Delivery Of Educational Content Research Articles

DIGITAL LITERACY AS A COMPONENT OF FLEXIBLE LEARNING

Objectives. The objective of the article is to provide a brief overview of what flexible learning is and why flexibility is important for students, as well as touch on the benefits of flexible learning environments and the place of digital literacy as its component. Methods. Solving the set tasks was carried out using such methods as: analysis and generalization of scientific and educational-methodical literature on the problems of didactics; system analysis; combination of historical and logical methods in research; separation of subsystems of complex objects and their systematic analysis, holistic, integral approaches to the study of pedagogical phenomena. Results. Flexible education systems allow students to move between education, training and work. Flexibility means that young people can tailor their course of study to suit their interests and abilities. In systems that lack flexibility, it is difficult for young people to move from one field of study to another. They may find that they are limited by their initial choices, even if they have realized that those choices are not right for them. Young people who face learning barriers or who have had to interrupt their studies can take advantage of an extended period to complete their studies, the option to attend courses part-time or an alternative method of study (e.g online learning). Flexible learning in higher education institutions is the expansion of students' opportunities by offering them the choice of how, what, when and where they will study: pace, place and method of delivery of educational content. Flexible learning requires a balance of power between institutions and students and seeks to find ways in which choices can be made that are economically viable and appropriately managed for both institutions and students. Given that flexible learning requires a partnership between all stakeholders, including employers (where appropriate), this framework is intended for a broad audience. In particular, it is for those working in higher education (HE), responsible for decision- making in areas such as strategic planning, program development, administrative systems and structures, technology infrastructures related to learning and teaching, and employer engagement. It can be most effective when applied at both the institution and program levels.

Evaluation of an Artificial Intelligence Chatbot for Delivery of IR Patient Education Material: A Comparison with Societal Website Content

PurposeTo assess the accuracy, completeness, and readability of patient educational material produced by a machine learning model and compare the output to that provided by a societal website. Materials and MethodsContent from the Society of Interventional Radiology Patient Center website was retrieved, categorized, and organized into discrete questions. These questions were entered into the ChatGPT platform, and the output was analyzed for word and sentence counts, readability using multiple validated scales, factual correctness, and suitability for patient education using the Patient Education Materials Assessment Tool for Printable Materials (PEMAT-P) instrument. ResultsA total of 21,154 words were analyzed, including 7,917 words from the website and 13,377 words representing the total output of the ChatGPT platform across 22 text passages. Compared to the societal website, output from the ChatGPT platform was longer and more difficult to read on 4 of 5 readability scales. The ChatGPT output was incorrect for 12 (11.5%) of 104 questions. When reviewed using the PEMAT-P tool, the ChatGPT content scored lower than the website material. Content from both the website and ChatGPT were significantly above the recommended fifth or sixth grade level for patient education, with a mean Flesch-Kincaid grade level of 11.1 (±1.3) for the website and 11.9 (±1.6) for the ChatGPT content. ConclusionsThe ChatGPT platform may produce incomplete or inaccurate patient educational content, and providers should be familiar with the limitations of the system in its current form. Opportunities may exist to fine-tune existing large language models, which could be optimized for the delivery of patient educational content.

Understanding social media: how its popularity could be used to advance medical education in stroke care?

The wide availability of social media (SM) has revolutionized human interactions and education in different settings (e.g., household, workplace, academic, hospitals). Nearly 60% of the global population spend a daily average of over 6h of screen time. By facilitating audio, video, and interactive material, SM has reshaped users' perceptions, choices, and communication. The science behind SM can be explained by the activation of the brain reward pathways which explains the success of SM platforms lead by user-generated content (i.e., TikTok). Our understanding of SM user's interests, mode of access, time spent with screens, and internet are critical to advance medical education by applying new learning technologies to advance medical education and stroke care. For example, the top 20 most visited websites and the most searched hashtags on TikTok in 2022 did not include any health-related topics, reflecting a challenging competition for attention of different segments of the population. We must overcome current gaps in medical education such as increased curricular activities, increasingly demanding tasks, differences in personal preferences between residents and faculty members, etc. New strategies using more engaging learning technologies and SM platforms (e.g., stroke simulations, interactive diagnostic and therapeutic decisions, tracking user's attention to assess knowledge transfer) are needed. This would allow a more effective delivery of educational content by stimulating the curiosity and participation of students, patients, and physicians offering more rewarding experiences across the continuum of stroke care.

COVID‐19, Virtual Engagement and the Psychoid Imagination1

The impact of the COVID-19 pandemic on analytic training and the delivery of educational content is explored here. The proliferation of Zoom therapy and teaching is creating a post-human platform to which nearly everyone in contemporary society has had to adapt. Looking at the possible meanings of the pandemic, a psychoid factor (the virus) engaging the imagination has come to the fore as a response to climate change. The striking similarity to the H1N1 viral pandemic ("Spanish flu") is noted, especially in the context of C. G. Jung having had a case in 1919 during which he experienced a number of visions and dreams. The imagery produced can be seen as an implicit attempt at "re-enchanting the world" found in The red book. Finally, a reconsideration of pedagogy in response to the pandemic is discussed with an eye to the archetypal aspects of internet communications.

Impact and effectiveness of a mandatory competency-based simulation program for pediatric emergency medicine faculty.

Pediatric emergency medicine physicians struggle to maintain their critical procedural and resuscitation skills. Continuing professional development programs incorporating simulation and competency-based standards may help ensure skill maintenance. Using a logic model framework, we sought to evaluate the effectiveness of a mandatory annual competency-based medical education (CBME) simulation program. The CBME program, evaluated from 2016 to 2018, targeted procedural, point-of-care ultrasound (POCUS) and resuscitation skills. Delivery of educational content included a flipped-classroom website, deliberate practice, mastery-based learning, and stop-pause debriefing. Participants' competence was assessed using a 5-point global rating scale (GRS; 3=competent, 5=mastery). Statistical process control charts were used to measure the effect of the CBME program on team performance during in situ simulations (ISS), measured using the Team Emergency Assessment Measure (TEAM) scale. Faculty completed an online program evaluation survey. Forty physicians and 48 registered nurses completed at least one course over 3 years (physician mean ± SD 2.2 ± 0.92). Physicians achieved competence on 430 of 442 stations (97.3%). Mean ± SD GRS scores for procedural, POCUS, and resuscitation stations were 4.34 ± 0.43, 3.96 ± 0.35, and 4.17 ± 0.27, respectively. ISS TEAM scores for "followed standards and guidelines" improved significantly. No signals of special cause variation emerged for the other 11 TEAM items, indicating skills maintenance. Physicians rated CBME training as highly valuable (mean question scores 4.15-4.85/5). Time commitment and scheduling were identified as barriers to participation. Our mandatory simulation-based CBME program had high completion rates and very low station failures. The program was highly rated and faculty improved or maintained their ISS performance across TEAM scale domains.

Abstract TMP46: Large Vessel Occlusion Stroke Knowledge And Clinical Training In Emergency Medical Service Personnel In The United States

Background: Stroke education of emergency medical service (EMS) personnel improves stroke recognition, prenotification, and thrombolytic delivery. Prehospital identification of large vessel occlusion (LVO) stroke may facilitate the creation of a regional bypass protocol and improvement of intrahospital and interhospital workflows. However, the current status of EMS personnel’s knowledge of LVO, their stroke severity assessment training, and preferences in educational methods have not been studied. We conducted an EMS survey across the United States. Methods: The Society of Vascular and Interventional Neurology (SVIN) in collaboration with EMS-World created an online questionnaire distributed to all subscribers of EMS-World involved in pre-hospital work. It included 12 multiple-choice questions to test participants on LVO knowledge, stroke center certification levels, prior LVO education, and preferences on educational content delivery. Results: The survey email was opened by 1830 subscribers out of whom 1107 (60%) completed the survey across 50 states in the United States. Respondents identified themselves as paramedics/EMTs (91.4%), ground critical care (5.7%) and flight crew (2.9%). The number of stroke patients that survey participants transported in the past year was <10 for 618 (55.8%), 10 to 25 for 332 (30%), and >25 (14.2%). Two hundred eighty-five (25.8%) participants answered both LVO knowledge questions correctly and 379 (34.2%) answered one correctly. Only 128 (11.6%) correctly identified all types of centers with thrombectomy capability. Although 877 (79.2%) were familiar with at least one stroke severity scale, 376 (34%) denied receiving training to perform them. Five sixty-seven (51.2%) respondents preferred in-person training for LVO training and 429 (38.8%) an online training program. About half of all respondents (535,48%) picked 'lack of standardized LVO training' as the greatest hurdle to pre-hospital LVO management. Conclusion: EMS providers in the United States reported inadequate LVO training and demonstrated gaps in knowledge of LVO, stroke severity scales, and stroke center levels. Systematic efforts to enhance and standardize the educational content and delivery of LVO education are urgently needed.

Online and on-campus transfer students experienced different impacts from the pandemic

The COVID-19 pandemic caused extensive disruption to higher education, highlighting the negative impacts of emergency shift to online instruction. As a result, advantages of intentionally designed, online programs in higher education were overshadowed during the pandemic. Furthermore, socioeconomic disparities were exacerbated during the pandemic which extended to STEM undergraduate transfer students, who are more likely to be low-income, from historically underrepresented groups, older, and first generation in their family to attend college. To better understand the impact of the pandemic on STEM undergraduates, including those in an intentionally designed online program, ordinal regression analysis of 352 student survey respondents enrolled in a life sciences major at a large, R1 institution in the United States spring 2020 through fall 2021 was performed. Three student types are compared: on-campus, first-time in college (FTIC); on-campus transfer (OC-TR); and online transfer (ONL-TR) students. The latter group receives all course delivery online, whereas on-campus student groups received predominately in-person course delivery prior to the pandemic. ONL-TR students were over six times less likely to report negative educational impact compared to on-campus students, FTIC and OC-TR, while controlling for parent education, income, gender, race/ethnicity, and GPA. Additional survey items further explored this result and were validated with academic records and thematic analysis of students’ text responses. A pre−/post-pandemic comparison revealed that students maintained a similar course load and GPA, despite increased perceptions of a lower GPA during the pandemic. OC-TR students were over two times more likely to express increased concern related to delayed graduation and higher frequency of feeling stress compared to FTIC and ONL-TR students. Meanwhile, low-income students were more likely to report stressors due to the pandemic’s impact on daily life, independent of student type. Taken together, students in this intentionally designed online program were more resilient to the educational and emotional impacts of the pandemic compared to on-campus students. The differences between student groups warn against generalization of student impacts and suggest further research into the positive role of online learning, not just for delivery of educational content and expanding access, but for academic and emotional stability for different student populations.

Pelatihan Penyusunan Materi Ajar Terintegrasi Teknologi Bagi Guru di SMPN 19 Mataram

From the amount of data obtained on the number of teachers teaching at SMPN 19 Mataram, the situation of the learning process was analyzed. Learning at SMPN 19 Mataram mostly still uses manual materials using printed books. For this reason, this training was deemed necessary so that SMPN 19 Mataram teachers could make technology-integrated teaching materials. One of the technologies that can support teaching materials especially in teaching students achievement in the field of English is the Powtoon Program. This application is a web-based animation software that allows users to quickly and easily create animated presentations by manipulating pre-made objects, imported images, provided music, and user-generated voiceovers. Powtoons are used by businesses to create attractive and creative presentations that attract attention, and can also be used for educational assessments and content delivery. PowToon is a tool similar in operation to Power Point, Impress, or even Prezi. It uses a slide on which text and images can be added, but also allows animation and the incorporation of sound or music, available within the same application or via an external source.

Video features predicting engagement in climate change education

Climate change is a substantial threat. Awareness-raising and education are key goals. Social media provide an opportune context for the delivery of science education content. However, little research has examined which video features elicit engagement on climate change. This project focused on YouTube and aimed to identify the most predictive factors of video engagement on the topic of climate change. Video engagement was defined as an algorithmic composite of outcomes derived through YouTube API such as the number of views and number of comments, among other measures. A search of YouTube videos revealed an original list of 183 videos on climate change. A random selection of 90 videos was manually coded on engagement predictor variables (i.e., video type, presenter type, audio-visual elements, video content, and other features). Results indicated that most YouTube videos are consistent with a widely accepted scientific viewpoint on the topic although their scientific quality and video argumentation content do not appear to affect video engagement. Rather, presenter and video characteristics associated with entertainment emerge as more specific predictors influencing video engagement. Social media can be used as a fruitful avenue for imparting education on pertinent issues such as climate change although it is important to consider ways of balancing quality education with entertainment features.

Moving Forward Together: Reflections of a National Survey of OT/OTA Students’ Perceptions of Culturally Aware Educational Content Delivery

Moving Forward Together: Reflections of a National Survey of OT/OTA Students’ Perceptions of Culturally Aware Educational Content Delivery

Best Practices for Teaching Chemistry Disciplines to Graduates Majoring in Pharmacy During the COVID-19 Restrictions: A Systematic Review

<p style="text-align:justify">The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students’ skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: a) PhET simulations-based model, b) the model based on automated delivery of the course using the Smart Sender platform and c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.</p>

Comparison of Knowledge Change in a Virtual Reality Simulation Across Four Platform Technologies

Introduction There has been an increase in the delivery of educational and training content using computer-based simulations across a range of platforms. Minimal studies have compared the effectiveness of multiple digital delivery platforms with one another using the same simulation. Objective This research investigated differences in knowledge change due to the platform used for delivery of a stand-alone learning simulation. Methods A pretest–posttest design was used to evaluate 127 participants. Participants were randomly assigned to one of four conditions: desktop, tablet, mobile VR (Google Cardboard), and virtual reality headset. A pretest was given prior to participants’ completion of a learning simulation. Upon completion of the learning simulation, participants completed a posttest. Results This study indicated that all participants improved knowledge scores across the four platforms used to deliver the learning simulation. All participants positively increased their overall scores from the pretest to the posttest. There were no statistically significant differences in knowledge change between the four groups. Conclusion All participants positively increased their overall scores from the pretest to the posttest regardless of platform technology used to deliver the virtual reality learning simulation. This indicates that it is possible to effectively deliver the same learning simulation across different platforms that include a mix of 2D and immersive technologies.

Predictors for adoption of e-learning among health professional students during the COVID-19 lockdown in a private university in Uganda

BackgroundDuring the recent Coronavirus pandemic, many universities realized that the traditional delivery of educational content was not adequate in the context of imposed restrictions. Adoption of e-learning was one obvious way to foster continuity of learning. Despite its rapid implementation during the lockdown in Uganda, it was not known whether health professional students were willing to adopt e-learning as a way to foster continuity of learning. We, therefore, adopted a Technology Acceptance Model to determine the predictors for the adoption of e-learning using learner and information technology variables.MethodsA cross-sectional study among 109 health professional students ≥18 years of age at Clarke International University was conducted. Adoption of e-learning was measured as a self-report. Data were obtained using a smart survey and descriptively summarized. The differences in the study outcome were compared using the chi-square test. The factors that independently influenced the adoption of e-learning were determined using binary logistic regression and reported as adjusted odds ratios (aORs) with a 95% confidence interval (CI).ResultsOf the 109 respondents, 71 (65.1%) adopted e-learning. Our data showed low odds of adoption of e-learning among participants in first year (aOR, 0.34: 95%CI, 0.14–0.79), low e-learning expectations (aOR, 0.01: 95%CI, 0.01–0.34), no confidence in using IT devices (aOR, 0.16: 95%CI, 0.00–0.77), no prior experience in e-learning (aOR, 0.11: 95%CI, 0.02–0.68), not considering e-learning flexible (aOR, 0.25:95%CI, 0.08–0.86) and high cost of internet (aOR, 0.13: 95%CI, 0.02–0.84).ConclusionWe identified predictors of e-learning adoption which include having completed at least 1 year of study, high e-learning expectations, confidence in using IT devices, prior experience in e-learning, considering e-learning to be flexible and internet access. This information can be used by universities to enhance infrastructure and prepare potential e-learners.

P5.13: Developing a Standardized Education Program on Deceased Organ Donation for Pre-medical Students

Introduction: It is necessary to deliver essential knowledge on deceased organ donation to medical and premedical students who will play an important role in the field of deceased organ donation in the future. To increase awareness and knowledge on deceased organ donation through a systemic education, we developed educational content and contents delivery pathways for pre-medical and medical students and evaluated its educational effect. Method: On- and off-line self-learning aids materials on 7 topics on deceased organ donation were generated and posted on the Vitallink Academy YouTube site. Pre- and post-education questionnaires (32 and 15 questions, respectively) were developed using a web-based survey platform. The survey consisted of items related to awareness, knowledge, and attitude to deceased organ donation. These surveys were conducted before and immediately after the education process. The education was proceeded according to the following 3 steps (1) Group study sessions on selected topics, (2) Poster submission on the given topic by each group and excellent poster selection by the organizing committee, and (3) Excellent poster presentation and Q&A. Results: A total of 141 students in the first grade at the premedical course at the Seoul National University College of Medicine participated in this program. Even though 96% of students had heard about deceased organ-tissue donation, only 2.1% said that they know about it well. 33.3% of students showed interest in the deceased organ-tissue donation-related issues. 24.2% agreed that anyone who was diagnosed with brain death should donate. Students will agree to donate if their family member had registered (88.9%) or if the person had expressed wishes to donate while alive (63.6%). Most students (83.8%) said that courtesy for deceased donors is necessary or very necessary through funeral support services (35.4%), and the establishment of the memorial park or memorable monument (22.2%). Interest in deceased organ-tissue donation-related issues increased from 33.3% to 84.9% by education (P<0.001). The proportion of students with a positive attitude toward organ-tissue donation was increased from 74.7% to 97.7% (P<0.001). Their attitude toward deceased donation evaluated by expressing willingness to organ-tissue donation also increased from 76.8% to 96.5% (P<0.001). The proportion of accepting brain death as a death increased from 61.6% to 89.5% (P<0.001). Moreover, 81.4% of students had changed in minds and planned to sign up for brain death organ donation registration. Conclusion: Among many avenues of improving public awareness in deceased organ and tissue donation, target-specific education could be the best way in increasing family agreement in countries adapting the Opt-in system. Significant improvements were observed in knowledge and awareness which is enough to bring changes in attitude when we applied our newly developed education program to a group of premedical students.

A Scoping Review and Appraisal of Extracorporeal Membrane Oxygenation Education Literature.

BackgroundDespite a recent rise in publications describing extracorporeal membrane oxygenation (ECMO) education, the scope and quality of ECMO educational research and curricular assessments have not previously been evaluated.ObjectiveThe purposes of this study are 1) to categorize published ECMO educational scholarship according to Bloom’s educational domains, learner groups, and content delivery methods; 2) to assess ECMO educational scholarship quality; and 3) to identify areas of focus for future curricular development and educational research.MethodsA multidisciplinary research team conducted a scoping review of ECMO literature published between January 2009 and October 2021 using established frameworks. The Medical Education Research Study Quality Instrument (MERSQI) was applied to assess quality.ResultsA total of 1,028 references were retrieved; 36 were selected for review. ECMO education studies frequently targeted the cognitive domain (78%), with 17% of studies targeting the psychomotor domain alone and 33% of studies targeting combinations of the cognitive, psychomotor, and affective domains. Thirty-three studies qualified for MERSQI scoring, with a median score of 11 (interquartile range, 4; possible range, 5–18). Simulation-based training was used in 97%, with 50% of studies targeting physicians and one other discipline.ConclusionECMO education frequently incorporates simulation and spans all domains of Bloom’s taxonomy. Overall, MERSQI scores for ECMO education studies are similar to those for other simulation-based medical education studies. However, developing assessment tools with multisource validity evidence and conducting multienvironment studies would strengthen future work. The creation of a collaborative ECMO educational network would increase standardization and reproducibility in ECMO training, ultimately improving patient outcomes.

301 The impact of tailored delivery of education on engagement and disease severity: A randomized controlled trial among adults with psoriasis

How the delivery of educational content may impact patient engagement and disease severity is rarely studied in adults with dermatoses. Delivery of education can be tailored such that a patient can choose how they receive information, or non-tailored, such that a patient does not choose how they receive information. Non-tailored delivery of health education may be associated with reduced patient engagement and worse disease severity. We conducted a 3-month randomized controlled study to evaluate the impact of tailored delivery of education on patient engagement and disease severity among U.S.

The Efficacy of Maker Education and STEAM Content Delivery Through Cooking

The research explores a multimodal platform and curriculum, Chef Koochooloo, that merges cooking instruction with the science, technology, engineering, arts, and mathematics (STEAM) approach to education. This curriculum and application uses narrative content emphasizing cuisines, cultures, and food from many countries, aiming to develop healthy cooking skills and enhance STEAM, nutrition, and human geography knowledge through food preparation. Further, the effectiveness of this approach toward maker education in developing student interest across disciplines is discussed. The experimental study consisted of a 10-week pilot study across 11 schools in California to test the effectiveness of this approach and curriculum. 259 students participated in this study. Narrative methods, semi-structured interviews, and multimodal analyses of platform and lesson iterations based on educational standards were used to evaluate this approach. Additionally, interviews with stakeholders reveal a set of challenges and affordances useful toward the analyses of maker education interventions as a whole.

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

PurposeFace-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students.Design/methodology/approachThe study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics.FindingsThe study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials.Research limitations/implicationsThis quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study.Practical implicationsManagement of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study.Originality/valueThis is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students.

The COVID‐19 Pandemic and Its Effects on Student Performance in Medical Pharmacology

PurposeThe COVID‐19 Pandemic has had a profound effect on almost all aspects of our lives. One of the most critical and lingering effects is how it triggered drastic changes to the way Educational Content is delivered to medical students. In March of 2020, the first COVID patient was documented in Mississippi. This led to the almost immediate transitioning of the Pre‐Clinical Medical Curriculum to virtual/online. From that point forward, content and delivery methods were distinctly different than at any other time in history. The Pandemic forced us to rapidly accelerate the learning curve to adopting new ways to think about Education and the delivery of Educational content. Many of the approaches that were mastered under the duress of a Pandemic are now the “new normal” for Education and interactions with students. Data‐driven, evidence‐based information is necessary to guide continuous quality improvement and ensure educational program objectives are successfully met.MethodsThe objectives of this study were to determine if there were measurable effects of the Pandemic on student outcomes in a Medical Pharmacology course. If so, effectively utilize the information to provide oversight and evaluation of the content, the delivery methods, and student engagement and satisfaction. The aggregate exam performances of students prior to the Pandemic were evaluated and compared to performances of students during the ongoing Pandemic. Data were evaluated for each of three years. In addition, student feedback and engagement information was evaluated in the context of the Pandemic.ResultsStudent performance on examinations pre‐Pandemic and Post‐Pandemic were analyzed. Averages on individual exams, overall exam averages, and distribution shapes were compared in the context of when the Pandemic began. Pre‐COVID data was compared to COVID‐1 (virtual/online, no in‐person sessions) and COVID‐2 (hybrid, masked, socially distanced) data. Overall exam averages for the three groups were statistically similar (~5% variation). This is not surprising for the COVID‐1 group as only one exam was affected by the Pandemic. However, it is surprising for the COVID‐2 group which was under Pandemic protocols for the whole year. Comparison of the individual exam averages, appropriate for the Pre‐COVID group and the COVID‐2 group were also statistically similar with the COVID‐2 group scoring slightly higher on 4 of the 5 exams. This is consistent with student feedback and evaluations indicating that despite the Pandemic, the COVID‐2 group felt that the content and delivery was very satisfactory. Due to the Pandemic, The COVID‐1 group did not take the Pharmacology Subject Exam. The COVID‐2 group did and overall the scores were lower than those of the Pre‐COVID group.ConclusionsThe approaches that were used to manage the COVID‐19 Pandemic and deliver our Educational Content worked in the short term. Examination scores and student feedback did not show an adverse result from the Pandemic. However, the trends in the Pharmacology Subject Exam scores indicate that there is a disconnect that needs to be investigated further. We are currently collecting more refined data in order to develop a sound plan of action and ensure that we continue to successfully meet the Medical Education needs of our students.

Concept Graph-based Learning Object Recommendation for Enhanced Educational Content Delivery

Concept Graph-based Learning Object Recommendation for Enhanced Educational Content Delivery