Breakout Rooms Research Articles

P079 Building quality improvement capacity for rheumatology: outcomes from the first BSR national workshop

Abstract Background/Aims Quality improvement (QI) is now an expected part of healthcare professional practice. After identifying a gap in available training and successfully delivering a QI course for 35 clinicians at the Northwest Rheumatology Club, trainee representatives were invited by the BSR invited to convene a national workshop. Methods The first BSR Quality Improvement Practical Methodology Workshop was held in March 2021 (online, due to COVID-19). Materials were adapted from the well-established Trainees Improving Patient Safety through Quality Improvement (TIPSQI) initiative. Plenaries covered the Model for Improvement, process mapping, SMART aims, driver diagrams, stakeholder engagement, illustrated using rheumatology-specific case-studies. Delegates (with mixed experience / professional role) practiced using tools in small, facilitated, breakout rooms. Pre-course surveys informed course design. Post-course and six-month follow up surveys evaluated impact. Because there are no validated tools to evaluate the impact of QI training, Kirkpatrick’s four-step hierarchical model, commonly used in this context, was employed. Results Of 30 delegates (consultants, trainees, pharmacists, nurses, physiotherapists), 28, 22 and 4 completed pre-course, post-course and six-month surveys, respectively (Table 1). For Kirkpatrick level 1, ‘reaction’, all respondents were ‘satisfied’, with 100% recommending to colleagues. Using driver diagrams as an exemplar to evaluate level 2, ‘learning’, pre-course, delegates were: not aware 16/28(57.1%), aware 9/28(32.1%), confident to use 3/28(10.1%), 0/29(0%) confident to teach. Post-course improvements showed confidence to use 22/22(100%), and teach 12/22(54.6%) (maintained at six months). Given low numbers of six-month respondents, assessing long-term impact is challenging. Evaluating level 3, ‘behaviour’, all 4/4(100%) respondents conducted QI post-course, with 2/4(50%) teaching. Delegates reported that the course gave confidence to use tools and support others. In evaluating level 4, ‘results’, 1/4(25%) felt the course had changed the impact of their work, with 3/4(75%) reporting time and institutional constraints as barriers to conducting QI. Conclusion The QI course has been commissioned as a BSR annual ‘core educational’ offering, with feedback showing it was needed, wanted, and effective in delivering core QI principles. In response to six-month feedback, additional post-course-support is planned in future, aiming to capacity build expertise in QI and embed a sustainable culture of improvement across the rheumatology community. Disclosure C.A. Sharp: None. R. Benson: None. H. Baird: None. E. MacPhie: Other; EM is the North West Rheumatology Club secretary and meetings have been sponsored by MSD, UCB, Abbvie and Lilly.

Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies

ABSTRACT Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine Hong Kong university teachers who had taught synchronously online for one semester, this exploratory study explored the challenges of conducting formative assessment during synchronous online lessons and the strategies teachers deploy to conduct formative assessment. The findings indicate that the key difficulties include gathering information on students’ needs, checking students’ understanding, giving individual feedback, and building relationships with students. To address these challenges, the teachers suggested four pedagogical strategies: (1) Combine synchronous with asynchronous approaches; (2) Utilise breakout rooms; (3) Utilise poll functions of the VCS and combine it with other online platforms; and (4) Provide time before or after lessons for informal conversations. The findings suggest that teachers need to develop specific pedagogical strategies to conduct formative assessment. This provides an initial conceptualisation of one important dimension of Professional Digital Competence, teaching using digital technologies, and one aspect of that dimension, how teachers use digital tools and strategies to conduct formative assessment.

LITTLE DOCTOR VIRTUAL TRAINING WITH SNOWBALL TECHNIQUE IN PANDEMIC COVID-19 ERA IN ELEMENTARY SCHOOL MALANG

Strategies that can be taken to achieve caries-free Indonesia 2030 include is increasing promotive and preventive efforts for dental and oral health services. Even in this Pandemic Covid 19 the delivery of counseling or promotive materials is not done face-to-face, because it avoids the risk of local transmission Covid-19 virus. This study aims to increase the knowledge of dental and oral health of elementary school students during the pandemic. The method was through audiovisual media facilitated with online meeting zoom and e-Book. This activity was carried out using the snow-ball technique, 6 elementary schools doing this activity. The activity started with dental training by the FKGUB team through the media zoom with room separation in 6 breakout rooms, so a total of 42 participants attended. After that were held for Little Doctors activities to educate 5 friends in their elementary schools, so there was 150 participants. In the pre-test results, as many as 18 students scored below 50 and as many as 10 students scored above 50. In the post-test results, 24 students got scores above 50 and 1 student got a score of 20. There is a difference knowledge level oral health of students by little doctor with online education in pandemic Covid-19 Era in elementary school Malang.

Digital Storytelling Review in a Pharmacy Self-Care Course.

Digital storytelling is a type of active learning that allows instructors to simulate real-life situations through a series of connected videos. While this technique has been used in other healthcare education disciplines, its use in pharmacy has not been well documented. A digital storytelling model was incorporated in a required self-care pharmacy course to assess if the technique was helpful to improve the knowledge, confidence, and satisfaction of students. Due to a shift in online learning, the self-care course offered a remote exam review session containing a digital storytelling model, and this approach was compared to an in-person exam review that followed a lecture-based model held earlier in the course. Pre- and post-knowledge assessments were given to determine the impact of the digital storytelling review. There were 50 students involved in both sessions and there was a 70% response rate in the digital storytelling group and a 90% response rate in the lecture-based group. Students’ knowledge numerically improved, but not to a statistically significant level for most questions. Nonetheless, students reported more confidence (p < 0.05) in their ability to pass the upcoming exam following the digital storytelling review. Thematic analysis revealed that the digital storytelling session was engaging and interactive, though time-management and breakout rooms could be further optimized. Based on these results, exam review in a required self-care pharmacy course using a digital storytelling format may be a suitable method for students to apply course content and may particularly be of utility in online or hybrid courses.

Freeing the hens: Workshop outcomes for applying ethology to the development of cage-free housing systems in the commercial egg industry

Throughout the world, most laying hens producing eggs for human consumption are still kept in small, wire battery cages. Ethologists have well documented the behavioural needs of hens, and the way that battery cage confinement thwarts highly motivated behaviour and reduces hens’ quality of life. While cage-free alternatives are now being used around the world, the more challenging management in these systems has contributed to the slower than desired uptake that would be necessary for improving hens’ welfare. As part of the 2021 International Society for Applied Ethology (ISAE) virtual conference, a workshop was held with the aim to identify solutions to the common challenges. Attendees were given information about cage-free production and then sectioned into breakout groups for discussion. Following the workshop, they were asked to participate in a short survey. Breakout sessions included the topics of stakeholder engagement and further research needs, as well as identification of solutions to the common challenges. Across the two days of the workshop, there were 80 participants, from 27 countries, mostly ethologists (both students and non-students), but including egg producers, and representatives from government and non-governmental (NGO) organizations. Of the 80 participants, 35 completed the survey. Participants generated many insightful and practical ideas in both the breakout rooms and in the survey, but one particularly salient theme was that solutions already exist and what is needed is greater education and dissemination of technical knowledge (half of survey responses from participants in the developed world and 42% of ethologist’s responses fit within the theme of established producers assisting new producers or producer education and training). This was further evidenced by the noted success of cage-free producers in a variety of different geographic areas, climates, production scales and in both developed and developing regions. It was concluded that cross-sector collaboration will be necessary to speed up the transition to cage-free housing, with roles to play by the producers’ egg buying customers (retailers), end consumers, government and NGOs, and researchers. There are multiple paths forward, with many different approaches possible simultaneously, and the potential to free many more hens from their cages is promising.

The Efficacy of a Didactic and Case-Based Pharmacogenomics Education Program on Improving the Knowledge and Confidence of Alberta Pharmacists.

BackgroundPharmacogenomics (PGx) is the study of how genetic variations for functional proteins, such as metabolizing enzymes and drug receptors, impact drug pharmacokinetics and pharmacodynamics. In theory, pharmacists are well suited to utilize PGx in tailoring medications to patient genetics when providing medication therapy management services. However, PGx education needs to reach pharmacists prior to implementation. The aim of this study is to develop and evaluate a PGx course for pharmacists.MethodsA PGx education program was created and offered synchronously (virtual) and asynchronously (self-study) to pharmacists in Alberta, Canada. Lectures were delivered by experts live (virtual) with a question-and-answer period for synchronous sessions. These sessions were recorded for asynchronous delivery. Six case studies were discussed in large and small groups (“breakout rooms”) in synchronous sessions, and provided for self-study in the asynchronous subgroup. Topics included genetic and PGx concepts; therapeutic applications; ethical, legal, and social considerations; and practical implementation. Pre- and post-course surveys measured self-rated knowledge using a 5-point Likert Scale and tested objective knowledge with a graded quiz.ResultsThirty-six pharmacists completed the course and both surveys. Participants reported backgrounds in community (88.9%) and hospital (38.9%) practice. Prior education in PGx was reported by 44.4% from degree programs and 27.8% from continuing education. Overall responses to statements about confidence in PGx moved from a median of “Disagree” at baseline to “Agree” after receiving PGx education (2-point difference [1,2] on 5-point Likert Scale; p < 0.001), indicating an increase in self-assessed competency in PGx. Likewise, mean participant grades on the knowledge quiz improved (20.8±21.9% pre-course vs 70.2±19.1% post-course, p < 0.001). There was no difference in these results between synchronous and asynchronous groups.ConclusionA didactic and case-based PGx education program was effective at increasing pharmacist knowledge and confidence in PGx in both synchronous and asynchronous environments. Knowledge gained can be utilized in delivery of patient-centered, personalized medication therapy management in the pharmacy setting.

Preface iBIOSDG2021

1st International Conference on Biodiversity and Sustainable Development 2021, Universiti Teknologi MARA, Malaysia The 1st International Conference on Biodiversity and Sustainable Development 2021 (iBIOSDG 2021) was virtually hosted by Universiti Teknologi MARA, Malaysia, on 23-24 November 2021. Due to the COVID-19 travel and event restrictions as well as many other uncertainties, it is ideal for this conference to run virtually and to keep abreast with the progress in research despite of COVID-19. iBIOSDG 2021 is the first international conference exclusively focused on biodiversity and sustainable development research and innovation. The Institute for Biodiversity and Sustainable Development (IBSD), Universiti Teknologi MARA (UiTM), Shah Alam, Malaysia is incredibly honoured and privileged to host the first iBIOSDG2021 with the theme, ‘Biodiversity in the 21st century: Transformation in biological diversity and science in supporting the Sustainable Development Goals’ supported by Department of Wildlife and National Parks (PERHILITAN) and Forest Research Institute Malaysia (FRIM). This conference has one plenary speaker, four keynote speakers with three parallel sessions with three breakout rooms at each session. Plenary and keynote speakers are given one hour each to deliver their talk while parallel room is given 15 minutes for each presenter via Webex platform. A total of 75 accepted papers with 268 authors from Malaysia, India, Indonesia, UAE, UK, and Yemen has participated and contributed to this conference. iBIOSDG2021 aims to highlight research and innovation that demonstrates how diverse fields and disciplines can work together to conserve and protect the ecosystem for the benefit of human life. It is widely recognised that biodiversity is one of the most effective levers for achieving sustainability and provides a forum for discussion and exchange of ideas about the most effective ways to connect universities, research institutions, government, industry, and experts from around the world. As a conference focused on sustainable development, iBIOSDG2021 pooled and assisted prospectus research fraternity in sourcing, comprehending, determining, and recognising available and updated research methodology varieties. The organising and technical committees of iBIOSDG2021 seek to establish the conference as a renowned platform and annual venue for transnational intellectual discourse. More than a showcase of the state of the art in research creativity and innovation, this conference served as a reflection on how to achieve the 17 Sustainable Development Goals by 2030 (SDGs). List of Committee are avilable in this pdf.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

The Productive Engagement SPACE: A Guide to Improve Critical Learner Interactions in e-Learning Environments.

Using breakout rooms as a teaching strategy to develop english oral production in online classes

Online education is becoming more widely recognized as a tool for educational modernization. Due to the Covid-19 virus, however, this e-learning method began to spread; unknowingly, students and teachers at all levels watched in astonishment as their homes were transformed into classrooms, breaking the entire old system of regular instruction. Through the experiences of students and English teachers, this study intends to examine the impact of breakout rooms on boosting oral English production. This research was done in Unidad Educativa Franciscana San Jose, Milagro Ecuador. It was applied to second and third courses as Technical as science specialization. Based on the shyness and little students’ class participation in the online English classes. The activities were used in the first, second and third parts in the academic year of 2021-2022. In this case, look for a different way to encourage pupils and teachers to use the Zoom platform break out rooms to motivate to better learning and teaching approach. There were many topics based on student’s preferences. A survey with multiple choice and close questions were used to determine the level of satisfaction generated by the interaction in the tasks completed by students in speaking lessons. This work analyses the result of different topics used by teachers to develop oral skill production.

Jigsaw Learning Strategy Using the Breakout Room Feature in Zoom Meetings

This research investigates the feasibility and challenges associated with implementing the jigsaw learning strategy using the breakout rooms feature in zoom meetings. The action research design was used. The sample consists of a total of 65 students in 3 classes of the Physical Education, Health and Recreation study program, Faculty of Sports and Health, Ganesha University of Education. Data were collected from the sample in the third semester for the 2020/2021 through observations, interviews, and questionnaires with Google form. The stages include pre-learning, introduction- the main zoom room, the original group I-breakout rooms from I, the expert group-breakout rooms, the original group II- breakout rooms from II and closing-the main zoom room. The 6 stages were further elaborated into 17 steps. Quantitative descriptive technique was used to analyze the data collected through questionnaires. The results showed that: 1) jigsaw learning strategy to conduct breakout room features in zoom meetings was feasible and easy to be applied in online learning, 2) jigsaw learning strategy can use as a reference for the implementation of meaningfull online learning. However, further research needs to statistically determine the effectiveness of the jigsaw learning strategy by using the breakout rooms feature in zoom meetings.

The Online condition as a structuration of feedback

The reader will be offered an analysis of codes of a broad spectrum of feedback situations reported during lockdown online teaching. The article will account for findings and provide explanatory frameworks for solid observations on feedback situations in a broad sense, e.g. There was a notion of Online Supervision having a structuring effect that suited many students’ learning; Peer feedback in assigned group work was reported as a central approach to learning at the School and provided well-being and a sense of belonging to group members; Break-out rooms served as a special occasion for fast peer feedback in randomly assigned groups and finally evidence will be provided that Online group work is especially suited for Code script and other disciplines where Screen sharing technology serves as a structuring device.

73 Successful Development and Transition to a Hybrid Livestock Science Camp Experience

Abstract The ongoing pandemic has created a need to pivot many face-to-face programs into virtual and hybrid formats. In 2017, NC State created a week-long, immersive residential Livestock Science Camp for high school aged youth. The 2020 rapid transition to all-virtual programming reduced participation in half (36 down to 18) due to lack of perceived kinesthetic learning opportunities and direct engagement with animals. The objective herein is to describe the development and implementation of the Hybrid Livestock Science Camp Experience. The hybrid format and a scholarship program yielded diverse participation (38 in 2021). The camp included four, 5-hour days of live virtual experiential learning, a resource website, and in person workshop. Virtual programming included tours by industry leaders; at-home lab activities; interactive lab experiences, educational lectures; and collaborative reflection in break-out rooms. Following the virtual programming, campers were divided into two cohorts to attend an action filled, hands-on animal workshop for engagement with six livestock rotations. The hybrid format increased camper diversity (race, economic status, first generation college seeking, and urban youth). Campers completed a post-event survey that collected feedback on the programming and impact of camp on future goals. The results of the surveys conveyed that virtual programming was engaging and educational (mean= 4.6/5.0) and that break-out reflections are valued (mean = 4.3/5.0) meanwhile the live workshop was rated superior (mean 5.0/5.0). Additionally, over 85% of virtual Livestock Science Campers increased interest in participating in-person programming, attending college in Animal Science, and pursuing a career in a livestock industry. As one participant reflected… “My love for livestock animals has only grown in the aftermath of this camp!” Overall, a hybrid camp can be transformational in youth knowledge and perception of the livestock industries if experiences are interactive, relevant, and novel.

Can surgical skills be taught using technological advances online? A comparative study of online and face-to-face surgical skills training

IntroductionOnline teaching has rapidly emerged as a viable alternative to traditional face-to-face education. How to teach surgical skills in the online environment, however, has not yet been fully established nor evaluated.MethodsAn international 1-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations and along with surgical skills teaching in breakout rooms was organised. Based on existing learning theories, new methods were developed to deliver skills teaching online. Simultaneously, traditional in-person surgical skills teaching was also conducted and used as a benchmark. Skills development was assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event.Results553 delegates from 20 different countries attended the online course. Of these, 64 were trained in breakout rooms with a 1:5 demonstrator-to-delegate ratio whilst the remaining 489 delegates participated in didactic skills development sessions. In a separate face-to-face course, 20 delegates were trained with traditional methods. Demonstrators rated the competency of delegates for suturing, tendon repair and vascular anastomosis. There was no significant difference in the competency ratings of delegates receiving online teaching or face-to-face teaching (p = 0.253, p = 0.084, p = 1.00, respectively). The development of the same skills to “articulation” were not different between formats (p = 0.841, p = 0.792, p = 1.00, respectively). Post course self-rated competency scores improved for all technical skills (p < 0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Overall feedback on teaching quality, however, was equivalent across both groups.DiscussionOnline teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching.

Trainees Form New Reproductive Psychiatry Group to Learn, Network, Collaborate

Trainees Form New Reproductive Psychiatry Group to Learn, Network, Collaborate

Preface

International Conference on Animal Research for Eco-Friendly Livestock Industry (ICARELI) 2021 was held in Surakarta 23 November 2021. The scientific conference was performed by Department of Animal Science, Faculty of Agriculture, Universitas Sebelas Maret, Indonesia in virtual platform due to COVID-19 pandemic. This international conference aims to explore recent researches on eco-friendly livestock industry which is in line with sustainable development goals.The conference consisted of plenary and panel sessions. During plenary session, all of the invited speakers from Japan, USA, South Korea, Germany and Indonesia were able to present live for discussions although there was time difference between continents. Professor Siti Nur Hidayati from Middle Tennessee State University, USA gave talk about impact of climate change to tropical biodiversity. Professor Heekwon Ahn from Chungnam National University, South Korea discussed about mitigation of livestock emission. Prof. Masato Yayota from Gifu University, Japan talked about eco-friendly animal feed resources. Professor Carlos Hermosilla from Justus Liebig University Giessen, Germany made a talk about environmental effect on host-parasite interaction. Prof. Sutrisno Hadi Purnomo from Universitas Sebelas Maret, Surakarta delivered a speech about crops-livestock integration for zero-waste farming.The Organizing Committee received 123 manuscripts. There 107 participants were able to give presentation during conference. The participants presented their scientific results live by zoom platform provided during conference. All talks and discussions during conference were well recorded. There were 7 breakout rooms of zoom provided according to conference scopes i.e.: eco-friendly animal feed resources; nutrition, forage and pasture, sustainable animal production system; animal biodiversity, ecology, and conservation, organic farming; eco-friendly animal products processing and technology; food safety and security of animal resources; animal waste management and bioenergy; socio-economic studies on sustainable animal farming; and animal health and welfare. The 55 presented manuscripts out of 107 total received were screened for IOP: EES publication and went through a double-blind review in the Morressier platform.The ICARELI 2021 was successfully held by all support from the university president, dean, students volunteering in the event, and all of third parties involved. We are very glad that although this conference held as the first time and during Covid-19 pandemics, the event was joined by all of the participants with enthusiasms. The editorial team, reviewers and participants were also able to learn fast in the Morressier platform during reviewing process with the responsive work of Morressier team. Therefore, the proceedings of ICARELI 2021 can be published and hopefully able to give values to the community.List of Editors, Scientific reviewers of proceeding, Scientific committee of conference, Organizing committee are available in this pdf.

223 Development of Online Surgical Skills Education

Abstract Introduction Online teaching rapidly emerged as a viable alternative to traditional face-to-face education. However, how to teach surgical skills in the online environment has not been established nor evaluated yet. Method An international one-day online surgical skills course consisting of lectures, pre-recorded virtual workshops, live demonstrations, and surgical skills teaching in breakout rooms was organised. Simultaneously, a traditional face-to-face surgical skills teaching was held and used as benchmark. Skills development assessed by trained demonstrators and self-reported competency scores were compared between the online and face-to-face event. Results In total, 553 participants from 20 different countries attended the online course, 64 were trained in breakout rooms with a 1:5 demonstrator to candidate ratio whilst the remaining candidates participated in didactic skills development sessions. In a separate face-to-face course 20 candidates were trained with traditional methods. Post course competency ratings by demonstrators in suturing, tendon repair and vascular anastomosis were not significantly different between students receiving online breakout room or face-to-face teaching (ps&amp;gt;0.05). The development of the same skills to “articulation” were not different between formats (ps&amp;gt;0.05). Post course self-rated competency scores improved for all technical skills (p&amp;lt;0.001). Small group sessions, both online and face-to-face, received higher satisfaction ratings compared to large group sessions in terms of clarity of instructions, answers to questions and demonstrator feedback. Conclusions Online teaching of surgical skills for early training years is an appropriate alternative to face-to-face teaching with the ability to define clear learning objectives, effectively teach surgical skills and achieve similar learning outcomes.

Responding to the climate crisis – taking action on the IPCC 6th Assessment Report

Responding to the climate crisis – taking action on the <scp>IPCC</scp> 6th <scp>Assessment Report</scp>

Psychotherapy Caucus Creates Program to Increase Use of Psychotherapy

Psychotherapy Caucus Creates Program to Increase Use of Psychotherapy

Continuing the Development of Science Communication Skills in Early Career Scientists: Challenges and Rewards During COVID-19.

Continuing the Development of Science Communication Skills in Early Career Scientists: Challenges and Rewards During COVID-19.

Adaptive Professional Development during the Pandemic

In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of covid-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students’ private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher’s professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.