Virtual Course Research Articles

Application of Artificial Intelligence in Online Education: Influence of Student Participation on Academic Retention in Virtual Courses

Application of Artificial Intelligence in Online Education: Influence of Student Participation on Academic Retention in Virtual Courses

Program for the development of digital competencies in teachers of the Stomatology career. Isla de la Juventud

Introduction: information and communication technologies are important tools for training and communication. To facilitate their work in the educational system as a requirement for change in the profile of the education professional, teachers must develop suitable digital skills to implement in their teaching-learning process. Objective: design a program for the development of digital skills in teachers of the Stomatology career of the Faculty of Medical Sciences of the Isla de la Juventud, 2022. Methods: a descriptive study was carried out, from a methodological perspective based on the qualitative paradigm. The universe was made up of 150 teachers, of which 40 made up the sample. The theoretical level research methods were used: analytical-synthetic, inductive-deductive and historical-logical analysis; at the empirical level: documentary analysis, survey and specialist criteria. Results: the need to train the teaching staff and guide the preparation of teachers in the appropriate use of computer techniques and resources, as well as in the preparation and development of virtual courses using the Moodle platform, was confirmed. Conclusions: information and communication technologies are fundamental in the teaching-learning process. The development of digital competencies in teachers shows a low level of performance; the expressed limitations focus mainly on knowledge and domains in content creation, communication and collaboration

Innovation and challenges: minimally invasive surgery training in Latin America.

Our objective was to assess the current status of minimally invasive surgery (MIS) training in Latin America and to identify the primary hurdles for the acquisition of laparoscopic skills. An anonymous survey was launched on various social media in November 2022. Surgeon responses were analyzed. 131 pediatric surgeons from 98 surgical institutions in 16 Latin-American countries replied to the survey. MIS training during residency was found in 45.9% of the surgeons with > 20 years' experience, and in 95.2% of the surgeons with < 10 years' experience. A median of 3courses (IQR: 2; 5) had been completed by 116 surgeons (88.5%), 70.2% of them ≤ 3 days long, and 85.4% self-funded. The primary hurdles to attend them were the lack of financial resources and/or the absence of local courses (80%). Virtual courses were regarded as a recommendable option to acquire laparoscopic skills by 100 (76.3%) respondents. MIS training in Latin America has exponentially increased in the last decades. However, training programs have room for improvement, which means training is highly surgeon-dependent, since courses are selected and self-funded by surgeons themselves.

Active Teaching Techniques Using Virtual Didactics: Novel Experience From a National Neurosurgery Resident Course

To investigate the attitudes of neurosurgery residents regarding active teaching techniques and virtual didactics based on a national neurosurgery resident sample. We also evaluated the relative cost and time commitment required for faculty participation in virtual versus in-person resident courses. The Society of Neurological Surgeons (SNS) national junior resident courses (JRCs) were reformatted for active teaching in a virtual setting in 2020 due to the COVID-19 pandemic. We analyzed course evaluations from the virtual 2020 courses in comparison to the 2019 in-person SNS JRCs. We also compared course budgets and agendas from these courses to identify comparative costs and the time commitment for faculty participation using these 2 course models. Survey of nationwide participants in virtual junior resident courses. A total of 122 residents from 80 ACGME neurosurgery residency training programs attended the 2020 virtual JRC. The survey response rate of attendees was 36%. In-class engagement was thought to be good to great by 73% to 80% of the virtual learners. In-class activities and active learning techniques also were evaluated positively by 61% to 82% of respondents. Expenses were significantly lower for the virtual course, at $118 per course participant, than for the in-person course ($2722 per participant). There also was a 97.3% reduction of faculty hours and a 97.6% reduction of faculty cost for the virtual JRC compared to the in-person course. Neurosurgeon residents embraced the active teaching techniques used to teach portions of the prepandemic JRCs in a virtual format. Other aspects of the course curriculum could not be replicated virtually. Virtual courses were dramatically less expensive to produce, used fewer faculty teachers and required less time per faculty member. The data from this study may inform the choice of active teaching techniques for other neurosurgery residency and continuing medical education courses to optimize learner engagement and participant satisfaction in the virtual setting. We recommend that the curriculum of in-person courses emphasize hands-on, experiential learning and professional enculturation that cannot be recreated in the virtual space. Curricular elements suitable to virtual learning should take advantage of lower costs, reduced faculty time requirements, and scalability. They should also utilize active teaching techniques to improve learner engagement.

VIRTUAL TAI CHI FOR OLDER VETERANS IMPACTED BY COVID-19

Abstract As older Veterans (OV) were at risk for loneliness and deconditioning during the COVID pandemic, they were invited to join a Tai Chi program due to its known benefits in these areas. The objectives of this presentation are to examine outcomes, program adherence and feedback of OV enrolled in a 12-week Tai Chi course conducted virtually twice weekly at three VA sites during the COVID-19 pandemic. Participants completed the 30-Second Chair Stand (30CST) and the De Jong Gierveld Loneliness Scale (DJGS) at baseline and again when they finished the course. Attendance was recorded and end-course evaluations were also obtained. Univariate and multivariate statistics were used to summarize results. One hundred eleven OV aged 60 to 94 enrolled. Most were non-Hispanic (84%), white (72%), males (80%), living independently (92%) with a partner (43%). Of these, 86 (77.5%) completed a final assessment after attending a mean of 18.7 out of 24 sessions. Retention did not differ by site nor other demographics. Among the completers, there was not a significant change in DJGS (n=46, p=0.2748), but only 26.1% showed substantive loneliness at baseline. The 30CST improved significantly (n=72, p=0.0150) after controlling for site and baseline value. Most participants described the virtual course as rewarding, beneficial to their health and balance, and conducive to social connection. They also expressed desire to continue the program. Our results suggest OV achieve objective and subjective benefits from, and can feasibly participate in, a virtual Tai Chi program, which appears to be a valid alternative to in-person courses.

OUTCOMES OF A PILOT PRAGMATIC TRIAL IMPLEMENTING PALLIATIVE CARE IN NURSING HOME CARE

Abstract Palliative care that aligns treatments with preferences for people living with serious illness in nursing homes (NHs) can improve quality of life. Given limited access to specialty palliative care in NHs, enhanced primary palliative care is needed. We conducted a pilot pragmatic clinical trial to establish feasibility, acceptability, and preliminary effectiveness of an NH primary palliative care intervention. Nurse practitioners, employed by each intervention site, attended a 5-hour virtual course, one-day intensive workshop, and monthly 1-hour facilitation sessions to enhance palliative care practices. We recruited residents living with serious illness and palliative care needs from 12 NHs in the MidAtlantic US. Using a nonequivalent group design, participants were clustered by site and assigned to intervention or control group in a 2:1 (respectively) ratio. Our primary outcome was the Palliative Outcome Scale Version 2 (POSv2, range 0-40). Of 318 residents screened, 119 met inclusion criteria, and 45 consented for participation (n=35 intervention; n=10 control). Participants (mean age=86) were mostly White (98%), female (76%), and able to make their own decisions (58%). Clinician intervention fidelity and participant acceptability were high. At 21 days, quality of life did not differ between control (POSv2=8.79) and intervention groups (POSv2=10.03; p=0.72). We conclude that an NH primary palliative care intervention is feasible and acceptable; effectiveness to improve quality of life may depend upon the successful implementation of a highly tailored intervention and longer-term follow-up.

Designing a virtual course for essential care partners (ECPs) in long-term care (LTC): a pre-implementation study

Objectives: We describe our co-design process aimed at supporting the reintegration of essential care partners into long-term care homes during the COVID-19 pandemic. Methods: More specifically, using a co-design process, we describe the pre-design, generative, and evaluative phases of developing a virtual infection prevention and control course for essential care partners at our partnering long-term care home. For the evaluative phase, we also provide an overview of our findings from interviews conducted with essential care partners on the expected barriers and facilitators associated with this virtual course. Results: Results from these interviews indicated that the virtual course was viewed as comprehensive, detailed, engaging, refreshing, and reliable, and that its successful implementation would require appropriate resources and support to ensure its sustainability and sustainment. Findings from this study provide guidance for the post-design phase of our co-design process. Conclusion: Our careful documentation of our co-design process also facilitates its replication for other technological interventions and in different healthcare settings. Limitations of the present study and implications for co-designing in the context of emergent public health emergencies are explored in the discussion.

Osteoporosis e-learning courses: A systematic review to develop a comprehensive virtual course for General Practitioners.

One of the key strategies for effective management of osteoporosis is training health care professionals on early diagnosis and treatment of osteoporosis according to a structured course. The aim was to investigate the e-learning courses on osteoporosis around the world in order to develop an online course on osteoporosis management for general practitioners (GPs). In this review, the Web of Science, Scopus, PubMed, Embase, and ERIC databases and the Google search engine were searched until March, 2021.Then, the contents of the eligible courses were extracted by two researchers independently and verified. After that, the content for an online course for GPs was developed and approved by a panel of experts constituted of endocrinologists, orthopedists, and other specialties involved in the management of osteoporosis to develop the final online course for GPs. In this review, 22 e-learning courses provided through 3 studies, and 19 websites were included. The content of the osteoporosis e-learning course was categorized into ten thematic categories including bone health, osteoporosis definitions and pathophysiology, prevention of osteoporosis, diagnosis of osteoporosis, fractures, non-pharmacological treatments, pharmacological treatments, treatment follow-up, postmenopausal considerations and hands-on work. The final modules for the osteoporosis e-learning contained five main categories, including bone measurement and fracture risk assessment, diagnosis of osteoporosis, clinical management, monitoring and follow-up, and sarcopenia. Through a systematic approach, we developed modules for e-learning of osteoporosis management, which can be used to improve knowledge and skills of GPs in their practice in our setting. The online version contains supplementary material available at 10.1007/s40200-023-01361-8.

Les rencontres virtuelles – une nouvelle opportunité de redéploiement international pour l’enseignement du français de la diplomatie ?

The aim of this article is to investigate student perception of distance learning in “French for diplomats” , as well as to observe whether and to what extent recent developments in virtual learning environments in language learning have proven effective and may have promoted international collaboration. The study, carried out in 2021/2022 at the Institute of Romance Studies of the University of Warsaw, revealed that a significant proportion of students with experience of the “French for diplomats” distance course are very satisfied with the virtual courses. After observing the encouraging reactions of learners during the course, we decided to carry out our research on their experiences. We started from the premise that distance learning ofthe language for specific purposes could be beneficial to the learning process. Our reflections focused mainly on building intercultural competence, but also on the changing representations of the profession of diplomat and, consequently, on the opportunities that virtual courses open. It was found that the shift from face-to-face to digital has given teachers new tools and modalities that enrich the quality of the lesson. The teaching of specialized languages such as “French for diplomats” can nowadays include videoconferencing with a diplomat based in Guatemala or Brussels. Thus, the abandonment of face-to-face lessons has given back pedagogical freedom and helped teachers look for original solutions.

Dementia Caregiving 101: The effect of a pilot virtual dementia caregiving course on caregiver role preparedness and self‐efficacy

AbstractBackgroundDementia affects approximately 6.5 million people over the age of 65 in the US, most of whom are cared for at home by family members. Dementia caregivers (CGs) have reported inadequate perceived role preparedness and self‐efficacy, in addition to burden, depression, and anxiety that is disproportionate to CGs of those without dementia. We created a virtual Dementia Caregiving 101 course offering psychoeducation and skills training through an immersive structured program. The virtual platform was designed to improve access to dementia caregiving education for the rural CGs we serve. Goals of this course were to increase CG role preparedness and self‐efficacy by providing information about dementia and an overview of the caregiving experience.MethodPrior to the first class, CGs were administered questionnaires to assess role preparedness and self‐efficacy. Two intervention groups were then conducted simultaneously for ten weeks. Post‐intervention data regarding role preparedness, self‐efficacy, and course feedback were collected.ResultFifteen CGs enrolled in the course. Four CGs were lost to follow up by the time of post‐group data collection, and one CG’s data was excluded whose scores were significantly discrepant from the overall pattern (this person joined by phone instead of by video). CGs included spouses/significant others (n = 5), former spouses (n = 1), siblings (n = 2), and adult children (n = 2). CGs ranged in age from 58‐76 (age M = 69.2; SD = 6.4). Diagnoses of CG’s loved ones included vascular dementia (n = 4), Alzheimer’s disease (n = 2), and unspecified dementia/no diagnosis given (n = 4). Total session attendance was high (M = 7.8; SD = 1.9; range = 5‐10). Following course completion, CGs reported an overall increase in role preparedness (Pre‐course score = 175; Post‐course score = 198) and self‐efficacy (Pre‐course score = 417; Post‐course score = 482). Qualitative analysis of CG feedback revealed high satisfaction with the course overall, with particular emphasis on usefulness of the manual, convenience of the virtual platform, and the opportunity to learn from other CGs.ConclusionThe Dementia Caregiving 101 virtual course appears to be an accessible and effective program for improving CG role preparedness and self‐efficacy, which are important factors in reducing negative CG outcomes. Our preliminary results are encouraging and underscore the benefits of virtual skills‐based interventions for dementia CGs.

Curriculum Innovation: Design and Implementation of Synchronous and Asynchronous Curricula to Enhance Residents' EEG Knowledge and Experience.

There is a need for structured EEG education opportunities to enhance neurology resident education. To address this need, the American Epilepsy Society (AES) supported the development and implementation of both synchronous and asynchronous EEG courses. To produce EEG curricula that enhance resident EEG learning, increase interest in EEG and improve participants' knowledge, and to ensure that courses were highly used and available to the broadest range of learners. A multi-institutional group of EEG educators developed both courses. The synchronous curriculum consisted of a mixture of brief "mini-lectures" and interactive small group activities with self-assessment quizzes at the start and end of the course. The online asynchronous EEG curriculum consisted of self-directed slide sets, multiple-choice self-assessment quizzes and a structured EEG self-assessment tool. Courses were evaluated using postcourse surveys, analysis of pretest and posttest data, and analysis of user data from the asynchronous curriculum. Between 2019 and 2021, 56 residents participated in the synchronous EEG courses. On the resident survey, mean Likert scores for course design, planning, and learning outcomes ranged from 4.6 to 5.0 for the in-person courses and from 3.9 to 4.5 for the virtual course. On the 24-item pretests and posttests, overall median scores increased from 60% (14.5/24) to 75% (18/24; p < 0.001). More than 2,300 learners completed the first submodule of the asynchronous curriculum, but only 164 completed all sections. Most of those who completed the asynchronous curriculum reported that it was effective and appropriate for resident-level learning. The AES EEG courses provide EEG learning opportunities for neurology residents beyond what is available at their home institutions. There is evidence for the effectiveness of the synchronous course, but the scope is limited to a small number of attendees. The asynchronous curriculum is more broadly available, but very few learners completed all elements. Future steps will include expansion of the in-person synchronous course and providing guidance to learners about the core and optional components of the asynchronous curriculum to increase the impact of both educational offerings.

Immersive Team-Based Learning in Transnational Virtual Classrooms

Abstract This study explores the impact of a transnational team-based virtual learning experience on students’ self-perceived learning outcomes. The purpose of this research is to identify students’ self-perceived learning outcomes in virtual classrooms and describe the attributes of team members considered valuable for achieving team goals and learning success. Students who participated in a team-based international joint course across three editions from 2020 to 2022 completed reflective learning journals, which served as data collection research instruments. The researchers utilized a mixed-methods approach, combining quantitative and qualitative methods, along with thematic content analysis, to examine 327 validated source documents. The results revealed that students highly valued the transnational team-based learning activities during the virtual course. Participants highly valued the transnational nature of the course, as it facilitated effective collaboration within international teams and developed cross-cultural understanding skills. The virtual learning environment played a crucial role in enabling cultural exchange and understanding, fostering active participation, and encouraging reflective practice for groups of students from different countries and universities. Additionally, the study emphasized the development of digital skills as students engaged in transnational collaborative online learning using advanced technologies for communication and teamwork across distances. The digital learning environment positively influenced students’ motivation, sense of belonging, and camaraderie. The research identified 16 self- and hetero-identified attributes of team members, deemed valuable by participating students for achieving teamwork goals and learning outcomes. Attributes such as effective communication, collaboration, goal-oriented attitudes, and organizational skills were among the most highly regarded. These findings underscore the importance of transnational team-based virtual learning experiences in preparing students for global labor market demands. The study highlights the significance of fostering collaboration, cultural understanding, and digital literacy skills in educational settings.

Growing intercultural speakers in novice Italian: A virtual versus face‐to‐face comparison

AbstractIntercultural competence (IC) has been identified as a crucial outcome of world language education. The purpose of the study is to compare possible differences in IC development between face‐to‐face and asynchronous virtual modes of delivery that were taken as emergency measures early in the COVID‐19 pandemic for a beginning Italian course with 18‐ to 22‐year‐old students. The American Association of Colleges &amp; Universities Intercultural Knowledge and Competence Valid Assessment of Learning in Undergraduate Education Rubric serves as a theoretical framework to determine learning outcomes and guide qualitative assessment. Applying a mixed‐methods approach, the study collects quantitative data using the Intercultural Knowledge and Competence Short Scale and qualitative data from student reflection assignments for both face‐to‐face (2019) and asynchronous virtual (2020) courses. A comparison of IC development between the two cohorts shows similar achievement of intercultural learning in both modes. Implications for IC development in language classrooms are discussed.

The Use of Telemedicine in Outpatient Pain Management: A Scoping Review

BACKGROUND: Telemedicine is an increasingly important tool in outpatient pain management. Telemedicine can be implemented through various strategies and a multitude of approaches have been described in existing literature. OBJECTIVES: This scoping review aims to survey how telemedicine has been approached in published literature, providing insight for continued implementation. STUDY DESIGN: Scoping review. SETTING: Outpatient pain management. METHODS: Ovid MEDLINE and Embase databases were queried. Two board-certified pain management physicians screened search results for relevant publications based on predetermined criteria. Included publications focused on outpatient pain management via live video or telephone and reported empirical outcomes. Publications were excluded that focused on acute pain, progressive muscle relaxation, physical therapy, or psychiatry, including cognitive behavioral therapy, or that primarily described educational modules, apps, mobile tracking, or automated calls. Nonfull publications (abstracts) and articles not available in English were also excluded. A third reviewer performed full-text screening, extracting variables of interest. Systematic reviews and meta-analyses were excluded from final selection. RESULTS: Text and abstract screening of 3,302 results yielded 88 publications. Upon full-text screening, 64 additional publications were excluded, yielding 24 publications. High-quality randomized controlled trials (RCTs) were described in 5 (21%) publications, pilot RCTs in 4 (17%), prospective studies in 1 (4%), retrospective studies in 5 (21%), survey-based studies in 7 (29%), and other types of studies in 2 (8%). Cancer pain was the focus of 3 (13%) studies, headache/facial pain the focus of 4 (17%), musculoskeletal the focus of 3 (13%), and unspecified chronic pain the focus of 14 (58%). Patient experiences were the focus of 18 (75%) publications, provider experiences the focus of 2 (8%), and both patient and provider experiences the focus of 4 (17%). Outcome improvement measures were studied in 17 (71%) publications, process improvement measures in 5 (21%), and both types of measures in 2 (8%). Standard visits without on-site support were described in 4 (17%) publications, while standard visits with on-site support were described in 9 (38%). The remaining 11 (46%) described structured/integrated pain management programs. Positive pain-related outcomes were reported in 9 (38%) studies. Increased access or decreased barriers to care were reported in 9 (38%). Patient satisfaction was reported in 12 (50%) publications, with 10 (42%) describing positive results. LIMITATIONS: This scoping review focused on telemedicine delivered via telephone or live video communication, excluding a substantial body of literature focused on virtual courses, modules, and other telehealth programs not involving live communication. CONCLUSIONS: Current literature describes telemedicine implementation with various levels of technological and logistical support. Models of telemedicine represented in current literature include: standard visits with on-site support, standard visits without on-site support, and structured/integrated pain management programs. Presently, no literature has directly compared outcomes from these different approaches. Choice of model will depend on the specific goals and available resources. Patient satisfaction was studied most frequently and generally demonstrated positive results. Though current literature is heterogeneous and lacks RCTs, it consistently demonstrates benefits of telemedicine to patient satisfaction, pain, and access to care. KEY WORDS: Chronic pain, telemedicine, telehealth, pandemic, health care equity, disability, health care resources

Impact of COIL: Learning From Student Nurses in Norway Who Collaborated With U.S. Students.

The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course. Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience. This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches. Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews. The themes identified included, "virtual conversation builds collaborations and enhances learning," and "this opened my eyes." Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.

Restructuring an internal medicine rotation to take on a fully virtual experience in a resource-limited setting: A mixed-methods study

BACKGROUND: During the coronavirus disease 2019 (COVID-19) pandemic, medical schools in the Philippines accelerated the adoption of virtual learning. Course developers were challenged to provide equal opportunities for clinical exposure given the differential access of students to technology. This study describes the modifications in the course design of an internal medicine rotation for third-year medical students and the perceptions of the faculty and students toward these changes. MATERIALS AND METHODS: Course evaluations by students and faculty were reviewed. Using a concurrent mixed-methods approach, we analyzed the quantitative and qualitative responses and triangulated the results of the faculty and student surveys. RESULTS: Shifting to a virtual learning platform decreased the number of student–patient interactions. Observing a telemedicine consultation done by faculty substituted for real patient encounters. In consideration of students with limited Internet access, synchronous activities were made nongraded. The survey response rate was 51% (93/181) for students and 34% (32/94) for faculty. Survey participants indicated high overall satisfaction toward the virtual course with a general agreement between students and faculty respondents in most domains. Recurrent themes were the demand for more patient encounters, more synchronous activities, and better evaluation tools. Only the faculty were critical of technical issues, such as audibility and Internet connectivity. CONCLUSION: The experiences of a single institution in redesigning and implementing an undergraduate medical course in internal medicine for a fully virtual platform were described. Strategies for augmenting patient exposure and tailored clinical assessment tools are needed to improve stakeholder satisfaction. In resource-limited settings, access to appropriate technology must be considered to ensure equitable learning.

Perception of Space in the Traditional and Virtual Classroom

The paper presents the study of the educational context and its characteristics to achieve the most effective learning process.The aim of the research is to examine the perception of physical space in the traditional classroom and virtual space in online learning. The study of this issue is based on the psychological approach to the perception of virtual space as a model of physical space and on understanding the importance of this research area due to the development of distant forms of learning: though, the problems of virtual space functioning in the perception of students and its impact on learning efficiency still remain unexplored. Meanwhile, understanding the mechanism of space perception can help to adapt the learning process to the form of learning in choice: learning in a traditional classroom, where students work in a real physical space, learning in a virtual environment or in a hybrid form.Materials and methods. The theoretical basis for comparing the characteristics of physical and virtual space is the studies that focus on the importance of spatial organization in the process of learning. The psychological approach to the perception of space makes it possible to rely on the mechanism of transferring the physical characteristics of space into a virtual environment and to determine the possibility of comparison, primarily in an axiological sense. The study was carried out in the context of university education. Students of a higher educational institution were offered a questionnaire, the results of which were processed using a statistical method. Quantitative trends were then interpreted in the application to the learning process. The experiment was carried out in three stages (questionnaire, statistical processing, interpretation of the results), each of which revealed new aspects of the problem under study.Results. The study shows that there is a metaphorization mechanism that allows the learner to perceive the space of the virtual classroom in the same terms as the physical space of the traditional classroom. At the same time, the comparison of statistical data indicates the obvious differences in the perception of the student's space in the traditional and virtual classrooms. This is especially true for such parameters as openness, freedom of movement and the ratio of participants in the educational space, which indicates different learning conditions that determine the choice of teaching methods and techniques in the traditional context and in the virtual educational environment. Discussion of the results of statistical analysis allows us to draw conclusions about the difference of educational potential of the virtual and physical classroom spaces, the importance of socialization and various methods of its creation in the educational process.Conclusion. The conducted research shows the need for further study of space in the educational context, the need to take into account its parameters for developing virtual courses. Also, the results of the study show the importance of spatial characteristics for the success of learning, for creating a comfortable educational environment. The data obtained can be used in the development and improvement of online courses; it will help to avoid mistakes when in planning.

Enhancing Medical Students' Confidence and Knowledge in Antibiotic Prescription and Administration through Virtual Education: A Quasi-Experimental Study.

Antibiotic resistance is a worldwide health concern that necessitates antibiotic stewardship. Medical students significantly impact future healthcare practices; thus, their trust in antibiotic prescription and administration is crucial. This research aims to assess medical students' levels of confidence and knowledge in these areas before and after exposure to virtual antibiotic stewardship education. A one-group pretest-posttest design was conducted with medical students from King Saud bin Abdulaziz University for Health Sciences in Jeddah, Saudi Arabia. Participants were enrolled in the WHO-online antibiotic stewardship course. The group's baseline confidence and background knowledge were reported to be lower than what was offered after introducing the virtual course. The McNemar-Bowker test showed a significant difference in students' confidence in pre-course and post-course scores (Z = 20, p < 0.002); the matched paired t-test revealed a significant difference in students' knowledge scores (M = 7.66 verses M = 5.36, Z = 3.54, p = 0.001). In the sample, 70% of the students were unfamiliar with antibiotic stewardship; thus, the analysis revealed a significant difference in their familiarity before and after enrolling in the online course (30 vs. 100, p < 0.001). Medical students experience low confidence in the safe practice of the antibiotic stewardship program. The WHO-online antibiotic stewardship course is considered a valuable resource that can be used in a formative medical curriculum. Thus, educators and the academic curriculum must promote practical strategies to minimize antibiotic stewardship literacy and increase antibiotic prescribing and administration quality. Introducing antibiotic stewardship across the medical curriculum and establishing educational courses are some strategies that can be undertaken to ensure that future doctors are well-educated in the principles and practices of the appropriate use of antibiotic stewardship.

Neonatal resuscitation virtual training course: Use of an educational platform by medical students at a public university in Peru

IntroductionSatisfactory performance in Neonatal Resuscitation requires continuous training, and several technologies can enhance its scope. This study was carried out to evaluate the use of an educational platform by medical students in a Neonatal Resuscitation virtual course. Materials and methodsDescriptive study with the data available on the Neonatal Resuscitation virtual course platform, evaluating the use of a population corresponding to the total number of undergraduate Medicine students from the Universidad Nacional Mayor de San Marcos (UNMSM) who enrolled as students to take the Paediatrics course in the last year of their studies during the years 2018 and 2019 in Lima, Peru. ResultsData from 379 sixth-year medical students in the 2018-I, 2019-I, and 2019-II semesters were included. Students entered the virtual course an average of 23 days before taking their online exam, and the average theory review time in the virtual system was 120 min. Students with outstanding performance in their scores completed 2 virtual exams, but there was no difference in the other characteristics. ConclusionsThe sequence developed in the Neonatal Resuscitation virtual course, which begins with "learn, see, and practice", offers a greater capacity to retain the knowledge and skills acquired. The virtual offer of the theoretical component of Neonatal Resuscitation allows the use of innovative tools that make it possible to achieve a high performance of medical students when completing the virtual course of Neonatal Resuscitation.

TRANSFORMING BRAIN CANCER TREATMENT, CARE AND RESEARCH: A CASE STUDY OF A SPECIALISED NATIONAL DIGITAL LEARNING AND NETWORKING PLATFORM FOR NHS HEALTH PROFESSIONALS

Abstract AIMS The aim of this case study is to highlight the outcomes of a specialized digital learning platform, the Tessa Jowell Academy, to share excellence and jointly tackle challenges in brain cancer treatment, research and care. The free platform is co-designed with the professional community to address unmet needs and offers members features such as virtual courses, a clinical trial finder and a peer-to-peer learning service. METHOD Performance data has been collected over the last 12 months from: online member surveys and platform data (workshop registrations, member registrations, member logins, resource downloads, video views, certificate downloads, feature requests, clinical trial updates and national network sign-ups). RESULTS The platform has over 800 member registrations from 29 NHS hospitals from a range of disciplines. There have been: 42 peers matched through the platform, 19 clinical trials added, 4 national networks set-up and 35 workshops delivered to 1200 attendees live and on-demand. Common themes from member feedback include increased learning and networking opportunities, increased specialist support, improved confidence in MDT participation and increased knowledge of other sub-specialties. CONCLUSIONS It is well evidenced that specialized knowledge sharing between centres can contribute to better outcomes, improved patient satisfaction and access to research for rare diseases. This case study highlights the national demand and potential benefits of a specialized, national digital learning platform for NHS professionals working in brain cancer. As the platform grows, the impact will continue to be measured on a national level.