Mode Of Content Delivery Research Articles

California provider and advocate perspectives about opportunities to optimize nutrition services and resources in the first 1000 days

AbstractBackgroundNutrition in the first 1000 days of life, from conception to age 2 years, plays a critical role in shaping offspring's physical and mental development, yet many families from underserved backgrounds suffer from nutrition inequity during this important stage of development. The objective of this study is to assess nutrition services and resources provided to families during the first 1000 days across diverse settings in California.MethodsA semistructured survey was disseminated to healthcare and educational providers who offer services to pregnant and/or postpartum women and children up to age 2 years. Perspectives about five domains of early‐life nutrition services and resources were assessed: (1) accessibility, (2) mode of content delivery, (3) content of messages, (4) breastfeeding support, and (5) professional development on early‐life nutrition. Mixed methodology was used to conduct descriptive and thematic analyses for closed and open‐ended survey questions, respectively.ResultsSurvey respondents (n = 148) worked in healthcare (37%), governmental (20%), community (20%), and childcare settings (23%). Over 60% primarily served low‐income families. Less than 9% reported that their organizations provide prenatal nutrition messaging about critical micronutrients required to support foetal neurodevelopment, highlighting an opportunity for professional development training in nutrition. Need for equitable access to nutrition education and resources by addressing Language, Income, Food resources, Time and Transportation (LIFTT) was a cross‐cutting theme that emerged.ConclusionProviders perceive a need to enhance LIFTT accessibility and improve delivery of early‐life nutrition‐related services for families in the first 1000 days by providing topic‐specific education and culturally responsive resources with consistent, evidence‐based messages.

Development and validation of an interprofessional collaborative educational module on the self-management of foot for individuals with type II diabetes mellitus

Background Insufficient awareness of foot self-care among diabetic individuals results in diabetic foot ulcers. The management of diabetes and diabetic foot ulcers demands a well-coordinated approach that involves multiple healthcare providers (HCPs). The present study aims to develop and validate an interprofessional collaborative (IPC) educational program involving HCPs to efficiently oversee and instruct the public on appropriate strategies for self-managing diabetic foot health. Methods The research group worked on creating an educational module titled ‘An Interprofessional Collaborative Educational Module on Self-Management of Foot for Individuals with Type II Diabetes Mellitus.’ The objective of this module was to promote the adoption of proper practices in self-managing foot health for individuals with type 2 diabetes mellitus. A panel of 13 experts participated in a two-stage validation process using the Delphi method to assess the module and its educational resources. Subsequently, the module was tested on a group of 30 participants, i.e., individuals with diabetes, with its efficacy evaluated through conversation analysis and in-depth interviews. Results The three-month-long module included three sessions • 1: Diabetes and its health implications • 2: Diabetic foot and self-management • 3: Interprofessional education in diabetic foot care The mode of content delivery was via Whatsapp, and the educational resources, in the form of pamphlets, flowcharts, handouts, case-based cartoons, and videos on diabetes, including diabetic foot, its risks, and self-management, were shared regularly. All participating experts consensually validated the module and educational resources. Analysis of in-depth interviews revealed that the module immensely benefitted the participants and helped them improve their knowledge and practices of foot care in diabetes. Conclusions The study concludes that IPC educational modules can enhance adherence to proper diabetic foot care practices, potentially reducing the occurrence of foot ulcers and amputations, and ultimately improving the quality of life for individuals with diabetes.

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education

Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education

Interprofessional Pain Curriculum for an Academic Health Science Center

AIMThe aim of this project is to develop a comprehensive pain curriculum to educate a diverse group of students across health care disciplines who care for those in pain. The outcome goals for participants of this educational program are to have increased knowledge and skills associated with the management of pain. This poster will describe the process of team development, development of the grant proposal, conducting a gap analysis, designing and developing the content of the program, and finally the integration of technology as we prepare for program delivery. METHODSThe team developing the program include representatives from the disciplines of nursing, physical therapy, social work, and psychology. The curriculum is based on the Interprofessional Pain Curriculum developed by the International Association for the Study of Pain. Holographic technology will be used to optimize participant engagement and interest. Additional modes of content delivery include synchronous video meetings, asynchronous discussions, and the use of case studies in both modes, all completed in multidisciplinary teams. RESULTSContent has been developed and loaded into a Canvas course shell. Delivering parts of the program via hologram technology will be recorded within the next 3 months. CONCLUSIONSThis content will be delivered to student groups in the Spring 2023 semester during an Interprofessional Education (IPE) event focused on the management of pain. Health disciplines represented at the IPE event will include Medicine, Nursing, Physical Therapy, Psychology, Social Work, and Pharmacy. Outcome assessments related to knowledge, beliefs and attitudes about pain from IPE participants will be collected. Based on that data, further tweaking of the education program will be considered. ACKNOWLEDGEMENTThis project was made possible through funding from the Elizabeth Morse Genius Foundation, Grant number: AWD00001443

The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology

Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines examples of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments.Graphical

Designing Synchronous and Asynchronous Activities for Interactive Learning

This study aims to develop a model of interactive learning media by focusing on online activities with synchronous and asynchronous models to improve the quality of English learning. The study provides some discussion about preparing an interactive online learning by deploying various types of activities which group into synchronous and asynchronous activities. The method used in the research is research and development method which follows ADDIE model. The data collected from English skill class which include Elementary Reading and Writing and Elementary Listening and Speaking. The result of the study shows effective model for developing interactive medias for teaching English skill. It is very important to design learning activities aligned with the learning outcomes and learning objectives. To create an effective online learning environment, teachers should consider about the interactivity of the learning activities and the mode of content delivery. Both synchronous and asynchronous activities have benefits and drawback. Hence to get a maximum benefit of online learning, teachers need to combine synchronous and asynchronous activities and design which activities should be delivered in each mode.

Energy-efficient proactive caching with multipath routing

The ever-continuing explosive growth of on-demand content distribution has imposed great pressure on mobile/wireless network infrastructures. To ease congestion in the network and to increase perceived user experience, caching of popular content closer to the end-users can play a significant role and as such this issue has received significant attention over the last few years. Additionally, energy saving is treated as a fundamental requirement in the design of next-generation mobile networks. However, there has been little attention to the overlapping area between energy saving and network caching especially when considering multipath routing. To this end, this paper proposes an energy-efficient caching with multipath routing support. The proposed scheme provides a joint anchoring of popular content into a set of potential caching nodes with optimized multipath support whilst ensuring a balance between transmission and caching energy cost. The proposed model also considers different content delivery modes, such as multicast and unicast . Two separated Integer-Linear Programming (ILP) models are formulated for each delivery mode. To tackle the curse of dimensionality we then provide a greedy simulated annealing algorithm , which not only reduces the time complexity but also provides a competitive performance. A wide set of numerical investigations reveal that the proposed scheme reduces the energy consumption up to 75% compared with other widely used caching approaches under the premise of network resource limitation. Sensitivity analysis to different parameters is also meticulously discussed in this paper.

ESCP President's report.

ESCP President's report.

Medical education in COVID period –student feedback and experiences

Background: The pandemic of COVID-19 brought sudden change to online teaching from traditional teaching. This online teaching uses various digital tools. Aims and Objectives: To know the appropriateness of this online teaching, what modifications we need in future from the present-day online teaching, a cross-sectional survey was performed on the students of Government Doon Medical, Dehradun (Uttarakhand). Materials and Methods: A cross-sectional online survey was conducted from July 1 to 7, 2020 with participation of 194 medical students to critically evaluate the feedback of online teaching. Results: During pandemic, online mode of teaching such as online discussions, pre-recorded video, and sharing and uploading material was utilized. Students clearly opine a preference for face-to-face interactions and conventional mode of content delivery. Conclusion: The use of online mode of content delivery in medical colleges enriched by experiences during pandemic has ushered medical education in a novel era. However, further rigorous studies are needed to test the viability of a hybrid technique of teaching as an appropriate way ahead in the future.

A needs assessment survey to inform a general practitioner in oncology (GPO) training program in Nepal.

11024 Background: Nepal is a low-income country with a population of over 30 million that faces a significant burden of cancer, with approximately 60,000 patients receiving a cancer diagnosis per year. However, a lack of cancer care providers is recognized as a major barrier to cancer care in Nepal. To address this gap, a national GPO training program may be an effective task-shifting strategy to increase the oncology workforce. A needs assessment survey was conducted to determine baseline oncology training for Nepalese General Practitioners (GPs) and the feasibility and desirability of establishing a GPO training program in Nepal. Methods: A survey was distributed to 171 GPs in Nepal. The survey was distributed via the REDCap electronic database, a secure-web-based software platform based at Queen’s University in Kingston, Ontario, Canada. Reminders were sent out via social media accounts. The survey results were recorded anonymously from February to July 2021. Results: Data was collected from 71 GPs in Nepal. Data revealed significant gaps in oncology training, with only 6% of respondents reporting undergoing a mandatory oncology rotation during their training, and 15% indicating their training adequately prepared them to care for patients with cancer. Although respondents reported seeing an average of 1-5 cancer patients per day, only 9% reported providing chemotherapy treatment, and 36% indicated regular provision of follow-up cancer care. Only 1 in 5 general practitioners reported having radiation oncology services available at their institution or an institution within the same zone. 96% of GPs surveyed agreed that there is a need for a GPO program, and 71% reported they would be very interested in participating in this type of training. A majority of respondents indicated a preference for self-directed and small-group learning as the preferred modes of content delivery in a GPO training program. Conclusions: Our findings indicate a need and high level of desirability for a national GPO training program in Nepal. Further, the needs assessment provides insight into practitioner perspectives on information needs and content delivery. This data will be used to guide future curriculum development for the Nepal GPO program. [Table: see text]

Evaluation of the COVID-19 Lockdown-Adapted Online Methodology for the Cytology and Histology Course as Part of the Degree in Veterinary Medicine.

The COVID-19 pandemic and lockdown brought numerous teaching challenges requiring innovative approaches to teaching and learning, including novel modes of content delivery, virtual classrooms, and online assessment schemes. The aim of this study is to describe and assess the efficacy of the methods implemented at the University of León (Spain) to adapt to lockdowns in the context of the Cytology and Histology (CH) course for veterinary medicine undergraduate students. To evaluate the success of lockdown-adapted methodologies, we used inferential statistical analysis to compare the academic outcomes of two cohorts: 2018–2019 (traditional face-to-face—presential—learning and evaluation) and 2019–2020 (some face-to-face and some online lockdown-adapted learning and online lockdown-adapted evaluation). This analysis considered scores in both theoretical and practical exams and students’ final subject score. We also evaluated the number of logs onto the Moodle platform throughout the 2019–2020 period, as well as performing a student satisfaction survey in both courses. The use of explanatory pre-recorded lectures, continuous online self-assessment tests, and virtual microscopy (VM) may have produced significant improvements in the acquisition of histology competencies among students in the lockdown cohort. However, we need to implement further strategies to improve the assessment of students’ true level of knowledge acquisition. According to the student feedback, VM is a well-accepted resource that is perceived as a flexible and enjoyable tool to use. However, while students found that the resource enhances their ability to learn about microscopic structures, they felt that it should not completely replace optical microscopy.

Flipped Classroom Experiences in Clinical Dentistry – A Strategic Mini-Review

Background: Pedagogy in dental education has evolved over the decades. Today, many alternative modes of content delivery are being used as an adjunct to the traditional classroom. A flipped classroom is one among those that are being explored for teaching clinical dentistry. Objective: This mini-review is aimed at evaluating the available evidence in the efficacy of flipped classrooms and its related aspects in the learning curve of clinical dentistry. Methods: A thorough literature search on electronic databases for all the studies focusing on the following evidence-based question: “Is Flipped classroom in clinical dentistry a useful mode of pedagogy delivery? was performed. A combination of MeSH terms using Boolean operators “AND,” “OR:” FLIPPED [All Fields] AND (“dental health services” [MeSH Terms] AND “health” [All Fields] AND “services” [All Fields]) OR “dental” [All Fields]) AND (“learning” [MeSH Terms] OR “learning” [All Fields]). Specific terms such as “Perio” OR “Prostho” OR “Restorative” OR “Ortho” OR “Oral medicine” OR “Maxillofacial surgery” OR “Pediatric” OR “endo” was also used. Data from these articles addressing the aim of this study was extracted. Results: A total of 16 articles were considered for the review. The majority of the studies considered flipped classroom as a successful model of pedagogy. The most common mode of outside classroom activity was pre-recorded videos. In-classroom activities, a combination of seminars, interactive discussions, and quiz were explored. Time constraints, lack of faculty development programs are considered to be negative factors for the success of the flipped classroom. Conclusion: Within the limitation of the study, flipped classroom can be adapted as a method of pedagogy in clinical dentistry.

"Context, content, and system" supporting digital health hub (DHH)-enabled models of care (MoCs) for fragility hip fractures: perspectives of diverse multidisciplinary stakeholders in South Australia from qualitative in-depth interviews.

SummaryCombining thematic analysis and a human–computer persuasive systems framework suggests that hip fracture recovery among older people can be enhanced through person-centered digital health hub models of care focused on behavior change education and integrated care. The findings intend to guide settings involving comorbid conditions and low- and middle-income countries in developing innovative digital health solutions.PurposeThe purpose of this study was to understand stakeholders’ perspectives on the development of a digital health-enabled model of care for fragility hip fractures and to map out factors that could influence the design and implementation of such a model.MethodsQualitative in-depth interviews were conducted with stakeholders from various clinical disciplines, allied health, and computer science. A hybrid process involving thematic analysis of the raw data using inductive coding was the first step. In the second step, the tenets of a theoretical framework (health behavior change supporting systems) were deductively applied to the thematic constructs generated as part of the first step of the analysis.ResultsIn total, 24 in-depth interviews were conducted with stakeholders. We identified 18 thematic constructs presented under the categories of context, content, and system. Context covered patient characteristics such as frailty, digital literacy, and patient or carer participation, whereas healthcare delivery aspects included the structure and culture of existing practice and the need for innovative holistic models of care. Content outlines the active ingredients and approach in developing a digital health hub, and it highlights the importance of targeted education and behavior change. The system is a complicated matrix crossing different aspects of healthcare and offering a value proposition design through personalization across modes of content delivery. This must foster trust, ensure adequate financing, and support ownership and privacy by establishing appropriate mechanisms for embedding change.ConclusionThe findings from this study provide insights around potential factors related to patients, community support, and healthcare delivery influencing the design and next-stage implementation of a digital health hub model of care for fragility hip fractures.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11657-021-01031-3.

Perception about Teaching and Learning Methodologies Applied in Physiology: A study on Medical Students of Pakistan

Background: The study of physiology is an essential part of the medical school curriculum. Medical teachers have identified the preference for a specific mode of content delivery to communicate knowledge to students in a rational, strategic, coherent, and sequential manner. In comparison to the focus on systems-based didactic lectures, more emphasis is now put on the developing critical thinking skills. Physiology is widely acknowledged as a difficult subject for medical students to grasp, incorporate, and apply in clinical sciences. Aim: To learn about students’ perceptions of teaching, learning, and assessment approaches used in the physiology. Method A quantitative cross-sectional survey was conducted online on 533 medical students from first to final year and also post grate students. After the approval of Ethical review committee, a questionnaire to determine the various aspects of Physiology as a subject being taught. The survey was conducted online via “Google forms''. Participants answered anonymously with informed consent, and the survey was conducted for a period of two months. Data was analyzed using SPSS version 23. Results: A total number of 533 students participated in this research and responding to Physiology learning and teaching. When students were asked about that which subject is most interesting in first Year MBBS, majority of the students that is 46.2% of the responses claimed that Physiology is the most interesting subject. 33.6% students were from 1st Year. 9.2% students were Postgraduates. 63.4% of the students preferred studying physiology from Guyton and Hall as reference book for Physiology. Majority of students that is 25.5% of the students found Blood Physiology to be the most interesting. Whereas 19.8% found Heart or Cardio Vascular System Physiology as the most interesting subject.15.6% found cell and nerve muscle as an interesting topic in Physiology.9.6% found Endocrinology and reproduction physiology as interesting as compared to 7.7% who found central Nervous system Physiology interesting. 43.9% of the students responded that they perfeer face to face interactive lectures.23.3% of the students perfered small group discussion.10.9% students prefered learing by tutorilas.Interestingly, 20.4% of the participants replied that they would definitely pursue physiology as their career. Conclusion: Physiology is the most interesting subject preferred by majority of students. Keywords: Perception, learning methodologies, medical students

Attitudes and awareness of regional Pacific Island students towards e-learning

The rise of online modes of content delivery, termed e-learning, has increased student convenience and provided geographically remote students with more options for tertiary education. However, its efficacy relies upon student access to suitable technology and the internet, and the quality of the online course material. With the COVID-19 outbreak, education providers worldwide were forced to turn to e-learning to retain their student base and allow them to continue learning through the pandemic. However, in geographically remote, developing nations, many students may not have access to suitable technology or internet connections. Hence it is important to understand the potential of e-learning to maintain equitable access to education in such situations. This study found the majority (88%) of commencing students at the University of the South Pacific owned at least one ICT device and had access to the internet. Similarly, most students had adequate to strong ICT skills and a positive attitude toward e-learning. These attitudes among the student cohort, in conjunction with the previous experience of The University of the South Pacific in distance education, are likely to have contributed to its relatively successful transition from face-to-face to online learning as a result of the COVID-19 pandemic.

Editorial advisory board virtual meetings

Editorial advisory board virtual meetings

Content Delivery Modes for Students with Visual Impairments in Integrated Schools of Nepal

The purpose of this study is to explore the instructional approaches that have been using by teachers working in integrated schools for years to optimize the access of visually impaired students to general education curriculum. This study was guided by constructivist paradigm followed by case study design. Altogether eleven teachers were selected from three integrated schools located in Kathmandu Valley by using purposive sampling method. Qualitative data were gathered by using semi-structured interview, classroom observation, and document analysis to get deeper understanding on the studied phenomenon. And then garnered information were edited, transcribed, coded, and thematized to draw meaningful results and conclusions. A number of instructional techniques such as providing materials into accessible format, placing students with low vision near to chalkboard, ability based grouping, pairing blind and sighted students together, etc. were applied by targeting the distinct learning needs of students with visual impairments. But most of these instructional techniques were not used on routine basis because of poorly trained teachers, limited instructional materials, and high students-teacher ratio. Therefore, proper training, sufficient instructional materials, and manageable size of the classroom should be arranged to optimize the access of visually impaired students to general education curriculum.

Preferences for e-Mental Health Interventions in Germany: A Discrete Choice Experiment

ObjectivesRecent evidence suggests that e-mental health interventions can be effective at improving mental health but that there is still a notable hesitation among patients to use them. Previous research has revealed that they are perceived by patients as being less helpful than face-to-face psychotherapy. The reasons for this unfavorable perception are, however, not yet well understood. The aim of our study was to address this question by eliciting preferences for individual components of e-mental health interventions in a discrete choice experiment. MethodsUsing a stepwise qualitative approach, we developed the following 5 attributes of eMHIs: introductory training, human contact, peer support, proven effectiveness, content delivery, and price. Additionally, we asked questions about respondents’ demographics, attitudes, and previous experience of traditional psychotherapy, as well as their distress level. ResultsA total of 1984 respondents completed the survey. Using mixed logit models, we found that personal contact with a psychotherapist in blended care, proven effectiveness, and low price were highly valued by participants. Participants were indifferent toward the mode of content delivery but showed a slight preference for introductory training via phone, as well as for peer support via online forum alongside coach-led group meetings on site. DiscussionOur results suggest a clear preference for blended care that includes face-to-face contact with a psychotherapist. This preference remained stable irrespective of sociodemographics, previous experience of psychotherapy, distress level, and the 2 context scenarios used in our discrete choice experiment. Further investigations looking at the potential benefits and risks of blended care are needed.

Mental health in medical students during COVID-19 quarantine: a comprehensive analysis across year-classes

OBJECTIVES:The COVID-19 pandemic brought abrupt changes when quarantine measures were implemented. Most medical students had distance learning as their main content delivery mode, but in clerkship (fifth and sixth years), in-person activities were maintained under new protocols. These different modes may have affected student mental health. This study examines mental burden and empathy in medical students during the beginning of the COVID-19 pandemic according to the year of attendance.METHODS:All students attending first to the sixth year in the same medical school were invited to participate. The Hospital Anxiety and Depression Scale (HADS), the Self-Reporting Questionnaire (SRQ-20), the Interpersonal Reactivity Index (IRI), and the Mindful Attention Awareness Scale (MAAS) were provided.RESULTS:HADS scores for Anxiety and Depression (n=347) were 9.8±4.3 and 7.1±3.6, respectively; the SRQ-20 (n=373) score was 8.1±4.5; all scores were negatively correlated with the year of attendance. IRI (n=373) scores were: 2.6±0.5 (Empathic Concern), 2.7±0.7 (Perspective Taking), 2.5±0.9 (Fantasy), and 1.7±0.7 (Personal Distress). Fantasy was negatively correlated with the year of attendance. MAAS scores were positively correlated with the year of attendance. Worse mental health scores were found for first-year students across all scales.CONCLUSIONS:We found high levels of mental burden in medical students in the early period of the COVID-19 pandemic, especially in first-year students, who may have fewer resources to deal with stress. Moreover, as they entered college a short time before the pandemic, they were unable to experience academic life fully or create important new social support networks to deal with adversities.

VSocial: a cloud-based system for social virtual reality learning environment applications in special education

Virtual Learning Environments (VLEs) are spaces designed to educate student groups remotely via online platforms. Although traditional VLEs have shown promise in educating students, they offer limited immersion that overall diminishes learning effectiveness. In this paper, we describe vSocial, a cloud-based virtual reality learning environment (VRLE) system that can be deployed over high-speed networks using the High Fidelity “social VR” platform. vSocial provides flexible control of group learning content and compliance with established VLE standards with improved immersive user experience for both instructor(s) and students. For our vSocial development, we build upon the use case of an existing special education VLE viz., iSocial that trains youth with Autism Spectrum Disorder by implementing the Social Competence Intervention (SCI) curriculum. The vSocial can be used to: (a) implement multiple learning modules using wearable VR technologies, (b) integrate cognitive state sensing devices, and (c) organize learning session data securely using web applications hosted on cloud resources. Our experiment results show that the VR mode of content delivery in vSocial better stimulates the generalization of lessons to the real world than non-VR lessons, and provides improved immersion when compared to an equivalent desktop version. Further, usability study results show that users can successfully use the web application features in vSocial for group learning activities with ease-of-use and consistency.