E-learning Group Research Articles

The Impact of Integration of E-Learning in Science: Applying Technology in Biology Classes as a Model.

Background The most common teaching method in science is the lecture-based approach. E-learning is one of the advanced teaching methodologies that have gained attention in recent decades. It was hypothesized that the intervention of e-learning improved students' scores and satisfaction in biology classes. The purpose of this study was to determine if e-learning combined with traditional learning methods of lectures would improve unified students' scores and satisfaction in biology classes. Methodology The study design was a quasi-experimental approach. This study was conducted at the College of Science and Health Professions Jeddah, King Saud bin Abdulaziz University for Health Sciences, Jeddah,Kingdom of Saudi Arabia. The study subjects comprised first-year female students (pre-professional program) in two different classes. The total number of participants was 150 (75 students in each group). The systematic random sampling technique was used. Randomly, one class (experimental group) received e-learning in addition to traditional lectures, and the other group (control group) received traditional lecture. The "Biology for Health Sciences" course was selected for this purpose. Scientific pre-test and post-tests were performed, and a satisfaction questionnaire was filled in for both groups. Results We found that e-learning and traditional lecture improved students' scores (P<0.01). Learning progress in the e-learning group was significantly more than that in the control group (P<0.05). Lecture has been shown to increase learning gains by 33%, and the integration of e-learning increased learning gains by 62%. Analysis of questionnaire results showed improved student satisfaction with the course in the study group. Conclusion The integration of e-learning approach significantly improved the retention and students' scores and satisfactions. E-learning could be applied more in pre-professional year science courses. According to these advantages, the quality of science education can be improved with this approach.

Randomized controlled trial of the CMR immersive virtual reality (IVR) headset training compared to e-learning for operating room configuration of the CMR versius robot

Robotic surgery offers potential advantages over laparoscopic procedures, but the training for configuring robotic systems in the operating room remains underexplored. This study seeks to validate immersive virtual reality (IVR) headset training for setting up the CMR Versius in the operating room. This single-blinded randomized control trial randomised medical students with no prior robotic experience using an online randomiser. The intervention group received IVR headset training, and the control group, e-learning modules. Assessors were blinded to participant group. Primary endpoint was overall score (OS): Likert-scale 1–5: 1 reflecting independent performance, with increasing verbal prompts to a maximum score of 5, requiring physical assistance to complete the task. Secondary endpoints included task scores, time, inter-rater reliability, and concordance with participant confidence scores. Statistical analysis was performed using IBM SPSS Version 27. Of 23 participants analysed, 11 received IVR and 12 received e-learning. The median OS was lower in the IVR group than the e-learning group 53.5 vs 84.5 (p < 0.001). VR recipients performed tasks independently more frequently and required less physical assistance than e-learning participants (p < 0.001). There was no significant difference in time to completion (p = 0.880). Self-assessed confidence scores and assessor scores differed for e-learning participants (p = 0.008), though not IVR participants (p = 0.607). IVR learning is more effective than e-learning for preparing robot-naïve individuals in operating room set-up of the CMR Versius. It offers a feasible, realistic, and accessible option in resource-limited settings and changing dynamics of operating theatre teams. Ongoing deliberate practice, however, is still necessary for achieving optimal performance. ISCRTN Number 10064213.

Effectiveness of E-learning on "Sexual Health" among students of Shahid Beheshti University of Medical Sciences based on the Kirkpatrick model.

Implementing educational programs such as E-learning is highly low-cost and highly effective. The aim was to design and implement a sexual health education program to enhance female students' knowledge based on the Kirkpatrick model. This study was a quasi-experimental intervention study conducted on 60 female students of the Medical Ethics course at Shahid Beheshti University of Medical Sciences based on the Kirkpatrick model. After needs assessment and determining the course syllabus, the teaching content was produced electronically and made available to the research population after scientific (Women's Group) and technical (E-Learning Group) approval. Data analysis was performed based on Mann-Whitney U test and independent t-test through SPSS version 26. The mean (standard deviation) scores of the Kirkpatrick level 2 measurement (learning) of the participants increased from 15.34 (4.89) before the intervention to 16.88 (5.20) after intervention (P < 0.001), which was statistically significant. The participants' satisfaction rate with the educational content was 86%, with the course duration was 94.4%, with the educational facilities and equipment was 85.4%, and with the presentation method and attractiveness of the materials was 86.3%. In total, the participants' satisfaction rate with the electronic course was 88%. The results of this study indicated a positive impact of the course on students' knowledge regarding sexual issues, and the students overall expressed satisfaction with this electronic course. Therefore, it is recommended to implement this course extensiver in other universities considering the advantages of E-learning.

Piloting the Impact of an e-Learning on Knowledge About HIV Prevention and Prophylaxis Among General Practitioners in Belgium.

The Joint United Nations Program on HIV/AIDS (UNAIDS) has set a goal to eliminate AIDS as a public health threat by 2030 and the World Health Organization emphasized pre-exposure prophylaxis (PrEP) as a crucial element. Despite the lack of a specific role for general practitioners (GPs) in PrEP care, GPs could play a crucial role in the follow-up but this is still uncommon. Above, GPs estimate their knowledge about PrEP as low. This study seeks to understand the knowledge of GPs regarding PrEP care. Through online e-learning, we aimed to enhance our knowledge of PrEP care. Firstly, we assessed general knowledge about the PrEP of GPs. Secondly, we investigated the impact of e-learning on knowledge of PrEP care among GPs. We developed a multiple-choice questionnaire to evaluate self-assessed knowledge and knowledge about PrEP. One group of participants completed an e-learning module and took a pre- and post-test to assess changes in knowledge. Another group completed the questionnaire without e-learning. Seventy-two participants completed the survey. Finally, 18 participants successfully completed the e-learning module. Nineteen percent (n = 14) of all GPs considered their general knowledge of PrEP to be "good," while 68% (n = 49) of the GPs felt confident in identifying patients at risk, rating their ability as "good." Participants achieved an average score of 4.7 (test group) and 4.6 (e-learning group) out of 10 on the knowledge test. After completion of the e-learning, the overall average score of the e-learning group significantly increased by 33% (p-value < .03). GP generally scored low on knowledge covering different aspects of PrEP. However, after completing an e-learning module, there was a significant increase in the average test scores. These findings highlight the potential efficacy of targeted educational interventions in enhancing the understanding of PrEP among GPs.

Teaching Chest Tube Insertion by Blended Learning: A Multi-Dimensional Analysis.

Emerging technologies are being incorporated in surgical education. The use of such technology should be supported by evidence that the technology neither distracts nor overloads the learner and is easy to use. To teach chest tube insertion, we developed an e-learning module, as part of a blended learning program delivered prior to in-person hands-on simulation. This pilot study was aimed to assess learning effectiveness of this blended learning, and cognitive load and the usability of e-learning. The interactive e-learning module with multimedia content was created following learning design principles. In advance of the standard simulation, 13 first-year surgical residents were randomized into two groups: 7 received the e-learning module and online reading materials (e-learning group); 6 received only the online reading materials (controls). Knowledge was evaluated by pre-and post-tests; technical performance was assessed using a Global Rating Scale by blinded assessors. Cognitive load and usability were evaluated using rating scales. The e-learning group showed significant improvement from baseline in knowledge (P = .047), while controls did not (P = .500). For technical skill, 100% of residents in the e-learning group reached a predetermined proficiency level vs 60% of controls (P = .06). The addition of e-learning was associated with lower extrinsic and greater germane cognitive load (P = .04, .03, respectively). Usability was evaluated highly by all participants in e-learning group. Interactive e-learning added to hands-on simulation led to improved learning and desired cognitive load and usability. This approach should be evaluated in teaching of other procedural skills.

Effectiveness and feasibility of an interprofessional training program to improve patient safety-A cluster-randomized controlled pilot study.

Interprofessional healthcare teams are important actors in improving patient safety. To train these teams, an interprofessional training program (IPTP) with two interventions (eLearning and blended learning) was developed to cover key areas of patient safety using innovative adult learning methods. The aims of this study were to pilot test IPTP regarding its effectiveness and feasibility. The trial was registered with DRKS-ID: DRKS00012818. The design of our study included both a pilot investigation of the effectiveness of the two interventions (eLearning and blended learning) and testing their feasibility (effectiveness-implementation hybrid design). For testing the effectiveness, a multi-center cluster-randomized controlled study with a three-arm design [intervention group 1 (IG1): eLearning vs. intervention group 2 (IG2)]: blended learning (eLearning plus interprofessional in-person training) vs. waiting control group (WCG) and three data collection periods (pre-intervention, 12 weeks post-intervention, and 24 weeks follow-up) was conducted in 39 hospital wards. Linear mixed models were used for the data analysis. The feasibility of IPTP was examined in 10 hospital wards (IG1) and in nine hospital wards (IG2) using questionnaires (formative evaluation) and problem-focused interviews with 10% of the participants in the two intervention groups. The collected data were analyzed in a descriptive exploratory manner. Pilot testing of the effectiveness of the two interventions (eLearning and blended learning) showed no consistent differences between groups or a clear pattern in the different outcomes (safety-related behaviors in the fields of teamwork, error management, patient involvement, and subjectively perceived patient safety). Feasibility checks of the interventions showed that participants used eLearning for knowledge activation and self-reflection. However, there were many barriers to participating in eLearning, for example, lack of time or access to computers at the ward. With regard to in-person training, participants stated that the training content sensitized them to patient-safety-related issues in their everyday work, and that awareness of patient safety increased. Although the interventions were judged to be feasible, no consistent effects were observed. A possible explanation is that the duration of training and the recurrence rate may have been insufficient. Another conceivable explanation would be that participants became more sensitive to patient safety-critical situations due to their knowledge acquired through the IPTP; therefore, their assessment post-intervention was more critical than before. In addition, the participants reported high pre-measurement outcomes. Future studies should examine the evidence of the intervention within a confirmatory study after adapting it based on the results obtained.

Communication of Private University Services During the Covid-19 Pandemic

The purpose of this study was to examine and analyze the communication of private university services during the Covid-19 pandemic. This research study was motivated by the Covid-19 pandemic that occurred in Indonesia and had a direct impact on various people’s lives, including the world of education in universities. The online learning process in the form of distance lectures is an alternative and a must in conducting lectures for students. Various problems arise when universities must carry out all activities online so that communication services at universities during the Covid- 19 pandemic are important, where students do not meet directly with lecturers and education staff. The research method used in this study was qualitative with a case study approach at universities that are partners of Universitas Islam Bandung at the Region IV Higher Education Service Institute, West Java, and Banten. The selection of research objects was carried out purposively and subjectively based on the National Accreditation Board for Higher Education, namely Universitas Sangga Buana, Sekolah Tinggi Ilmu Komunikasi Bandung, and Sekolah Tinggi Administrasi Sebelas April Sumedang. Data collection techniques are in-depth interviews with informants involved in service communication at selected private universities, observation, and literature study. The results showed that the communication of services carried out by private universities with students used e-learning, Zoom, Google meet, and Whatsapp groups. Barriers to online service communication occur when the internet network does not support it and many students go offline and do not comply with the health protocol.&#x0D; Keywords: service communication, relationship management, covid-19 pandemic

Teaching pathology differently: Comparision between three diverse teaching learning methods

BackgroundPathology is a subject which demands deep understanding of the fundamentals. This entails regular reading, discussion, viewing the organs and slides to understand the evolution of the disease. For a sound understanding of the subject a robust clinicopathological correlation is a must. However, quite frequently students resort to rote learning of the concepts which over time leads to losing interest in the subject. In this pandemic induced circumstance, the challenge had suddenly increased. MethodsWe embarked on this project with an aim to compare the effectiveness of the traditional didactic lecture (DL), Online web base learning which is the E learning (EL) and a mix of voice annotated/ audio video presentation followed by interactive large group discussion on the topic , which is a Blended learning (BL) and come to the best possible Teaching-Learning Method (TLM). Results124 second year MBBS students participated in the study, of which 41 participated in the DL group, 42 were in EL group and 41 were in BL group. They were taught a topic on alcoholic liver disease. There was significant improvement in the scholastic performance of the BL group. The BL group perceived this method as more interesting and interactive. ConclusionThe study highlights the advantage of BL over EL and DL as the former provides an all round understanding and transforms the learning experience of the students.

ELearning improves allied health professionals' knowledge and confidence to manage medically unexplained chronic fatigue states: A randomized controlled trial

ObjectivesTo evaluate the impact of eLearning by allied health professionals on improving the knowledge and confidence to manage people with medically unexplained chronic fatigue states (FS). MethodsUsing a parallel randomized controlled trial design, participants were randomized 1:1 to a 4-week eLearning or wait-list control group. Knowledge and self-reported confidence in clinical skills to implement a therapeutic intervention for patients with FS were assessed at baseline, post-intervention and follow-up. Secondary outcomes (adherence and satisfaction with online education, knowledge retention) were also assessed. Data was analyzed using intention-to-treat. ResultsThere were 239 participants were randomized (eLearning n = 119, control n = 120), of whom 101 (85%) eLearning and 107 (89%) control participants completed baseline assessments and were included in the analysis. Knowledge (out of 100) improved significantly more in the eLearning group compared to the control group [mean difference (95% CI) 8.6 (5.9 to 11.4), p < 0.001]. Knowledge was reduced in the eLearning group at follow-up but was still significantly higher than baseline [6.0 (3.7 to 8.3), p < 0.001]. Median change (out of 5) in confidence in clinical skills to implement the FS intervention was also significantly greater in the eLearning group compared to the control group [knowledge: eLearning (1.2), control (0); clinical skills: eLearning (1), control (0.1); both p < 0.001)]. Average time spent on the eLearning program was 8.8 h. Most participants (80%) rated the lesson difficulty as at the “right level”, and 91% would recommend it to others. ConclusionseLearning increased knowledge and confidence to manage FS amongst allied health professionals and was well-accepted.Registration: ACTRN12616000296437 https://anzctr.org.au/Trial/Registration/TrialReview.aspx?id=370222&isReview=true.

Self-learning of cardiac ultrasound by medical students: can augmented online training improve and maintain manual POCUS skills over time?

The use of cardiac point of care ultra-sound is rapidly growing and so is the demand for quality POCUS teaching. POCUS teaching is usually conducted in small groups requiring much space and equipment. This study attempts to test whether providing access to an E-learning module as an adjunct to a cardiac POCUS course can increase students' image acquisition skills. This will show POCUS teaching can improve significantly without having to invest a significant amount of resources. Medical students (N = 125) were divided into two groups and had undergone a hands-on Cardiac POCUS course before their internal clerkship. During the clerkship, members of both groups got to practice their POCUS skills in the internal wards. One group was provided with accounts to a cardiac POCUS teaching E-learning platform (eMedical Academy©). After limited time for self- practice, both groups underwent a pre-validated ultrasound examination. The two groups' test results were then compared for each POCUS view and for the total exam score. The E-learning group performed significantly better than the course-only group in the 6-min exam total score, and at acquiring the following views: parasternal long axis view, apical four-chamber view, and the inferior vena cava view. E-learning platforms can be an efficient tool for improving cardiac POCUS teaching and maintaining POCUS skills. Using it as a supplement to a hands-on course provides better POCUS skills without the need of extra hands-on teaching.

Evaluating the Effectiveness of Interactive Virtual Patients for Medical Education in Zambia: Randomized Controlled Trial.

Zambia is facing a severe shortage of health care workers, particularly in rural areas. Innovative educational programs and infrastructure have been established to bridge this gap; however, they encounter substantial challenges because of constraints in physical and human resources. In response to these shortcomings, strategies such as web-based and blended learning approaches have been implemented, using virtual patients (VPs) as a means to promote interactive learning at the Levy Mwanawasa Medical University (LMMU) in Zambia. This study aimed to evaluate the students' knowledge acquisition and acceptance of 2 VP medical topics as a learning tool on a Zambian higher education e-learning platform. Using a mixed methods design, we assessed knowledge acquisition using pre- and posttests. In a randomized controlled trial setting, students were assigned (1:1) to 2 medical topics (topic 1: appendicitis and topic 2: severe acute malnutrition) and then to 4 different learning tools within their respective exposure groups: VPs, textbook content, preselected e-learning materials, and self-guided internet materials. Acceptance was evaluated using a 15-item questionnaire with a 5-point Likert scale. A total of 63 third- and fourth-year Bachelor of Science clinical science students participated in the study. In the severe acute malnutrition-focused group, participants demonstrated a significant increase in knowledge within the textbook group (P=.01) and the VP group (P=.01). No substantial knowledge gain was observed in the e-learning group or the self-guided internet group. For the appendicitis-focused group, no statistically significant difference in knowledge acquisition was detected among the 4 intervention groups (P=.62). The acceptance of learning materials exhibited no substantial difference between the VP medical topics and other learning materials. In the context of LMMU, our study found that VPs were well accepted and noninferior to traditional teaching methods. VPs have the potential to serve as an engaging learning resource and can be integrated into blended learning approaches at LMMU. However, further research is required to investigate the long-term knowledge gain and the acceptance and effectiveness of VPs in medical education. Pan African Clinical Trials Registry (PACTR) PACTR202211594568574; https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=20413.

A novel approach to improving colonoscopy learning efficiency through a colonoscope roaming system: randomized controlled trial.

Colonoscopy is indispensable in the diagnosis and treatment of lower digestive tract (LDT) diseases. Skilled colonoscopists are in great demand, but it takes considerable time for beginners to become experts. In addition, patients may refuse to permit primary learners to practise colonoscopy on them. Thus, improving the instructional programmes and models for primary learners is a key issue in endoscopy training. Convenience and a self-paced, learner-centred approach make e-learning an excellent instructional prospect. Therefore, we created the Colonoscope Roaming System (CRS) to assist in colonoscopy teaching procedures. We aimed to develop the e-learning software, test it with beginner colonoscopists and evaluate its effectiveness via subjective and objective methods. Through a randomized controlled trial, participants were randomly allocated to an e-learning group (EG) or a control group (CG) after a pretest evaluation. The CG learned through the traditional colonoscopy teaching mode, while the EG used CRS in addition to the traditional teaching mode. Subsequent to the training, the participants completed a posttest and colonoscopy examination. The EG also completed a satisfaction questionnaire. Of the 84 participants, 81 (96%) finished the colonoscopy learning and evaluation modules of the CRS. No conspicuous differences in the pretest scores were found between the EG and CG (p>0.05). Two months later, the posttest scores for the EG were higher than those of the CG (p<0.001), and the EG had better performance on the colonoscopy examination (p<0.01). Overall, 86.25% of questions raised in Q1-Q20 were satisfied with the CRS and considered it successful. The use of CRS may be an effective approach to educate beginner colonoscopists to attain skills.

Comparison of E-learning versus traditional instruction in transferring a Foreign Language Learning English grammar knowledge to students' writing abilities

Several studies were conducted with the goal being to identify the limitations of distance education during COVID-19 lockdowns. However, little research has been undertaken to compare students’ achievements in normal circumstances with emergency remote teaching and learning under those circumstances. Such endeavor will by far identify gaps in e-learning implementation in crises and help devise remedies for a more effective technology-mediated environment. Thus, the present study seeks to fill this gap by comparing two groups of Moroccan EFL university-level students in terms of grammar knowledge transfer to writing ability. A convenience sample of 315 participants’ argumentative essays was rated for some measures. In the main, it was found that the students in the traditional group outperformed their peers in the e-learning group at the levels of writing quality and grammar knowledge transfer. The researchers trace this back to several factors including student psychology, teacher training, and attitude to technology and other socio-economic issues. Keywords: COVID-19; e-learning; impediments; grammar transfer; writing ability

E-learning and practical performance in musculoskeletal ultrasound: a multicenter randomized study.

To examine the effect of pre-course e-learning on residents' practical performance in musculoskeletal ultrasound (MSUS). Multicentre, randomized controlled study following the CONSORT statement. Residents with no or little MSUS experience were randomized to either an e-learning group or a traditional group. One week before a 2-day face-to-face MSUS course, the e-learning group received access to an interactive platform consisting of online lectures, assignments, and practical instruction videos aligned with the content of the course. The traditional group only received standard pre-course information (program, venue, and time). All participants performed a pre- and post-course practical MSUS examination and were assessed by two individual raters, blinded to the group allocation, using the validated Objective Structured Assessment of Ultrasound skills (OSAUS) tool. Twenty-eight participants completed the study. There were no statistically significant differences in the pre- or post-course practical MSUS performance between the e-learning group and the traditional group; the mean pre-course OSAUS score (±SD) in the e-learning group was 5.4 ± 3.7 compared with 5.2 ± 2.4 in the traditional group, p= 0.8, whereas the post-course OSAUS score in the e-learning group was 11.1 ± 2.8 compared with 10.9 ± 2.4 in the traditional group, p= 0.8. There was a significant difference between the mean pre- and post-course scores (5.74-point p< 0.001). The OSAUS assessment tool demonstrated good inter-rater reliability (ICC = 0.84). We found no significant impact of pre-course e-learning on novices' acquisition of practical MSUS skills. Hands-on training is of utmost importance and improves MSUS performance significantly. The OSAUS assessment tool is an applicable tool with high interrater reliability. https://clinicaltrials.gov/ NCT04959162.

A comparative analysis of the impact of online, blended, and face-to-face learning on medical students’ clinical competency in the affective, cognitive, and psychomotor domains

Background:The Coronavirus Disease-2019 (COVID-19) pandemic in South Africa compelled medical schools to switch to a purely online curriculum. The innovative changes transformed the standard clinical skills curriculum to increase learning transfer to bridge the theory-practice gap. The efficacy of this intervention remains unknown. This study aims to measure medical students’ clinical competency in the affective, cognitive, and psychomotor domains by assessing clinical skills knowledge retention and transfer from the online platform compared to face-to-face and blended learning.Methods:A non-random cross-sectional quasi-experimental study assessed third-year medical students’ knowledge retention and learning transfer in three domains of clinical skills competence. Data were obtained using a score sheet during a directly observed formative and a trial online summative assessment. One hundred and one third-year medical students volunteered for the formative onsite assessment that tested the psychomotor domain. Two hundred and thirty-nine students were evaluated on the affective and cognitive domains in the summative online trial mini-objective structured clinical examination (tm-OSCE). The OSCE scores were analysed using descriptive statistics. The significance of the findings was evaluated by comparing OSCE scores with the pre-pandemic 2019 third-year medical students.Results:Statistically significant differences were found between the two cohorts of medical students from both years (p < 0.05). The 2021 blended group’s (n = 101) medians were 90%, 95%CI [86, 92], 82%, 95%CI [80, 85], and 87%, 95% CI [84, 90] for the psychomotor, affective, and cognitive skills, respectively. The e-learning group’s affective and cognitive skills medians were 78%, 95%CI [73, 79] and 76%, 95%CI [71, 78], respectively. The 2019 face-to-face cohort (n = 249) achieved medians of 70%, 95% CI [69, 72] and 84%, 95%CI [82, 86] for the affective and psychomotor skills, respectively.Conclusion:Medical students demonstrated near and far transfer bridging the theory-practice gap in three clinical skills domains. The blended group performed significantly better than the e-learning and face-to-face groups. Medical schools and educators play a vital role in overcoming learning challenges and achieving higher transfer levels by adopting multiple student-centered teaching delivery approaches and arranging immediate application opportunities. This study offers medical educators suggestions that encourage the transfer of online learning to face-to-face practice, decentralising medical education with a revised blended learning strategy.

Acceptability and feasibility of the World Health Organization's Caregiver Skills Training Programme (WHO CST) delivered via eLearning, videoconferencing, and in-person hybrid modalities in Hong Kong.

BackgroundLocal children with developmental disabilities were deprived of learning opportunities due to recent social and health incidents, resulting in elevating challenging behaviors and familial conflicts. This study explored the acceptability and feasibility of the World Health Organization's Caregiver Skills Training Programme (WHO CST) in alternative delivery modes under new normal and post COVID-19 period.MethodCST was delivered via eLearning (EL), videoconferencing (VC), and in-person hybrid (IP) modes to 34 parent-child dyads, being randomly assigned to modes of asynchronous non-interfering EL (n = 9), synchronous with online coaching VC (n = 7), synchronous with in-person coaching IP (n = 9) and Wait-list Control WLC (n = 9). Data from two standardized scales of General Health Questionnaire (GHQ-12) and Strengths and Difficulties Questionnaire (SDQ), and Post-session and Home Visit Feedback Form by Caregivers that included both structured and open-ended questions were collected before and after intervention. Both quantitative and qualitative approaches were used in studying the collected data.ResultsHigh levels of acceptability and feasibility of the training programme were supported by ratings on comprehensiveness and relevance, agreement with their personal values, duration, and usefulness. IP and VC groups yielded more positive changes than EL and WLC groups with 3, 16, 13, and −3% in General Health Questionnaire (GHQ-12), −13, −15, −6 and 0% in Difficulties-total, and 36.5, 35.5, 5.8 and 2.4% in Prosocial Scale at Strengths and Difficulties Questionnaire (SDQ) for EL, VC, IP, and WLC groups respectively from baseline to 12 weeks after intervention. Results from two standardized scales echoed with qualitative observations that the programme helped improve caregivers' well-being, child's communication, and behaviors across intervention groups.ConclusionsCurrent findings revealed that CST delivered in three alternative modes were acceptable and feasible, and yielded positive impacts toward both caregivers and children. In-person coaching, and skill-practicing sessions were effective in mitigating child's challenging behaviors while personal interaction, either face-to-face or virtual, is a significant factor in uplifting caregivers' well-being, whereas the self-learning model was appreciated by the busy caregivers. In clinical practice, needs and goals of families and the constraints of remote interventions at the settings should be balanced.

Comparison of the effects of vid-cast and lecture-based training courses on burn knowledge among medical interns at the Motahari burn hospital

Background: A training course on burn infection and care is one of the courses that medical students take during their internship. This training course has not yet been taught through e-learning in medical schools in Iran. Therefore, this study aimed to compare the effects of two methods: traditional lecturing and employing a vid-cast with interactive electronic content, on the knowledge of interns in a training course on burns. Methods: This quasi-experimental study with a pre-post non-equivalent group design was conducted among medical interns taking burn rotation training courses at the Motahari burn hospital, affiliated with the Iran University of Medical Sciences. The two groups were given a pre-test at the beginning of the course. One group was given in-person lectures, and the other was given the same content in the form of a vid-cast with interactive electronic files. At the end of the rotation course, a post-test was administered on the planned content, and scores of both groups were compared. Results: The pre-test mean scores in the lecture group before and after the training intervention were 8 and 14.2, respectively; this difference was significant (P&lt;0.001). The difference between the pre-test and post-test mean scores in the vid-cast group was also significant (P&lt;0.001).The mean of post-test scores in the lecture group was 14.92 and 17.24 in the e-learning group; this difference was also significant (P&lt;0.001). Conclusion: Post-test scores in the e-learning group were higher with a significant statistical difference, suggesting that the e-learning outperformed their counterparts in the traditional lecture model. It is recommended that e-learning be used either as a supplementary or the main method of training in burn infection and care for interns.

Using Videoconferencing to Augment Blended Learning for Synchronous and Asynchronous Teaching in Educational Emergencies

The unprecedented onset of COVID-19 and the emergency closure of institutions of Higher learning heralded a new way of completing the curriculum and taking the students through the academic calendar. Previous definitions of emergency education had tried to allude to war, civil strife, floods, drought and even some instances of HIV AIDS or children living on the streets. The COVID -19 gave a new definition to emergencies, as it led to forced containment and requirement for social distancing on a global level. Prior to the pandemic, Learning Management Systems (LMS) had been around in what would be termed as E-Learning, computer-based education and other computer related terms, Most of the LMS would support both synchronous and asynchronous education. However, face to face learning was still the preferred mode of teaching, and the online component was considered complementary and supplementary. COVID-19 led to Emergency Remote Teaching, and this brought about a change in approach and rethinking of the technologies available for remote teaching. Many Universities had to find a way of providing a supplementary way of providing live and synchronous classes. Previous applications such a ZOOM, Google Meet and Microsoft Teams found their use in the educational setup, with many Universities subscribing to these tools as well as those that are embedded in LMS, such as the BigBlueButton as used to together with MOODLE as a plugin. The aim of this study was to establish how Videoconferencing tools are used to provide synchronous and asynchronous education. The objectives were to establish how Videoconferencing tools are used to aid in teaching and learning, how these tools are used to mirror a face to face class, as well as the challenges faced in integrating these tools in the classroom. This study used a quantitative and qualitative approach where a web-based questionnaire with both open and closed questions were posted to an E-learning special interest groups consisting of faculty in both private and public institutions in Kenya and some students taught by these faculty, and followed by in-depth interviews via Videoconferencing The study established that many institutions turned to stand alone and open source videoconferencing tools to teach both synchronously and asynchronously in a blended mode. The biggest challenge was in the IT element due to non- availability of stable internet connectivity and the fact that neither the students nor the faculty had clear training on the tools available within the videoconferencing applications, and there was no formal method of integrating the same to teaching. The study recommends a policy framework on the integration of such tools in the teaching.

Web-Based Educational Resources for Indian Medical Graduates

Background: Nowadays, students have a vast knowledge of multimedia. Social media is an online platform that allows community building through collaboration. Objectives: The present study aimed to understand the use of web-based resources for educational purposes by medical students. Methods: This cross-sectional survey was conducted for three months on the students, interns, and residents of a tertiary care hospital and Government Medical College, Surat, India. Informed consent was taken from the participants, and a pre-approved questionnaire was delivered to all of them for data collection. The data were entered using the Google spreadsheet and were expressed using descriptive statistics. Results: Out of the study population consisting of 900 individuals, 646 filled the questionnaires and were finally evaluated. Out of 646, 430 individuals were medical students, 335 were female, and 303 were male. The majority (91.9%) of the responders were exposed to computer education in their schools. We found that 549 (86.4%) people were aware of the free internet access provided to them in the college library. Almost 97% (617) of the responders had mobile phones with internet access, and 80.1% connected to the internet more than once a day. The results of this study showed that 94.4% of the participants accepted that they used internet-based media to enhance their academic knowledge, while 66.5% agreed that internet resources are giving much unreliable information. Moreover, 55.8% of the responders were associated with the academic e-learning groups. Only 55 (8.7%) respondents had received formal training for online literature search. Conclusions: The emergence of various social media applications and web-based resources provides us with more collaborative approaches to medical education. However, implementing new technologies also creates new challenges and opportunities for students and faculties. Training concerning internet search and web-based resources is important to enhance their e-learning skills.

MP41-06 A PROSPECTIVE, RANDOMIZED, MULTI-CENTRE TRIAL ON THE EFFICIENCY AND EFFECTIVENESS OF PROFICIENCY BASED PROGRESSION ROBOTIC SURGICAL SKILLS TRAINING

You have accessJournal of UrologyCME1 May 2022MP41-06 A PROSPECTIVE, RANDOMIZED, MULTI-CENTRE TRIAL ON THE EFFICIENCY AND EFFECTIVENESS OF PROFICIENCY BASED PROGRESSION ROBOTIC SURGICAL SKILLS TRAINING Stefano Puliatti, Marco Amato, Rui Farinha, Artur Paludo, Giuseppe Rosiello, Ruben De Groote, Laura Langhendries, Maxime Lassel, Andrea Mari, Lorenzo Bianchi, Pietro Piazza, Ben Van Cleynenbreugel, Elio Mazzone, Kobe Van Hove, Simon Meganck, Léonore Maertens, Louis-Philippe Boret, Filippo Migliorini, Saverio Forte, Bernardo Rocco, Salvatore Micali, Alexandre Mottrie, and Anthony Gallagher Stefano PuliattiStefano Puliatti More articles by this author , Marco AmatoMarco Amato More articles by this author , Rui FarinhaRui Farinha More articles by this author , Artur PaludoArtur Paludo More articles by this author , Giuseppe RosielloGiuseppe Rosiello More articles by this author , Ruben De GrooteRuben De Groote More articles by this author , Laura LanghendriesLaura Langhendries More articles by this author , Maxime LasselMaxime Lassel More articles by this author , Andrea MariAndrea Mari More articles by this author , Lorenzo BianchiLorenzo Bianchi More articles by this author , Pietro PiazzaPietro Piazza More articles by this author , Ben Van CleynenbreugelBen Van Cleynenbreugel More articles by this author , Elio MazzoneElio Mazzone More articles by this author , Kobe Van HoveKobe Van Hove More articles by this author , Simon MeganckSimon Meganck More articles by this author , Léonore MaertensLéonore Maertens More articles by this author , Louis-Philippe BoretLouis-Philippe Boret More articles by this author , Filippo MiglioriniFilippo Migliorini More articles by this author , Saverio ForteSaverio Forte More articles by this author , Bernardo RoccoBernardo Rocco More articles by this author , Salvatore MicaliSalvatore Micali More articles by this author , Alexandre MottrieAlexandre Mottrie More articles by this author , and Anthony GallagherAnthony Gallagher More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002607.06AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: We report the use of full Proficiency Based Progression (PBP) methodology to train robotic surgical skills in comparison to other conventional training approaches. We evaluated: 1) if all trainees reached the proficiency benchmark, 2) the number of training trials and time required. METHODS: In this study 47 participants were randomized to 4 different groups. i) Full PBP group that received eLearning on the ORSI chicken anastomosis task with the requirement to reach the proficiency benchmark before starting practical training. ii) eLearning group, received the exact same information as Full PBP group, but they were not required to reach the eLearning benchmark. iii) Traditional group received the same content in face-to-face lectures, before the practical module. iv) The Apprenticeship group received a conventional preparation (Figure 1). The task evaluated was the robotic suturing and knot tying anastomosis in chicken model. RESULTS: All of the participants, except five in group 4, demonstrated the proficiency benchmark (Figures 2A-C). Group 1 took ∼6 trials or ∼3 hours; Group 2 required 14% longer, Group 3, 103% and Group 4, 162% longer to reach proficiency (Figures 3A-C). CONCLUSIONS: The efficiency and effectiveness observed with a full application of a PBP approach to skills training could have profound implications for how training is conducted in the future. Source of Funding: No © 2022 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 207Issue Supplement 5May 2022Page: e720 Advertisement Copyright & Permissions© 2022 by American Urological Association Education and Research, Inc.MetricsAuthor Information Stefano Puliatti More articles by this author Marco Amato More articles by this author Rui Farinha More articles by this author Artur Paludo More articles by this author Giuseppe Rosiello More articles by this author Ruben De Groote More articles by this author Laura Langhendries More articles by this author Maxime Lassel More articles by this author Andrea Mari More articles by this author Lorenzo Bianchi More articles by this author Pietro Piazza More articles by this author Ben Van Cleynenbreugel More articles by this author Elio Mazzone More articles by this author Kobe Van Hove More articles by this author Simon Meganck More articles by this author Léonore Maertens More articles by this author Louis-Philippe Boret More articles by this author Filippo Migliorini More articles by this author Saverio Forte More articles by this author Bernardo Rocco More articles by this author Salvatore Micali More articles by this author Alexandre Mottrie More articles by this author Anthony Gallagher More articles by this author Expand All Advertisement PDF DownloadLoading ...