On-site Lectures Research Articles

STUDENTS’ ANXIETY IN FOREIGN LANGUAGE LEARNING ENVIRONMENTS: ONLINE VERSUS ON-SITE CLASSROOMS

As the world continued to grapple with the pandemic of COVID-19, Algerian universities had enforced a transition to a blended teaching approach, requiring both teachers and students to adapt. Accordingly, third-year Licence chemistry students received online and on-site lectures among which English for Specific Purposes lectures. This sudden transition from face-to-face to online teaching had an effect on university students namely at the emotional level which led this research to investigate the impact of both modes of course delivery on students’ affective filter specifically anxiety. A correlational research design was used to understand the relationship between anxiety and the learning environment. Two anxiety tests on online and on-site learning were administered to 16 chemistry students receiving English for Specific Purposes courses. Thus, the current research findings revealed that there is no significant difference in the students’ levels of anxiety whether learning online or in the traditional classroom. These findings necessitate future implications of applying practical techniques and strategies to reduce anxiety in both learning environments to create a suitable and supportive atmosphere that works for better comprehensible input for university students.

On the energy consumption of online and on-site lectures

In this study, the energy consumption of online (streaming or video on demand) lectures is compared with on-site lectures in the case of the Garching campus of the Technical University of Munich (TUM). The energy consumption is calculated using data collected by a survey, own measurements and literature research. On-site lectures at the TUM consume up to two orders of magnitude more energy than digital formats, making any combination of both always more energy intensive than purely online lectures. Transportation turns out to be the factor with the highest energy consumption. In scenarios with a decreased impact of transportation, e.g. regarding universities with dormitories on campus, hybrid or purely on-site lectures can become more favorable in terms of energy consumption, especially if several on-site lectures are attended in one day.

Clinical clerkship students\u2019 preferences and satisfaction regarding online lectures during the COVID-19 pandemic

BackgroundThe COVID-19 pandemic has caused an unprecedented disruption in medical education. Students and lecturers had to adapt to online education. The current study aimed to investigate the level of satisfaction and future preference for online lectures among clinical clerkship students and elucidated the factors that affect these outcomes.MethodsWe selected a sample of 114 medical students undergoing clinical clerkship during the COVID-19 pandemic. We conducted onsite lectures before the pandemic and online lectures after the outbreak. A survey was conducted, and the sample included students and 17 lecturers. The average scores of total satisfaction and future preference related to online lectures were computed.ResultsStudents’ scores on total satisfaction with online lectures and their future preference were higher than those for onsite lectures. Scores on the ease of debating dimension were low and those on accessibility of lectures in online lectures were higher than those in onsite lectures. There was no difference between the two groups in the scores on the comprehensibility and ease of asking questions dimensions. Results of the multiple regression analysis revealed that accessibility determined total satisfaction, and future preference was determined by comprehensibility as well as accessibility. Contrary to students’ future preferences, lecturers favored onsite lectures to online ones.ConclusionOnline lectures are an acceptable mode of teaching during the COVID-19 pandemic for students undergoing clinical clerkship. Online lectures are expected to become more pervasive to avoid the spread of COVID-19.

A multi-dimensional EBP educational program to improve evidence-based practice and critical thinking of hospital-based nurses: Development, implementation, and preliminary outcomes

Improving outcomes and quality of care through evidence-based practice (EBP) is a priority globally. But most nurses have insufficient competence in EBP. How to conduct Educational interventions to enhance clinical nurses' EBP competencies and critical thinking disposition (CTD) requires more evidence. One hundred eleven clinical nurses from a Chinese four-campus hospital were enrolled in our EBP education program. The Johns Hopkins Nursing Evidence-Based Practice Model was used to develop and guide the educational and practical sessions. Multi-dimensional learning strategies —including online self-learning, on-site lectures, workshops, and social media-facilitated group discussions—were used to facilitate the implementation of the education sessions. After education, nurses embedded evidence into practice. The Chinese versions of the EBP Believe scale (EBPB), EBP Implementation scale (EBPI), and the Simplified Chinese Version of the Critical Thinking Disposition Inventory (CTDI-SCV) were applied to assess the relevant competencies among clinical nurses before and after the education program. Clinical nurses' EBPB, EBPI, and CTDI-SCV scores improved. But only EBPB and EBP skills and attitudes were enhanced with a statistical difference (t = −2.980, −4.141, and −2.695, with all p < 0.01). There was a small positive association between EBPB and CTDI-SCV (r = 0.396, p < 0.01). Fifteen EBP programs were successfully accomplished.

Synchronous hybrid learning in times of social distancing A report and case study on benefits, trainer's challenges, and guidelines

Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer's challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-student as well as trainer-student feedback. On the other hand, SHL relies on students' equipment and depends on student as well as trainer adaption and reliable technology. Nevertheless, this report shows that SHL is a promising format, which can close one part of the digital divide between students. Future SHL endeavours should thus be carefully prepared and supported by the hosting HEI. Specifically, trainers and students should be trained on how to use the required technology, and trainers should learn about the pedagogical benefits and implementations of SHL by using protocols and chat trackers.

Use of oncology electronic learning resources to learn about geriatric oncology.

11033 Background: Despite the aging population driving cancer growth, oncology trainees receive little training in geriatrics. While electronic resources, such as ASCO University, may help meet this gap, use of available geriatric oncology (GO) modules is low. We sought to understand why by exploring how oncology trainees currently learn about GO, their preferred methods for learning about GO, and their attitudes towards e-learning and geriatrics. Methods: Canadian medical oncology residents and recent graduates were electronically surveyed about the following domains: demographics, self-directed learning practices, use of electronic resources, perceived facilitators and barriers to e-learning, and geriatric oncology teaching. Descriptive statistics were used to analyze the data. Results: Respondents (n = 47) were mostly aged &lt; 35 (66%). Respondents felt that learning about older adults was important (mean 4.3±1.0 out of 5) and generally felt comfortable caring for them (mean 3.9±0.9 out of 5) despite minimal training in geriatrics.Almost half (48.9%) received 0-2 hours of teaching in GO during residency, with the majority (59.6%) receiving teaching in clinic, 36.2% through lectures and 21.3% via seminars. Respondents also learned about GO through reading journal articles (42.6%), modelling in clinic (36.2%), reading a textbook (19.2%) or attending a conference (19.2%). Respondents preferred to learn about GO through on-site lectures (46.8%), dinner meetings (42.6%), case discussion (42.6%) and attending conferences (38.3%). Although overall respondents highly valued electronic learning (mean 4.3±0.75 out of 5), only a minority (8.5%) had received GO teaching electronically using e-modules and only 23.4% respondents were aware of e-learning resources in GO. In contrast most respondents (83%) had used an e-learning resource to learn about oncology. The most common oncology e-resources used were ASCO University (61.7%), Oncology Education (61.7%), and ASCO meeting videos (44.7%). Conclusions: Although oncology trainees value and commonly use e-learning resources, e-learning is not a common or preferred way to learn about GO, potentially due to lack of awareness about these resources. Future research will explore whether the current methods of educating oncology learners about older adults are appropriate and sufficient, as well as how trainees value and prioritize learning about topics that are not included in the formal curricula.

The Use of a Portable Virtual Reality System as a Supplementary Educational Tool in a First‐Year Human Anatomy Course

Significant advancements in consumer‐grade virtual reality (VR) systems are providing educators with new tools to interact with students. Prior to 2016, VR systems were cost‐prohibitive, limited in software selection, and complex to use. The Oculus Rift, first introduced in 2013, revolutionized the VR field by bringing forth the first affordable six‐degrees of freedom (6‐DoF) commercialized VR system. A functional 6‐DoF VR system consists of the wearable headset, two hand controllers that allow users to interact with objects in the VR space naturally, external sensors to track movements, and requires a costly VR‐ready computer system to render the graphics.In the fall of 2017, a strike affecting all colleges in Ontario limited the ability to deliver onsite lectures for five weeks. During the strike, innovative ways of lecture delivery, such as VR lectures, were successfully implemented to meet the course objectives of a first‐year dissection‐based human anatomy course. However, a notable limitation of VR technology at the time was its need to be tethered to a computer, which confined its use to a small, pre‐defined work area. The limited accessibility of the technology led to a higher amount of time and effort required to create VR‐based educational content. Recent advancements in VR technology led to a new, all‐in‐one 6‐DoF VR system. The Oculus Quest, released in May 2019, incorporates an on‐board computer, built‐in camera sensors, and an on‐board battery. The combination of these features resulted in a powerful, affordable, and portable system that can be used anywhere, anytime, with ease.The Oculus Quest was incorporated into the Fall 2019 first‐year human anatomy course. Videos re‐enforcing course lectures and major anatomical concepts, such as abdominal blood supply, the brachial plexus, and blood supply to the upper limb, were created and distributed digitally to students. Additionally, new software features allow the instructor to export the 3D models created in the VR space as a 3D file, which allows students to view the 3D models on their own VR headsets or computer devices, and 3D print the structures created in the VR space. Preliminary data suggests that students had a better understanding of anatomical concepts, relationships, and depth when using the supplementary VR resources in conjunction with traditional resources. Moreover, VR video content attained a higher viewer retention rate and viewer satisfaction when compared to 2D videos.

Investigation of the effectiveness of online learning tools for energy performance certificates preparation

From 2013, it is compulsory to provide an Energy Performance Certificate (EPC) for anyone who puts a property either for sell or for hire in Spain. Since such EPCs are to be issued by qualified specialists, learning about them has become vital for engineering and architecture students. The aim of this work is to determine whether such knowledge can be acquired by the employment of online tools.To do so, it was set a survey sample consisting of students enrolled in University of Oviedo Mining Engineering Master Degree, during 2017–2018 and 2018–2019 academic years, and also of 2018–2019 Mining Technologies Engineering undergraduates. They were all provided with different EPC online course materials whose effectiveness was evaluated later on, by the filling out of a tailored form.The survey results revealed that most of the questioned students recognized the value of online learning, but merely with a subordinate role. Only 4.9% of them would gladly renounce to on-site lectures and just 12.20% would accept more than 50% of online training in any course they were to follow. Anyway, such results were not particularly surprising, since they were obtained from people who had chosen to study at an on-site university.

Auriculotherapy in primary health care: A large-scale educational experience in Brazil

Auriculotherapy consists of physical stimuli applied to the outer ear and is commonly associated with traditional Chinese medicine (TCM). The authors present and discuss the development of a course that offers a semi-on-site auriculotherapy course for Brazilian primary health care (PHC) professionals. The course was funded by the Brazilian Ministry of Health and developed at the Federal University of Santa Catarina in 2015 by a team of experts in auriculotherapy. It consisted of 75 h of distance learning (five sequential modules) and 5 h of on-site learning. The modules included the following items: (1) introduction to integrative practices; (2) ear reflexology; (3) introduction to TCM; (4) biomedical view of auriculotherapy; and (5) auriculotherapy in PHC. The teaching material included a workbook for each module, 14 video lectures and an interactive ear (online resource) to study location and application to the main auricular points. The on-site lectures follow a structured script of ear palpation techniques, auricular seed insertion practice and clinical case discussions, under the supervision of trained instructors. The course was offered in 2016 and 2017 and on-site lectures took place in 25 cities, covering all Brazilian regions, in coordination with municipal or state boards of health. A total of 4273 health professionals concluded the training and their evaluation of the course was highly positive. The Brazilian experience of large-scale training shows the potential to disseminate auriculotherapy in the context of PHC, given that its practice is fast, easy to learn, safe, effective for different health problems and well accepted by the patients.

Real-time learning analytics system for improvement of on-site lectures

Purpose The purpose of this study is to propose a real-time lecture supporting system. The target of this study is on-site classrooms where teachers give lectures and a lot of students listen to teachers’ explanations, conduct exercises, etc. Design/methodology/approach The proposed system uses an e-learning system and an e-book system to collect teaching and learning activities from a teacher and students in real time. The collected data are immediately analyzed to provide feedback to the teacher just before the lecture starts and during the lecture. For example, the teacher can check which pages were well previewed and which pages were not previewed by students using the preview achievement graph. During the lecture, real-time analytics graphs are shown on the teacher’s PC. The teacher can easily grasp students’ status and whether or not students are following the teacher’s explanation. Findings Through the case study, the authors first confirmed the effectiveness of each tool developed in this study. Then, the authors conducted a large-scale experiment using a real-time analytics graph and investigated whether the proposed system could improve the teaching and learning in on-site classrooms. The results indicated that teachers could adjust the speed of their lecture based on the real-time feedback system, which also resulted in encouraging students to put bookmarks and highlights on keywords and sentences. Originality/value Real-time learning analytics enables teachers and students to enhance their teaching and learning during lectures. Teachers should start considering this new strategy to improve their lectures immediately.

InsuOnline, an Electronic Game for Medical Education on Insulin Therapy: A Randomized Controlled Trial With Primary Care Physicians.

BackgroundMost patients with diabetes mellitus (DM) are followed by primary care physicians, who often lack knowledge or confidence to prescribe insulin properly. This contributes to clinical inertia and poor glycemic control. Effectiveness of traditional continuing medical education (CME) to solve that is limited, so new approaches are required. Electronic games are a good option, as they can be very effective and easily disseminated.ObjectiveThe objective of our study was to assess applicability, user acceptance, and educational effectiveness of InsuOnline, an electronic serious game for medical education on insulin therapy for DM, compared with a traditional CME activity.MethodsPrimary care physicians (PCPs) from South of Brazil were invited by phone or email to participate in an unblinded randomized controlled trial and randomly allocated to play the game InsuOnline, installed as an app in their own computers, at the time of their choice, with minimal or no external guidance, or to participate in a traditional CME session, composed by onsite lectures and cases discussion. Both interventions had the same content and duration (~4 h). Applicability was assessed by the number of subjects who completed the assigned intervention in each group. Insulin-prescribing competence (factual knowledge, problem-solving skills, and attitudes) was self-assessed through a questionnaire applied before, immediately after, and 3 months after the interventions. Acceptance of the intervention (satisfaction and perceived importance for clinical practice) was also assessed immediately after and 3 months after the interventions, respectively.ResultsSubjects’ characteristics were similar between groups (mean age 38, 51.4% [69/134] male). In the game group, 69 of 88 (78%) completed the intervention, compared with 65 of 73 (89%) in the control group, with no difference in applicability. Percentage of right answers in the competence subscale, which was 52% at the baseline in both groups, significantly improved immediately after both interventions to 92% in the game group and to 85% in control (P<.001). After 3 months, it remained significantly higher than that at the baseline in both groups (80% in game, and 76% in control; P<.001). Absolute increase in competence score was better with the game (40%) than with traditional CME (34%; P=.01). Insulin-related attitudes were improved both after the game (significant improvement in 4 of 9 items) and after control activity (3 of 9). Both interventions were very well accepted, with most subjects rating them as “fun or pleasant,” “useful,” and “practice-changing.”ConclusionsThe game InsuOnline was applicable, very well accepted, and highly effective for medical education on insulin therapy. In view of its flexibility and easy dissemination, it is a valid option for large-scale CME, potentially helping to reduce clinical inertia and to improve quality of care for DM patients.Trial RegistrationClinicaltrials.gov NCT001759953; https://clinicaltrials.gov/ct2/show/NCT01759953 (Archived by WebCite at http://www.webcitation.org/6oeHoTrBf)

Reliability in cardiotocography interpretation - impact of extended on-site education in addition to web-based learning: an observational study.

Previous studies have shown poor reproducibility in cardiotocography (CTG) interpretation. Studies evaluating the Swedish web-based CTG-education program have not proven to increase accurate CTG assessments. The aim of this study was to evaluate whether an extended education can improve inter- and intra-observer reliability in CTG interpretation. Six obstetricians from two different departments interpreted 106 CTG tracings on two occasions. Both departments used a Swedish national web-based CTG education and test for training. One department had, in addition, an extended education program consisting of on-site lectures and oral examinations. Inter- and intra-observer agreements were calculated by simple or weighted kappa (κ) values for the five parameters assessed on CTG. In both departments inter-observer and intra-observer κ showed moderate to excellent agreement (ranges for κ 0.41-0.76 and 0.65-0.93, respectively). Obstetricians at the department with extended CTG education had better inter-observer reliability for variability and accelerations. This was also the case for intra-observer reliability with the addition of baseline frequency. Both inter- and intra-observer agreement increased from moderate to substantial in both departments when decelerations were dichotomized into harmless (including early and simple variable decelerations) or hypoxic (including late, severe variable, prolonged and combined decelerations) (κ 0.63-0.78) compared with the current sub-classification of decelerations (κ 0.42-0.65). Agreement in CTG interpretation was better than expected in both departments, especially when divided into harmless/hypoxic changes. Combination of different learning methods (web-based, on-site lectures and case discussion) might result in a better CTG interpretation agreement compared with web-based learning solely.

NATURAL TREATMENT SYSTEMS FROM THE POINT OF DIDACTICS

All the issues related to environmental ecology, and, among them, Natural Treatment systems, obtain particular importance now, in the 21st century. It is very important to start delivering classes on NTS, the natural chemical processes, and pollution agents, at schools and universities. As a case study, the article discusses the methodology of teaching NTS at University and school levels. The methodology is orientated on the realization of some important didactic principles in the teaching process which is a very effective tool for increasing students’ motivation to learn. For comparative analysis, there will be used the experience of two neighboring countries - Greece and Turkey, to better understand the NTS applications in reality. The article has described the scenario of lectures and laboratory work which is taking place at Ilia State University, within the scopes of the courses: Ecological Chemistry and Eco-tourism. To increase the level of the popularity of NTS, it will be a good experience to organize on-site lectures at the places where NTS is functioning. The outcome of the pedagogical experiment has made it clear, that such a method of teaching of NTS affects positively students motivation and changes their attitude towards the environmental pollution

Historical sociology in the field: Teaching Irish identity through field experience

Teaching Irish Historical Sociology in the field offers unique opportunities for students to engage with sites critical to the historical development of Irish identity. For the past fourteen years, I have taught an Irish Historical Sociology course in Ireland designed to teach students the contested nature and layers of Irish identity based on the waves of migration that have come to Ireland throughout the centuries. The course begins by examining the earliest people to come to Ireland and then examines the impact of the Celtic Migrations, the introduction of Christianity, the Anglo-Norman invasion/settlement, the Plantation migration, the famine, the Irish revival in the late nineteenth and twentieth centuries, as well as changes in demography, economy, and religion in the twentieth century. Through on-site lectures, talks, and experiences in music and dance, the environment, traditional crafts, folklore and heritage, local history, and sports students learn the various groups who came to the island over time and how these groups have shaped Irish identity.

Outreach in paediatric radiology: European activities.

During the last decade, globalisation has resulted in an international focus on public health care, in particular the ongoing disparity between health care systems in resource-rich and resource-poor countries. Because radiology plays an important role in the diagnosis and treatment of disease, involvement of radiologists in regional health care programs is of crucial importance on an urgent basis. Many of the problems – and some solutions – related to health care improvement in developing countries are relevant to both adults and children; however imaging in children requires dedicated equipment, with specific safety considerations related to the use of ionising radiation, and specialised knowledge of paediatric diseases. For many decades, European paediatric radiologists have been actively involved in worldwide outreach initiatives, on an individual basis and through international regional and global aid organisations. Their current involvement mainly focuses on on-site education, hands-on training and diagnostic consultation (more recently via teleradiology services). However, to facilitate effective and sustainable implementation of effective childfocussed radiology worldwide, collaboration amongst institutional, local, regional and international organisations is needed. Through these collaborations, it will become possible to provide resource-poor regions with the basic equipment, the level of technological expertise and the educational resources needed to guarantee adequate diagnostic imaging of children. The educational resources required include on-site lectures and courses, on-site hands-on training, online learning systems and collaborative case reviews. In addition, this education should involve and engage all those involved in medical imaging: local and volunteer personnel including residents, radiologists, other physicians and technologists. The foundation of the World Federation of Pediatric Imaging in 2011 (with ESPR as one of the founding societies) is a fundamentally important global initiative that “provides an international platform for pediatric radiology organizations united to address the challenges in global pediatric imaging, training and the delivery of services” [1].Within the European Union, the European Society of Paediatric Radiology (ESPR) has had a well-established collaboration for many years with the European Society of Radiology via the European School of Radiology (ESOR) (www.esor.org). This particular collaboration focuses on organising both basic and advanced imaging courses in areas of perceived need in Eastern and Central European countries, as well as offering exchange programmes for paediatric imaging fellowships to centres of excellence within the European Union. Such collaborations are among our most important missions at ESPR.

White Paper Report of the 2012 RAD-AID Conference on International Radiology for Developing Countries: Planning the Implementation of Global Radiology

The RAD-AID Conference on International Radiology for Developing Countries is a yearly forum addressing global shortages of radiology that contribute to health care disparity. In this paper, the authors present key issues and consensus positions related to the planning, analyzing, implementing, and monitoring of radiology in limited-resource areas on the basis of presentations at the 2012 RAD-AID conference, to advocate for (1) economic development to build health care capacity, (2) multidisciplinary educational strategies, (3) innovative epidemiologic and infrastructural solutions tailored to community needs, (4) advanced technical solutions leveraging the widespread use of wireless telecommunications and phone-based portable devices, and (5) improved dialog across radiology and public health institutions for coordinating global health strategies.

Institutional Review Board Training for Community Practices: Advice from the Agency for Health Care Research and Quality Practice-Based Research Network Listserv

Human subject protection training is required for all research personnel regardless of funding source. This article summarizes recommendations from a discussion about ethics training for community personnel from the practice-based research network (PBRN) listserv sponsored by the Agency for Health Care Research and Quality PBRN Resource Center. PBRN projects can involve community providers and their staff as subjects of the research project or as collaborators with recruitment and data collection. Distinguishing between usual care and research procedures is important for determining if training is required of community-based personnel. The use of research assistants or practice facilitators to collect research-related information is one way of limiting practice involvement to usual care procedures, thereby allowing PBRNs to limit training to dedicated research staff. Key methodologies for human subject protection training of community practice staff include on-site lectures, online modules, videotapes, and paper-based training. Ultimately, a discussion by the PBRN researcher with his or her governing Institutional Review Board is recommended for finding acceptable strategies within a PBRN.