Use Of Distance Technology Research Articles

Is progress being made on Canada’s palliative care framework and action plan? A survey of stakeholder perspectives

BackgroundThe legalization of Medical Assistance in Dying in Canada in 2016 provided new impetus for improving palliative care. This commitment to improvement included the development of a National Palliative Care Framework and Action Plan. The purpose of this study was to understand the progress made in palliative care since 2016 from the perspective of persons working and volunteering in palliative care and compare geographic differences.MethodsA digital survey was developed from goals identified in Canada’s Palliative Care Framework and Action Plan and administered online using Qualtrics. Participants were recruited through national palliative care organizations. The survey included both quantitative survey items designed to evaluate improvements across 5 domains and 29 items and included open-ended questions about impacts, innovations, and ongoing challenges. Descriptive statistics were generated for survey domains, items, and demographic variables. Geographic differences were compared using Independent-Samples Kruskal–Wallis test. Qualitative data was analyzed inductively into themes.ResultsOne hundred fifty surveys met inclusion criteria and were analysed. Overall, the most improvement was reported in palliative care education and the least improvement was reported in support for family caregivers. Items on which respondents reported the most improvement included healthcare provider education in palliative care, advance care planning, and use of technology. Items on which respondents reported the least improvement were respite for family caregivers, access to bereavement services, and in-home support for family caregivers. Notably, rural participants reported more statistically significant improvements in the domains of education, access, and research and data collection than their urban counterparts. However, rural participants reported less improvement in places to die when home is not preferable. The COVID-19 pandemic was a significant contributor to these perceived improvements and ongoing challenges.ConclusionCanada’s Framework and Action Plan sets out a roadmap for improving palliative care in Canada. Participants in this survey noted significant improvements in key areas, a notable accomplishment amidst the effects of the COVID-19 pandemic. Some improvements were a result of greater use of distance technology. Further leveraging these improvements will make an important contribution to solving some of the rural and remote palliative care issues that have arisen from Canada’s unique geography.

THE USE OF DISTANCE LEARNING TECHNOLOGIES BY FOREIGN LANGUAGE TEACHERS

In the context of global changes in education in the context of the COVID-19 pandemic, the number and capabilities of distance technology, the availability of the Internet worldwide raises the importance of the issue of studying the use of distance technology in education, including foreign language learning. The paper finds that the distance learning process is carried out using a combination of synchronous and asynchronous tools, while maintaining flexibility and convenience and expanding the quality and efficiency of both methods of communication. The most effective forms of organizing foreign language classes with the use of distance technologies have been identified. Factors that should be taken into account when working with distance technologies in the process of learning a foreign language are identified: interface, the ability to present a variety of materials, including audio and video, presentations and links to useful Internet resources, automatic calculation of response statistics and activity monitoring. A brief description of some techniques and methods of teaching English remotely is given, their specificity is analyzed. The author also presents the main disadvantages and advantages of using distance technologies by teachers in the process of learning foreign languages, as well as outlines the prospects for their further effective use. It is emphasized that the advantages of distance learning technologies, such as the availability of materials, their ease of usage and the ability to manage the learning process are undeniable. It is stated that there are three main principles on which the distance education system is based: learn from native speakers, learn from authentic material, learn for free. The author also emphasizes that teacher’s feedback is an important factor in distance learning. It was found that a well-organized educational process using distance technologies can make learning a foreign language more effective and attractive to all motivated and modern people, regardless of their age, location and financial capabilities.

Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years

This article was migrated. The article was marked as recommended. This paper provides an overview of the first 12 years of the formal assessment program of the Australian College of Rural and Remote Medicine (ACRRM). The ACRRM Fellowship represents the world's first and only Fellowship exam in Rural Medicine.The ACRRM assessment program is mapped to its Rural Generalist curriculum, based on the principles of programmatic assessment. ACRRM offers candidates the opportunity to participate in assessment in or close to their home location. The ACRRM Rural Generalist Curriculum defines the scope and standards for independent general practice anywhere in Australia, with a focus on rural and remote settings.The program was initially developed in 2006 and has evolved during delivery from 2008 onwards, utilising the following modalities: Multi Source Feedback (MSF)Multiple Choice Questions (MCQ)Mini Clinical Evaluation Exercise (Mini-CEX)Case Based Discussion (CBD)Procedural Skills LogbookStructured Assessment using Multiple Patient Scenarios (StAMPS) StAMPS is a unique examination, blending the formats of an Objective Structured Clinical Examination and a traditional viva vocè.The program has an emphasis on formative assessment. Over the past 12 years there has been considerable work in developing resources for candidates, governance structures and quality assurance processes.ACRRM's Fellowship requirements represent a customised bespoke assessment tailored to ACRRM's curriculum and the Australian rural and remote context. ACRRM's assessment program has grown substantially with 649 Fellowships being awarded from 2008 - 2019, with considerable experience gained in rural and remote assessment. It now represents a mature firmly-established process as a vocational endpoint in Rural and Remote Medicine.ACRRM has continued to offer its 'tele-assessment' program throughout the COVID-19 pandemic, with candidates and examiners participating in assessment by use of distance technology while remaining in or near their home community. This model may provide some insights for other medical Colleges and educational institutions facing challenges in the current environment.

Evaluation of distance facilitation and technology in an interprofessional simulation exercise

IntroductionThis paper explores two objectives: (1) effectiveness of interprofessional education facilitators utilizing distance technology to facilitate and debrief an interprofessional exercise with students located on the islands Oahu and Hawai'i Island (Hilo), and (2) impact of technology on the simulation experience for facilitators and students. MethodsFour disciplines participated in an interprofessional hospital discharge exercise for the same geriatric patient case. Two questions administered to facilitators and students after each session focused on: (1) satisfaction with the students' ability to work through the simulation, and (2) satisfaction with the use of distance technology. ResultsResults showed no significant differences when comparing students to facilitators for the students' ability to work through the simulation. Students gave significantly lower satisfaction scores with distance technology than faculty. There were no significant differences in scores among disciplines between either facilitators or students. Pharmacy distance students had significantly lower scores for satisfaction with the simulation exercise and for the role of distance technology compared to other students. Qualitative analyses showed trend improvements over five semesters in four technology areas; volume, noise, difficulty with clarity/understanding, and seating location/placement issues for the on-site group, but only significant improvement with clarity/understanding in the distance group. ConclusionsInterprofessional simulation exercises can be successfully facilitated from both on-site and distance site without compromising students' ability to work through the exercise. Satisfaction with distance technology was lower for distance student groups.

Using distance technology to deliver the creative arts therapies to veterans: Case studies in art, dance/movement and music therapy

Three case studies of veterans are presented who received either art therapy, dance/movement therapy or music therapy via in-home, synchronous clinical video telehealth through a VA medical center in the southeastern United States. As the use of distance technology becomes more widely implemented within healthcare, it becomes increasingly important for providers to receive adequate training and develop comfort and confidence in adapting their practices to distance delivery. Case studies are one way for creative arts therapists to conceptualize and demonstrate how their in-person practices can be adapted for distance delivery via telehealth.

An interprofessional team simulation exercise about a complex geriatric patient

ABSTRACTInterprofessional collaboration is an essential skill to optimize the care of older adults with complex problems. We successfully developed and evaluated an interprofessional teamwork simulation exercise for medical, nursing, pharmacy, and social work students. Pharmacy students participated via video conferencing.Before the simulation, students watched a teamwork video and reviewed the patient case. Following an icebreaker exercise, interdisciplinary faculty facilitated a discussion highlighting effective teamwork strategies. Students then collaborated to develop a discharge plan, followed by a simulated family meeting with a theater student. Interdisciplinary faculty again provided structured debriefing highlighting principles of effective teamwork.Students self-rated interprofessional practice core competencies were evaluated using a retrospective pre/post survey and analyzed using paired t-tests. We qualitatively examined the use of distance technology and assessed learner’s satisfaction with the project. All core competency categories for all disciplines demonstrated significant improvements in mean scores. Students’ qualitative comments demonstrated positive impact on learning interprofessional core competencies.

Techniques for Remotely Programming Children With Cochlear Implants Using Pediatric Audiological Methods via Telepractice.

The purpose of this report is to describe the equipment setup and techniques for successfully testing behavioral thresholds in young children with cochlear implants (CIs) using telepractice. We will also discuss challenges associated with pediatric CI programming that are unique to the use of distance technology, and we will describe ways to overcome those challenges. Last, we will review the results from 2 recent studies specifically targeted toward testing behavioral thresholds in young children with CIs. Conditioned play audiometry or visual reinforcement audiometry was used to measure behavioral thresholds (T levels) for 35 young children with CIs (n = 19 for conditioned play audiometry and n = 16 for visual reinforcement audiometry). Participants were tested in the traditional in-person condition and in the remote condition using an AB-BA study design over 2 visits. There was no significant difference in T levels between the in-person and remote conditions, indicating that it is feasible to test young children using conventional pediatric testing procedures via remote technology. The primary challenges encountered were in regard to proper camera and video monitor placement at the remote site and the timing of communication between the audiologist and test assistant. The results from studies to date suggest that distance technology can be used successfully to program CI sound processors for young children using standard, age-appropriate testing techniques. The alternative of remote testing has substantial implications for reducing time and travel burdens for families, potentially leading to the construction of appropriate maps for young children with CIs in a timelier manner.

Effectiveness of physical activity promoting technology-based distance interventions compared to usual care. Systematic review, meta-analysis and meta-regression.

Technology has been thought to have strong potential for promoting physical activity, but the evidence has remained unclear. The aim of this study was to examine whether a technology-based distance intervention promoting physical activity is more effective than a physical activity intervention without the use of technology. This systematic review is registered in Prospero (CRD42016035831). A systematic literature search of studies published between January 2000 to December 2015 was conducted in CENTRAL, EMBASE, Ovid MEDLINE, CINAHL, PsycINFO, OT-Seeker, WOS and PEDro. Studies were selected by two independent authors applying the following PICOS criteria P) adults, I) technology-based distance intervention promoting physical activity, C) distance intervention promoting physical activity without technology, O) physical activity, S) RCT. Quality was assessed following the guidelines of Cochrane Back Review Group. Meta-analysis and meta-regression were performed using R. From 3 031 studies, 23 randomized controlled trials with a total of 4 645 participants were included in the meta-analysis. The quality of the studies was moderate (mean 6 out of the maximum 12, with range of 4-9). Technology-based interventions were 12% more effective than similar or minimal control interventions in increasing physical activity (RR: 1.12; 95% CI: 1.01 to 1.25, P=0.03). Compared to minimal control interventions, technology-based interventions were 19% more effective (RR: 1.19; 95% CI 1.05 to 1.35, P=0.0096). In the interventions targeting patients, use of technology was 25% more effective than non-use (P=0.027). No differences were observed in physical activity between the effectiveness of interactive, non-interactive and self-monitoring technologies. Study quality, intervention duration and whether the measures used were subjective or objective were not significantly related to the amount of physical activity engaged in. Technology-based delivery of interventions seems to be more effective than usual care in promoting physical activity, particularly in the interventions targeting patients. Future research should investigate the cost-effectiveness of the use of distance technology for this purpose. Technology benefits rehabilitation, and can be considered for use in clinical practice, may adequately replace face-to-face meetings and stimulate more intensive rehabilitation in daily life.

Digital Technology Management and Educational Innovation: The Marketabilityand Employability of The Higher Education Degrees

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree.

Psychoanalysis in China: an Essay on the Recent Literature in English

Using extensive quotation, the author reviews the introduction and current state of psychoanalysis and psychoanalytic psychotherapy in China from the vantage point of recent publications in English. Psychoanalysis was briefly introduced to China before the Communist era, then forbidden, and has experienced an accelerated reintroduction since the late 1980s. The author briefly summarizes the cultural and historical background of China relevant to the introduction of psychoanalysis, the traumatic history of China, and the deep structure of thought and philosophical differences from Western culture that challenge a simple imposition of psychoanalytic ideas and practice, and some psychological effects of rapid cultural change throughout China. Training programs in China, the general enthusiasm for analysis among the Chinese, and a number of notable contributions by Western and Chinese authors are discussed. Also surveyed are the use of distance technology for training and treatment, the personal experience of Chinese senior and junior colleagues, and ongoing challenges to the continuing growth of psychoanalysis and analytic psychotherapy in China.

Perspectives on Distance Technology in Leadership Education: Transfer, Meaning, and Change

While the use of distance technology has been touted as having the potential to reform leadership preparation, there is little to no research on students’ experiences or outcomes in educational leadership. The authors sought to understand, through a descriptive survey design, whether or not distance technology is a viable competitor to face-to-face instruction. The purpose of the study was to gain perspectives from students in leadership preparation programs as consumers of instructional distance technology and to understand perceptions of the impact of distance technology on transfer of knowledge to practice. Findings provide readers with insider knowledge from consumers who utilize distance technology and indicate that while students feel online course experiences have been equally successful as compared to face-to-face instruction, they do not find that online courses have an advantage over face-to-face instruction.

Building and critiquing qualitative research websites: a cyberspace project to connect undergraduate nursing students in Canada and the United States.

This project had a dual purpose: 1) to facilitate student learning about qualitative research methods, and 2) to promote collegiality and professional development among senior nursing students in Canada and the United States through the use of distance technology. In each of three project years, students at St. Francis Xavier University (STFX) in Nova Scotia initiated the experience by working in small groups to develop websites about different methodological approaches in qualitative research. Site information included an overview of the selected approach, discussion of trustworthiness issues, citation of journal articles in which authors used the approach, additional references, and some personal information about the student developers. Also working in small groups, University of Kansas students identified and read related research articles, reviewed website information, and responded to the STFX groups about the usefulness of site information in increasing understanding of qualitative methods and using the information for evaluation of research. The experience promoted active use of qualitative research concepts and facilitated the development of skills in evaluating research article content and website content. Participation in the activity fostered positive perceptions about the value and use of research and helped students appreciate the similarities in courses, programs, and professional requirements and values among international peers.

The use of distance technology in educational leadership preparation programs

Purpose – As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of distance technology has been purported to have the potential to lead the way in developing more competent technology leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. The paper aims to focus on the issues involved.Design/methodology/approach – An exploratory study of how 49 higher education institutions in the USA utilize distance technology in the preparation of educational leaders is reported. Descriptive statistics, including both categorical scales and continuous scales, were collected from the survey designed and are used to indicate how and why technology was used in program delivery.Findings – Findings are grouped according to the following themes: overall program structures; types of distance technology; goals for the use of distance technolo...

A Case Study Comparison Between Web-Based And Traditional Graduate Level Academic Leadership Instruction

Traditional leadership education instructors provide an interactive setting to promote communication skills, team building, and problem-solving skills. Simultaneously, the use of distance technology is also well documented. However, no specific research studies comparing distance education and traditional delivery methods in the area of leadership education were discovered in the course of this inquiry. Therefore, this study was initiated to begin an investigation of the plausibility of delivering leadership education courses using distance education technology. A case study method was employed and results indicated that in most instances students enrolled in both distance and traditional classes had the same perceptions of their leadership competencies and usage. This study found no significant differences between the traditional students and the Web-based students' scores on any of the five LSI scales, the Leadership Learning Scale, the Leadership Use Scale, or the Leadership Remember Scale. These results suggest that a graduate level academic leadership course can be taught as effectively as a Web-based course.

A prime-time primer for distance education.

The use of distance technology for course delivery in nursing programs is increasing. The author describes the basic components of interactive instruction using videoconferencing technology. Suggestions for modifications to course materials and strategies for modifying teaching for a videoconferencing format are described. Methods to evaluate a distance learning class and the results of a student survey are presented.