Introductory Video Research Articles

Redefining Quality in Engineering Education through the Flipped Classroom Model

The students in engineering institutes are expected to be tech-savvy and have an appetite for technology-based learning. Sadly, most of the courses in the current Indian engineering education scenario are taught using straight lectures where students are made to play a passive role while the teacher takes the center stage. The need of the hour is to get the students out of this passive mode of learning and bring them to the forefront in the teaching-learning cycle. Most often than not, teachers utilize the class time teaching technical intricacies that are crucial to solving problems which leave very little time to do anything else. Hence, the onus falls on the students to apply the learning in the class to solve problems on their own outside the classroom which is far from ideal. The flipped class is a model wherein much of the technical content is delivered outside the classroom via a virtual platform which in turn makes the classroom a congenial place for discussions, problem-solving and promoting active learning in the presence of the teacher. Through this paper, a study has been conducted to bring in this modern technology into engineering education. The objective is to analyze the power of technology in teaching courses that require significant work beyond class hours. The flipped classroom model was applied on 32 final year Post Graduate students through the Android Mobile Application Development course. A fundamental topic was chosen that forms the base to build sophisticated Android Apps. Since it was very difficult to grasp the topic at one go, the class was flipped so that the students get ample time to go through the learning resources and come well prepared for the class. To begin with, the students were given the task of going through a lecture video from one of the NPTEL courses on Modern Application Development. However, the video shared was 22 minutes long and to simplify the learning experiences of students, a 3-minute Introductory video on the course content was shot and posted on the course website so that the students could first go through it before going into the actual learning material. During the lecture hour, an active learning strategy based on In-Class Teams was leveraged to drive home learning. Practicing a disruptive tool like the flipped classroom model shifts the focus from the teacher to the students and assists in restoring the balance. By flipping the class, the students are expected to go through learning material employing self-study and then come prepared for the deliberations in the class. As students go through the gist of the course content in advance, it becomes easy for the teacher to turn into a facilitator and assist in students learning during the lecture hours. Through the assessment of student’s interaction, preferences, and performance, the results of this study show that the students learn a whole lot better when technology is harnessed as opposed to the traditional classroom lectures.

Digital Technologies Development in the Educational Process of Ecology and Industrial Safety Department, Bauman Moscow State Technical University

The report gives current status overview of how the digital technologies integration evolves in the educational process as well as gives brief overview of the whole educational activities of Ecology and Industrial Safety department in Bauman Moscow State Technical University. The most attention is payed to the development and introduction of the online course Life safety in the educational process and done using Open BMSTU platform and the educational portal of the department е9.bmstu.ru. The contents and the structure of course are presented. The peculiarities of the work at online course are pointed out. The forms of online presentations, access for authorized teachers and students and control tests are considered. The procedure of the creation of video lectures and introductions to laboratory works is briefly depicted. Other components of the educational portal including online video library of the department, laboratory works online timetable, life safety course online introduction videos to the laboratory works are also presented.

S-PACK: A Modular and Modifiable, Comprehensive Predeparture Preparation Curriculum for Global Health Experiences.

Approximately 25% of trainees participate in a global health elective during their undergraduate or graduate medical education. Increasingly, educators in the United States and international partners are calling for improved predeparture preparation training for global health experiences. Yet, freely available, easily modifiable curricula are rare. Educators who created the Simulation Use for Global Away Rotations (SUGAR) curriculum formed a workgroup in September 2017 to develop the SUGAR Pre-Departure Activities Curricular Kit (S-PACK). Using Kern's 6-step approach to curriculum development, they identified 10 essential domains for global health preparation, developed learning objectives, created interactive activities pertinent to those domains using different education strategies, piloted and refined the curriculum, packaged it for online facilitator training, and disseminated it in March 2018. The S-PACK curriculum includes 6 interactive, modifiable modules that use a variety of educational strategies to enable educators to comprehensively prepare trainees for global health electives. Modules incorporate simulations, procedural training, small-group case-based discussions, and reflection exercises on topics ranging from providing treatment when resources are limited to mitigating culture shock to considering wellness while away. Each module includes a facilitator training packet, curricular resources, and introduction videos. All are freely available at sugarprep.org. Since an initial in-person workshop at a national conference, the S-PACK curriculum has been available online. Further evaluation is underway, including developing assessments for educators to measure trainee readiness for global health electives. Piloting the feasibility of regional S-PACK preparation bootcamps to support training programs with limited global health resources is planned.

The Cultural Factors in the MOOC Design in China from Hofstede’s Cultural Dimensions

With their massiveness and openness, Moocs have become one of the most widespread and influential online learning forms, which leads to the fact that more and more designers with different cultural backgrounds are getting involved in the course design. As a result, the Mooc design such as the styles of the organization and presentation may correspondingly be influenced by cultural values of the designers, and then become barriers for learners. In order to locate the cultural influence reflected in the Mooc design in China, the introductory videos of three courses published on Coursera, which are designed by three well-known universities in China, are sampled for analysis from the aspects of power distance, individualism/collectivism and masculinity/femininity within the framework of Hofstede’s cultural dimensions. The findings indicate that the cultural features of the high-power distance, collectivism and femininity have shown their influence on the designing of these courses.

EP.47Sharing evidence-based physiotherapy for neuromuscular patients through a digital learning platform: description of a service development project

Physiotherapy is an important modality for patients with neuromuscular diseases, as individually targeted physiotherapy approaches may enhance functions in daily life, and thereby affect quality of life. In Norway, there is scarce knowledge of neuromuscular diseases among community PTs, especially related to specific hands-on physiotherapy. The physiotherapists at the National Neuromuscular Centre, Norway (NMK), sees the need for easily attainable learning resources to meet the demands from community PTs. Hence, a service development project based on digital learning to reach the community PTs that encounter the patient group in their clinical practice and need an evidence-based platform to guide their decision-making, was planned. The project was developed in close collaboration with sjelden.no, a learning platform for rare diseases funded by Norwegian National Advisory Unit on Rare Disorders (NKSD). Two introductory videos, about physical activity and exercise, and principles for physiotherapy to neuromuscular patients, were produced and published in 2017. These combined animations and real-life video. Thereafter a module-based e-learning course consisting of four modules was made: 1) General introduction to neuromuscular diseases 2) Functional challenges for persons with diseases in muscle 3) Functional challenges for persons with neuropathies 4) Specific physiotherapeutic interventions. Module 2-4 consists of real patients and physiotherapeutic interventions to address their problems. Editing of module 2-4 is still in progress. There has been positive feedback to module 1 consisting of the introductory videos. These are published at sjelden.no, and have been marketed at the webpages of NMK and NKSD, as well as at physiotherapy congresses and other venues. Modules 2-4 are yet to be published to the public, aiming for a late 2019 introduction. E-learning through a digital learning platform, as an add-on to clinical courses, can be a cost-effective way of sharing evidence-based physiotherapy knowledge to community PTs and other health-care professionals that encounter patients with rare neuromuscular diseases in clinical practice. Proper evaluation of the finished module-based e-learning program is though needed to assess its usefulness.

Establishing an online physical exercise program for people with hemophilia.

SummaryBackgroundHemophilia is a congenital bleeding disorder with an estimated frequency of 1:10,000 births. Repeated joint bleeding is a hallmark of the disorder and leads to painful hemophilic arthropathy. Regular exercise can help improve joint stability and function, reduce the risk of injury and bleeding and improve physical fitness and quality of life. This method paper describes an online training concept aiming to offer access to appropriate exercise instructions for people with hemophilia who are not able to attend regular training at a hemophilia center.MethodsThe online exercise program is accessible through the homepage of the Department of Physical Medicine, Rehabilitation and Occupational Medicine of the Medical University Vienna as well as through scanning a QR code printed on information material using a smart phone or tablet.ResultsThe program contains exercises to improve mobility, coordination, muscular strength and flexibility. A brief introduction is given by a hematologist, a pediatrician and a physiatrist. An introductory video informs about contraindications and essential precautions, such as medical attendance and sufficient factor therapy to consider before starting the training. Another video gives advice on the exercise composition. The demonstrated exercises are explained by a physician and are available for adults and children. To individualize training recommendations and offer further diagnostic tools and physical treatment options as necessary, the Department of Physical Medicine, Rehabilitation and Occupational Medicine of the Medical University of Vienna will establish consultation hours for people with hemophilia.ConclusionAs hemophilia is an orphan disease, patients are mainly treated in specialized centers. For patients who live far from these centers or have limited access to a training there for other reasons, the physical medicine consultation hour and the implementation of online exercise instructions offer individually adapted exercise information for a regular home-based training to benefit from increased physical fitness and joint stability.

Talking in Time: The development of a self-administered conversation analysis based training programme for cochlear implant users

Objectives: Training software to facilitate participation in conversations where overlapping talk is common was to be developed with the involvement of Cochlear implant (CI) users.Methods: Examples of common types of overlap were extracted from a recorded corpus of 3.5 hours of British English conversation. In eight meetings, an expert panel of five CI users tried out ideas for a computer-based training programme addressing difficulties in turn-taking.Results: Based on feedback from the panel, a training programme was devised. The first module consists of introductory videos. The three remaining modules, implemented in interactive software, focus on non-overlapped turn-taking, competitive overlaps and accidental overlaps.Discussion: The development process is considered in light of feedback from panel members and from an end of project dissemination event. Benefits, limitations and challenges of the present approach to user involvement and to the design of self-administered communication training programmes are discussed.Conclusion: The project was characterized by two innovative features: the involvement of service users not only at its outset and conclusion but throughout its course; and the exclusive use of naturally occurring conversational speech in the training programme. While both present practical challenges, the project has demonstrated the potential for ecologically valid speech rehabilitation training.

A Qualitative Evaluation of the Implementation of an Intimate Partner Violence Education Program in Fracture Clinics

We developed an intimate partner violence educational program (EDUCATE) for health care providers which was implemented in seven fracture clinics by local IPV champions. The purpose of the program was to provide health care providers with the knowledge and skills required to comfortably identify and assist women experiencing IPV in the fracture clinic. The program consisted of an introductory video, interactive online modules, and an in-person presentation by a local IPV champion. The study aim was to qualitatively evaluate the feasibility, acceptability, and perceived value of the program. We conducted semi-structured interviews with 10 champions and 23 participants and identified themes using a qualitative descriptive approach. Champions and participants expressed a strong satisfaction with the program. Champions also described several barriers and facilitators to program implementation. Additionally, we identified themes through analysis of interview data from champions (champion training, program delivery, and perceptions about program participants’ receptiveness to the training) and participants (value of the training experience, useful program content, desire for more education, and suggested program improvements). The program showed promising results, as both champions and program participants had overall positive experiences completing the program. Their suggestions for improvement have been used to refine the program, which is now publically available for educational purposes through www.IPVeducate.com.

Competitive Team-based Learning vs. Reciprocal Teaching of Reading: A Study in Reading Classes

This study was an experimental investigation on the effects of a new innovative approach to ELT/Education namely Competitive Team-Based Learning (CTBL), developed by Hosseini (2009, 2019) at Mashhad Rooyan Research Center in Iran, and Reciprocal Teaching of Reading (RTR), developed by Palinscar, at the University of Michigan and Brown (1985), at the University of Illinois at Urbana-Champaign, on the reading comprehension of Iranian EFL intermediate students. See the introductory 17-minute video to CTBL at https://youtu.be/cPtOUaIkJlk or at http://www.aparat.com/v/i32tK. After administering Interchange placement test to a total population of 75, and after ensuring that the participants were homogenous and at intermediate level, sixty students were selected, based on their scores in the pretest. Then, they were randomly assigned to two experimental groups – thirty per group. Each class was divided into seven teams of four – the two remaining students in each class worked in pairs. Before the experiment, the researchers conducted the Interchange reading test. In the course of experimentation, while the first experimental group was instructed via RTR method of CL, the second experimental group was instructed via Hosseini's approach to (language) teaching (i.e., CTBL). At the end of the study, the reading comprehension test (posttest) was used to assess the probable progress in the reading comprehension ability of the students. Independent samples T-test illustrated statistical significance at P≤0.05 level that proved the superiority of CTBL over RTR on the participants' reading comprehension achievements. Suggestions to researchers have been put forward at the end of the present article.

Educational concussion module for professional footballers: from systematic development to feasibility and effect

ObjectivesTo describe: (1) how we developed a concussion module and (2) whether the concussion module is feasible (in terms of relevance, added value and suitability) and enhances knowledge and changes...

Основні аспекти створення навчальних відеоматеріалів для використання в освітньому процесі закладів вищої освіти

One of the modern trends in both formal and corporate education is microlearning which involves using short videos in educational process. Microlearning has a variety of advantages including that this approach is more student-oriented, aimed at increasing the level of mastering knowledge, requires less time spent by students for learning, gives a possibility to study at any time and anywhere using own devices, increases motivation etc. The article deals with methodological aspects of creating educational video materials taking into account psychological peculiarities and learning habits of modern students. Video materials belong to the most powerful tools in educational process as they provide students with the possibility of simultaneous perception of auditory and visual information. Video materials must be strictly structured and involve students into learning process, in particular they could be included into different sources of electronic learning courses (ELC). There are different types of videos that are used in ELC such as introductory video, video lectures, video tutorials, additional video materials, interactive video. In spite of content variety all video materials undergo the same procedure of creation including dividing material into logically finished parts, notions definition, writing content questions, components structuring etc. Recording of a video must be a thoroughly planned process to ensure high quality of outcoming product. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. A comparative analysis of different webinar-oriented platforms has also been made.

Effectiveness of flipped classroom as a teaching-learning method among undergraduate medical students - An interventional study.

BACKGROUND:Attempts to put the available teaching–learning time to better use and address the needs of students by increasing active involvement led to the evolution of the flipped classroom (FC). It involves providing study resources for students to use outside the class so that class time is freed up for instructional activities. This study was done to assess the effectiveness of flipped classroom activity as a teaching–learning method.MATERIALS AND METHODS:In this interventional study, 98 students were divided into two batches of flipped class and conventional small group teaching (SGT). An online Google group was created for the batch of FC. Brief introduction and prerecorded videos related to the assigned topic were posted in the Google group. Discussion was carried out in the form of solving cases and problem-solving exercises. Pretest and posttest were conducted at each session, and an end of module test was conducted for both the groups.RESULTS:There was a significant difference between the pre- and posttest scores and also the mean scores of summative test between two groups (P < 0.001). The perception of the students regarding FC was also evaluated. Eighty-two percent strongly agreed that FC was more engaging and interesting in comparison to traditional class. Seventy-six percent strongly agreed that more such classes should be conducted in the future.CONCLUSION:Flipped classroom improved the student performance and learning experience effectively as compared to conventional SGT, and students’ response was also largely positive.

Indigenous Peoples and genomics: Starting a conversation.

Compared to European ancestral groups, Indigenous Canadians are more likely to have uninterpretable genome‐wide sequencing results due to non‐representation in reference databases. We began a conversation with Indigenous Canadians to raise awareness and give voice to this issue. We co‐created a video explaining genomic non‐representation that included diverse Indigenous view‐points. We audio‐recorded the focus groups including 30 First Nations, Métis, and Inuit individuals living in Greater Vancouver. After watching an introductory video explaining genomic testing, participants discussed issues surrounding collecting Indigenous genomic data, its control, and usage. Transcripts were analyzed, and participants’ quotes representing main themes were incorporated into the introductory video. Indigenous participants discussed data interpretation and gave approval for quote usage. The 20 participants who provided feedback concurred with the thematic interpretation: Systemic racism interlaced most conversations, particularly within the theme of trust. Themes of governance emphasized privacy and fear of discrimination. Some participants thought a separate, Indigenous‐controlled database was essential; others recognized advantages of international databases. The theme of implementation included creative ideas to collect Indigenous genomes, but prior approval from Indigenous leaders was emphasized. The final video (https://youtu.be/-wivIBDjoi8) was shared with participants to use as they wish to promote awareness and ongoing discussion of genomic diagnostic inequity.

Improving Handoffs: Implementing a Training Program for Incoming Internal Medicine Residents.

The Accreditation Council for Graduate Medical Education Clinical Learning Environment Review program requires residents to receive training in handoffs, but there is limited information on best practices in implementing handoff training. We hypothesized that a bundled, standardized approach to handoffs during intern orientation would increase trainee comfort, confidence, and knowledge. All incoming internal medicine interns participated in a Care Transitions workshop during orientation that was divided into 3 sections: introduction and handoff videos using the I-PASS handoff tool, small group discussion of case scenarios, and a 1-on-1 handoff simulation with an evaluator. Participants completed pre- and postworkshop surveys. We reviewed handoff documents to assess whether residents continued to report illness severity-a key component of I-PASS-after the intervention. Over 3 years, 225 of 229 (98%) interns completed the preworkshop survey, and 191 (83%) completed the postworkshop survey. Between 2014 and 2016, the number of incoming interns reporting prior training in handoffs during medical school increased from 45% to 63%. Interns' self-reported comfort with providing effective handoffs and self-reported confidence identifying factors essential to an effective verbal handoff (measured on a 5-point Likert scale) improved significantly after the intervention (P < .05 for all questions and years). During 1 year, written handoffs for 28 498 patients were analyzed, and I-PASS illness severity was documented 99.4% of the time. The Care Transitions workshop consistently improved comfort, confidence, and knowledge of interns in performing handoffs and resulted in sustained change in handoff documentation.

Engaging Patients in Clinical Trial Planning: Exploring the Concept of a Minimal Clinically Important Difference Among Patients with Obstetrical Antiphospholipid Syndrome

INTRODUCTIONWomen with antiphospholipid syndrome are at increased risk of pregnancy loss. A large randomized controlled trial is still needed to confirm or refute the efficacy of low-molecular-weight heparin (LMWH) and aspirin (ASA) prophylaxis during pregnancy in women with antiphospholipid syndrome (APS) and past pregnancy loss. The minimal clinically important difference (MCID) is a statistical concept that quantifies the smallest amount of benefit from a treatment that a patient would identify as important, and is used to adequately power clinical trials. When planning a clinical trial, the MCID is most often determined by specialists in the field. How patients make sense of MCID as a concept, and how patients' perceptions of MCID compare to physician responses is unknown. In a challenging and high stakes situation, understanding different patients' perspectives must be considered when planning a large clinical trial. METHODSConsecutive patients were approached from a specialty Thrombosis clinic and from the TIPPS (Thrombophilia in Pregnancy Prophylaxis Study) screening logs between January 2017 and March 2018 in Ottawa, Canada to complete a survey and interview. Patients were eligible if they met the revised Sapporo/Sydney laboratory criteria for antiphospholipid syndrome and had at least 1 late pregnancy loss or 2 early losses (<10 weeks gestation). A similar survey was distributed to 350 specialists identified through 5 professional organizations between May-Sept 2016. Both patient and physician groups had access to an introductory video. The mean MCID between the patient group and physician group was compared using an independent t-test, with p<0.05 being significant. Patient interview data were collected and analysed iteratively, in keeping with constructivist grounded theory methodology. RESULTSThere were 22 (33%) patients who completed surveys and 10 patients who completed semi-structured interviews. Among the physician group, 72 (20.6%) responded to the survey, including obstetricians (34.7%), hematologists (26.4%), general internists (18%), maternal fetal medicine specialists (6.9%) and other specialties (12.6%). Assuming a live birth rate of 60% in the ASA alone arm, the mean MCID answered by physicians was 11.6% (range 5-25%, SD 5.2), compared to the mean MCID answered by patients was 10.0% (range 5-20%, SD 6.4) (p=0.28). The mean number needed to treat (NNT) answered by both physicians and patients was 16. In the majority of cases from both groups, the related concepts of MCID and NNT did not match statistically (i.e. an MCID of 15% is a NNT of 7).An overarching theme from the patient survey comments and interviews was that statistics were somewhat irrelevant. The majority of women thought that “any increase in a chance of live birth” was worth it. However, there was variation in patient responses where some women would only accept a certain success rate of LMWH to justify its use because of drug cost or side effects. Some women acknowledged that they would not use LMWH themselves, but still advocated for other patients to have the option of LMWH use for a chance of a live birth. CONCLUSIONThe mean MCID and NNT were similar between patient and physician groups. The low mean MCID and NNT values likely reflect the importance of the outcome studied (avoiding pregnancy loss) and the perceived safety of the proposed interventions of LMWH and/or ASA, which is supported by qualitative data from patient interviews. While the MCID and NNT responses were similar among physicians and patients, the understanding of statistics was somewhat limited in both groups. By better understanding patients' rationale and beliefs about LMWH use, we can better engage them in clinical trial planning and patient care and ensure that we are performing research that is relevant to patients. DisclosuresSkeith:Leo Pharma: Honoraria; CSL Behring: Research Funding. Rodger:Biomerieux: Research Funding.

CHER-Ob

The study of cultural heritage involves many different activities, including visualizing digital data, analyzing information, and sharing results. Current technologies focus on providing better tools for data representation and processing, neglecting the importance of analysis and sharing. In this article, we present a software system, CHER-Ob, which offers powerful tools for evaluating and publishing the results of cultural heritage research. CHER-Ob provides the capability to visualize and add various types of annotations to data in a wide variety of formats. These annotations assist in the analysis phase and are used for sharing the results of a study. A written report can be generated and automatically illustrated using the annotations. In addition, an “animation scheme” is associated with each type of annotation. The schemes make it possible to generate an introductory video overview of an analysis by selecting preferences and annotations. A series of animated sequences of 2D and 3D objects will appear in a user-specified order in a video subtitled by annotations. The system is useful for integrating cultural and digital resources as well as for providing a method to author materials for disseminating cultural heritage findings to the public.

Teachers' Website Design Experiences and Usability Test: The Case of weebly.com

This study was conducted in order to examine the process that the teachers designed the website. For this purpose, www.weebly.com, which is used as a web site building tool, was selected and teachers were given tasks for web designing. In this process, eye and mouse movements of teachers were recorded and analyzed via eye tracking devices. Comparative Static Group Pattern was determined as the research model. The participants were divided into groups formed by random assignment as experiment (N=15) and control group (N=15). This study was carried out in the Human-Computer Interaction Laboratory. Experiments were designed differently for experiment and control groups. Before performing the tasks, an introduction video was shown to the experiment group. All participants were instructed about the tasks to complete in order and expected to perform them. Then, interview questions about the contribution of introduction videos and usability of website were asked. According to the results, weebly.com web site is very useful for building an educational web site for teachers. The group that watched the introduction video completed the tasks in a shorter time than the group who did not watch the videos. At the same time, the group who watched introduction videos before using the site was able to complete more tasks than the group that did not watch the videos. These results show that the use of introduction videos as a navigation facilitator enhances the usability. Keywords: Website design experience, teacher education, usability, eye tracking

Web-mediated stakeholder communication in the biotech industry : the discursive construction of dialogic illusion

The study investigates dialogic strategies in selected corporate communication of the biotech giants Monsanto and Bayer. Both companies have had to repeatedly face criticism on the part of activists and biotech-averse consumers. In order to win consumer trust and gain social legitimation, the companies have put considerable effort into building forms of stakeholder dialogue, resorting, to this end, to computer mediated communication as the preferred means of interaction. Monsanto’s and Bayer’s commitment to engage dialogically with their audiences provides a set of ideal materials for testing if and to what extent new technological affordances are used by companies in the service of stakeholder dialogue on potentially controversial themes. The study analyzes the communicative coordinates and rhetorical organization of communication in two distinct sets of documents – Monsanto’s dedicated “Conversation” website section, and Bayer’s “Transparency Initiative” introductory video. The methodological toolkit used for the analysis is discourse-analytical in focus and draws on tools developed within Systemic Functional linguistics for the analysis of interpersonal resources, and on pragmadialectics for the exploration of the argumentative and rhetorical strategies deployed in the service of persuasion in respect of corporate goodwill/commitment in the face potentially oppositional discourse. The analysis highlights the challenges posed by dialogic overture on controversial issues, and suggests that a tension exists between transparency/openness and discursive foreclosure/gatekeeping which is very hard for companies to negotiate.

Teachers’ website design experiences and usability test: the case of weebly.com

This study was conducted in order to examine the process by which teachers designed a website. For this purpose, www.weebly.com, which is used as a website building tool, was selected and teachers were given tasks for web designing. Experiments were designed differently for experiment and control groups. Before performing the tasks, an introduction video was shown to the experiment group. Then, interview questions about the contribution of introduction videos and usability of website were asked. According to the results, the group that watched the introduction video completed the tasks in a shorter time than the group who did not watch the videos. At the same time, the group who watched introduction videos before using the site was able to complete more tasks than the group that did not watch the videos. These results show that the use of introduction videos as a navigation facilitator enhances the usability.Keywords: Website design experience, teacher education, usability, eye tracking.*

Acceptance of Tele-Rehabilitation by Stroke Patients: Perceived Barriers and Facilitators

ObjectiveTo explore the perceived barriers and facilitators of tele-rehabilitation (TR) by stroke patients, caregivers and rehabilitation therapists in an Asian setting. DesignQualitative study involving semi-structured in-depth interviews and focus group discussions. SettingGeneral community. ParticipantsParticipants (N=37) including stroke patients, their caregivers, and tele-therapists selected by purposive sampling. InterventionsSingapore Tele-technology Aided Rehabilitation in Stroke trial. Main Outcome MeasuresPerceived barriers and facilitators for TR uptake, as reported by patients, their caregivers, and tele-therapists. ResultsThematic analysis was used to inductively identify the following themes: facilitators identified by patients were affordability and accessibility; by tele-therapists, was filling a service gap and common to both was unexpected benefits such as detection of uncontrolled hypertension. Barriers identified by patients were equipment setup–related difficulties and limited scope of exercises; barriers identified by tele-therapists were patient assessments, interface problems and limited scope of exercises; and common to both were connectivity barriers. Patient characteristics like age, stroke severity, caregiver support, and cultural influence modified patient perceptions and choice of rehabilitation. ConclusionsPatient attributes and context are significant determinants in adoption and compliance of stroke patients to technology driven interventions like TR. Policy recommendations from our work are inclusion of introductory videos in TR programs, provision of technical support to older patients, longer FaceTime sessions as re-enforcement for severely disabled stroke patients, and training of tele-therapists in assessment methods suitable for virtual platforms.