Traditional F2F Research Articles

Evaluation of the Effectiveness of Virtual Telephone Consultations Against Traditional Face-to-Face Consultations in Spine Surgery Using an Objective Metric.

Coronavirus disease 2019 (COVID-19) proved to be a catalyst in the paradigm change from face-to-face (F2F) to virtual consultations in trauma and orthopaedics. This study evaluates the efficacy of telephone consultations versus F2F reviews in an elective spine clinic. In this retrospective study, the clinic lettersfrom elective spinal clinics were conducted over one month.Patients with lumbar spine pathology were included, divided into telephone and F2F groups, and further categorized into new referrals and follow-ups. The Ashford Clinic Letter Score (ACLS) was used to assess the efficacy of consultations. Results: Out of 126 spinal patients reviewed, 92 met the inclusion criteria. Of these, 47 were F2F and 45 were telephone consultations. The mean satisfaction scores for all patients were 7.60 for F2F and 7.42 for telephone consultations, with no significant difference (p=0.202). New patient satisfaction scores were 7.64 for F2F and 7.35 for telephone (p=0.284), and follow-up scores were 7.58 for F2F and 7.48 for telephone (p=0.530). The results showed that there was no difference between face-to-face and virtual consultations. Telephone consultations are nearly as effective as F2F consultations in elective spine clinics, particularly for follow-up patients. The findings support the viability of telemedicine as an economical and efficient alternative method instead of traditional F2F consultations in orthopaedic practice. Further research is needed to explore patient satisfaction and outcomes in other spinal pathologies and to optimise patient stratification for telemedicine.

Substitution of a Traditional Face-to-Face Workshop With Virtual Escape Room in Higher Education: A Cost-Effectiveness Analysis.

Online education games are gaining ground in health profession education, yet there is limited literature on its costs. This study is an economic evaluation of the substitution of a face-to-face (F2F) workshop with an online escape room game teaching the same content. A traditional F2F workshop on hepatitis management was conducted with 364 students in 2021 and was compared with a virtual self-run escape room game called Hepatitiscape™, which was used by 417 students in 2022. The outcomes were final examination and objective structured clinical examination (OSCE) scores for hepatitis stations. An incremental cost-effectiveness ratio was used to compare costs and outcomes. Student perceptions of the delivery of Hepatitiscape™ were also captured using an online questionnaire. Delivering the hepatitis case workshop via Hepatitiscape™ yielded an additional 4.77% increase in the final examination score and a 21.04% increase in the OSCE score at an additional cost of AUD $4212 in the first year compared with F2F delivery. This equated to an incremental cost-effectiveness ratio of AUD 883 per additional score of final examination and AUD 200 per additional score of OSCE for hepatitis stations. Hepatitiscape™ became cost saving from the second year onward. Student perception data revealed their recall of content was higher owing to the iterative design of the gaming elements. Hepatitiscape™ is likely to be a cost-effective strategy to deliver workshops that are routinely delivered F2F to test knowledge-based constructs. In addition, virtual gaming has a logistical advantage over F2F delivery in that it enhances student participation from remote locations and allows for better control and flexibility of content delivery with increasing or decreasing cohort sizes, and can have potential long-term sustainable savings.

Telemedicine and Patient Experience Ratings at an Academic Integrative Medicine Practice: Retrospective Examination.

The use of telemedicine (TELE) increased exponentially during the COVID-19 pandemic. While patient experience with TELE has been studied in other medical disciplines, its impact and applicability to integrative medicine practices remain unknown. The aim of this study is to assess the impact of visit modality, TELE versus face-to-face (F2F) encounters, on patient experience at an integrative medicine practice at a single academic medical center. Given the significant role of the patient-physician relationship, therapeutic presence, and touch in integrative medicine, we hypothesized that TELE would result in reduced patient experience compared to traditional F2F encounters. A retrospective examination of Press Ganey surveys at an academic, consultative, and integrative medicine practice was conducted. Anonymous surveys completed by patients, older than 18 years of age, who had TELE or F2F appointments from April 1, 2020, to March 31, 2023, were included. At our medical center, patients commonly travel in from out of state for complex care. We examined percentage "top box" scores (ie, the percentage of respondents who selected the most positive response category on the survey, "very good"), across a variety of experience metrics. ANOVA and chi-square analyses were completed, with a significance threshold of P<.05. Over the 36 months, a total of 1066 surveys were completed and returned (TELE: n=333; F2F: n=733). Overall, 73% (n=778) of respondents were female with an average age of 57.6 (SD 13.84) years. Most patients were English-speaking (n=728, 99.3%), White (n=1059, 92.7%), and not Hispanic or Latino (n=985, 92.4%). There was significantly higher satisfaction with access to care for TELE visits compared to F2F visits. There were no differences in satisfaction with the care provider or in overall experience. When examining the specific aspects of using technology during TELE visits, there were no differences in audio quality, visual quality, or ease of talking to the care provider based on sex. There was, however, a difference in video quality based on age, where those 80 years and older rated significantly lower video quality compared to all other age groups. Top-level patient experience can be attained with TELE integrative medicine visits. Additional studies, particularly those correlating positive experience findings with specific behaviors used during TELE visits, would further our understanding of the integrative medicine patient experience. In the meantime, efforts should be made to ensure a policy that promotes the ongoing provision of TELE in integrative medicine.

Incorporating face-to-face and online learning features to propose blended learning framework for Post-COVID classrooms in India

PurposeThis study examines learner readiness and satisfaction with blended learning systems in India’s post-vaccine classrooms, focusing on the relationship between face-to-face (F2F), online learning (OL), and blended learning (BL) indicators and identifying which predictors within these systems most significantly affect learners’ satisfaction (LS).Design/methodology/approachAn online survey was conducted with 451 students from both public and private universities in India. The data were analyzed using factor analysis and confirmatory factor analysis, followed by multiple regression to test the hypotheses.FindingsThe findings reveal a significant positive correlation between learners’ satisfaction and online learning and blended learning, with β values of 28.3 and 27.2, bearing a p-value of 0.000. In contrast, face-to-face (F2F) learning was insignificant, with a β value of 0.070 and a p-value of 0.119. These insights underscore the effectiveness of online and blended learning formats in enhancing learner satisfaction in higher education while also suggesting a re-evaluation of the role of traditional F2F learning methods. The research supports the integration of online learning in higher education due to its balanced mix of teacher-led and student-centered instruction, alongside the practical benefits of reduced travel costs and access to independent study resources.Practical implicationsThis study provides insights into student perceptions and attitudes towards blended learning in India’s post-vaccine classrooms. It highlights the importance of tailoring blended learning strategies to meet colleges’ and universities’ diverse learning needs and goals in this evolving context. The findings serve as a valuable resource for educators and administrators, aiding in designing effective blended learning frameworks suited explicitly for higher education in India.Originality/valueWhile there is extensive literature on F2F, OL, and BL, limited research compares these learning approaches and their impact on learner satisfaction within the Indian higher education context. This study fills this gap by providing valuable insights for shaping educational strategies in India’s post-vaccine classrooms.

Contemporary educational methods in periodontology.

The 1st European Workshop on Periodontal Education in 2009 made recommendations regarding the scope of periodontal education at undergraduate (UG), postgraduate (PG) and continuing professional development (CPD) levels, defining competencies and learning outcomes that were instrumental at the time in helping to define periodontal teaching curricula. The 19th European Workshop on Periodontology and 2nd European Consensus Workshop on Education in Periodontology (Education in Periodontology in Europe) was held in 2023 to identify changes and future developments in periodontal education (including those informed by the COVID-19 pandemic) and embracing methods and formats of periodontal teaching and training. The aim of this review was to assess current knowledge regarding education methods in periodontology, including traditional face-to-face (F2F) teaching and the move to student-centred methods, virtual learning methods and use of digital technology, as well as blended teaching and learning (including teaching delivery and assessment) at UG, PG and CPD levels. Systematic searches were conducted to identify relevant studies from the literature. Data were extracted and descriptive summaries collated. The pandemic was a major disruptor of traditional F2F teaching but provided opportunities for rapid implementation of alternative and supplementary teaching methods. Although online learning has become an integral part of periodontal education, teachers and learners alike favour some form of F2F teaching. Blended teaching and learning are feasible in many areas of periodontal education, both for knowledge and skills acquisition as well as in assessment. Student-centred methods and blended approaches such as the flipped classroom seem highly effective, and online/virtual classrooms with both synchronous and asynchronous lectures are highly valued. Learning with haptic methods and virtual reality (VR) enhances the educational experience, especially when VR is integrated with traditional methods. The quality of the teacher continues to be decisive for the best knowledge transfer in all its forms. Live F2F teaching continues to be highly trusted; however, all types of student-centred and interactive forms of knowledge transfer are embraced as enhancements. While digital methods offer innovation in education, blended approaches integrating both virtual and traditional methods appear optimal to maximize the achievement of learning outcomes. All areas of periodontal education (UG, PG and CPD) can benefit from such approaches; however, more research is needed to evaluate their benefits, both for knowledge transfer and skills development, as well as in assessment.

University Lecturers’ Experiences from the Classroom to a MOOC. Are they ready?

This article explores the experience of contributors to a MOOC designed mainly for students embarking on second-cycle Master’s degree courses. Following the COVID pandemic, university lecturers were forced to adapt their traditional courses and lecture style in order to continue teaching. This involved a sudden shift to video conferencing platforms and the transformation of the format of learning objects. Teaching staff rapidly had to become familiar with new technologies and teaching strategies. Although all educators in Higher Education had to develop these new skills, getting involved in creating asynchronous online courses was yet another step into unfamiliar territory. A departmental research group designed a MOOC which will award university credits to users completing it. An initial survey to assess willingness to be involved and create content revealed considerable interest among teaching staff. Throughout the design and production process, the drop-out rate remained low. Teaching staff remained keen to contribute to the MOOC. Our hypothesis was that the recent disruption caused by the pandemic meant that teaching staff would be more open to new methods of teaching, and this would affect their approach to the design process in the future. Through the use of surveys and interviews to evaluate contributors’ attitudes, experience and knowledge, we focus on the connections between traditional F2F teaching, online teaching and asynchronous teaching via MOOC, as well as highlighting lessons for both contributors and organisers.

Clinical and Demographic Attributes of Patients with Diabetes Associated with the Utilization of Telemedicine in an Urban Medically Underserved Population Area

Marginalized populations often experience health disparities due to the significant obstacles to care associated with social, economic, and environmental inequities. When compared with advantaged social groups, these populations frequently experience increased risks, poorer health outcomes, and reduced quality of life (QoL). This research examines the clinical and demographic characteristics—age, gender, and race—related to patients with varying stages of type 2 diabetes mellitus (T2DM), comparing the utilization of telemedicine (TM) with traditional healthcare face-to-face (F2F) appointments in an urban medically underserved population area (UMUPA). A logistic regression model, was used to analyze retrospective electronic patient health records (EHRs) from 1 January 2019 to 30 June 2021 of 265 patients with T2DM who had 3357 healthcare appointments. The overall percentage of healthcare provider appointments using TM was 46.7%, in comparison with 53.3% traditional F2F visits. Compared to patients with prediabetes, those with uncontrolled diabetes were more likely to utilize the TM mode of care rather than the traditional F2F mode (adjusted odds ratio (AoR), 1.33; confidence interval (CI), 1.07 to 1.64) after controlling for the other covariates in the model. Compared to patients in the age group 20–49 years, those in the age groups 50–64 years and ≥65 years had significantly lower odds (AoR, 0.78; CI, 0.65 to 0.94 and AoR, 0.71; CI, 0.58 to 0.88, respectively) of utilization of TM than the traditional F2F mode of care. White patients had significantly higher odds of using telemedicine rather than the traditional F2F mode (AoR, 1.25; CI, 1.07 to 1.47) when compared to the Black patients. Gender differences did not exist in the care utilization mode. As healthcare and public health continue to strive for health equity by eliminating health disparities within marginalized populations, it is essential that the mode of care for patients, such as those with T2DM, must evolve and adapt to the needs and resources of the patients. Multisectoral partners have the opportunity to employ a systems thinking approach to improve the technological elements related to the global health disparities crisis. An essential goal is to to create a user-friendly interface that prioritizes easy navigation, affordability, and accessiblity for populations in medically underserved regions to improve overall population health outcomes.

Comparing Student Performance in Emergency Remote and Face-to-Face Collaborative Learning Courses.

The start of the COVID-19 pandemic forced an unprecedented shift from face-to-face (F2F) instruction to emergency remote teaching (ERT) for over one billion learners worldwide. Studies from K-12 and higher education have begun to address the impact of ERT on student learning and well-being. The lessons learned from ERT will likely shape the response to future public health emergencies and inform the design and implementation of remote courses. As such, it will be important to identify teaching practices in ERT that promoted student engagement and learning. Here, we address whether undergraduate collaborative learning courses were able to support student content knowledge outcomes at similar levels in ERT as compared to F2F classroom environments. Specifically, we tracked student performance in three different team-based undergraduate neuroscience courses. These courses were all taught by the same instructor during the academic years 2020-2021 and 2021-2022. Importantly, we found that student scores on individual and team assessments as well as measures of course satisfaction were similar between ERT and F2F. Taken together, our data suggest that the virtual collaborative learning environment in these courses was not associated with a decrease in student or team performance when compared to a traditional F2F classroom.

Requesting a commitment in school teachers to teach in unprecedented ways: The mediating role of teacher agency

AbstractThe necessity for the development and enhancement of teacher commitment to satisfying students' learning needs in response to the COVID crisis is increasingly highlighted. It is not known, however, how to increase commitment in schoolteachers to boost online teaching in light of the fact that they, too, are struggling to cope with the rapid, unexpected change. A total of 601 teachers from primary and secondary schools across China participated in this study, with an average teaching experience of 15.9 years. Structural equation modelling was used to verify the significance of contextual, cognitive, affective and behavioural factors in boosting teachers' commitment to online teaching. The findings demonstrated that teacher agency played a complete mediating role in the predicting power of other factors to teacher commitment. Therefore, it was recommended that attention be paid to the practice and opportunities for teacher agentic actions, which necessitates real encounters with online teaching, allowing teachers to act meaningfully and initiate a new set of teaching strategies. Practitioner notesWhat is already known about this topic The large‐scale transition to emergency online teaching serves as the catalyst for creating a blended or hybrid model of education provision in the long term. How hard teachers work to perform at their best and overcome obstacles to support students' learning needs in new environment relies on the intensity of teacher commitment to change. Online and blended learning requires teachers to not only be prepared for a diverse learning environment but also to build and rebuild their own identity as future teachers. What this paper adds This study adds to our knowledge of how traditional F2F classroom teachers reinvented their roles and responsibilities in response to the pandemic‐driven challenges based on real‐world experiences. As a result of the COVID‐19 lockdown school closures, schoolteachers' commitment to enhancing online teaching efforts has increased. The study highlights the complete mediating role of teacher agency in the predicting power of cognitive and affective factors to teacher commitment. Implications for practice and/or policy To learn more about how to be a good online teacher, future teachers need greater deliberate effort in diverse online teaching activities. Future teachers should be equipped with not only new technological and remote instructional strategies and skills, but also with confidence in, value for, and actual experiences with online teaching in a technology‐rich environment. For teachers to obtain hands‐on experience in integrating technology with distance teaching pedagogy at a time of rapid change, schools should have some days online and offer blended learning opportunities wherever possible.

The Impact of Different Instruction Modes Applied as A Result of Transition of Covid-19 Phases on Students’ Performance

The COVID-19 pandemic has caused an abrupt change in the way higher education institutions (HEIs) deliver their courses. Due to crisis circumstances, HEIs have been required to adopt emergency remote teaching (ERT) as the substitution for traditional face-to-face (F2F) classes. This study aims to investigate the impact of different instruction modes applied in teaching an accounting course as a result of transition of COVID-19 phases on students’ performance. The performance of four cohorts of students (N = 549) who enrolled in the Financial Accounting 4 (FAR270) course at Universiti Teknologi MARA, Pahang Branch, Malaysia, during the four semesters, including traditional F2F semester, two consecutive online semesters and blended learning semester. The results of this study reveal significant differences between students’ performance when all four cohorts of students are compared. The students who were first exposed to the ERT at the beginning of pandemic phase (second cohort) performed better in the asynchronous online instruction mode compared to other instruction modes applied during other phases of pandemic. Besides, the study reveals significant differences in students’ performance across different instruction modes for each group of students divided by the their prior CGPA and gender. In all CGPA and gender subgroups, students achieved better performance in asynchronous online mode compared to other instruction modes. The study also provides possible explanation for the results of the analysis.

Does the Teaching Modality and Exam Proctoring Setting Influence Pre-Clinical Medical Students' Performance? A Retrospective Cohort Study of Student Performance in Remote Versus Face-to-Face Setting, Dubai, United Arab Emirates.

The intent of this study is to compare the academic performance of pre-clinical medical students in online teaching with online proctoring settings versus face-to-face (F2F) teaching with traditional F2F exam proctoring settings. In 2019, the world was faced with a rapidly progressive pandemic of COVID-19. Consequently, numerous institutions have opted to transform from the traditional F2F teaching method to an online modality, ensuring the safety of their students and maintaining the effectiveness of their educational programs. In particular, medical universities faced a unique challenge in creating a new learning system due to their atypical curriculum, which often involves hands-on training and is not easily adaptable to remote teaching. The core of this study is based on the scores of first-year undergraduate medical students across three academic years from the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai (MBRU), United Arab Emirates (UAE). Course and semester grades were collected and compared in both F2F and online teaching modalities as well as exam settings. Our results show that major courses with high-credit courses had no difference in students' performance regardless of the teaching modality, and in low-credit courses, students generally did better in the online teaching modality. Regarding exam settings, no significant difference was observed in students' performance. With few studies examining the variations between F2F and online teaching, the current study in the UAE is the first study comparing academic performance during the COVID-19 era. Our findings illustrate no significant difference between both online and traditional F2F learning. Therefore, given the considerable potential of alternative teaching modalities, future studies are encouraged to explore the efficacy of online learning and proctoring methods.

Active learning in an online postgraduate research module: Perceptions of accounting students and lecturers

Chartered accountancy education offered by universities in South Africa has traditionally been characterised by passive face-to-face (F2F) learning approaches. Literature, however, has pointed out that active learning can enhance student learning, engagement, and motivation. Moreover, employing active online learning could facilitate the development of digital and critical thinking competencies in accounting students, the importance of which is increasingly emphasised. In response to this, a more traditional and passive F2F lecture week (as part of a postgraduate course on research in accounting) was redesigned during the COVID-19 pandemic to be presented fully online, based on the active learning principles found in Laurillard’s Six Ways of Learning. A questionnaire was administered to investigate the perceptions of both students and lecturers as to whether the redesign led to improved learning and competency development, and to increased engagement and motivation. Although some students were resistant to the change in learning approach from passive to active, respondents felt that the active learning tasks led to increased engagement and enhanced learning by students. Student resistance should be managed in future redesign processes to minimise the effect thereof on learning outcomes, possibly through change management principles such as purposeful communication regarding the benefits and requirements of active learning. Respondents reported that the online learning environment provided students with increased flexibility, but that this flexibility had to be managed through self-regulation or monitoring by lecturers. Online learning also led to feelings of disconnect (between lecturers and students, within the student group and in relation to the content). Such disconnect could be alleviated by applying a blended learning approach in future, using the advantages of both the F2F and the online environment. The results of this study are important to lecturers seeking to design courses that engage and motivate students, enhance learning, and allow the development of the competencies required of the accountants of the future.

The Analysis of Additional Needs (AANT): Online educational psychology analysis and consultation process

Aim(s)This exploratory research aimed toexplorethe views of education setting staff who have undertaken an Analysis of Additional Needs Screening Tool (AANT) online assessment and consultation with an Educational Psychologist (EP). Initially, education staff complete the online AANT form, comprising a range of solution-oriented questions about the child or young person’s strengths and difficulties. This is followed by a consultation with an EP. Whilst the EP service now utilises video conferencing applications, at the time of this research the consultation was undertaken either face-to-face (F2F) or using the telephone. The research questions centred around the importance of hearing the experiences of education staff as consultees within the AANT process, and how their views might inform further development of the AANT consultation process.Method/RationaleThis exploratory study involved two phases. The first involved three F2F semi-structured interviews with staff who had taken part in both F2F and telephone EP consultation, after having completed the AANT online assessment. This led to phase two which asked specific questions of 46 education staff via a semi-structured telephone conversation with a member of the Local Authority (LA) Psychology &amp; Therapeutic Services (P&amp;TS). The EP Service sits within the P&amp;TS.FindingsThe findings in phase one identified predominant themes relating to the EP Service, how education setting staff engage with and feel about the AANT, the AANT process and AANT outcomes. Broad indicators from this exploratory research are that staff found the AANT process useful and both EP consultation models acceptable and effective. The findings informed further development work in the EP Service.LimitationsThis work was undertaken within one LA and therefore represents a small, but encouraging, geographical sample.ConclusionsAnalysis of the findings helped the LA EP Service to develop the AANT online digital platform which enables effective remote consultation with education setting staff alongside a traditional F2F service delivery model. The level of enthusiastic uptake and positive feedback from educational settings for all ages has exceeded all expectation. The findings extend the evidence base around the use of digital assessment methods and telephone consultation.

Telepractice application for the overt stuttering assessment of children aged 6-15 years old.

Despite the importance of delivering speech and language therapy services to children who stutter (CWS), there are barriers to accessing speech and language therapy. One way to improve access for those who may otherwise be deprived of speech and language therapy services, including CWS, is through telepractice (TP). However, there is currently no evidence as to the viability of TP stuttering assessments for CWS. To investigate the validity and reliability, and acceptability of using a TP application to assess overt stuttering behaviour children aged 6-15 years. A total of 30 CWS, aged between 6 and 15 years, were recruited from a speech therapy clinic in King Abdulaziz University Hospital in Riyadh, Saudi Arabia. Children were divided into two testing conditions, either face-to-face (f2f)-led or TP-led testing, and the Stuttering Severity Instrument (SSI-IV) was administered, percentage of syllables stuttered (%SS) was calculated, and severity ratings (SR) assigned, either via f2f or via TP using two laptops with webcams, video conference software and a broadband internet connection. Agreement and reliability of scoring in the two testing conditions were reported in addition to findings from questionnaires exploring children's and their caregivers' perceptions both before and immediately after the TP assessment was carried out. A total of 30 sessions were successfully carried out, with results revealing unsatisfactory levels of agreement when applying the Bland and Altman method. However, when discrepancies were found, these were comparable with those from traditional f2f studies. Generally, parents and children exhibited high levels of satisfaction and held a positive view regarding TP pre- and post-assessment. The results of the study suggest that conducting an overt stuttering assessment via TP for 6-15-year-olds CWS is reliable and valid. Although the TP model posed some (mainly technical) challenges for executing the assessment, high levels of satisfaction were recorded by parents and children alike. The TP system and equipment chosen in this study has provided a basis for the delivery of TP overt stuttering assessment in a clinical setting, thus addressing the barriers to access that are present for CWS. These results are preliminary, but they can be seen as a building block for future research in TP assessment studies for CWS. What is already known on the subject Stuttering treatment via TP has been proven to be feasible and successful across a variety of treatment programs (e.g., Lidcombe, Camperdown). However, the viability of assessing stuttering via videoconferencing has never been explored in children. What this paper adds to existing knowledge Preliminary support for the assessment of overt stuttering in CWS aged 6-15 years via video conferencing. The results justify larger scale studies of this service delivery method. What are the potential or actual clinical implications of this work? The TP system and equipment chosen in this study has provided a basis for the delivery of TP overt stuttering assessment in a clinical setting, thus addressing the barriers to access that are present for CWS aged 6-15 years.

Examining Clinical Readiness and Performance of Students on Clinical Education Experiences: Is There an Influence From Virtual Learning?

Introduction. Peer simulation is a mechanism to enhance clinical reasoning and determine clinic readiness of Doctor of Physical Therapy students. In 2020, coursework that was traditionally face-to-face (F2F) was conducted completely online at many universities. Therefore, the purpose of this study was to examine if students who completed a stand-alone virtual simulation course presented with the same readiness and performance on their first full-time clinical education experience (CEE) as compared with students who completed the course during the previous 2 years in the traditional F2F format. Review of Literature. Prior to the COVID-19 pandemic, literature focused on virtual learning explored hybrid methods of delivering physical therapy education. There are limited studies exploring the impact of virtual learning on clinical performance of DPT students. Subjects. One hundred eight students completed their first full-time CEE during this 3-year period, with 34 having a virtual preparation and 74 having F2F coursework. Twelve of the clinical instructors (CIs) who had supervised students both virtually and in the previous 2 years were included in survey data analysis to compare cohorts. Methods. This study used final Clinical Performance Instrument (CPI) data to compare objective ratings of student performance from CIs as well as a standardized survey of student clinical readiness based on 22 items previously published. Both instruments were used to compare students from the class of 2022 (virtual cohort) to those from the previous 2 years (F2F cohort). Independent sample t tests were used to examine group differences in perceptions of student readiness and CPI data for compiled professional practice and patient management constructs. Results. Clinical Performance Instrument data revealed lower mean scores of students in all areas of performance in the virtual cohort as compared with F2F, but none of the differences reached statistical significance. For the clinical readiness survey, CIs rated students from the virtual cohort lower than prior students in overall readiness, as well as psychomotor, cognitive, and affective skill domains, including safety and accountability. However, none of the mean score differences reached statistical significance. Discussion and Conclusion. Although there was no statistical difference in scores on the CPI or perception of clinic readiness by CIs, students from the virtual cohort consistently scored lower on both instruments. Transition of students from F2F coursework for psychomotor skills to virtual formats should transpire with caution. As students transition back to traditional learning environments, programs should evaluate the effectiveness of various teaching methods to ensure excellence in physical therapist education.

A rapid review of systematic reviews on the effectiveness of synchronous online learning in an occupational context.

This study examined the effectiveness of synchronous online learning (SOL) for occupational purposes relative to face-to-face (F2F) learning. Seven bibliographic databases were searched, and publications meeting the inclusion criteria were sought. Title and abstract screening, article screening, methodological quality assessment, and data extraction were carried out by two independent reviewers. Three systematic reviews meeting the inclusion criteria were consistent in providing evidence that there was generally no difference between SOL and F2F learning in their effects on knowledge or skills. Based on the sparse evidence base examined in this review, we conclude that SOL and traditional F2F learning for occupational or career preparation purposes are similarly effective for learners at the undergraduate level or higher. Much caution should be taken with this assumption when delivering content of a more hands-on nature and when adult learners have less educational preparation, since research is lacking in these areas.

Evaluation of telemedicine for new outpatient neurological consultations

ObjectiveThe COVID-19 pandemic has broadened the use of teleneurology, how this compares with face-to-face (F2F) clinics is unclear. This study compared virtual with F2F new neurological consultations.MethodsWe retrospectively evaluated new...

P122 Early inflammatory arthritis referrals should be seen face-to-face for their initial consultation: an analysis of rheumatology new patient teleconsultations

Background/AimsThe COVID-19 pandemic has hugely impacted on the structure of rheumatology services across the country and remote consultations have become a familiarity. It is important to understand the effectiveness of new patient consultations conducted over the telephone, whether there is a role to continue using teleconsultations to triage referrals and whether there is a difference in outcomes based on the type of initial consultation [telephone or face-to-face (F2F)].MethodsAll new referrals to our department that received an initial telephone consultation over a 2-month period (October-November 2020) were identified. The conversion rate to a F2F consultation and discharge rates were calculated. Referrals were also separated into two groups based on the referral details [early inflammatory arthritis (EIA) and non-early inflammatory arthritis (non-EIA)]. Patients ultimately diagnosed with inflammatory arthritis (IA) were identified and separated into two groups according to their initial consultation; initial telephone consultation (October-November 2020) and initial F2F consultation (March-April 2021). The time from first encounter to disease-modifying antirheumatic drug (DMARD) initiation was calculated and compared between the two groups.ResultsOctober-November 2020: 154 new patient referrals had teleconsultation for their first appointment (44% were EIA referrals). 56% of the 154 patients were given a F2F appointment following the telephone consultation. The conversion rate was higher in the EIA group in comparison to the non-EIA group (69% vs 41%). 10 patients were diagnosed with IA (8 were EIA referrals) and the average time to initiation of DMARD was 55 days. 19% of the 154 patients were discharged following the initial telephone consultation, of which 72% were non-EIA referrals, with the most common diagnoses being mechanical/degenerative problems and fibromyalgia. These results were presented at a departmental meeting and it was agreed that all future new EIA referrals should have an initial F2F consultation to minimise the number of consultations and potential delays in treatment. March-April 2021: 319 patients had a F2F consultation for their first consultation. There were 39 patients with confirmed IA in this group (36 were EIA referrals). The average time to initiation of DMARD was 22 days, with 40% starting a DMARD on initial consultation.ConclusionThere seems to be a role for teleconsultation for new patient referrals, as evidenced by a 19% discharge rate. However, high conversion rates to F2F appointment in the EIA group suggests that initial teleconsultations were not only ineffective but also led to slower DMARD initiation. One limitation of this project was that EIA patient sample sizes were small. As our specialty continues to utilise other modes of consultation beyond traditional F2F reviews, we must adapt and better identify which patients are most suitable for each particular mode of consultation.Disclosure Y. Man: None. S. Patel: None. N. Ng: None.

Impact of Online Knowledge and Skills Learning on Millennial Learners Within Emergency Medicine: A Retrospective Data Review.

Background: Emergency Medicine didactic teaching has traditionally been delivered through face-to-face (F2F) lectures. However, during the pandemic of COVID-19, the didactic teaching was switched to online through using Microsoft Teams. The aim of this study was to assess the impact of online learning in the knowledge and skills acquisition of millennial learners based within emergency medicine.Methodology: This was a retrospective review of assessment data. Over a period of 10 months (August 2019 to June 2020), each resident was exposed to traditional F2F teaching for a period of four months and then online teaching in a crossover manner. After each method, there were two types of assessments, multiple-choice questions (MCQs) and computer-based objective structured clinical examination (OSCE). A total of 20 MCQs with one correct answer, totaling 20 marks, and 20 OSCEs consisting of an image or a video with five options, each option carrying one mark, totaling 100 marks were used at each assessment point. A student t-test was used to compare the two groups of results.Results: The total number of participants was 49 (n=49). All residents belonged to the millennial generation. Fourteen were female and 35 were male. The mean MCQ 1 score after F2F teaching was 12.16 (SD=1.688), whilst the mean MCQ 2 score after online teaching was 13.40 (SD=1.861). The mean computer-based OSCE 1 score after F2F teaching was 64.45 (SD=5.895), whilst the mean OSCE 2 score after online teaching was 65.57 (SD=5.969). Ten out of 49 students (20.4%) failed the MCQ exam after F2F teaching, whilst 6/49 students (12.2%) failed the MCQ test after online teaching. Seven out of 49 students (14.3%) failed the OSCE exam after F2F teaching, while six out of 49 students (12.2%) failed the OSCE exam after online teaching. There was a statistically significant improvement in the MCQ score after online teaching as compared to F2F teaching (P-value 0.0003), whilst there was no statistically significant change in the OSCE between the two-teaching methods (P-value 0.3513).Conclusion: Both F2F and online teaching methods resulted in a significant improvement in the knowledge and skills of emergency medicine residents. Online education resulted in a statistically significant improvement of MCQ score as compared to F2F teaching. The difference in MCQ score may be due to millennial learners, who traditionally benefit proportionately more from self-learning that is primarily online.

Consumer effort in service encounters: the overlooked impact of surface acting

PurposeOne shift in the retail landscape is the workload transfer from the retailer to the consumer. This study aims to explore consumer perceived effort and the consequences of this workload transfer.Design/methodology/approachTwo scenario-based experiments were conducted. Partial least squares modeling was implemented on the experimental survey data to explore how different dimensions of effort (i.e. mental, physical and emotional) and surface acting contribute to perceptions of effort and value.FindingsSurface acting increases consumer effort perceptions. Consumers’ value perceptions decline as perceived effort increases. Effort perceptions attenuate when consumers have a choice. The paper also brings attention to the shortcomings in the current conceptualization of surface acting and perceived effort, and reconceptualizes effort as a formative construct.Practical implicationsThis paper cautions marketers about the potential negative implications of shadow work. Service marketers should provide a choice between face-to-face (F2F) and self-service technologies whenever possible. In addition, marketers should develop and implement strategies for reducing consumer surface acting.Originality/valueThis study includes an extended conceptualization and new operationalization of consumer surface acting, revised thinking about measuring consumer effort and a unique approach to accounting for effort perceptions of traditional F2F service vs SST.