Interactive Sessions Research Articles

Edukasi Penyakit Mulut dan Kuku pada Masyarakat Desa Rotnama di Kabupaten Maluku Barat Daya untuk Mencegah Penularan Penyakit pada Hewan Berkuku Belah

Foot and mouth disease (FMD) is a viral infection caused by the Genus Aphthovirus (Family Picornaviridae) that affects cloven-hoofed animals. This sickness affects the economic, social, and cultural spheres. Indonesia has been free from Foot-and-Mouth Disease since its proclamation in 1986, a status confirmed by the World Animal Health Organization in 1990. The resurgence of Foot-and-Mouth Disease (FMD) in animals in Indonesia occurred on 25 June 2022, as per the Decree of the Minister of Agriculture (Kepmentan) of the Republic of Indonesia No. 500.1/KPTS/PK/300/M/06/2022. Although Rotnama Village in Southwest Maluku Regency has not been designated as an epidemic location per the Minister of Agriculture's Decree, it is imperative to educate inhabitants about this disease to avert broader dissemination. Education is also offered to underscore that FMD is not transmissible from animals to humans. Instruction on FMD and the protocols for processing meat from FMD-infected animals is conducted via PowerPoint presentations, leaflet distribution, and poster displays. Participants exhibited considerable enthusiasm for the socialization activities, with attendance above expectations, and they also provided positive feedback regarding the events. This activity enhanced public knowledge through the participation of three individuals who accurately responded to each question posed during the interactive quiz session at the conclusion of the event. Subsequent to the outreach, residents will be informed on the proper processes for processing meat from animals afflicted with FMD, ensuring its safety for human consumption and mitigating the risk of transmission to other susceptible animals..

Developing STEP-SE: A Qualitative Usability Study of a Novel Patient-Reported Outcomes Tool for Managing Side Effects in Shared Decision-Making for Schizophrenia Spectrum Disorder Care.

Schizophrenia treatment with antipsychotics often results in side effects that impact adherence and quality of life. Managing these effects remains challenging, as it requires balancing efficacy and tolerability. The Schizophrenia Technological Evaluation of Patient Side Effects (STEP-SE) app aims to aid side effects monitoring and management through shared decision-making (SDM). This study aimed to evaluate the usability of the STEP-SE app for patients and clinicians in managing antipsychotic side effects. Sixteen stable outpatients and 14 psychiatrists participated in semi-structured interviews after using the STEP-SE app. Questions explored ease of use, information clarity, user needs fulfilment, patient-clinician collaboration, treatment adherence improvement, patient empowerment and clinical utility. Data were analysed thematically. Overall satisfaction with STEP-SE was high. Both groups found that the tool improved patient involvement, provided reliable information to enhance therapeutic alliance, posed low risks of misunderstanding and had an intuitive interface. Patients felt more motivated and empowered. Clinicians appreciated guideline consistency. Preferences differed regarding data visualization formats. STEP-SE shows potential for aiding SDM on antipsychotic side effects. Patients gained motivation, and clinicians felt reassured. Refinements around mobile access, graphics and features could augment utility. Generalizability is limited given the stable patient sample. Preliminary findings suggest that STEP-SE effectively engages patients, empowers them and supports clinicians in collaborative side effect management. Further testing with diverse user groups is warranted. The current study was designed to gather patient and public feedback for the development of our decision aid tool, STEP-SE. Participants interacted with the tool's prototype in interactive sessions, providing insights and identifying technical issues. Their feedback was crucial for enhancing the tool, with each suggestion and bug report carefully considered for future iterations. The participants' contributions were key in optimizing STEP-SE's features and ensuring its relevance and reliability. We thank all who shared their time and perspectives, significantly shaping the tool's user-centred design.

Psikoedukasi Mengenai Musyawarah Mufakat sebagai Perwujudan Demokrasi Pancasila pada Siswa di SMP Mardi Waluya

The Community Service (PKM) activity held at SMP Mardi Waluya Cibinong on November 22, 2024 aims to provide education on consensus as a manifestation of Pancasila Democracy in the school environment. This activity was attended by 206 grade VIII students divided into five groups. The method used in this activity is psychoeducation, which involves presentation techniques, group discussions, and interactive games. The activity began with a presentation of material on the importance of the value of consensus in everyday life, followed by a group discussion session to hone communication and tolerance skills. In closing, the interactive game session tested students' understanding of the concept of consensus. The results of this activity show that psychoeducation succeeded in introducing the concept of consensus in a practical and interesting way, as well as providing students with a better understanding of the application of Pancasila values ​​in everyday life, especially in the school environment. Through this activity, it is expected that students can internalize the value of consensus and make it a part of their attitudes and behavior in their social life.

Jaga Kesehatan Lansia dengan Deteksi Dini Penyakit tidak Menular sebagai Langkah Awal

Non-Communicable Diseases (NCDs) pose a growing threat to public health, especially among elderly populations. This community service program was conducted in RT 001 and RT 01A, 20 Ilir 4 Village, Palembang, focusing on early detection and education to prevent NCDs such as hypertension, diabetes, and high cholesterol. The program utilized a participatory action research approach, incorporating health screenings and interactive health education sessions. Activities included blood pressure, glucose, cholesterol measurements, and lifestyle counseling. The results demonstrated a significant increase in awareness and proactive health behaviors among residents. Over 60% of participants with high-risk conditions were referred for further medical evaluation. Regular exercise initiatives and dietary modifications were adopted by the community. The program also established health cadres trained to sustain these efforts post-intervention. This initiative highlights the effectiveness of early detection and education in reducing NCD risks and fostering long-term community health improvements.

An educational approach using interprofessional (IP) role plays and patient narratives to inculcate empathy and communication among undergraduates in breast cancer management

BackgroundInteractive teaching methods such as patient narratives and role plays are effective tools in medical education. Incorporating the patient's perspective of the disease and standardized treatment in the teaching process helps the students become more empathetic and have better doctor-patient communication.MethodsAn interactive module was conducted using role plays and patient narratives to teach communication skills and doctor-patient relationships to randomly chosen Seventy-seven final-year(4th year) medical students to address the various psychosocial problems faced by the patients with breast cancer. Participants' perspectives regarding the intervention were collected using pre and post-tests, session feedback, and interviews. The data were analyzed quantitatively and qualitatively, as appropriate. Observed Structured Clinical Examination (OSCE)stations with case scenarios to break bad news to simulated patients were used for the assessment.ResultsMost participants felt that such interactive sessions were needed where they played the role of a doctor before facing an actual patient. While reading the narratives, they felt that the narrators’ emotions were genuine and that they felt involved. Most of them could relate to the social and emotional aspects of the patient and understood the Interprofessional (IP) teamwork in the treatment of a breast cancer patient. 93.4% of the participants felt they gained competence in managing difficult communication situations with patients.ConclusionInteractive teaching methods like narratives and role play may help enhance students' communication and empathy, which is vital for future doctors. They seamlessly integrate into existing curricula, offering practical experiences that deepen understanding and empathy without disrupting learning.

Active Versus Passive Learning in Large-Group Sessions in Medical School: A Randomized Cross-Over Trial Investigating Effects on Learning and the Feeling of Learning

Abstract Purpose The evidence base for active learning in medical education is based largely on trials with suspect internal validity. We empirically compared the learning and feeling of learning of participants when in large-group interactive sessions and passive lectures using a rigorous trial capable of providing an unambiguous assessment of effect. Further, we evaluated if there was a differential effect based on prior achievement. Materials and Method We conducted a two-day randomized cross-over trial with 146 s-year medical students. Passive learning involved lecture-based case presentation with minimal interaction; in the large-group interactive session, students worked in teams on the same cases. Participants completed a test of learning and a feeling of learning survey. Effects were estimated using linear mixed-effects models. Results Participants in the large-group interactive session scored 0.27 standard deviations higher on the test of learning (p = 0.010) than when in the passive lecture. Learners in the lower 50% of prior achievement benefited most from active learning. The feeling of learning was 0.56 standard deviations higher in the large-group interactive session (p < 0.001). Conclusions Transformation of passive lectures to interactive learning sessions is feasible, has the potential to close achievement gaps by benefiting the lowest achieving learners the most, and provides students a greater sense of learning than passive lectures.

Assessment of the knowledge about blood donation among medical students: Before and after implementing a designed teaching session about blood donation

: Human blood is most important body fluid in saving lives .Evidence indicates that there is a shortage of blood and blood products in many countries. This study aimed at assessing knowledge towards blood donation and its associated factors. With focus on encouraging voluntary blood donation. That’s why stress should be given on voluntary, non - remunerated blood donation. This study aims to determine knowledge about voluntary blood donation, and the objective was to educate undergraduate students about voluntary blood donation. Undergraduates who expressed their consent for participation were enrolled in the study. A pre‑ tested, structured questionnaire was used as a study tool. Baseline information were collected, a brief interactive awareness session, addressing voluntary blood donation was organized for the participants and their willingness to donate blood was again noted at the conclusion of the session. A total of five hundred undergraduate medical students enrolled , out of which 270 (54%) were male and 230 (46%) female. The overall knowledge of voluntary blood donation increased from 67% to 89.90% after educational intervention. Undergraduate medical students had good baseline knowledge about blood donation and this further improved after blood donation educational intervention.

Addressing barriers to post-graduate research training in low resource settings: an innovative approach in an institution of higher learning in Kenya.

Numerous barriers hinder health research training in Post-Graduate Medical Education Programs, especially in developing countries. Research training is pivotal for medical residency, providing essential knowledge and skills for dissertation completion, fostering evidence-based medical practice, and nurturing future independent clinical researchers. A holistic approach to research education is imperative to surmount these barriers. We describe here a dissertation-centric research curriculum, delivered longitudinally, an innovative strategy undertaken by Aga Khan University's Medical College in East Africa (AKU-MCEA) to deliver postgraduate research. A review of AKU-MCEA post-graduate research methods curriculum was conducted based on implementing Departments' experience, institutional policies, and residency program output. The Master of Medicine program requires a well-executed dissertation for graduation. Residents undergo structured research training across four modules, with interactive sessions and workshops supporting their research milestones. Protected time allows residents to develop and report on their dissertation work. Faculty receive specialized training in dissertation supervision to ensure residents benefit from expert guidance in producing high-quality research. This approach achieves a dissertation completion and graduation rate of 98-100%. Notably, 68.5% (n = 126) of those who graduated in 2013-2023 have published two or more papers (i.e., range 2-36) in their current portfolio, demonstrating a commitment to ongoing research endeavors even after graduation. Residents' research covers diverse themes and is disseminated through departmental presentations, university-wide Faculty Academic Rounds, peer-reviewed journals, conferences, and the Annual Early Career Researchers symposium. A comprehensive approach featuring a structured research curriculum, longitudinal delivery with predetermined milestones, dedicated supervision, financial and resource support, protected research time, ongoing faculty development in dissertation supervision, and clear institutional research policies accelerates dissertation completion and enhances effective research dissemination.

Making impact within emerging frontiers

The field of educational technology is full of interesting and innovative new ideas and research. However, sometimes the impact of this work is limited by the way it is presented to the community. Presenting educational technology research and practice to what is usually an interdisciplinary audience that can incorporate people in many different roles is challenging, and opportunities to receive feedback on the best ways to communicate this work are not always readily available. The aim of this half-day, face-to-face workshop is to expose participants (both researchers and practitioners) to effective strategies for the design and delivery of presentations that increase engagement with and impact of their work. In this interactive session participants will have the opportunity to workshop their own presentations reconsidering structure, visual aids, interactivity, and delivery. Facilitated by a workshop team with many years of experience presenting educational technology research and practice across a range of interdisciplinary conferences and professional learning venues (plus some theatrical experience), and drawing on key literature on effective presentation design and delivery, this workshop will be a safe space for participants to explore different and creative ideas to deliver the outcomes of their work in memorable and impactful ways.

Student perspectives on learning transfer from online postgraduate sonography courses to traineeships: A pilot survey

AbstractIntroductionThis survey aims to understand how postgraduate sonography students perceive to apply knowledge from online coursework to traineeships. It also explores the impact of students' age, gender, traineeship duration and geographic location on learning transfer. The ability to apply learnt knowledge is a key factor for student success in higher education and the workplace, yet it is an under‐researched topic.MethodThe Human Research Ethics Committee of an Australian university granted ethical approval. A pilot online survey was sent to 279 medical sonography students enrolled in an online postgraduate program. These students had an industry traineeship as a corequisite to online coursework. The survey was sent via email on Microsoft Forms from October to December 2023. Descriptive, Likert scale and free‐text data were analysed using Microsoft Excel, IBM SPSS Statistics (version 29) and Lumivero NVivo (version 14).ResultsThe response rate was 38% (n = 106). Most respondents agreed that they developed transfer skills from online courses. Practice questions, lectures and interactive sessions emerged as the key online learning activities that helped to facilitate knowledge transfer. With summative assessments, case studies enhanced knowledge transfer. No significant difference was seen in the transfer ability based on geographical location, age and gender.ConclusionIt is challenging for online educators to foster transfer skills to prepare safe, competent, job‐ready graduates. Our study has provided initial insights on enablers of online learning transfer to online educators on students' perspectives of how they see the relevance and how they apply knowledge from online courses to traineeships.

Peningkatan Keterampilan Berbahasa Indonesia Pemandu Wisata Thailand untuk Pelancong dari Indonesia

Indonesian tourists are one of the largest groups of travelers visiting Thailand. The high interest of Indonesian travelers in tourist destinations in Thailand is not supported by the number of tour guides skilled in the Indonesian language. The purpose of this international community service is to improve the competence of local tour guides in Thailand, particularly in terms of Indonesian language skills. The urgency of this service is to address the need for local Thai tour guides who are proficient in Indonesian. Skilled Indonesian-speaking local Thai tour guides are expected to provide optimal service to the increasing number of Indonesian tourists. The method of this service involves intensive assistance by Thammasat University students as tutors and translators. Thammasat students who are already proficient in Indonesian will provide Indonesian language training to local Thai tour guides. This assistance includes interactive learning sessions, conversation simulations, and direct practice in real tourist situations to enhance the communication skills of the tour guides. The results of the service show a significant improvement in the Indonesian language skills of 15 local Thai tour guides. This is evident from their ability to communicate more fluently and confidently with tourists from Indonesia. The group of local Thai tour guides also reported increased satisfaction in the services they provided, as well as positive feedback from Indonesian tourists. Based on these results, the assistance provided by the service team, supported by Thammasat University students, was effective in enhancing the language competence of local Thai tour guides. This service activity has a positive impact on the experience of Indonesian tourists and strengthens the bilateral tourism sector of both countries.

Evaluating the User Experience and Usability of the MINI Robot for Elderly Adults with Mild Dementia and Mild Cognitive Impairment: Insights and Recommendations.

Introduction: In recent years, the integration of robotic systems into various aspects of daily life has become increasingly common. As these technologies continue to advance, ensuring user-friendly interfaces and seamless interactions becomes more essential. For social robots to genuinely provide lasting value to humans, a favourable user experience (UX) emerges as an essential prerequisite. This article aimed to evaluate the usability of the MINI robot, highlighting its strengths and areas for improvement based on user feedback and performance. Materials and Methods: In a controlled lab setting, a mixed-method qualitative study was conducted with ten individuals aged 65 and above diagnosed with mild dementia (MD) and mild cognitive impairment (MCI). Participants engaged in individual MINI robot interaction sessions, completing cognitive tasks as per written instructions. Video and audio recordings documented interactions, while post-session System Usability Scale (SUS) questionnaires quantified usability perception. Ethical guidelines were followed, ensuring informed consent, and the data underwent qualitative and quantitative analyses, contributing insights into the MINI robot's usability for this demographic. Results: The study addresses the ongoing challenges that tasks present, especially for MD individuals, emphasizing the importance of user support. Most tasks require both verbal and physical interactions, indicating that MD individuals face challenges when switching response methods within subtasks. These complexities originate from the selection and use of response methods, including difficulties with voice recognition, tablet touch, and tactile sensors. These challenges persist across tasks, with individuals with MD struggling to comprehend task instructions and provide correct answers and individuals with MCI struggling to use response devices, often due to the limitations of the robot's speech recognition. Technical shortcomings have been identified. The results of the SUS indicate positive perceptions, although there are lower ratings for instructor assistance and pre-use learning. The average SUS score of 68.3 places device usability in the "good" category. Conclusions: Our study examines the usability of the MINI robot, revealing strengths in quick learning, simple system and operation, and integration of features, while also highlighting areas for improvement. Careful design and modifications are essential for meaningful engagement with people with dementia. The robot could better benefit people with MD and MCI if clear, detailed instructions and instructor assistance were available.

Teacher implementation of an individualised vocabulary intervention programme for dual language learners in a preschool classroom

Purpose This study explored the feasibility of implementing an individualised vocabulary intervention for dual language learners through teachers, who leverage their knowledge about their students to address each child’s diverse needs. Method Participants were 32 Cantonese-English pre-school dual language learners and 16 teacher implementers from eight classrooms of a Head Start Programme. During the 3-week programme, teacher implementers were given an individualised set of 12 target words for each student. Implementation was measured using daily logs, questionnaires, and interviews. Children’s immediate word learning was reported by teachers and word retention was measured two weeks after the intervention. Result Teacher implementers were able to teach the individual target words to each participant in one-on-one interactive sessions 94% of the time. Various teaching strategies were used along with culturally relevant teaching materials. On average, children learned 92% of the target words and retained 42% of the target words. Conclusion The study highlights the practicability of implementing an individualised intervention programme by harnessing teachers’ knowledge of the children they work with. The results have implications for building a high-quality and culturally-responsive intervention programme for dual language learners.

Lessons Learnt Delivering a Novel Infectious Diseases National Training Programme to Timor‑Leste's Primary Care Workforce.

Background and Objectives: Timor‑Leste is a lower‑middle‑income country in Southeast Asia. To control the significant local threat from infectious diseases, it is imperative to strengthen the knowledge and practice capabilities of the primary care workforce. Methods: We report and reflect on the development and delivery of a national training programme in infectious diseases called the Advancing Surveillance and Training to Enhance Recognition of Infectious Diseases (ASTEROID) programme, developed by the medical non‑governmental organisation (NGO) Maluk Timor and other Timorese stakeholders. The 1-week training course delivered by local doctors is multi‑modal, combining lectures with educational videos, interactive sessions and a mobile application. The ongoing training was delivered to every Timorese municipality in the participants' place of work and involved 540 healthcare professionals from 37 facilities. Training covered infectious diseases most relevant to the Timorese workforce, and focused on disease detection, management, prevention (including infection prevention and control issues) and notification. Findings: Multiple choice question (MCQ) assessment during the training has shown an average improvement in test scores from 45% to 64%, improving to 71% and 79% at 3- and 12-month follow‑up respectively. The programme has been well‑received, with participants appreciating the use of local specialists in video content, the tailoring of content to the local context and the variety of educational methods. Difficulties have been faced when it comes to delivering adequate content in a week‑long format to a workforce which has not previously received significant professional development. Conclusions: This approach could provide a model for delivering training to national healthcare workforces in low- and middle‑income countries (LMIC) and could be further refined on the basis of the lessons detailed here.

The Application of Trauma-Informed Care to Health Care for Military-Connected Individuals.

Military families face unique stressors beyond civilian life, such as deployments, frequent relocations, and the potential for combat, all of which can significantly impact well-being. A trauma-informed care (TIC) approach to military medicine is paramount; however, a critical gap exists, with no published curricula to guide practitioners in employing TIC in the care of military-connected individuals. We delivered a 50-minute interactive and virtual session to second-year medical students at the Uniformed Services University (USU) that reviewed the neurobiology of adversity and the relevance of TIC in caring for military-connected populations. Participants completed a 14-question pre- and posttest on perceived knowledge, attitudes, practice, and confidence, as well as posttest questions evaluating session quality. The USU Institutional Review Board approved this evaluation. One hundred sixty medical students participated in the session, with 78 matched pre- and posttest responses. We observed a statistically significant pre-post improvement (p ≤ .05) in all category scores, with the largest changes in knowledge (1.33) and confidence (1.33). On a 5-point Likert scale, with 5 being best, mean scores for overall quality of the session and relevance of the material to participants' learning and future practice were 3.95 and 4.20, respectively. By equipping health care providers with knowledge and confidence to apply TIC in military medicine, we can improve the well-being of service members and their families across both military and civilian health care settings. Broader implementation of this program has potential to improve patient outcomes and overall health care delivery for this population.

CAPP: Context‐Aware Privacy‐Preserving Continuous Authentication in Smartphones

ABSTRACTThe pervasive use of smart devices in everyday life has increased the risk of theft and cyberattacks, necessitating robust and continuous behavioral authentication techniques during every interactive session. Traditional authentication methods are insufficient to address these evolving threats, as they often fail to maintain security throughout the session. To address this challenge, we propose a continuous authentication scheme that leverages touch and motion sensors, incorporating user context to enhance security. However, building an effective authentication model requires creating a behavioral template by aggregating data from multiple users. Moreover, outsourcing sensitive sensor data to third‐party servers for processing introduces the risk of privacy breaches, such as behavioral profiling or the theft of personal information. To mitigate these risks, we designed CAPP—a context‐aware privacy‐preserving data outsourcing scheme for continuous authentication during live sessions. CAPP employs Format Preserving Encryption (FPE) to encrypt the sensor data, ensuring that the data's format remains intact, which allows the machine learning model to function with minimal loss of accuracy. Our solution enables secure and efficient authentication by creating a model on the server side using data from motion sensors like the accelerometer, gyroscope, and magnetometer. Our experimental results demonstrate the effectiveness of the proposed scheme, achieving an accuracy of 87.57% and an Equal Error Rate (EER) of 12.15%, while requiring only 1.69 ms to authenticate a user. These results show that CAPP preserves user privacy and provides a rapid and reliable authentication process, outperforming existing state‐of‐the‐art methods.

How to Improvise Medical Conferences

ABSTRACT Over the past few years, the number of attentive audience in medical conferences is steadily on the decline. Now information can be gathered easily from multiple sources. Hence, very few are interested to hear the routine lectures in medical conferences. Probably now, it is time to replace the routine lectures with interactive sessions with active participation from the audience. The scientific sessions and topics should be relevant, practical and should arouse the interest and enthusiasm among the delegates to attend the sessions. Carefully select the faculty who are subject experts having contribution with original work on the particular topic. Interactive sessions with experts, discussion of a clinical question/scenario, case discussions, year in review, debates on hot topics, self-assessment sessions, meeting the mentor sessions, expert group discussions & collaboration can be planned to replace the routine lectures. Dedicated sessions for trainees/postgraduates can be held. an expert panel can discuss and come out with at least two important conference resolutions which can be publicized as the conference outcome.

A review study of the use of ChatGPT in EFL classes: systematic review

Abstract This paper explores the rapidly growing impact of Artificial Intelligence (AI) in education, with a focus on its integration into teaching English as a Foreign Language (EFL). AI offers educators new opportunities to innovate and enhance the teaching process. This review aims to provide a thorough analysis of AI, specifically ChatGPT, in EFL classrooms, highlighting both the perspectives of teachers and learners. The study centers on university instructors who have incorporated ChatGPT into their daily English teaching practices. Research data was sourced from databases Scopus and Web of Science, with relevant studies selected based on predetermined criteria. Findings indicate that EFL teachers value ChatGPT for its ability to offer instant explanations, create supplementary teaching materials, and promote student engagement through interactive sessions. However, concerns persist regarding certain limitations of the chatbot, indicating the need for further refinements. The study emphasizes the importance of training and guiding educators in using AI tools effectively to minimize potential challenges. Lastly, it calls for more experimental research to further assess ChatGPT’s role and effectiveness in EFL teaching.

WORKSHOP ON PREVENTING SEXUAL VIOLENCE IN PUBLIC SPACES USING PSEA POLICY TO IMPROVE THE RIGHTS OF BADUY WOMEN

This community service workshop aimed to raise awareness and educate Baduy women on the importance of the Protection from Sexual Exploitation and Abuse (PSEA) policy. Recognizing the urgent need to address the vulnerability of this marginalized group, the workshop focused on creating a safe and inclusive environment that empowers women to recognize and report cases of sexual exploitation and abuse. Through interactive sessions and informative materials, the workshop facilitated a comprehensive discussion on the key principles of the PSEA policy, emphasizing the rights and protections offered to indigenous women. Participants actively engaged in role-playing exercises, group discussions, and case study analysis to better understand the implications of the policy in the context of their communities. As a result of the workshop, Baduy women gained a deeper understanding of their rights and the mechanisms available to them to safeguard their well-being. Participants expressed an increased sense of self-confidence and empowerment, as evidenced by their active participation and commitment to spreading awareness in their communities. In addition, the workshop fostered a supportive network among participants, encouraging mutual support and solidarity in upholding the principles of the PSEA policy. The success of this workshop underscores the importance of ongoing education and advocacy in protecting the rights of indigenous communities. In the future, this work must be maintained by building a sustainable support system and initiatives that prioritize the welfare and empowerment of indigenous women in Indonesia within the PSEA policy framework.

Abstract 327: Mentorship Program for Young Neurologists, Medical Students and Researcher: Lessons from COVID‐19 Lockdown

Introduction COVID‐19 pandemic has caused unprecedented public health and economicchallenges. Current public health, scientific and research communities are faced by thenecessity to provide a fundamental contribution to tackle the crisis. During the past couple ofyears, we have witnessed an impressive number of initiatives to encourage networkingopportunities, to foster virtual interactions between the different stakeholders involved (healthcare, industry, governments, academics, and patients), and to develop innovative strategies andcollaborative infrastructures in support of clinical care, scientific research, and medicaleducation. In this study, we propose and adopt a novel open and collaborative approach to joinforces from around the world social media websites as an essential tool in the fight against theCOVID‐19 crisis. We also investigated the involvement of crowds as innovation partners can beof great support in medical education.To propose novel virtual mentorship program as a teaching tool to improve career skills amongyoung Neurosurgeon and Ophthalmologists. Methods Virtual training program was designed and crowdsourcing was used using socialmedia. Highly qualified senior physicians were paired with junior trainees/students throughonline workshops. Juniors were guided through online platforms and interactive sessions onclinical, research, interviewing, and CV writing skills Results Program received an initial wave of 965 applicants from 18 countries. Total of 719participants were provided a generic teaching program, while 246 were enrolled to a morepersonalized program where they received at least 20 sessions from their assigned mentors. Allparticipants had significantly improved their set of skills as evidenced by their community work,clinical skills, and research output. Conclusion Online virtual training programs can help great skills transfer between skilledacademic young neurosurgeon, ophthalmologists and young trainees worldwide.