In-person Methods Research Articles

Pre/post-Test Evaluations of Agricultural Biosecurity Curriculum

ABSTRACT Objective In this combined study, the efficacy of different educational methods in enhancing students’ agricultural biosecurity knowledge, which is vital for public health, food security, and agricultural safety, was assessed. Methods In-person and virtual learning methods, utilizing educational content developed for the Gearing Up for Safety program, were investigated with 692 total participants. In the in-person learning method, 459 students aged 12–20 received a 50-minute in-person training session using the Gearing Up for Safety lesson on agricultural biosecurity. A 20 question pre- and post-test gauged knowledge gain. In the virtual learning method, 223 students, aged 12–20 received two, 40-minute virtual training sessions using the same content. Results Results of knowledge gain from the in-person method improved significantly from 55% to 77% (t(458) = -22.37, P < .001). Chi-squared analysis showed 19 out of the 20 questions significantly contributed to learning. Results of knowledge gain from the virtual method also showed a notable knowledge gain increase from 53% to 66% (t(222) = -11.86, P< .001). However, a chi-squared analysis revealed that only 10 of the 20 questions significantly contributed to learning. In-person learning effectively supported better understanding of general biosecurity. Conclusions Virtual education improved general understanding but required enhanced focus on topics like vaccination, pest management, and community biosecurity preparation for comprehensive knowledge. Both in-person and virtual learning resulted in an increase in agricultural biosecurity knowledge, with in-person learning exhibiting a higher proportion of significant knowledge gains. These findings emphasize the importance of diverse educational methods in preparing future agricultural workers to ensure safety and health in agricultural settings. Results were used to enhance the curricula content being made available as part of the Gearing Up for Safety program for young and beginning workers.

Trauma and mental health in Pacific Islanders.

Little is known about trauma and its mental health impact on Native Hawaiians/Pacific Islanders (NH/PI), an understudied Indigenous-colonized population that endures severe mental health disparities. This novel investigation assessed trauma prevalence and its mental health and substance use correlates in NH/PIs in the U.S. Using community-based participatory research methods, survey data on NH/PI trauma, depression, anxiety, substance use, and treatment need were collected from 306 NH/PI adults using online, telephone, and in-person methods. Descriptive statistics and adjusted regression models were employed. Sixty-nine percent of participants experienced lifetime trauma, reporting mean exposure to 2.5 different trauma types. Childhood physical and sexual abuse, and lifetime forced sexual assault rates were 34%, 25%, and 27%, respectively, exceeding general population rates. Women and men reported equivalent total mean exposure to different trauma types, as well as equal prevalence for every trauma type examined (e.g. sexual abuse/assault). Confirming hypotheses, after controlling for key demographic and mental health risk factors, increased exposure to multiple trauma types uniquely associated with greater depression, anxiety, alcohol symptomology, and greater likelihood for needing treatment and using illicit substances. Trauma is prevalent in NH/PI populations and significantly impacts NH/PI mental health; serving as an important but overlooked contributor to NH/PI mental health disparities. Current findings fill critical gaps in our knowledge of NH/PI trauma and mental health while revealing the importance of screening and treating NH/PIs for trauma exposure to alleviate existing mental health disparities.

Clinical experiences of staff and students in transitioning from in-person to blended teaching.

This paper describes some of the lessons learned during the COVID-19 pandemic from a study conducted with a group of clinical teachers and undergraduate dental students at the Faculty of Dentistry, Oral & Craniofacial Sciences (FoDOCS) at King's College London about the use of a combination of remote, online and in-person teaching methods that resumed from June 2020. In the narrative research, participants shared their experiences delivering online clinical workshops and their previous experiences delivering face-to-face sessions online, both during and before the pandemic. We conducted remote interviews with the participants via video conferencing, which were recorded, transcribed, and analysed using thematic analysis. Narrative accounts revealed commonalities organised into seven themes, highlighting some of the challenges encountered during the pandemic and providing insights into addressing different curricular constraints and concerns when utilising various delivery modes during emergency situations, such as pandemics. In our study, we concluded that students and teachers benefit from dissociating clinical learning from clinical treatment sessions to focus on the educational intent and content before applying them chairside with patients. Throughout the course, students and teachers were challenged by a lack of engagement. In addition, it is important to examine the online fatigue highlighted by both students and teachers and identify ways to improve time, literacy, and facilitation to create a more conducive learning environment.

Perceived delivery of essential yoga properties within in-person and remote weight loss maintenance interventions.

While previous research has utilized remote delivery of yoga interventions, no research has specifically interrogated the effectiveness of remote yoga intervention delivery. In this secondary analysis of weight-maintenance trial data, we examined participant perceptions of essential yoga properties across in-person and remote formats, hypothesizing that perceptions would not differ following remote delivery. 24 women with overweight or obesity (34.6±4.1 kg/m2, 48.2±9.9 years) received a 12-week Iyengar yoga intervention (2x/week) following a 3-month behavioral weight loss program. Of 23 participants who completed follow-up questionnaires, 12 received the planned in-person intervention and 11 received a remote intervention (delivered live) due to the COVID-19 pandemic. The Essential Properties of Yoga Questionnaire (EPYQ) was completed online by participants and by the instructors to measure the perceptions of the relative emphasis placed on the essential components of the yoga intervention via 14 subscales. Linear regression models were used to compare perceptions of each EPYQ dimension across in-person and remote delivery methods, as well as between participants and instructors, independent of delivery method. 13 of the 14 subscales did not differ between delivery modalities (p>0.05). Participants perceived more individual attention within in-person yoga (p = 0.003). For both delivery methods, instructors perceived breathwork, restorative postures, and body locks to be incorporated to a lesser degree compared to participants (β = -1.28, p = 0.003; β = -1.57, p = 0.019; β = -1.39, p = 0.036; respectively). No other significant differences across the participant and instructor scores were observed. Findings provide preliminary support for the use of live remote delivery of yoga, effectively communicating most essential yoga properties when compared to in-person classes. However, participants perceived more individual attention with in-person versus remote delivery; thus, future remote-based yoga interventions may benefit from providing additional individualized feedback.

Evaluation of Online Counseling through the Working Experiences of Mental Health Therapists Amidst the COVID-19 Pandemic.

This study aimed to reflect on mental health professionals' experiences with online counseling during the COVID-19 pandemic, as well as their perceptions and recommendations for the future. The method of qualitative research with semi-structured interviews was used. The sample consisted of 17 mental health professionals working in the public or private sectors. A framework analysis revealed four main themes, namely (a) the evaluation of online counseling; (b) comparing in-person and online counseling; (c) factors influencing the effectiveness of online counseling; and (d) suggestions for the future use of online counseling. Most therapists reported that their overall experience with online counseling was positive. The main advantages cited were the accessibility for everyone and the reductions in time, money, and distance. Its primary drawbacks included less nonverbal communication, the inability to employ certain therapeutic tools, problems with confidentiality, lack of experience, and technical difficulties during online sessions. Its effectiveness depends on contextual factors and factors related to the therapeutic process itself. Organizational planning, training, and a solid implementation strategy may help ensure that this communication medium is used to its fullest potential. In addition, the possible utilization of remote counseling combined with in-person psychotherapeutic intervention methods will provide solutions for the future, especially in crisis situations.

Zooming Into Perspectives: High School Educators as They Adopt to In-person Education

As there are few studies regarding teachers’ insights on online teaching, this study analyzed the adjustments of pandemic teachers shifting from online to in-person teaching methods to gain a deeper comprehension of the situations they experienced. This research conducted a descriptive qualitative case study following a researcher-designed, semi-structured interview with open and close-ended guide questions. Two participants were deduced to be the study participants, who were chosen through purposive sampling. Results revealed that the pandemic caused teachers’ depression and anxiety. Online learning has many drawbacks, as adopting online learning adds more pressure on struggling teachers to balance commitments. Their personal and professional lives collided, hindering their teachers’ effectiveness. Therefore, they learned to develop coping mechanisms to mitigate the stress. They also recognized the benefits of online learning and sought help to improve efficiency, as it helped them to see it from an alternate perspective. Despite the risks associated with COVID-19, they have shown resilience and dedication by positioning innovative teaching methods. As a preliminary exploration into the effects of the pandemic on the academic community, this study underscores continued research and support for educators and students. The commitment and passion demonstrated by these educators deserve recognition and celebration.

Life Skills Integration and Flourishing Education (LIFE): A Suicide Prevention Program

Implementing university-wide suicide prevention methods is crucial for effectively working towards the ultimate objective of reducing suicide rates and preventing possible suicide-related fatalities. Implementing suicide prevention strategies in a supportive setting like a school has significant potential to enhance the understanding, beliefs, and willingness to seek assistance among young individuals (Robinson, Yuen, et al., 2011). The objective of this study was to create a program that seeks to offer promotion and preventive initiatives to effectively target a wide variety of risk variables and devise techniques to enhance protective factors, therefore reducing the likelihood of suicide attempts among college students. A needs and asset evaluation were undertaken throughout the development of the proposed intervention program to provide evidence of its usefulness to the targeted participants, who are college students enrolled in an academic institution. The curriculum was developed using the concept of the experiential learning cycle. This program development study resulted in the creation of a four-session curriculum that can be delivered through both in-person and online methods. The LIFE program is designed to address the specific needs of students by focusing on fundamental principles that enhance their psychosocial abilities and interpersonal aptitude. This program hopes to equip participants with the necessary tools to make informed choices, solve problems, engage in critical and creative thinking, communicate proficiently, foster positive relationships, demonstrate empathy towards others, and effectively manage their lives in a healthy and productive manner. This program could be implemented on a trial basis to evaluate its efficacy.

Leveraging oncology collaborative networks and biomedical informatics data resources to rapidly recruit and enroll rural residents into oncology quality of life clinical trials.

This study assesses the feasibility of biomedical informatics resources for efficient recruitment of rural residents with cancer to a clinical trial of a quality-of-life (QOL) mobile app. These resources have the potential to reduce costly, time-consuming, in-person recruitment methods. A cohort was identified from the electronic health record data repository and cross-referenced with patients who consented to additional research contact. Rural-urban commuting area codes were computed to identify rurality. Potential participants were emailed study details, screening questions, and an e-consent link via REDCap. Consented individuals received baseline questionnaires automatically. A sample minimum of n = 80 [n = 40 care as usual (CAU) n = 40 mobile app intervention] was needed. N = 1298 potential participants (n = 365 CAU; n = 833 intervention) were screened for eligibility. For CAU, 68 consented, 67 completed baseline questionnaires, and 54 completed follow-up questionnaires. For intervention, 100 consented, 97 completed baseline questionnaires, and 58 completed follow-up questionnaires. The CAU/intervention reached 82.5%/122.5% of the enrollment target within 2 days. Recruitment and retention rates were 15.3% and 57.5%, respectively. The mean age was 59.5 ± 13.5 years. The sample was 65% women, 20% racial/ethnic minority, and 35% resided in rural areas. These results demonstrate that biomedical informatics resources can be highly effective in recruiting for cancer QOL research. Precisely identifying individuals likely to meet inclusion criteria who previously indicated interest in research participation expedited recruitment. Participants completed the consent and baseline questionnaires with zero follow-up contacts from the research team. This low-touch, repeatable process may be highly effective for multisite clinical trials research seeking to include rural residents.

Abstract A057: Contact registry for health-related cancer research: Promoting inclusion in research

Abstract Contact Registries are an essential resource in recruiting and retaining research participants. They are often used to gather contact and demographic information such as a person’s mailing address, age, phone number, race and/or ethnicity, and health interests which help to determine their eligibility for future studies. Contact Registries can play a key role in promoting research participation among underrepresented groups, and therefore aid in the elimination of cancer health disparities. The purpose of the Florida-California Cancer Research, Education, and Engagement (CaRE2) Health Equity Center Contact Registry was to create a database of Black/African American and/or Hispanic/Latino/a participants who are interested in learning about future research projects conducted at one of the following CaRE2 institutions: the Florida Agricultural and Mechanical University (FAMU), the University of Florida (UF), and the University of Southern California (USC). Our primary objective is to increase the number of persons aware of the conduct of cancer research, to ultimately increase the number of persons participating in cancer health-related research from African American and Hispanic/Latino communities in both Florida and California. The CaRE2 Contact Registry was implemented in August 2022 by the CaRE2 Community Outreach Core, one of the six (6) key cores within the CaRE2 Center. Recruitment consists of both in-person and online methods available in both Spanish and English and data storage through REDCap. For in-person enrollment a consent/authorization form and OPT IN survey are completed; meanwhile, our online recruitment requires an additional screening questionnaire. Eligibility for our registry requires that the participant resides in either California or Florida, must be 18+ years old, Black/African American, and/or Hispanic/Latino/a. In addition to collecting contact and demographic information, participants are able to choose their research study preferences. For example, they can choose to participate in surveys, community forums, focus groups, a cancer advocacy training program, and/or to provide a hair, saliva, or blood sample. Upon survey completion, a compensation of a $10.00 Walmart gift card, either in a physical or electronic version, is provided to each participant. Our study team promotes the registry at local community events and through our center’s social media accounts and website (https://care2healthequitycenter.org/the-care2-contact-registry/). With a targeted goal of 2,000 participants, we currently have 509 at UF; of which, 440 are Black/African American and 69 Hispanic/Latino, and have agreed to learn more about cancer research in their communities. In conclusion, we present information on our innovative recruitment efforts that can be beneficial in other community-based participatory research studies. We also share the challenges and barriers experienced when implementing this registry. It is of high importance to engage minorities in these types of registries for representation in these areas of cancer research. Citation Format: Ileana Guzman, Brooke Hensel, Carolina Aristizabal, Eduardo Ibarra, Rosa Barahona, Brandon Hazelton-Glenn, Diana Wilkie, Janice Krieger, Mariana C. Stern, Sandra Suther, Lourdes Baezconde-Garbanati, Fern Webb. Contact registry for health-related cancer research: Promoting inclusion in research [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A057.

Effects of the Blended Workshop Learning and Web-Based Learning Sequence on the Learning Level: A New Experiment

Background: Background: The blended electronic learning system, raised as a new approach in educational planning with great enthusiasm, seeks novel ways to properly combine the media; however, the sequence of in-person and distance educational methods is an issue neglected so far. This study aims to compare the effect of the sequence of blended workshop learning and web-based learning on the learning level of biostatistics in students who were members of the Student Research Committee at Arak University of Medical Sciences.&#x0D; Methods: This is a quasi-experimental study with an alternative treatment design. The statistical population consisted of the students who were members of the Student Research Committee of the university, including 38 medical students and 15 health students, who were selected through census sampling due to their limited number. The data were selected with 2 questionnaires: demographic characteristics and biostatistics multiple-choice questions to assess learning of statistical concepts in three levels of literacy, reasoning, and thinking. The validity and reliability of the translated statistics questions were assessed through content validity and bisection, respectively. The data were analyzed in SPSS-16 through independent and paired t-tests and analysis of variance.&#x0D; Results: The results showed a statistical difference between the groups in both faculties in statistical literacy and reasoning in blended learning (p&gt;0.05). However, regarding statistical thinking, the difference was significant in the health faculty (p=0.044) and insignificant in the medical school (p&gt;0.05).&#x0D; Conclusion: Given the statistical difference observed in the health group, we suggest holding in-person courses at first and online courses then.

Adapting co-design methodology to a virtual environment: co-designing a communication intervention for adult patients in critical care.

Research co-design is recommended to reduce misalignment between researcher and end-user needs and priorities for healthcare innovation. Engagement of intensive care unit patients, clinicians, and other stakeholders in co-design has historically relied upon face-to-face meetings. Here, we report on our co-design processes for the development of a bundled intensive care unit patient communication intervention that used exclusively virtual meeting methods in response to COVID-19 pandemic social distancing restrictions. We conducted a series of virtual co-design sessions with a committee of stakeholder participants recruited from a medical-surgical intensive care unit of a community teaching hospital in Toronto, Canada. Published recommendations for co-design methods were used with exclusively virtual adaptations to improve ease of stakeholder participation as well as the quality and consistency of co-design project set-up, facilitation, and evaluation. Virtual adaptations included the use of email for distributing information, videos, and electronic evaluations as well as the use of a videoconferencing platform for synchronous meetings. We used a flexible meeting plan including asynchronous virtual methods to reduce attendance barriers for time-constrained participants. Co-design participants included a patient and a family member (n = 2) and professionally diverse healthcare providers (n = 9), plus a facilitator. Overall, participants were engaged and reported a positive experience with the virtually adapted co-design process. Reported benefits included incorporation of diverse viewpoints in the communication intervention design and implementation plan. Challenges related to lack of hands-on time during development of the co-designed intervention and participant availability to meet regularly albeit virtually. This report describes the methods, benefits, and challenges of adapting in-person co-design methods to a virtual environment to produce a bundled communication intervention for use in the adult intensive care unit during the COVID-19 pandemic. Adapting recommended co-design methods to a virtual environment can provide further opportunities for stakeholder participation in intervention design.

Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan

Objective structured clinical examination (OSCE) is widely used to assess medical students’ clinical skills. Virtual OSCEs were used in place of in-person OSCEs during the COVID-19 pandemic; however, their reliability is yet to be robustly analyzed. By applying generalizability (G) theory, this study aimed to evaluate the reliability of a hybrid OSCE, which admixed in-person and online methods, and gain insights into improving OSCEs’ reliability. During the 2020–2021 hybrid OSCEs, one examinee, one rater, and a vinyl mannequin for physical examination participated onsite, and a standardized simulated patient (SP) for medical interviewing and another rater joined online in one virtual breakout room on an audiovisual conferencing system. G-coefficients and 95% confidence intervals of the borderline score, namely border zone (BZ), under the standard 6-station, 2-rater, and 6-item setting were calculated. G-coefficients of in-person (2017–2019) and hybrid OSCEs (2020–2021) under the standard setting were estimated to be 0.624, 0.770, 0.782, 0.759, and 0.823, respectively. The BZ scores were estimated to be 2.43–3.57, 2.55–3.45, 2.59–3.41, 2.59–3.41, and 2.51–3.49, respectively, in the score range from 1 to 6. Although hybrid OSCEs showed reliability comparable to in-person OSCEs, they need further improvement as a very high-stakes examination. In addition to increasing clinical vignettes, having more proficient online/on-demand raters and/or online SPs for medical interviews could improve the reliability of OSCEs. Reliability can also be ensured through supplementary examination and by increasing the number of online raters for a small number of students within the BZs.

Rates of attrition and engagement in randomized controlled trials of mindfulness apps: Systematic review and meta-analysis

Randomized controlled trials (RCT) have established the efficacy of mindfulness apps for numerous mental health and behavioral outcomes. However, studies of this kind are characterized by significant problems with attrition and engagement, making it challenging to interpret these findings and realize the full potential of mindfulness app-based solutions. This systematic review and meta-analysis aimed to examine rates of attrition from, and engagement in, mindfulness apps in 70 RCTs located through four databases. The weighted meta-analytic attrition rate from 9258 participants allocated to a mindfulness app was 24.7%. This estimate was higher (38.7%) when restricting analyses to larger studies (n ≥ 100 per condition) and for specific target samples (e.g., general population of adults). Studies that offered participants monetary compensation and required in-person enrolment methods were associated with the lowest attrition rates. Attrition was higher in mindfulness app conditions relative to waitlists, but was not different to placebo or active apps. Although engagement data were inadequately reported, qualitative synthesis highlighted clear problems with sustained user engagement with mindfulness apps. Findings have implications for powering, designing and appraising research trials of mindfulness apps, as well as the development of potentially effective retention and engagement strategies worthy of evaluation in future work.

Association of adversities and mental health among first- and second-generation Arab American young adults.

The prevalence of mental health problems among young adults is widely recognized. However, limited research has examined the mental health of Arab American young adults specifically. To address this gap in the literature, this study aimed to investigate the effects of multiple stressors including adverse childhood experiences (ACEs), discrimination, and bullying victimization on the mental health of first- and second-generation Arab American young adults. The participants (N = 162) were recruited from a Midwest university using online and in-person methods. They were screened and completed a demographic questionnaire and self-report measures of ACEs, discrimination, bullying victimization, and mental health. Hierarchical multiple regression analysis was conducted to examine the effect of psychosocial stressors on mental health and the moderating effect of generation (first vs. second) on that relationship. Female gender, increased perceived discrimination, and more ACEs were associated with lower mental health scores (β = -0.316, p < 0.001, β = -0.308, p < 0.001, and β = -0.230, p = 0.002, respectively). There was a significant negative relationship between victimization and mental health for first-generation Arab Americans (β = -0.356, p = 0.010). However, that association all but disappeared for second-generation participants (β = 0.006, p = 0.953). The results highlight the impact of multiple adversities on Arab American young adults'mental health and indicate important nuances related to their generation in the association between bullying victimization and mental health. Implications for practice and future research are discussed.

Sept 2023 Editorial

The Covid-19 pandemic brought about a profound transformation in the landscape of higher education. This special issue delves into the complex and far-reaching impact of the pandemic on academic continuity, with a particular focus on the challenges faced by academic literacy practitioners during this extraordinary period.&#x0D; &#x0D; The onset of the Covid-19 pandemic triggered an unprecedented and rapid shift in higher education. Universities and colleges worldwide were compelled to abandon traditional in-person teaching methods and pivot to online learning modalities. This abrupt transition disrupted established academic routines and posed numerous challenges for educators, students, and institutions alike.

Authenticity and recognition: Theorising antiracist becomings and allyship in the time of COVID-19 and Black Lives Matter

The confluence of the COVID-19 pandemic, the murder of George Floyd in America and a global Black Lives Matter response triggered anew the global struggle for racial justice. Using cyber, remote, and in-person ethnographic methods, this paper explores racial identity, allyship and processes of becoming during the spring and summer of 2020. Building on theories of ‘the struggle for recognition’, I situate becoming within the interplay of what I call epistemic, affective and reciprocal authenticity. Within this project, I address identity, redistribution and the reconfiguration of conceptual distinctions between justice and dignity. The analysis reflects a time of racial tension in a provincial Northeastern town in England, UK – a predominantly white and marginalised location. I amplify the personal testimonies, conversations and written words of three quite different activists to highlight the nuanced refractions of lived experience and a developing antiracism. These collaborators reveal how their antiracist becomings, in the light of 2020 events, incorporate affective, epistemic and reciprocal authenticities that bring to the fore new potentialities for racial justice, white allyship and recognition.

A life course health development model of HIV vulnerabilities and resiliencies in young transgender women in Peru

BackgroundGlobally transgender women (TW) are at heightened vulnerability for HIV infection. In Lima Peru, sharp increases in HIV prevalence are seen among TW ages 25 years and older highlighting the need for early HIV prevention efforts for young TW. This study conducted in-depth qualitative interviews to elucidate the social and developmental contexts of HIV vulnerability for young TW in Lima Peru.MethodsBetween November 2019 and February 2020, young TW ages 16–24 years (n = 21) in Lima Peru were purposively sampled using in-person (e.g., face-to-face outreach) and online (e.g., social media, networking websites) social network-based methods. Interviews were conducted in Spanish and a rapid qualitative analysis was conducted using a modified immersion crystallization methodology to identify themes.ResultsFive themes emerged, informing the conceptualization of a Life Course Health Development Model of HIV Vulnerabilities and Resiliencies: (1) interpersonal contexts (family, school, partners, sexual debut, trans mothers); (2) structural vulnerabilities (poverty, educational constraints, migration, hostile environments, sex work, police violence); (3) concomitant mental health and psychosocial factors (discrimination, violence, depression, suicidality, substance use, life hopes/dreams/future expectations); (4) gender affirmation processes (gender identity development, hormones, surgery, legal name/gender marker change); (5) HIV prevention and treatment barriers (PrEP uptake, HIV care, condom use, risk reduction).ConclusionsYoung TW experience formidable developmental challenges associated with transphobia, violence, and pre-maturely facing accelerated milestones. Developmentally and culturally appropriate interventions to mitigate HIV vulnerability in Peru are needed, including those that consider co-occurring stigma-related conditions in adolescence and young adulthood.

Recruiting Hard-to-Reach Populations Amid the COVID-19 Pandemic.

The COVID-19 pandemic introduced many challenges for conducting research, particularly for research studies reliant on community-based sample generation strategies. In late 2021, we undertook two qualitative research studies for which we needed to identify and recruit hard-to-reach populations from the community. This brief describes our approach to adapting traditional, in-person methods to virtual means of disseminating study information and connecting with potential participants, with implications for future recruitment efforts in situations when in-person options are constrained.

Multiple teaching methods in undergraduate surgical training: a blended style may be the optimal choice!

BackgroundThere are various methods for teaching surgery to undergraduate students. Lecture-based learning (LBL) is a teacher-centered approach that comprehensively, accurately, and systematically conveys knowledge. Team-based, case-based, and problem-based learning methods are student-centered approaches that increase student enthusiasm and subject-related motivation. However, the COVID-19 pandemic disrupted conventional methods for teaching surgery to undergraduate students and its impact continues even today. This research investigates a variety of surgical teaching strategies and suggests optimal strategies for undergraduate students, especially within the context of the COVID-19 crisis.MethodsVarious teaching methods in undergraduate medical education that have emerged over the last 5 years are reviewed and analyzed, specifically those used for surgical training during the COVID-19 pandemic.ResultsTraditional in-person teaching methods have been replaced by novel approaches that increase efficiency, including social media adoption, simulation-based training, flipped-classroom concepts, and “Hand as Foot” teaching. However, traditional and novel approaches can be combined to teach students the fundamentals of science and basic surgical skills, which include incision, suturing and drainage, and chest tube insertion. Each method has its advantages and disadvantages under certain circumstances.ConclusionSeveral alternative teaching strategies and a combination of methods can complement traditional face-to-face learning, promoting the successful dissemination of academic knowledge and the improvement of clinical surgical skills in terms of objectivity, time-efficiency, and feasibility. The effects of the COVID-19 pandemic on the learning context can provide a reference for future teaching in response to unavoidable emergencies.

Comparing Virtual vs In-Person Immersive Leadership Training for Physicians.

The COVID-19 pandemic caused a disruption of in-person workforce development programs. Our immersive physician-oriented leadership institute suspended in 2020, resumed in 2021 with a virtual program, and in 2022 reconvened in-person training. We used this opportunity to compare the participant experience, including reported knowledge acquisition and ability gains, between these nearly identical curricula delivered in vastly different circumstances and formats. We describe the differences in immersive leadership training implementation and adaptations made for virtual vs in-person engagement of two cohorts of OB-GYN physicians. Data were collected from virtual (n=32) and in-person (n=39) participants via post-session surveys. Quantitative data reported includes participant ratings for knowledge gain and ability gain. Qualitative data were obtained via open-ended feedback questions per session and the overall experience. Knowledge and ability scores indicated strong, statistically significant gains in both formats, with some reported learning gains higher in the virtual training. Qualitative data of participant feedback identified a number of positive themes similar across the in-person and virtual settings, with virtual participants noting how construction of the virtual program produced highly effective experiences and engagement. Constructive or negative feedback of the virtual setting included time constraint issues (eg, a desire for more sessions overall or more time per session) and technical difficulties. Positive comments focused on the effectiveness of the experience in both formats and the surprising ability to connect meaningfully with others, even in a virtual environment. However, there were also many comments clearly supporting the preference for in-person over virtual experiences. Immersive physician leadership training can be effectively delivered via virtual or in-person methods, resulting in significant reported gains of knowledge and skills. These programs provide valuable interpersonal connections and skills to support physician leadership. While both formats are effective, participants clearly prefer in-person leadership development experiences and interpersonal learning.