Virtual Course Research Articles

Predictors of mental well-being among family caregivers of adults with intellectual and developmental disabilities during COVID-19.

Internationally, stresses related to the COVID-19 pandemic negatively affected the mental health of family caregivers of adults with intellectual and developmental disabilities (IDDs). This cross-sectional study investigated demographic, situational and psychological variables associated with mental wellbeing among family caregivers of adults with IDDs during the COVID-19 pandemic. Baseline data from 202 family caregivers participating in virtual courses to support caregiver mental well-being were collected from October 2020 to June 2022 via online survey. Mental well-being was assessed using total scores from the Warwick-Edinburgh Mental Wellbeing Scale. Demographic, situational and psychological contributors to mental well-being were identified using hierarchical regression analysis. Variables associated with lower levels of mental well-being were gender (women); age (<60 years old); lack of vaccine availability; loss of programming for their family member; social isolation; and low confidence in their ability to prepare for healthcare, support their family member's mental health, manage burnout and navigate healthcare and social systems. Connection with other families, confidence in managing burnout and building resilience and confidence in working effectively across health and social systems were significant predictors of mental well-being in the final regression model, which predicted 55.6% of variance in mental well-being (P < 0.001). Family caregivers need ways to foster social connections with other families, and support to properly utilise healthcare and social services during public health emergencies. Helping them attend to their needs as caregivers can promote their mental health and ultimately improve outcomes for their family members with disabilities.

Impact of a National Virtual Oncology Course on Medical Student Competency and Interest in Oncology.

Globally, surveys have identified that medical learners of all levels perceive their oncology instruction to be inadequate. To address these gaps, we systematically developed and implemented the Oncology National Course for Advocacy, Research, and Education (ONCARE), a novel, nationally organized virtual course available to all Canadian medical students and evaluated its impact on oncology competency and interest. ONCARE was designed utilizing Kern's Six-Step Model for Curriculum Development. Components of ONCARE included lectures, career panels, and a mentorship program. Pre-course and post-course survey responses were collected to determine course impact on oncology knowledge and interest. Between October 2023 and March 2024, ONCARE enrolled 235 students representing 14 Canadian medical schools. One hundred forty (60%) students enrolled reported having only 0 to 10h of formal oncology instruction. Baseline interest in a career in oncology was high (mean Likert score 3.9/5) and remained unchanged following course completion. ONCARE increased both self-perceived knowledge in clinical oncology (mean Likert score 3.9/5 vs 2.9/5, p < 0.001) and confidence in oncology communication skills (mean Likert score 3.6/5 vs 3.1/5, p < 0.001). Ninety-seven percent of students were satisfied with the course (mean Likert score 4.6/5). The implementation of ONCARE as a proof-of-concept initiative builds upon previous educational interventions in oncology and highlights important principles for the development of related initiatives. Future work will target greater interdisciplinary and multinational collaboration as well as long-term follow-up of the ONCARE cohort.

Affective Experiences of U.S. School Personnel in the Sociopolitical Context of 2021: Reflecting on the Past to Shape the Future

This study aims to explore the self-reported affective experiences of U.S. school personnel during 2021. This year found school personnel balancing remote learning, health emergencies, a global pandemic, and intense political upheaval. We contextualize school personnel experiences within the current sociopolitical context. In this sample, school personnel (n = 8052) represent all U.S. states and territories alongside representation of diverse racial and ethnic identities (n = 1901). Participants were surveyed before completing a free virtual course on emotion management. The survey included open-ended questions and scale items. Participants reported primary feelings, sources of stress and joy, and perceptions of personal and social and emotional support for themselves and students. Findings are presented in five cohorts of school personnel across the year. The primary feelings were being anxious, stressed, and overwhelmed, the stressors were lack of support, time, and resources, as well as COVID-19, and workload, and the sources of joy were students, coworkers, and teaching. Anxiety and gratitude decreased throughout the year while happiness increased. Responses differed across time and between racial groups, with Black and African American participants reporting the highest percentages of being stressed by COVID-19 and community fluctuated over time as a source of joy. Implications for the education system and opportunities for emotion management are discussed.

Perception of Dentistry Students Regarding Virtual Classes During the COVID-19 Pandemic

The COVID-19 pandemic implied changes and challenges in university education around the world. In the area of ​​dental education, the virtual approach or virtual teaching was a challenge for both students and teachers. Although digital platforms, conferences and virtual courses have already been used in Dentistry as a complementary resource, the pandemic meant a completely virtual modality. However, teaching in virtuality is complex since the didactic and pedagogical processes are related to areas or specialties linked to the clinical part of this profession, where the virtual approach related to the restorative, rehabilitation or even surgical area, It is insufficient for the dental student to adequately develop procedural skills. The objective of this study is to know the perception of Dentistry students regarding virtual classes during the pandemic in order to know their opinion about this issue, in addition to managing the improvement of teaching methods on virtual platforms, training teachers and students in the management of information and communication technology in virtual environments. Likewise, the use of haptic simulators can be integrated with virtual reality systems, technology that is already being used in Russian universities. In addition to contributing to the development of students' learning in times of pandemic, would also allow them to acquire and develop clinical skills that are required before having contact with the patient.

Implementing Montessori approaches after training: A mixed methods study to examine staff understanding and movement toward action.

Background: This paper uses Normalization Process Theory (NPT) to examine staff impressions of Montessori-based program training and implementation at Veterans Affairs Community Living Centers (VA CLCs; nursing homes). Methods: We conducted a mixed-methods evaluation of Montessori Approaches to Person-Centered Care (MAP-VA) at eight VA CLCs. Trainings were conducted as either a live virtual course or a pre-recorded asynchronous class. Two NPT constructs, coherence building and cognitive participation, informed qualitative interview questions, surveys, and analyses focused on staff movement from knowledge to action during initial implementation. Data collection included staff-completed standardized post-training exams (N = 906), post-training evaluations (N = 761), and optional validated surveys on perceptions of Montessori training (N = 307). Champions (peer-leaders) from each CLC completed semi-structured qualitative interviews post-training (N = 22). Findings: The majority of staff (83%-90%) passed all courses. Staff evaluated the training highly (80%+ agreement) on learning relevant new knowledge and confidence applying new skills. On average, staff felt MAP-VA would become a normal part of their work (7.68/10 scale), and reported increased familiarity with Montessori approaches after training (p = .002). Qualitative interview data from staff trained in Montessori supported three themes concordant with the NPT dimensions of coherence building and cognitive participation. (1) Coherence regarding Montessori: staff demonstrated an understanding of the program and mentioned the benefits of Montessori compared to their previous usual routines. Cognitive participation or engagement with Montessori: (2) staff had positive feelings about Montessori principles/applications and demonstrated a willingness to try the Montessori approach, and (3) staff made sense of the new intervention through early rehearsal of Montessori principles/practices and recognized opportunities for using Montessori in future interactions. Conclusions: Montessori virtual training resulted in high levels of coherence and cognitive participation among multidisciplinary staff, evidenced by high knowledge, self-efficacy, and readiness to act. The asynchronous and synchronous trainings were accessible, relevant, and supported diverse learners.

The Virtual Course of Persian and Complementary Medicine of Smart University of Medical Sciences from the Students' Point of View: An Online Survey Study

Persian medicine is an ancient medical school that prioritizes preserving health over treatment. It is a holistic approach that considers genetics, lifestyle, and other factors to find the root cause of a disease. This study investigated the virtual course of Persian and complementary medicine from the perspective of students. We conducted a cross-sectional study. A standard questionnaire was used to collect data from 750 participants. The tool's validity was confirmed based on its content validity, and Cronbach's alpha coefficient was used to estimate the internal consistency of this questionnaire. The questionnaire measured the effectiveness of the virtual education system in various dimensions, and the participants completed it electronically at the end of the course. SPSS 26.0 was used to analyze the collected data. The study used frequency, percentage, and mean to describe data and a desirability score was calculated for each question to evaluate course quality from participants' perspective. The results of the one-sample t-test indicate that the sample mean (57.111) is higher than the population mean (90) (p &lt; 0.01). Based on the independent samples t-test, the mean attitude score of female students towards course is higher than that of male students (p &gt; 0.05). The ANOVA analysis results regarding the mean attitude scores of students towards the course based on their field of study show that the mean attitude scores vary across different fields of study (p &lt; 0.05). The result of present study emphasizes the importance of developing education in Persian medicine in universities to meet the clinical needs of the community and improve health and well-being. This can also promote the status of Persian medicine globally.

Enhancing patient-oriented research training: participant perceptions of an online course

BackgroundPatient-oriented research is now widely regarded as key to improving health systems and patient outcomes. This shift toward meaningful patient involvement in health research has sparked a growing interest in patient-oriented research training across Canada. Yet some barriers to participation, including distance and scheduling constraints, may impede the provision of in-person patient-oriented research training. Virtual course delivery options may help surmount those barriers, as well as offer unique pedagogical advantages.ObjectiveTo help increase patient-oriented research training uptake, the research team adapted the Canadian Institutes of Health Research’s (CIHR) Strategy for Patient-Oriented Research’s Foundations for Patient-Oriented Research course to a virtual format. The course consists of three modules, which focus respectively on patient-oriented research, health research methods, and teamwork skills. The current evaluation of this virtual delivery examines how a diverse set of participants received the online course.MethodsCourse participants from a variety of professional backgrounds, including researchers, patients, clinicians, and policy decision-makers, were recruited from across Canada to participate in the adapted course. Participant and facilitator feedback was solicited via online surveys that were distributed shortly after the delivery of each module.ResultsOver the span of the current project, the online course was delivered seven times across Canada. A total of 189 learners and 12 facilitators participated in the course. We received 89 completed feedback surveys in total. These included a total of 78 responses from learners, with 22 on Module 1, 32 on Module 2, and 24 on Module 3, in addition to 11 responses from facilitators. Overall, participants and facilitators were very satisfied with the course, indicating a successful adaptation from traditional to online delivery. Survey respondents were especially pleased with the course’s co-learning elements, which exposed them to fresh perspectives and real patient voices, as well as ample opportunity for discussion. Some participants offered recommendations for minor course revisions. Future iterations of the course will reflect participant and facilitator feedback to enhance accessibility via minor changes to course format (e.g., shorter live sessions), content (e.g., more concrete examples), and workload (e.g., reduced pre-work requirements).ConclusionsSustainable and effective health care depends on health research that includes active partnerships across diverse populations. These collaborative relationships are fostered by strong capacity in patient-oriented research, which in turn hinges on widely accessible training opportunities. This online course overcomes common barriers to face-to-face training and offers the accessible, inclusive training environment required for sustained progress in patient-oriented research.

AAAP Advanced Addiction Psychopharmacology Virtual Course, October 5‐6, 2024

AAAP Advanced Addiction Psychopharmacology Virtual Course, October 5‐6, 2024

Experience of application of the virtual course “Injections” in the professional training of students of a medical college

The article describes an experiment on introducing virtual technologies into the process of professional training of students at a medical college in the form of the “Injections” course. The purpose of this course is to master the theoretical foundations and sequence of injection procedures, including hand preparation, preparation for manipulation, its execution and completion, disposal of accessories, as well as intradermal, subcutaneous, intramuscular and intravenous injections. There was an increase in the level of development of professional competencies among students who took part in the experiment relative to the initial level, which indicates an increase in the level of knowledge of students who were trained using a virtual simulator and confirms the feasibility of integrating a virtual environment into the training of nurses as a means of developing professional competencies among medical students college.

Leveraging digital assets: lessons from a 14-year-old isotope tracer course for professional scientists.

The COVID-19 pandemic and subsequent policies (e.g., social distancing, travel restrictions) challenged both organizers for and attendees of programs typically held in person. Many scientific training programs quickly adapted to virtual formats by incorporating digital assets developed for virtual learning and remote social engagement. At the outset, the value of continuing digital elements with future in-person events was unclear. To examine how virtual resources supported heterogeneous professional training programs, we reviewed survey data for a 14-year-old training program for scientific professionals titled "Isotope Tracers in Metabolic Research: Principles and Practice of Kinetic Analysis." We found a positive relationship between survey satisfaction and the postpandemic in-person program that included digital assets held in 2022 compared to prepandemic in-person programs. To better understand the postpandemic program satisfaction, we assessed the 2021 virtual course format and survey data. We found that although there was a desire to return to in-person programs, the digital assets and approaches were valued. In examining the individual programmatic elements in the 2022 in-person course, there was better "value and understandability" of lectures over previous in-person years. These findings highlight how incorporating new digital engagement strategies for professional development benefits even the most established programs in supporting heterogeneous learners.NEW & NOTEWORTHY We examined impact of leveraging digital assets to support virtual engagement for an in-person program. Using survey data of a 14-year-old program for scientific professionals, we compared pre- and postpandemic in-person programs. Through incorporating digital assets, we found increased survey satisfaction compared to prepandemic in-person programs. These findings highlight how incorporating new digital engagement strategies benefits even the most successful professional development programs.

Evaluating the Usability of a Gamified Virtual Course Designed to Teach Cultural Heritage

Virtual courses represent a major innovation in online teaching and learning, offering diverse training options tailored to individual needs and interests. Proposals have been developed in the field of didactics to provide heritage-related instruction using methodologies and strategies supported by digital sources and offered online. However, there is no comprehensive data compilation available on the evaluation of the usability of digital resources developed for imparting learning about cultural heritage. Hence, this study aims primarily to present the instructional design and usability evaluation of an expert-validated gamified virtual course titled “Cultural Heritage Guardians.” The study results show high usability scores for the designed course, as measured by the system usability scale. This study significantly contributes to aspects related to user evaluations of the usability experiences of virtual courses focused on pedagogy related to cultural heritage.

Virtual Classes and EFL Students’ Linguistic Performance; Case Study of Engineering Students at Imam Abdulrahman bin Faisal University

This study identified the perceptions, attitudes, and difficulties that university students encountered to better understand how EFL virtual classrooms affected their language performance. In order to test the study's hypotheses, 124 engineering college students were given a three-section questionnaire comprising 29 statements, and 15 of them were also interviewed. All participants signed up for the English-language online writing composition course. The study's findings indicate that the participants had varying opinions about how virtual EFL classes affected the improvement of their linguistic ability. Additionally, the results showed that students only partially preferred this method of learning because they had to deal with a variety of concerns, including technological difficulties, inadequate instruction and training, financial commitments, workload pressure, and limited access to the internet. In order to properly employ virtual courses in the teaching of EFL, it is strongly advised that the aforementioned issues be fixed. This case study contributes to the body of research by focusing on a situation where there is a dearth of empirical data regarding EFL learners' perceptions of English learning. To understand why this disparity evolved, additional studies in this area are needed.

Impact of an online course on enhancing the diagnosis of Chagas disease in Latin America.

Chagas disease poses a public health problem in Latin America, and the electrocardiogram is a crucial tool in the diagnosis and monitoring of this pathology. In this context, the aim of this study was to quantify the change in the ability to detect electrocardiographic patterns among healthcare professionals after completing a virtual course. An asynchronous virtual course with seven pre-recorded classes was conducted. Participants answered the same questionnaire at the beginning and end of the training. Based on these responses, pre and post-test results for each participant were compared. The study included 1656 participants from 21 countries; 87.9% were physicians, 5.2% nurses, 4.1% technicians, and 2.8% medical students. Initially, 3.1% answered at least 50% of the pre-test questions correctly, a proportion that increased to 50.4% after the course (p=0.001). Regardless of their baseline characteristics, 82.1% of course attendees improved their answers after completing the course. The implementation of an asynchronous online course on electrocardiography in Chagas disease enhanced the skills of both medical and non-medical personnel to recognize this condition.

An online community of interns: Examining the music student teaching seminar in a virtual setting

Communities of Practice are integral as a network for engaging in regular interactions, sharing resources, and offering support. As online collegiate communities continue to expand, exploration of virtual courses—specifically, the music student teaching seminar—seems necessary. The purpose of this instrumental case study was to describe music student teachers’ (MSTs, N = 20) and instructors’ experiences in a virtual music student teaching seminar in the United States. Data collection included (a) observations of weekly seminar meetings; (b) focus group interviews with MSTs and seminar instructors; (c) text chat transcripts from virtual meetings and the class Facebook® group; and (d) course documents. Findings highlight the successes and challenges of developing, instructing, and facilitating the seminar in a virtual space, the perceived impact of online chat platforms/functions as an instructional and reflective tool, the benefits of regular seminar meetings, and participants’ perceived purpose of the music student teaching seminar.

Investigating the Efficacy and Sustainability of Virtual Education Courses

As teacher educators prepare for the future of teacher education, it is important to address the sustainability of virtual education courses. This study used a pre-existing model provided by the New York State Education Department as a framework to define the types of courses that may appear in an education program. Data was collected using a convergent parallel mixed methods approach to simultaneously gather qualitative and quantitative data. A total of 640 education courses from accredited education programs across the United States were analyzed. Findings indicated the type of course did not play a role in the course effectiveness during the pandemic, suggesting all education courses can be delivered effectively in a virtual modality. The delivery method of undergraduate courses was indicated by participants to be less effective during the pandemic than graduate courses. Results suggest courses that involve fieldwork (i.e., Field Experience, Student Teaching, or Practicum) were indicated by participants to be the least sustainable as virtual courses post-pandemic. Results also suggest that although virtual education courses at the graduate level are sustainable in education programs post-pandemic, undergraduate courses may not be. Advantages to virtual course delivery clustered around logistics and access while challenges clustered around engagement and hands-on-learning. This study provides curriculum guidance to those across the globe in the position of making modality decisions.

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries.

The University of California, San Francisco Institute for Global Orthopaedics and Traumatology Surgical Management and Reconstructive Training (SMART) course has instructed orthopaedic surgeons from low-resource countries on soft-tissue reconstruction. Before the COVID-19 pandemic, the course was conducted in-person; however, it was transitioned to a virtual format during the pandemic. The aim of this study was to determine participant preferences regarding a virtual or in-person SMART course format. Survey data were collected via e-mail after each SMART course using RedCap or Qualtrics. Statistical analyses were conducted using Stata. There were 247 survey respondents from 44 countries representing all world regions, with Africa (125, 51%) the most represented. Of those who attended both an in-person and virtual course, most (82%) preferred the in-person format. In addition, all measured course outcomes were significantly better for participants attending the in-person course. The most common reason for not attending an in-person course was the cost of travel (38, 51%). This study demonstrated a preference toward in-person learning for the SMART course. In addition, those surgeons participating in the in-person course endorsed increased positive outcomes from the course. Increased emphasis should be placed on in-person surgical skills training for low-resource surgeons.

Humanizing digital Learning: Strategies for Amplifying educational Impact

The text underscores the growing importance of digital education higher institutions and the need to adopt a 'human-centered' approach to maximize learners' potential. This approach focuses on the needs of both learners and educators, recognizing their unique perspectives. The shift to online learning presents challenges, requiring educators to design virtual courses that replicate in-person dynamics. Sustaining engagement and meaningful relationships in virtual classes is crucial for the well-being of both students and instructors. The text emphasizes the significance of strategies such as office hours, online group work, and overall interaction to create a classroom-like atmosphere and foster connections between students and instructors. These measures contribute to a more responsive online learning environment that addresses individual student needs. Humanizing online learning involves recognizing students as individuals with unique needs, moving beyond mere device interaction. The text discusses challenges in asynchronous online environments, emphasizing the importance of synchronous interactions to combat feelings of disconnection. Various strategies are suggested to humanize online learning, including the use of technology to enhance availability and engagement, personalized feedback, and the incorporation of diverse learning activities. Instructor-student relationships are highlighted as crucial in online learning, impacting students' perceptions and satisfaction.

Results of a Pilot Virtual Microsurgery Course for Plastic Surgeons in LMICs.

The Plastic Surgery Foundation's Surgeons in Humanitarian Alliance for Reconstruction, Research and Education (SHARE) program seeks to expand surgical capacity worldwide through mentorship and training for local plastic surgeons. This study aims to define the need for microsurgery training among SHARE global fellows and describe results of a pilot course. Ten participants of the SHARE Virtual Microsurgical Skills Course were asked to complete an anonymous survey. Pre- and post-course response rates were 100% and 50.0%, respectively. There was a high incidence of microsurgical problems encountered in the clinical setting. Resource availability was varied, with high access to loupes (100%), yet limited access to microsurgery instruments (50%), medications (40%), operating microscope (20%), skilled nursing (0%) and appropriate peri-operative care settings (0%). Participants identified vessel preparation, instrument selection, and suture handling as priority learning objectives for a microsurgery skills course. Post-course satisfaction with learning objectives was high (60% "very good," 40% "excellent"). Participants reported high levels of improvement in suture handling (Likert 4.60±0.55), end-to-end anastomosis (4.40±0.55), instrument selection (4.20±0.45), vessel preparation (4.20±0.45), and economy of motion (4.20±0.45). This study demonstrates a high frequency of reconstructive problems encountered by global fellows yet low access to appropriate resources to perform microsurgical procedures. Initial results from a pilot virtual microsurgery course demonstrate very high satisfaction and high self-rated improvement in key microsurgical skills. The virtual course is an effective and accessible format for training surgeons in basic microsurgery skills and can be augmented by providing longitudinal opportunities for remote feedback.

Using Art and Technology to Reduce Loneliness and Bridge the Age Divide: A Qualitative Study

ABSTRACT Virtual OMA is a synchronous virtual course that connected older adults with college students to share the arts over Zoom on a weekly basis. Interviews with 14 older adults and essays written by 16 students were analyzed to compare the impact of the course on their social relationships and their perceptions of each other. Results show that although there were some differences, both groups mentioned opportunities and challenges imposed by the use of technology; felt they were able to break negative stereotypes of the other age group and build genuine relationships; and reported self-growth from the experience.

Virtual course based on conceptual maps and autonomous work

Virtual course based on conceptual maps and autonomous work