In-person Modalities Research Articles

Telesimulation for Training in Infant Feeding: A Randomized Controlled Trial.

Simulation is an education modality known to support clinical skill development. Unfortunately, access to simulation has been challenging, both prior to and during the pandemic. Simulation via telepractice, i.e., "telesimulation", has emerged, but little is known about whether outcomes are comparable to in-person simulation. This study compared in-person versus telesimulation learner outcomes in an infant feeding scenario. The secondary aim was to compare outcomes between novice and experienced participants.This pragmatic randomized controlled trial included speech pathologists who could attend if randomized to the in-person modality. Block randomization matched participants with < 6 months' infant feeding experience to those with > 6 months experience (2:1 ratio) into telesimulation or in-person simulation. Measures of clinical reasoning, confidence/anxiety, and satisfaction were collected, pre-, post-, and 4-weeks post-simulation.Overall, 39 clinicians completed either in-person simulation (n = 17) or telesimulation training (n = 22), including 16 experienced and 23 novice learners. Both in-person and telesimulation groups achieved significant improvements across time in clinical reasoning, self-reported confidence, and anxiety. The extent of change in clinical reasoning, confidence and anxiety was comparable between the telesimulation and in-person simulation groups. Comparing by experience, novice-level participants reported significantly greater changes in confidence and anxiety than experienced participants. Satisfaction levels were high regardless of simulation modality or experience.Participants in telesimulation and in-person simulation achieved similar improvements in the primary outcome measure of clinical reasoning, had comparable improvements in self-perceived confidence and anxiety, and demonstrated high satisfaction levels. Telesimulation is a promising means to improve clinician access to simulation training in infant feeding.

Learning Modalities in MENAEvaluating the Non-Governmental Organizations Initiative

With increasing reliance being placed on the civil society sector to respond to rising population needs in the Middle East and North Africa (MENA) region, it is crucial to strengthen the capacity of workers in Non-Governmental Organizations (NGOs) to ensure localized, contextualized, and more effective responses. However, in the absence of systematic evaluation approaches to the capacity-building opportunities offered to NGO workers in the region, evidence on the most effective mode of delivery of these training opportunities remains scarce. We evaluated training courses implemented by the Non-Governmental Organizations Initiative at the American University of Beirut between July 2019 and November 2021 that aims to strengthen the internal capacities of NGOs in MENA, with a focus on comparing online synchronous versus in-person learning modalities. Through a mixed-methods approach, short-term and long-term data was collected from learners including knowledge assessments, course evaluations, and semi-structured interviews. A total of 383 learners participated in the training, 254 of which attended online and 129 attended in-person courses. While differences in knowledge and perceptions regarding the two modalities were relatively similar, in-person modality was preferred over online modality by virtue of it being perceived as being more engaging and more conducive for communication and networking. Details regarding the results covering strengths, challenges, and comparisons between both modalities are expanded on in the manuscript. This study highlights the overall prefer-ence of learners for in-person courses compared to online synchronous ones and highlights the need for research on identifying factors that could contribute to increased engagement in online synchronous learning along with strategies for adoption.

Impact of the educational setting on the teaching and learning of the equine distal limb ultrasonography.

The use of immersive methodologies is a trend in the educational environment, but their outcomes in the teaching-learning process need to be better understood. This study aimed to assess the impact of the educational environment on learning equine distal limb ultrasonography, comparing immersive classroom, traditional classroom, and virtual classroom. A total of 153 veterinary medicine students from the first to the third semester participated in this study. The students were divided into four groups: traditional (n = 22), immersive (n = 100), online (n = 31), and traditional-immersive (n = 15). The students completed a questionnaire before and immediately after the class. The online group had a lower average gain in correct answers compared to the others (p < 0.01). Regarding student perception, it was observed that the virtual group had the lowest satisfaction score (p < 0.001), and students in the immersive and online environments were more satisfied with the resources used compared to the traditional classroom (p = 0.01). Concluding, in the present study students showed a greater interest in environments associated with technology, and that in-person modalities resulted in significantly superior learning outcomes compared to online ones.

The Law degree, face-to-face modality of the Metropolitan University, Guayaquil Headquarters: justification of the curricular structure within the framework of the resizing of the academic offer

Curriculum design is a specialized job that demands expertise and application of regulations, quality standards and monitoring of trends, as guarantees of relevance, relevance and impact of the academic offer. Once the post-pandemic stage began, uncertainty arose at the Metropolitan University in addressing the trends in career study modalities, which demanded a study in context, applying appropriate and reliable methods to determine each scenario based on the particularities of each field of knowledge. In the case of the Law degree, the background of the previous curriculum, infrastructure, level of enrollment, demand, relevance and offer at the national level was analyzed, which led to the presentation of a new degree design in person modality approved by the Council of Higher Education in 2023. This article presents the justification of the curricular structure of the new academic offer corresponding to the Law degree, in-person modality at the Guayaquil Headquarters of the Metropolitan University.

Utility of Kansas City Cardiomyopathy Questionnaire (KCCQ) in Assessing Quality of Life among Patients with Heart Failure Undergoing Exercise Training Rehabilitation: A Systematic Review.

This systematic review evaluates the effectiveness of the Kansas City Cardiomyopathy Questionnaire (KCCQ) in assessing quality of life improvements among patients with heart failure (HF) undergoing various forms of exercise training rehabilitation, including telemedicine and in-person modalities, across all stages of HF, irrespective of ejection fraction (EF) and clinical status. The aim was to collate evidence from studies employing the KCCQ as a measure of quality of life (QoL). A comprehensive search strategy was implemented across PubMed, Scopus, and Embase databases, adhering to the PRISMA guidelines, including literature up until October 2023. Inclusion criteria encompassed studies on patients diagnosed with HF undergoing exercise training rehabilitation assessed by KCCQ. Nine articles met the inclusion criteria, involving a total of 3905 patients from various global locations and conducted between 2012 and 2022. Results indicated significant heterogeneity in exercise interventions and patient characteristics. Notably, high-intensity interval training (HIIT) showed a marked improvement in KCCQ scores (from 68.0 to 80.0) compared to moderate continuous training (MCT) and control groups, underscoring its potential for enhancing QoL. Additionally, a significant improvement in the 6-min walking test (6MWT) outcomes was observed, with an average increase of 106 m (95% CI: 60, 152) in one study, reflecting physical capacity enhancements. However, the difference in KCCQ scores between intervention and control groups was not statistically significant in several studies. In conclusion, the KCCQ's effectiveness is highlighted by its ability to detect clinically meaningful improvements in QoL across diverse exercise modalities, including HIIT and MCT, tailored to the specific needs of HF populations. The consistent correlation between KCCQ score improvements and enhanced physical outcomes, such as the 6MWT, supports its reliability in capturing the nuanced benefits of exercise interventions on patient well-being.

A Randomized Controlled Trial Comparing Face-to-Face Versus Remote Delivery of Low-Tech Augmentative and Alternative Communication in Nonspeaking Children With Autism Spectrum Disorder.

Thirty percent of children diagnosed with autism spectrum disorder (ASD) do not develop spoken language. To provide a means of communication for this subset of the population, augmentative and alternative communication (AAC) systems are often utilized. Low-tech options have traditionally been delivered through the in-person modality. However, due to the COVID-19 pandemic, changes to service delivery models have been required. This randomized controlled trial was conducted in order to assess the efficacy of low-tech AAC delivered face-to-face versus remotely on communication outcomes in nonspeaking children with ASD. Both participant groups demonstrated similar gains in AAC proficiency, number and type of nonspeaking acts, and number of spoken communication acts. Remote delivery of low-tech AAC treatment is a viable alternative to face-to-face instruction.

Meeting the Needs of Students and Families: Adapting Service Delivery of Special Education Social Workers during a Pandemic

Abstract During the COVID-19 pandemic, special education social workers (SESWs) had to adapt to meet the needs of families and students rapidly. Traditionally SESWs delivered services through in-person modalities in schools. However, as the world changed overnight to comply with stay-at-home orders, these social workers found themselves in a unique position to utilize social work skills to mitigate the challenges of remote schooling, the mental health needs of students, and technology scarcity all while maintaining their dedication of service to students, families, and schools. The experience of SESWs as they navigated through the changes and challenges the pandemic caused was explored through in-depth interviews. Via thematic analysis, themes emerged regarding being unprepared, bridging communication (a high priority for mental health services), finding the missing, privacy, eagerness for in-person services, and technology scarcity. The study highlights SESWs’ voices, experiences, and commitment to service.

Comparing Learning Outcomes and Student and Instructor Perceptions of a Simultaneous Online versus In-Person Biochemistry Laboratory Course.

This article compares the learning outcomes and student perceptions of a one semester undergraduate biochemistry laboratory course that was taught using either a fully online or a fully in-person teaching modality. The semester long biochemistry laboratory mimicked the work sequence a researcher would encounter when transforming a plasmid containing a gene for a recombinant protein (superfolder green fluorescent protein, sf-GFP) and then purifying, identifying, and characterizing that protein. The two modalities of the course were completed in the same semester, by the same instructor, in which students self-selected into which modality they preferred at the beginning of the semester. Students in the in-person section reported enjoying the laboratory course more than the online cohort of students and found it to be less time-consuming. Additionally, a survey of biochemistry laboratory instructors from across the United States, who had experience teaching both online and in-person biochemistry laboratories, indicated that the majority of instructors that responded to the survey preferred the in-person modality: believing them to be more effective and engaging for the students, more enjoyable, and less time-consuming for the instructor. Statistical analysis of formative and summative assessments indicated no significant difference in non-hands-on student learning objective and learning goal scores between the two groups, but the small number of students and instructors in this study limits the generalizability of these results.

Meaningfulness of Online Inquiry Learning

Inquiry learning has long stood the test of time over the last hundred years to maintain value in the practice of education, more so in the 21st century. ‘Introspection’ captures best what Dewey (1910/1933) illumines on reflective thinking which is vital in the teaching-learning process (Bybee &amp; Landes, 1990; Gibbs 1988; Farell, 2008). The current literature is rich to inform on the principles and practices of inquiry learning, but with disparate findings as to its effectiveness and design of approaches, both as framework for empirical work and as pedagogical innovation. This study reflects on the Inquiry-based Learning Project (IQBLP) designed to engage students to explore Intercultural Communication Competencies (ICC) of migrants, expats, and international students. The project was designed to be fully online. Through a comprehensive and reflective action analysis using SWOT, the study found that the IQBLP is an authentic highly motivating experience for students to achieve learning outcomes and could be moderately affected by student’s mediocre or superficial attitude towards learning. It is highly potential to promote holistic development with very minimal to negligible risk when done online. It is theoretically and philosophically sound to build ICC and uncover the hidden curriculum, targeting all prescribed general education outcomes. Its risks and threats are manageable but vital to inform future directions and application across the curriculum in hybrid or in-person modality.

Barriers and Facilitators to Implementing a Community-Based Psychosocial Support Intervention Conducted In-Person and Remotely: A Qualitative Study in Quibdó, Colombia.

Community-based psychosocial support group (CB-PSS) interventions using task-shifting approaches are well suited to provide culturally appropriate services in low- and middle-income countries. However, contextual barriers and facilitators must be considered to tailor interventions effectively, particularly considering the challenges introduced by the COVID-19 pandemic. We explore the barriers, facilitators, and psychosocial changes associated with implementing a CB-PSS group intervention delivered by local lay providers to conflict-affected adults in Quibdó, Colombia, using both in-person and remote modalities. Data were analyzed from 25 individual interviews with participants and a focus group discussion involving staff members, including 7 community psychosocial agent facilitators and 2 mental health professional supervisors. The analysis used a thematic approach grounded in a descriptive phenomenology to explore the lived experiences of participants and staff members during implementation. Participant attendance in the in-person modality was compromised by factors such as competing work and family responsibilities and disruption caused by the COVID-19 pandemic. Participants in the remote modality faced challenges concerning unstable Internet connectivity, recurrent power outages caused by heavy rain, distractions, interruptions, and threats to confidentiality by family and coworkers. Despite these challenges, data revealed key contextual facilitators, including the community-based knowledge of facilitators and integration of traditional practices, such as the comadreo (informal talks and gatherings). Respondents shared that the CB-PSS groups promoted stronger community relationships and created opportunities for participants to exchange peer support, practice leadership skills, develop problem-solving skills based on peers' experiences, and enhance emotional regulation skills. Differences and similarities across in-person and remote modalities are discussed, as are key considerations for practitioners and policymakers.

An examination of an inquiry-based hybrid online/in-person science methods course

ABSTRACT This study explored elementary teacher candidates’ perceptions of a hybrid (in-person/asynchronous online) science methods course and aimed to uncover how this blended approach could maximise the benefits of each modality. Grounded in the foundations of Dewey’s experiential learning theory with a focus on an inclusive approach to course design, this study employed a qualitative methodology to investigate the experiences of teacher candidates. Data sources from two elementary science methods course sections included focus groups, pre-and post-surveys, and weekly reflections. Emergent themes were analysed to delve deeply into teacher candidates’ perceptions of the course. Affordances of the online and in-person modalities included flexibility (online), hands-on learning, and peer interactions (in-person). Self-discipline and pacing were key challenges of online learning, and in-person challenges were minimal. Teacher candidates shared the value of the hybrid model, highlighting the benefit of blended online and in-person modalities and the various strategies employed to support the hybrid approach for engaging in inquiry-based science. These included consistent and organised formatting, digital science notebooks, taking student and teacher perspectives, and connecting online and in-person course sessions. Recommendations are offered for an accessible hybrid science methods course through the lens of experiential instruction.

Rural patients' experiences with anesthesia and surgical consultations in British Columbia: A survey-based comparison between virtual and in-person modalities.

Rural patients face barriers to accessing surgical care and often need to travel long distance for pre- or post-surgical consultations. Although adaptation to the COVID-19 pandemic has demonstrated the efficacy of virtual care, there is minimal data available to evaluate patient satisfaction with this modality and consequent health service utilization if virtual services are not available. An online survey was conducted with participants living in rural British Columbia, Canada who had undergone surgery within 12 months of data collection and had either virtual or face-to-face pre- or post-surgical consultations. It was supplemented by an in-person survey administered in two rural sites to all patients who had a virtual visit prior to undergoing procedural care. A ten-point scale was used to assess satisfaction. Quantitative and qualitative data were collected and analyzed. Findings from the province-wide survey (n = 163) revealed no significant differences in average satisfaction ratings between people with in-person and virtual surgical consultations (8.03 versus 8.38, p = 0.26). However, most participants indicated that virtual appointments saved them time traveling, energy, and money and made them less dependent on others, accruing significant social benefit.In the community-focused sample (n = 71), 38% said they would not have had the procedure without a virtual visit option and 21% said that they would have delayed the procedure. Virtual consultations saved patients an average of 9 h (range 1-90). Participants traveled an average of 427 kilometers round trip to have the procedures. Findings reveal costs and time saved in accessing care due to the introduction of pre- and post-operative virtual care visits, and further investments in virtual care are warranted. This will contribute to promoting equitable access to healthcare for rural residents.

Effect of mode of healthcare delivery on stress and intention to quit among physicians in Canada during the COVID-19 pandemic.

The COVID-19 pandemic prompted adaptations to the delivery of healthcare services across Canada. In response to associated health risks and physical distancing protocols, some physicians adopted telemedicine procedures into their practice where possible. The present study aimed to investigate the impact that mode of healthcare delivery had on physicians' intention to quit their jobs due to stress, burnout, or mental health. The study utilized data collected by Statistics Canada from the Health Care Workers' Experience (SHCWEP) survey during the COVID-19 pandemic. The sample included 2,198 participants, weighted to represent 93,952 Canadian physicians aged 18 and above. Modes of healthcare delivery were categorized as either in-person, online, or blended. A multivariable logistic regression analysis was performed to examine the relationship between mode of healthcare delivery and intention to quit due to stress, burnout, or mental health, after adjusting for sociodemographic, job-, and health-related factors. Intention to quit within the next two years due to stress, burnout, or mental health was reported by 7.5% of physicians. Compared to the in-person modality, online or blended healthcare delivery was associated with decreased the odds of intention to quit (OR = 0.67, 95% CI: 0.63-0.72 and OR = 0.66, 95% CI: 0.58-0.75, respectively). The present study sheds light on factors associated with medical frontline worker well-being and retention, factors which can subsequently impact the quality of patient care. Future considerations regarding healthcare policy should incorporate strategies that protect and enhance physicians' mental health into its framework to mitigate future risks.

Academic management of university virtual education: An analysis from the perception of students, teachers, and managers

Currently, many universities are developing virtual education as an option for the training of future professionals. The objective of this study is to analyze aspects of the academic management of university virtual education from the perspective of students, teachers, and administrators. A mixed approach and non-experimental design were applied. Semi-structured interviews and surveys were used. The participants were 8 managers, 340 students, and 75 teachers from Peru, Colombia, Mexico, and Spain, from universities where virtual education is offered. The results show that 51% of teachers agree with the management, 50% accept the adequate use of technological tools, and only 20% say that virtual classes are effective. Concerning students, 45% agree with the management, but only 15% feel that they are attended to when problems arise in the virtual modality. The managers determine relevant aspects such as the importance of teacher training, having technological tools to ensure learning, and providing a comprehensive academic service, as is provided in the in-person modality. It is concluded that academic management in the virtual modality should prioritize the improvement of satisfaction levels of both students and teachers through adaptation processes, training, performance evaluation, attention, and problem-solving, as well as the use of virtual platforms that allow the development of competencies of the graduate profile and contribute to the comprehensive training of future professionals.

Implementing Video Consultations in a Rural Psychiatric Outpatient Clinic: A Feasibility Study

Introduction. Multiple efficacy studies have shown that treatment provided via video consultation (VC) can be equivalent to in-person (IP) consultation for people with psychiatric diagnoses. However, despite the great promise of VC, it has not been widely implemented in psychiatric outpatient services. This study investigated the feasibility aspects of VC in clinical practice and examined a range of factors associated with the implementation of this modality of treatment within psychiatric outpatient services. Methods. This study had a pragmatic design, where 40 consecutive referrals for people with anxiety, personality, or depressive disorders were given the choice to receive eight weekly treatment sessions via VC or IP modality within an outpatient psychiatric setting. Information on demand, acceptance, engagement, implementation, and potential negative effects for treatment conducted via VC were collected to help identify factors that may impact on the uptake of VC within the psychiatric outpatient service. Results. There was a high demand and acceptance for VC, with 44% (n = 15) of the patients choosing to receive eight weekly treatment sessions via VC, and acceptance was rated highly. Engagement with VC modality was good, with only a very small percentage (13%, n = 2) not completing treatment. A good level of working alliance was established and largely maintained throughout treatment for patients and case managers. There were differences in the utilization of VC compared to the IP modality, with the VC modality having a greater focus on supportive counseling and IP modality having a greater focus on psychotherapy. Overall, the duration of treatment conducted via VC was also slightly shorter than that of IP consultations. There were no negative effects registered for consultations via video. Conclusions. Findings suggest a high patient demand and acceptance for VC within psychiatric services, with good levels of engagement and alliance reported. Differences in focus and duration in VC compared to IP may reflect clinicians’ different attitudes and/or approaches to providing treatment, depending on whether it is VC or IP consultations.

Efficacy and Implementation of Stress-Reduction Interventions for Underserved Families of Autistic Preschoolers Across In-Person and Virtual Modalities

Abstract Objectives Parents of autistic children experience elevated stress relative to parents of children with neurotypical development and children with other intellectual and developmental disabilities. Adverse effects of parenting stress on parent, child, and family functioning may be especially heightened for marginalized families. We conducted a randomized controlled trial that demonstrated the efficacy of Mindfulness-Based Stress Reduction (MBSR) relative to psychoeducational support (PE) for reducing stress in diverse and underserved parents of autistic preschoolers. This paper presents implementation data, and examines efficacy across in-person and virtual intervention modalities. Method Primary caregivers (n = 117; 91% female, 51% Latinx, 44% income &lt; US $50,000) of 3- to 5-year-old autistic children (80% male, 68% with intellectual disability) were randomly assigned to MBSR (n = 59, 46% virtual) or PE (n = 58, 41% virtual). Assessments were conducted at baseline, immediately post-intervention, and at 6 and 12 months post-intervention. Results Both MBSR and PE demonstrated strong feasibility, acceptability, and utility for our diverse families. Comparable efficacy was observed across modalities. However, attendance was significantly better for virtual groups than for in-person groups. Parents participating in virtual MBSR also reported less difficulty completing homework and utilizing learned skills in everyday life than did in-person MBSR participants. Conclusions MBSR and PE appear feasible, acceptable, and efficacious for diverse and underserved parents of young autistic children. Preliminary evidence of comparable efficacy across virtual and in-person modalities indicates the potential to expand access to vital stress-reduction interventions through use of telehealth technology. Preregistration ClinicalTrials.gov Identifier: NCT03459625.

Telemedicine for Mental Disorders: A Review of Treatment Outcomes, Patient Satisfaction, and Reliability Comparisons with In-Person Care

Introduction: Many individuals suffering from mental illnesses remain undiagnosed due to accessibility barriers. Emerging trends in telemedicine offer innovative solutions to these challenges: remote healthcare delivery such as videoconferencing eliminates the effort and cost of commuting, allowing patients access to mental health care from the comfort of their homes. This literature review examined patients meeting diagnosis criteria for a mental disorder and receiving treatment either in-person or online, with the goal of comparing treatment outcomes, satisfaction, and reliability. Methods: We conducted a comprehensive literature search directly related to telemedicine as a treatment to mental disorders using PubMed databases, Embase, MEDLINE, and Web of Science databases between database inception to February 2023. All peer-reviewed manuscripts on outcome, reliability, and patient satisfaction on the topic were included. Secondary research, cross-benefit analyses, and summaries of trends were excluded. The results of each study, intervention methods, demographic, and attrition were summarized on Excel. Results: Out of 2034 articles found in the literature search conducted on PubMed, Embase, MEDLINE, and Web of Science databases between inception and February 2023, 25 studies that directly relate to telemedicine as a treatment for mental disorders were included. Most of them found no significant differences in outcome and satisfaction between both delivery modalities. Two studies examined the inter-rater reliability of diagnoses between delivery methods, but one reported no significant differences while the other found a significantly higher correlation between the scores of two raters for telemedicine patients. Discussion: The current literature suggest that telemedicine is at least comparable to in-person healthcare in terms of outcome, as most of the reviewed studies found insignificant differences between the two delivery modalities. However, inter-rater reliability of psychiatric interviews using telemedicine and in-person modalities remain uncertain due to the limited number of studies on the topic and the contradicting results of the two papers addressing this issue. Conclusion: Telemedicine may serve as a cost-effective and time-saving method for interventions that do not require the patient to be on-site. Further research comparing clinical interviews and diagnoses between raters from both modalities should be conducted to establish a larger body of evidence on reliability.

Examining the feasibility and effectiveness of PEERS for adolescents via telehealth during the COVID-19 pandemic

BackgroundThe PEERS program is an evidence-based social skills intervention focusing on skills related to making and keeping friends as well as managing conflict and rejections. Because of the COVID-19 pandemic, social skills interventions have been moving to virtual settings, including PEERS; however, limited research on the feasibility and efficacy of telehealth group therapy has been done. MethodThirty-four families were referred through an autism specialty clinic to complete the online PEERS program, and fourteen families completed measures of social skills, emotional and behavioral symptoms, and executive functioning before and after participating in the program. ResultsThe outcomes revealed significant improvements in participants' social skills knowledge, social communication, social motivation, and aspects of executive functioning. Participants also reported being satisfied with the online format, further supporting the hypothesis that the modified PEERS program, held virtually, is feasible and effective. ConclusionOur results support that the telehealth PEERS program offers a good alternative to the in-person modality and other social skills programs, especially for families who have difficulty accessing evidence-based programming for autistic adolescents due to geographical or transportation limitations as well as for families who prefer the convenience of participating in this program virtually.

Piloting a community-based psychosocial group intervention designed to reduce distress among conflict-affected adults in Colombia: a mixed-method study of remote, hybrid, and in-person modalities during the COVID-19 pandemic

BackgroundCommunity members in Quibdó (Choco, Colombia) are highly vulnerable to psychosocial problems associated with the internal armed conflict, poverty, and insufficient public services, and exacerbated by the COVID-19 pandemic. A pilot study was conducted with conflict-affected adults in Quibdó to assess feasibility and outcomes of a community-based psychosocial support group intervention using three different intervention modalities: in-person, remote (conducted online), and hybrid (half of sessions in-person, half-remote). This group model integrated problem-solving and culturally based expressive activities and was facilitated by local community members with supervision by mental health professionals.MethodsThis study utilized a mixed-explanatory sequential design (a quantitative phase deriving in a qualitative phase) with 39 participants and 8 staff members. Participants completed quantitative interviews before and after an eight-week group intervention. A subset of 17 participants also completed in-depth qualitative interviews and a focus group discussion was conducted with staff at post-intervention.ResultsFrom pre- to post-intervention, participants in all modalities demonstrated improved wellbeing and reduced symptoms of generalized distress, anxiety, depression, and posttraumatic stress. Use of coping skills varied across modalities, with remote groups associated with a decrease in some forms of coping, including use of social support. In qualitative interviews and the focus group discussion, participants and staff described logistical challenges and successes, as well as facilitators of change such as problem resolution, emotional regulation and social support with variations across modalities, such that remote groups provided fewer opportunities for social support and cohesion.ConclusionsResults offer preliminary evidence that this model can address psychosocial difficulties across the three modalities, while also identifying potential risks and challenges, therefore providing useful guidance for service delivery in conflict-affected settings during the COVID-19 pandemic and other challenging contexts. Implications of this study for subsequent implementation of a Randomized Control Trial (RCT) are discussed.

Optimizing equitable social needs screening with digital and in-person modalities in routine gynecologic cancer care (170)

Optimizing equitable social needs screening with digital and in-person modalities in routine gynecologic cancer care (170)