed 283 instructors across U.S. institutions who taught undergraduate science courses with synchronous online components. We probed their experiences with student incivility during the fall 2020 term. Over half of instructors surveyed reported experiencing student incivility, with women being more likely than men to report student incivility. Compared with white instructors, people of color were more likely to perceive an increase in student incivility in fall 2020 relative to previous in-person terms. This work indicates that student incivility is perceived in the online synchronous learning environment and that the negative impacts of perceived student incivility during COVID-19 online instruction were not distributed equally among instructors, disproportionately burdening women and people of color.

Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.

Video conferencing in the e-learning context: explaining learning outcome with the technology acceptance model

This study uses the technology acceptance model (TAM) to help explain how the use of technology influences learning outcomes emanating from engagement with the Zoom video conference platform. To this end, structural equation modeling was used to analyze the relationships among the TAM variables in reference to Zoom taught during the Covid-19 pandemic. Following a cross-sectional research design, data were collected using Davis's TAM (1989) scales including perceived ease of use (PEoU), perceived usefulness (PU), behavioral intentions, and attitude from 321 South Korean university students attending their 10^th week of English as a foreign language (EFL) conversational English classes. Results revealed that seven of the ten proposed hypotheses were confirmed, with path coefficients having small to large effect sizes. Most notably, PEoU with Zoom strongly affected PU and actual use. In addition, PU with Zoom predicted intentions to use Zoom in the future; however, it failed to influence perceived learning outcomes. While PU predicted future use, it did not influence actual use regarding how well students reported their current performance in their video conference course. PEoU with video conference tools was an influential antecedent to usefulness, attitude, and perceived learning outcome. Lastly, two notable instances of mediation through PU occurred. In consideration of findings, students and instructors should be well trained on the use and functionality of video conference software before its implementation in video conference classrooms.

Videoconference Fatigue: A Conceptual Analysis

Videoconferencing (VC) is a type of online meeting that allows two or more participants from different locations to engage in live multi-directional audio-visual communication and collaboration (e.g., via screen sharing). The COVID-19 pandemic has induced a boom in both private and professional videoconferencing in the early 2020s that elicited controversial public and academic debates about its pros and cons. One main concern has been the phenomenon of videoconference fatigue. The aim of this conceptual review article is to contribute to the conceptual clarification of VC fatigue. We use the popular and succinct label "Zoom fatigue" interchangeably with the more generic label "videoconference fatigue" and define it as the experience of fatigue during and/or after a videoconference, regardless of the specific VC system used. We followed a structured eight-phase process of conceptual analysis that led to a conceptual model of VC fatigue with four key causal dimensions: (1) personal factors, (2) organizational factors, (3) technological factors, and (4) environmental factors. We present this 4D model describing the respective dimensions with their sub-dimensions based on theories, available evidence, and media coverage. The 4D-model is meant to help researchers advance empirical research on videoconference fatigue.

Global survey to assess preferences when attending virtual orthodontic learning sessions: optimising uptake from virtual lectures

OBJECTIVES

Understanding the issues concerning the conducting of virtual orthodontic learning sessions (VOLSs) is essential. This study aims to identify attendees- and host-related aspects that could optimise learning and uptake from the VOLSs.

METHODOLOGY

Fourteen pre-validated questions were anonymously and electronically sent to 3000 orthodontic residents and specialists globally. The survey included demographic questions and questions to gauge attendees' engagement, memorising, and motivation-related factors. Reminders were sent at two-week intervals to non-respondents. The survey was closed when the sample size was met. Descriptive and inferential statistics were performed.

RESULTS

593 orthodontic residents and specialists (294 males and 299 females), primarily junior orthodontists and residents aged between 25 and 35 years of age, completed the survey. Post-VOLS recording was highly requested by the participants (8.84/10, 95% CI 8.67-9.00) with no significant influence of demographics on this trend (p > 0.05). Most of the participants were in favour of short post-VOLSs feedback (6.79/10 95% CI 6.58-6.99) with significant differences (p = 0.048) between participants from different regions of the world. The average number of screenshots taken was 6.1 per lecture. The learners' interests in attending on-line lectures were mainly to learn new clinical orthodontic tips (96.8%).

CONCLUSION

Implementing a short feedback survey after VOLSs, the provision of recording, and the provision of certificates of attendance need to be considered.

Psychodynamic Psychiatry and the Therapeutic Space in the Era of COVID-19

Psychodynamic psychiatric practice during the COVID-19 pandemic has required most clinicians to conduct treatment online or by telephone. The result is a natural experiment that appears to endorse the efficacy of distance therapy. Consequently, the brick-and-mortar consulting room is no longer the presumptive therapeutic space for the conduct of psychodynamic psychiatric or other treatment approaches. The therapeutic space is reconceived as the place or medium intended for treatment and is distinguished from both the therapeutic relationship and conduct of treatment that occurs within that space. How different therapeutic spaces impact treatment is discussed with specific application to psychodynamic psychiatry and virtual venues. The "digital object" becomes a new presence; the patient's freedom to disclose mental contents is retained though empathic attunement is diminished; a shift in power dynamics may occur; timing of sessions gains greater precision in the online environment. Beyond the pandemic, practicing online is likely to become an accepted supplementary therapeutic space for evaluation and treatment by psychodynamic psychiatrists.

Measuring Students' Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM)

The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.

The contribution of family physicians to residential mental health care during the COVID-19 pandemic in Tshwane District, South Africa

During the start of the first wave of the coronavirus disease 2019 (COVID-19) pandemic, two family physicians in Tshwane, South Africa, reviewed the people at high-risk within their Health Catchment Area. The largest residential mental health care facility in Gauteng fell under their care, and they were responsible for providing care and support to this facility. Family physicians have to lead the primary care team and simultaneously take care of the well-being of their team members. This report discusses how these family physicians used digital platforms and virtual care to successfully coordinate and manage the response to an outbreak of COVID-19 at this mental healthcare facility.

From Lab to Zoom: Adapting Training Study Methodologies to Remote Conditions

Training studies extend developmental research beyond single-session lab tasks by evaluating how particular experiences influence developmental changes over time. This methodology is highly interactive and typically requires experimenters to have easy, in-person access to large groups of children. When constraints were placed on in-person data collection due to the COVID-19 pandemic, administering this study format in the conventional manner became unfeasible. To implement this type of research under these new circumstances, we devised an alternative approach that enabled us to conduct a live, multi-session training study using a diverse array of activities through an online interface, a task necessitating creative problem solving, since most existing remote methodologies either rely on unsupervised methods or have been limited to single sessions and restricted to a limited number of tasks. The current paper describes the technological and practical adaptations implemented in our online training study of 118 4- and 5-year-old children from a geographically diverse sample. An experimenter interacted with the children once a week for 5 weeks over Zoom. The first and final sessions were dedicated to collecting baseline and post-test measures, while the intermediate 3 weeks were structured as a training designed to teach children specific spatial-cognitive and visuo-motor integration skills. The assessments and training contained image-filled spatial tasks that experimenters shared on their screen, a series of hands-on activities that children completed on their own device and on paper while following experimenters’ on-screen demonstrations, and tasks requiring verbal indicators from the parent about their child’s response. The remote nature of the study presented a unique set of benefits and limitations that has the potential to inform future virtual child research, as our study used remote behavioral methods to test spatial and visuo-motor integration skills that have typically only been assessed in lab settings. Results are discussed in relation to in-lab studies to establish the viability of testing these skills virtually. As our design entailed continual management of communication issues among researchers, parents, and child participants, strategies for streamlined researcher training, diverse online recruitment, and stimuli creation are also discussed.

Reflections on a wounded and bleeding temenos

COVID-19, Black Lives Matter, and financial and political turmoil have uprooted our sense of personal and collective safety and predictability. Analysts are faced with professional and personal challenges, as well as a charge to help make sense of this new normal. This reflective piece focuses on the author's thoughts on a wounded and bleeding temenos. She grapples with the new reality of analysis carried out via technology (e.g. Zoom or telehealth). The article interweaves personal experiences with theoretical and professional reflections on two Jewish myths that relate to creating temenos or sacred space in the face of ancient disasters. Specifically, she discusses Choni HaMagel, a first-century BCE Jewish scholar and miracle-maker who prays for relief from a drought from inside a sacred circle. She also tells the tale of four Chassidic Rebbes who face crisis from a sacred space in the forest. The author frames this piece with two personal and numinous dreams dreamt during the pandemic; one offering scenes of destruction and one offering hope for a future transformation.

A comparison of student and faculty attitudes on the use of Zoom, a video conferencing platform: A mixed-methods study

AIM

The COVID-19 pandemic has generated opportunities and challenges for nursing education, with many nursing programs transitioning in-person courses to online delivery with varying degrees of success. This study aimed to compare the attitudes of baccalaureate nursing students and nursing faculty members towards the use of Zoom for nursing education in Alberta, Canada.

DESIGN

A mixed-methods design was used to measure student and faculty attitudes.

METHODS

Data were collected using a Likert-scale survey with the opportunity to share additional perceptions in the form of qualitative data. Quantitative data underwent descriptive analysis as well as inferential analysis comparing results from both groups. A thematic analysis was conducted for qualitative data.

RESULTS

Most student and faculty participants favour in-person learning approaches to online platforms. Students' attitudes toward online practice experiences were overwhelmingly negative, citing concerns with lack of relational practice and skill development. Achievements and barriers were also identified with online learning.

CONCLUSIONS

With an uncertain future in nursing education, opportunities exist to examine current nursing education program delivery and thoughtfully augment in-person learning approaches with online methods.

Jewish Liturgy During the Early Stages of the COVID-19 Pandemic: Vignettes from Boston Suburbs

In March 2020, because of the COVID-19 pandemic, American synagogues locked their doors. This required emergency planning for Passover observances, and then gradually less panicked planning for subsequent liturgies. Based primarily on the experiences of three Boston-area synagogues, Reform, Conservative, and Orthodox, and interviews with their rabbis, this article compares the liturgical responses of Jews in these three movements, offering explanations for their different approaches. It also briefly traces, where appropriate, their resumption of services over the summer and their plans for the fall holy days.

The emergence of virtual education during the COVID-19 pandemic: The past, present, and future of the plastic surgery education

BACKGROUND

Since the global outbreak of coronavirus disease-2019 (COVID-19), plastic surgeons were forced to transition from traditional didactics to virtual lectures to practice "social distancing." As this method of education continues to be widely used, understanding the current trend of its usage is critical. In this study, we performed a survey study of virtual lecture attendees and presenters to determine current usage and general consensus on virtual lectures in plastic surgery education.

METHODS

An electronic survey was sent to attendees and presenters of virtual lectures using Google Forms. Demographic data, webinar usage patterns, and views on virtual lectures were collected.

RESULTS

A total of 417 surveys were received. Prior to the COVID-19 era, 39.1percent of attendees did not use virtual lectures and 45.6percent of presenters did not give webinars at all. Both groups reported that the lack of opportunities and need were the most common cause of no use of lectures or webinars. After the outbreak, 35.4percent of attendees now use virtual lectures daily and 51.4percent of presenters give lectures weekly. Over 90percent of the study population reported a positive experience with the virtual lectures due to increased interaction, convenience, outreach, and usability. Finally, over 75percent stated that virtual lectures might replace classroom lectures in the future.

CONCLUSION

Our study shows that a majority of plastic surgeons have begun to use and give virtual lectures daily after the COVID-19 outbreak. Virtual education is a powerful and versatile tool that has great potentials, and it may continue to serve as a part of surgical training in the future.

Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so

Enrollment in courses taught remotely in higher education has been on the rise, with a recent surge in response to a global pandemic. While adapting this form of teaching, instructors familiar with traditional face-to-face methods are now met with a new set of challenges, including students not turning on their cameras during synchronous class meetings held via videoconferencing. After transitioning to emergency remote instruction in response to the COVID-19 pandemic, our introductory biology course shifted all in-person laboratory sections into synchronous class meetings held via the Zoom videoconferencing program. Out of consideration for students, we established a policy that video camera use during class was optional, but encouraged. However, by the end of the semester, several of our instructors and students reported lower than desired camera use that diminished the educational experience. We surveyed students to better understand why they did not turn on their cameras. We confirmed several predicted reasons including the most frequently reported: being concerned about personal appearance. Other reasons included being concerned about other people and the physical location being seen in the background and having a weak internet connection, all of which our exploratory analyses suggest may disproportionately influence underrepresented minorities. Additionally, some students revealed to us that social norms also play a role in camera use. This information was used to develop strategies to encourage-without requiring-camera use while promoting equity and inclusion. Broadly, these strategies are to not require camera use, explicitly encourage usage while establishing norms, address potential distractions, engage students with active learning, and understand your students' challenges through surveys. While the demographics and needs of students vary by course and institution, our recommendations will likely be directly helpful to many instructors and also serve as a model for gathering data to develop strategies more tailored for other student populations.

Four-Year-Old's Online Versus Face-to-Face Word Learning via eBooks

Developmental research typically relies on face-to-face testing at laboratories, childcare centers, museums or playgroups. Current social distancing measures have led to a halt in research. Although face-to-face interaction is considered essential for research involving young children, current technology provides viable alternatives. This paper introduces an accessible, replicable and easy to follow method to conduct online developmental research with young children employing a word-learning task as an exemplar, including a detailed workflow and step-by-step guide to using easily accessible programs and platforms. Four-year-old children's (N = 56) performance on a word-learning task delivered online vs. face-to-face is provided as a method validation. Children's performance on the word-learning task was predominantly consistent across delivery modes, with only slight variation in performance between modes. The implications of these similar results across face-to-face and online methods are discussed alongside avenues for further research. Importantly, this paper presents an emerging methodological approach for the online administration of developmental science both within and beyond the COVID-19 pandemic, adding a new tool to current and future developmental scientist's toolkits.

Optimizing Remote Learning: Leveraging Zoom to Develop and Implement Successful Education Sessions

Virtual meeting platforms, such as Zoom, have become essential to medical education during the SARS-CoV-2 pandemic. However, many medical educators do not have experience planning or leading these sessions. Despite the prevalence of Zoom learning, there has been little published on best practices. In this article we describe best practices for using Zoom for remote learning, acknowledging technical considerations, and recommending workflows for designing and implementing virtual sessions. Furthermore, we discuss the important role of cognitive learning theory and how to incorporate these key pedagogical insights into a successful virtual session. While eventually in-person classrooms will open, virtual teaching will remain a component of medical education. If we utilize these inventive tools creatively and functionally, then virtual learning can augment and elevate the practice of medical education.

Teaching Sexual History Taking in Health Care Using Online Technology: A PLISSIT-Plus Zoom Approach During the Coronavirus Disease 2019 Shutdown

Aim

Cancellation of university classes during the coronavirus disease 2019 pandemic challenges teaching inperson sexual history–taking skills to medical, physician assistant, and nursing students. We used commercial online electronic services for medical students to learn sexual history–taking skills.

Methods

A total of 174 medical students viewed a lecture on sexual history taking and the PLISSIT model (Permission, Limited Information, Specific Suggestion, Intensive Therapy) and were then randomized into dyads. They arranged a time to meet online on Zoom with their partner, chose a simple sexual history case-history (male or female) from a small selection, and recorded the 5- to 6-minute sexual history within a 1-week time frame. Each student played a “provider” or “patient” and then switched roles with a new case. One of the course tutors, all sexual health practitioners, downloaded 10 videos randomly assigned to them asynchronously and viewed and commented on the interaction of each “provider” along with comments on what to improve in the sexual history. 2 weeks later after the remainder of the lectures in the course, a second, more complex set of 8 cases were provided, so students could move at their comfort pace and choose 1.

Main Outcome Measure

Students were required to make 1 online post and 1 comment on another student's post for each case, on the experience, and associated issues arising, positive or negative. All comments were downloaded and analyzed by theme.

Results

Major themes included developing comfort in using sexual language, using simpler sexual terms suitable for patients, feeling confidence and mastery, excitement using technology developing clinical skills, surprise watching their performances and body language, observation of how they appeared to the “patient,” organizing sexual histories and incorporating PLISSIT model, ability to ask about context and relationships, and seeing the exercise as building on existing clinical skills training. Some expressed anxiety and nervousness, which by the second case had largely or completely dissipated.

Conclusion

A readily replicable, secure, cheap cloud-based model to integrate sexual history training asynchronously was provided, with tutors’ comments, and student skills development, and performance evaluated.

Ross MW, Newstrom N, Coleman E. Teaching Sexual History Taking in Health Care Using Online Technology: A PLISSIT-Plus Zoom Approach During the Coronavirus Disease 2019 Shutdown. Sex Med 2021;9:100290

Zooming past the coronavirus lockdown: online spirometry practical demonstration with student involvement in analysis by remote control

This paper describes the process involved in conducting an online spirometry practical through Zoom. The teacher demonstrated the practical from the medical school, and the students observed the procedure from the comfort of their own homes. Students were able to analyze the graphs captured in the teacher's laptop by remotely controlling the teacher's laptop. This method may be useful for places where face-to-face classes are suspended due to the COVID-19 pandemic.

Virtual Rotations During COVID-19: An Opportunity for Enhancing Diversity

The COVID-19 pandemic has presented unique challenges to medical education. With the lack of in-person away rotations for the 2020-2021 residency application cycle, virtual rotations have surfaced as an alternative. The virtual rotations that the authors participated in allowed for active participation in various resident educational activities such as journal club, grand rounds, and morning conferences. One critical aspect of virtual rotations was the one-on-one meetings with the program leadership. In addition to a virtual tour of the hospital and campus, many programs offered virtual social hours with the residents to converse about the program, the city, and the match process. A few programs even allowed applicants to attend virtually live-streamed surgeries. These rotations offer students, especially those without a corresponding home program, an invaluable opportunity to express their interest in a particular program and gain foundational knowledge about the specialty. Virtual rotations also provide underrepresented minorities and international medical graduates with clinical exposure, mentorship, and networking opportunities, mitigating some of the challenges presented by COVID-19.

Teaching Instructional Technological Change to Medical School Faculty: A COVID-19 Case Study

Collaboration between several College of Medicine departments, including the library, resulted in a creation of a new service for faculty during the COVID-19 pandemic crisis. By combining efforts, support for teaching online became a united effort and much less daunting for faculty, who could consult one group for online teaching support, rather than three or four different entities. The resulting endeavor led to a website FAQ and consulting email address that is accessible to all faculty to provide focused and timely technology and education assistance to faculty.

The Psychodynamic Psychiatrist and Psychiatric Care in the Era of COVID-19

Near the beginning of the COVID-19 pandemic, on April 13, 2020, about 50 members of the American Academy of Psychodynamic Psychiatry and Psychoanalysis convened through Zoom to talk about the impact of the pandemic on their practices, their patients, and themselves.* They offer their reflections through oral and written comments. Participants were encouraged to organize their contributions around the dimensions of administrative psychiatry, the structure of clinical care, the content of clinical care, the patients' reported personal experiences, and the psychiatrists' reported personal experiences. Themes identified and discussed are paradoxical separateness, seeking an optimal interpersonal distance, finding new idioms, reality and symbolism, and loss, mourning, and isolation. The views are noted to touch on only one point early in the arc of the pandemic. A significant body of personal commentary provides an understanding of the roots of themes likely to evolve as the pandemic progresses.

Designing Binge-Worthy Courses: Pandemic Pleasures and COVID-19 Consequences

Teachers of conflict, negotiation, and alternative dispute resolution who have transitioned their in-person courses to synchronous video conferencing are posed with significant pedagogical challenges. How will they stoke their students' curiosity and maintain their students' interest? How will students find the motivation and energy necessary to engage in nonstop videoconferences, day in and day out? How are they to maintain the high cognitive function required for our courses in the face of Zoom fatigue and reduced social interaction? In light of these challenges, we explored another activity that students (and their teachers) not only engage in, but can't pull themselves away from. Drawing on the literature examining psychological and neuroscientific aspects of binge-watching television shows, we propose an innovative approach to designing courses our students will want to binge-learn.

Remote pathology education during the COVID-19 era: Crisis converted to opportunity

Context

The COVID-19 pandemic led to shutting of education faculties, including clinical clerkships for medical students.

Objective

To review a selective for a course in diagnostic pathology geared toward undergraduate medical students, including its design, technical implementation, instructor and student evaluations, and suggestions for options for further adjusting and optimizing the selective.

Design

Whole slide images (WSI) were anonymized and students were given remote access to university computers, which were prepared with two freely available WSI viewers. Each topic was taught in a four-part module: Self-assigned reading, lecture via Zoom, quiz based on digital slide sets, and a frontal review of the slides via Zoom. Fifty-nine students participated in the selective. Following the course, students completed an anonymous questionnaire.

Results

Of the 59 participants, 42% (n = 25) responded. None of the respondents had any previous instruction in diagnostic pathology. Overall, the course was rated very favorably: 68% (n = 17) gave at least 3 points on a 4-point scale on questions relating to course interest, improvement in understanding of the covered diseases, and how strongly they would recommend a student take this course if given an option. The most significant disadvantage of the class, as reported by 80% (n = 20) were technical challenges in accessing the slides.

Conclusion

We believe the course was a success and can be a model for future virtual pathology electives. Great effort should be done to provide technical support to the students. The selective demonstrated value for students and provided much-needed exposure to diagnostic pathology in clinical practice.

•

COVID-19 pandemic guidelines partially excluded medical students from their normal training.

•

A new pathology course, utilizing distance learning, was implemented.

•

Digital pathology slides enriched the undergraduate students' education.

Mount Sinai NY Surgeon on the Front Lines of the COVID-19 Pandemic in Brooklyn, NY, USA

A surgeon was among the teams caring for critically-ill patients with COVID-19 infection during the height of the pandemic in March and April 2020 in Brooklyn. He recorded his experiences and thoughts as events unfolded, a chronicle of the landmark public health event of the century. Working to exhaustion alongside his colleagues from Mount Sinai Hospital, he encountered tragedy and inspiration.

Transition to Virtual Reflection: Narrative Medicine during COVID-19

This article was migrated. The article was marked as recommended. Narrative medicine workshops are typically conducted in person and provide medical professionals and students with reflective spaces. During the COVID-19 pandemic, in-person workshops at one university were cancelled and moved online following social distancing measures. Narrative medicine workshop facilitators were challenged to transfer workshops online, while still encouraging creative reflection as the pandemic impacted participants' professional and personal lives. One workshop for pre-medical students at the university moved online to Zoom, the standard platform for all university courses. The workshop length was shortened and the curriculum re-focused on creative texts and personal wellbeing. Participants responded positively to Zoom workshops although fewer individuals participated overall. Most participants were able to successfully use the platform although there were difficulties regarding WiFi and connection. Despite challenges, these workshops function in virtual spaces and provide an important opportunity for programs to integrate virtual sessions for wellness and reflection during a time of pandemic.

A New Paradigm for Testing Clinical Competence in Chaplaincy Certification

This article describes the rationale, evolution, implementation, and evaluation of a process for testing clinical competence in health care chaplaincy certification. The process developed by the Spiritual Care Association uses Zoom technology, simulated patient actors, and evidence-based behaviors. Evaluation of the process by users has been very positive. The process seems to have acceptable validity, reliability, and usability and should be considered as an alternative to self-report clinical encounters as a test of clinical competence.

Five Months Later: The Psychodynamic Psychiatrist and Psychiatric Care in the Era of COVID-19

Five months following an earlier report on the initial impact of COVID-19, the same 24 contributing psychodynamic psychiatrists reported on how matters have shifted in their experience. Spread of the virus, lockdowns, politicization of all aspects of the pandemic, massive unemployment, and social justice frustrations have characterized the interim. The initial burst of acute uncertainty and worry has shifted into a more adaptive but still destabilizing long-term apprehension: distance treatment and its ramifications have become somewhat normalized, training now incorporates virtual treatment approaches, psychodynamically informed counseling has taken a larger role in the content of care. New theories of clinical practice are emerging that address these changes. As before, contributors' narratives are considered from the perspective of administration and training, structure and content of treatment, and the impact of the pandemic both on patients and psychiatrists.