Virtual Course Research Articles

Pandemic Minecrafting: an analysis of the perceptions of and lessons learned from a gamified virtual geology field camp

Abstract. To mimic the 3D geospatial components of geologic mapping usually spotlighted by field camp, we developed a virtual course based in the sandbox video game Minecraft. Paired with audio/video conferencing and real data, students practiced measuring strike and dip, orienteering with a compass, matching landscape features with topographic maps, and tracing geologic contacts within the team structure typically employed in field camp. Open-source programs and tutorials freely available online assisted with constructing the Minecraft worlds. Assignments were aligned to the nine learning outcomes established for geology field camps by the National Association of Geology Teachers (NAGT). A pre-survey and post-survey quantified students' learning of the subject matter as well as perceptions towards Minecraft and online learning. We also held feedback sessions and conducted in-class, live observations to classify students' reactions and experiences during virtual activities. Overwhelmingly, students indicated they would have preferred an in-person field camp, yet they considered the Minecraft assignments exciting, important, interesting, and valuable. Regardless of perceived barriers, scores on subject matter questions increased from the pre- to the post-survey. Finally, observations illustrated how students' experiences in a virtual field camp recreated comparable components that students experience during an in-person field camp (e.g., students discussing career pathways, geological skills, and fostering interpersonal relationships). Because this virtual course achieved the curricular goals as well as the non-curricular goals and was relatively easy to construct, we recommend the usage of Minecraft for virtual geology courses in the future.

Creating Conversational Interview Podcasts to Replace Guest Lectures

This short brief describes conversational interview podcasts as an alternative to traditional guest lectures in the context of an online undergraduate course that shifted from in-person to virtual course delivery during the COVID-19 pandemic. The informal format of conversational interviews counters the impersonal tone that can often pervade online learning environments, allows the instructor to guide the guest speaker to share information that is particularly relevant to the class, and reduces the workload for guest speakers. Further, the podcast format offers students flexibility in how and when they engage with the class material. Suggestions for how to create conversational interview podcasts for undergraduate learning are shared.

1081 'Making the Leap’ To ST3 Plastic Surgery: An Interactive Online Course, In Response To COVID-19

Abstract Aim The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery. Method The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty. Results The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses. Conclusions COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.

913 Near-Peer Teaching for Surgical Foundation Year Doctors During COVID-19 Pandemic

Abstract Introduction Literature has shown near-peer teaching to be an effective method of improving learning. There is little data on surgical teaching initiatives of this kind. Nationally and locally, teaching sessions and courses have been cancelled due to the pandemic. A new surgical lunch-time virtual course was created to fill this gap. Method FY1 doctors from University Hospital Wales were invited to participate in a survey exploring the need and topics for surgical teaching. Results were used to create a surgical teaching course. Near-peer, core surgical trainees were recruited to teach. A post-course questionnaire was distributed to FY1 doctors who attended the teaching to assess the success of the course. Results 15 FY1 doctors completed the initial questionnaire. 33% (5) were currently on a surgical placement. 60% (9) had an upcoming surgical placement. 73% (11) felt they did not have sufficient teaching on surgical specialties during medical school. 93% (14) felt they did not have sufficient teaching on how to manage surgical patients as a FY1. 100% (15) responded they would be interested in surgical teaching delivered by core surgical trainees. Eight topics were suggested, and lunchtime sessions were created. Post-course feedback was completed by 12 FY1 doctors. 88% (10) of respondents found the course ‘extremely useful’ and relevant to their surgical jobs. Conclusions There is a demand for surgical teaching for FY1s. Near-peer education designed by FY1s and delivered by CSTs is an effective way for teaching relevant surgical knowledge. Lunch-time virtual teaching is a good way to continue teaching sessions through the pandemic.

Is distance education obligatory or a new trend? The effect of psychiatric nursing e‐course on stigma

To examine the effects of psychiatric nursing e-course taught by distance learning on students' beliefs about mental illnesses. This study was conducted as a pretest, posttest, and follow-up quasi-experimental study with 147 nursing students. The results showed that the psychiatric nursing e-course significantly reduced the stigmatization total and dimension scale scores of the participants, and the effect continued in the follow-up measurement. The difference between the pretest and posttest stigmatization scores of the students who concentrated during virtual classes and those who found student-instructor interaction and virtual course materials sufficient was statistically significant. Our results have shown that the psychiatric nursing e-course is effective on beliefs regarding stigmatization, and distance education is promising for nursing education to continue effectively.

El cuento como estímulo de los precursores cognitivos de la lectura en niños del sector rural

Antes de que el niño se convierta en un lector experto, primero debe observar y escuchar. La presente investigación empleó el cuento como estrategia de estimulación a los precursores cognitivos de la lectura como atención y memoria, tanto visual como auditiva; tomando en cuenta las circunstancias adversas por las que atraviesa la educación del sector rural en estos duros tiempos de pandemia. El trabajo tuvo como objetivo principal, describir el estímulo de los precursores cognitivos de la lectura en niños de 4 a 6 años de edad del sector rural, empleando el cuento para activar el proceso lector. La investigación posee un enfoque cuali-cuantitativo, pues se busca la comprensión del objeto de estudio, a través de la recolección y análisis de datos descriptivos y estadísticos; por la finalidad es aplicada, ya que se implementó el curso virtual “CogniCuentos” en la plataforma Moodle de la Universidad de las Fuerzas Armadas - ESPE. Asimismo, como instrumento de investigación se empleó la entrevista semiestructurada dirigida a 35 padres de familia y la base de datos obtenida de la plataforma. La población inicial fue de 77 participantes, dado los criterios de selección se matriculó a 61 niños, y se trabajó con 35 participantes que sí culminaron el curso. En cuanto a los resultados, se presenta mayor estímulo a los procesos cognitivos de atención y memoria visual, debido a la interacción de los participantes en las actividades, al igual que varía las visualizaciones de los cuentos entre ambas semanas por las características individuales, también se evidenció que los participantes de 6 años culminaron el curso dentro de los días establecidos; finalmente se concluye que, efectivamente el cuento constituye una estrategia de estimulación para los precursores cognitivos de la lectura que aportan con las bases necesarias para activar el proceso lector de los niños.

Practical steps for an effective virtual reality course integration

Today’s virtual reality (VR) technologies enable students to traverse immersive learning environments populated with highly engaging course content that closely resembles real-world artifacts and sites, scientific specimens, and otherwise inaccessible training scenarios. The relative affordability of the latest generation of VR hardware has further increased the uptake of VR across academic, but careful consideration must be given to how the technology is deployed for classroom use. This paper draws on a range published research literature, and the authors’ experiences implementing VR in an academic library, to present guidelines and case studies that can be used by library practitioners to craft effective VR course assignments.

Improving handover competency in preclinical medical and health professions students: establishing the reliability and construct validity of an assessment instrument

BackgroundAs part of the worldwide call to enhance the safety of patient handovers of care, the Association of American Medical Colleges (AAMC) requires that all graduating students “give or receive a patient handover to transition care responsibly” as one of its Core Entrustable Professional Activities (EPAs) for Entering Residency. Students therefore require educational activities that build the necessary teamwork skills to perform structured handovers. To date, a reliable instrument designed to assess teamwork competencies, like structured communication, throughout their preclinical and clinical years does not exist.MethodOur team developed an assessment instrument that evaluates both the use of structured communication and two additional teamwork competencies necessary to perform safe patient handovers. This instrument was utilized to assess 192 handovers that were recorded from a sample of 229 preclinical medical students and 25 health professions students who participated in a virtual course on safe patient handovers. Five raters were trained on utilization of the assessment instrument, and consensus was established. Each handover was reviewed independently by two separate raters.ResultsThe raters achieved 72.22 % agreement across items in the reviewed handovers. Krippendorff’s alpha coefficient to assess inter-rater reliability was 0.6245, indicating substantial agreement among the raters. A confirmatory factor analysis (CFA) demonstrated the orthogonal characteristics of items in this instrument with rotated item loadings onto three distinct factors providing preliminary evidence of construct validity.ConclusionsWe present an assessment instrument with substantial reliability and preliminary evidence of construct validity designed to evaluate both use of structured handover format as well as two team competencies necessary for safe patient handovers. Our assessment instrument can be used by educators to evaluate learners’ handoff performance as early as their preclinical years and is broadly applicable in the clinical context in which it is utilized. In the journey to optimize safe patient care through improved teamwork during handovers, our instrument achieves a critical step in the process of developing a validated assessment instrument to evaluate learners as they seek to accomplish this goal.

Victor(iou)’s myologists: snapshots of a legacy

Victor(iou)’s myologists: snapshots of a legacy

Online Teaching-Learning Experience During COVID-19 Pandemic – A Case Report

Abstract :On the backdrop of COVID-19 pandemic lockdown in India that was implemented suddenly since 24th March 2020, the educational institutes faced the challenge of course delivery and academic engagement of the students. Many institutes responded through online teaching-learning mode. However, the transition from physical classes to virtual mode course delivery was all of a sudden for both; student as well as faculty community. Hence, it is important to develop an understanding of perception of students and faculty members to this experience of online teaching. This work reports preliminary findings on an online course delivery initiative at an autonomous institute during the lockdown period and efficacy of the virtual model in order to validate the hypothesis that virtual course delivery is well received by the students and proves beneficial. Also, an effort is made to investigate whether the students' acceptance to online teaching is influenced by the stream they belong to and if there is any correlation between the academic achievementsof students and their acceptance to online mode. In view of growing trend towards online learning post COVID-19 scenario, the findings offer valuable insights. From the view point of overall experienceand benefits from online teaching-learning, a clear division is found among the students' opinions. Nearly half of the students (48.08%) have found to be benefitted through online classes while the remaining don't seem to have satisfied and thus benefitted from the initiative. The authors propose a hybrid approach combining physical and virtual experiences for future purposes, owing to inherent limitations of online teaching being reflected through the students' responses. Keywords : COVID-19 pandemic; online teachinglearning; course delivery; student engagement; student perception

Educational strategies in a neurological-neurosurgical facility: Virtual course in encephalic vascularization

Educational challenges in tertiary, neurological-neurosurgical facilities involve keeping staff updated, while holding firmly to the basic tenets. Knowledge of encephalic vascularization is essential to all in this scenario. Objective: To describe the creation of an online course on encephalic vascularization

Virtual mapping and analytical data integration: a teaching module using Precambrian crystalline basement in Colorado's Front Range (USA)

Abstract. The COVID-19 pandemic hindered the ability to conduct field geology courses in a hands-on and boots-on traditional manner. In response, we designed a multi-part virtual field module that encompasses many of the basic requirements of an advanced field exercise, including designing a mapping strategy, collecting and processing field observations, synthesizing data from field-based and laboratory analyses, and communicating the results to a broad audience. For the mapping exercise, which is set in deformed Proterozoic crystalline basement exposed in the Front Range of Colorado (USA), student groups make daily navigational decisions and choose stations based on topographic maps, Google Earth satellite imagery, and iterative geological reasoning. For each station, students receive outcrop descriptions, measurements, and photographs from which they input field data and create geologic maps using StraboSpot. Building on the mapping exercise, student groups then choose from six supplements, including advanced field structure, microstructure, metamorphic petrology, and several geochronological datasets. Because scientific projects rarely end when the mapping is complete, the students are challenged to see how samples and analytical data may commonly be collected and integrated with field observations to produce a more holistic understanding of the geological history of the field area. While a virtual course cannot replace the actual field experience, modules like the one shared here can successfully address, or even improve on, some of the key learning objectives that are common to field-based capstone experiences while also fostering a more accessible and inclusive learning environment for all students.

Continuity of Instruction: Hands-on Exercise in GIS Course

Providing quality hands-on exercises in a GIS course is essential in enhancing problem-solving skills and student-led learning activities. However, the strategies and instructional methods of managing hands-on exercises, which have been used in traditional face-to-face classes, will require new interpretations in a virtual learning environment and may need modifications to maximize the advantages of virtual technology and its use. Thus, in this brief review, I will mainly address what I learned while teaching a virtual GIS lab course. I will also make recommendations associated with implementing hands-on exercises in a virtual environment.

Virtual neuromuscular ultrasound courses during COVID-19 pandemic: Leveraging technology to enhance learning opportunities.

Introduction/AimsHands‐on supervised training is essential for learning diagnostic ultrasound. Unfortunately, the coronavirus disease 2019 (COVID‐19) pandemic led to suspension of in‐person training courses. As a result, many hands‐on training courses were converted into virtual courses during the pandemic. Several reports regarding virtual ultrasound courses exist, but none has addressed virtual neuromuscular ultrasound courses, their design, or participants' views of this form of training. Therefore, the aims of this study were: (1) to determine the feasibility of conducting virtual neuromuscular ultrasound courses during the COVID‐19 pandemic; and (2) to report the positive and negative aspects of the courses through the analyses of the responses of post‐course surveys.MethodsTwo virtual neuromuscular ultrasound courses, basic and intermediate level, were conducted by the Egyptian Neuromuscular Ultrasound society during August 2020. Post‐course, the attendees were directed to an electronic survey that consisted of eight questions. Ninety‐three responses (23.8%) were obtained from the survey of the basic course and 156 responses (44.4%) were obtained from the survey of the intermediate course.ResultsNinety‐eight percent of the respondents to basic course surveys, and 100% of the respondents to the intermediate course survey found the courses useful or very useful.DiscussionThis report demonstrates the utility of virtual neuromuscular ultrasound courses for those participants willing to respond to a survey and describes a proposed design for such courses. Although hands‐on supervised ultrasound training is ideal, virtual courses can be useful alternatives to in‐person training when in‐person interaction is restricted.

On the path to reclaiming Indigenous midwifery: Co-creating the Maternal Infant Support Worker pilot program.

ObjectiveThe aim of the Maternal Infant Support Worker (MiSW) pilot program was to implement a virtual training program for lay maternal–infant health providers in remote First Nations communities in Northwestern Ontario, Canada.MethodsThe MiSW pilot program was administered jointly by a community college and a university and consisted of a 20‐week virtual course followed by a 9‐month mentored work placement in the community.ResultsThe MiSW pilot program was delivered successfully; 11 of 13 participants received a certificate from a community college. MiSWs provided culturally and linguistically appropriate care to women, infants, and families in their respective communities. MiSWs provided doula support in their communities—a first for our region since the policy of forced evacuation for birth was implemented. MiSWs developed a community of practice for ongoing education, as well as to support each other in their work.ConclusionThe MiSW pilot program demonstrated that it is possible to provide a virtual training program and then provide continued virtual mentorship as the participants work in their First Nations communities. By prioritizing Indigenous voices above those of the research team, we were able to gain the trust of the MiSWs and maintain engagement with communities.

Evidence-Based Course Modification to Support Learner-Centered and Student-Driven Teaching in A Pandemic: Leveraging Digital and Physical Space for Accessible, Equitable, and Motivating Experiential Learning and Scientific Inquiry in A First-Year Biology Course

The COVID-19 pandemic posed, and continues to pose, many challenges to teaching and learning, most notably the need to pivot from traditional in-person course instruction and experiences to entirely virtual course delivery while maintaining course rigor and quality. Our guiding principle for course modification was the critical need for an equitable, accessible, engaging, and motivating learning experience for students that maintained the learning outcomes and objectives of the course in a fully virtual and digitized format. This paper illustrates the evidence-based approach that the instructional team of a first-year biology experiential learning course took in response to the need for instruction to occur in virtual space and time for the Fall 2020 (September to December 2020) semester.

The Efficacy of Virtual Subinternships as a Novel Educational Platform for Education and Recruitment.

The Efficacy of Virtual Subinternships as a Novel Educational Platform for Education and Recruitment.

Online Education, Was It Here but We Did Not Know?

Background: Online education is not new. Their main options are talks, videos, and virtual courses. The quality and quantity of talks, together with the level of the speakers, is variable and heterogeneous. The arrival of the COVID-19 pandemic accelerated this process. The objective of this study was to analyze the result of a questionnaire on the current state of online education. Methods: Retrospective descriptive observational study based on a questionnaire. The participants consulted were Latin American physicians with different specialties. Results: A total of n = 361 participants were recruited. 26.9% had between 6 and 15 years of work experience. 63.1% carried out teleconsultation with their patients, and 96.1% attended between 1 and 10 talks/courses/webinar during the pandemic, whereas 1.6% did not attend any. "Talks" given received a rating of "Very Good" by 51.2%, and a 59.5% considered that the "Hybrid" option would be the best modality for future medical congresses in the postpandemic era. 84.7% considered that other possibilities of online teaching and online surgical training should be explored. Conclusion: Online education has marked the way of transmitting knowledge in recent years. It has been well accepted by those attending academic meetings.

Examination of Music Teacher Candidates’ Opinions Regarding Distance Teaching Practice Course during the Pandemic

This qualitative study aims to determine the opinions of music teacher candidates in Turkey on distant “Teaching Practice” courses during the Covid-19 pandemic. The participants of the study consist of 27 music teacher candidates, 18 female and nine male, studying in the last year (4th grade) of the music teaching department in the 2020-2021 academic year. The experiences gained in the course, the advantages and disadvantages of the process, the problems encountered and solution suggestions were determined through a semi-structured interview form. The data were analysed by content analysis. Music teacher candidates stated that they learned how to create virtual course content and design material, learned distant classroom and time management, gained the ability to communicate remotely and gained self-confidence. While providing ease/comfort, financial savings, opportunity to repeat the course, ensuring the continuation of education, preventing virus spread, time/place flexibility, strengthening technological know-how, strengthening theoretical knowledge, reducing the excitement factor, and providing remote monitoring were considered as advantages of the distance education process by music teacher candidates, limited communication, unreliable assessment and evaluation, limited time and activities, Not being suitable for applied fields, leading to mental laziness, and lack of sense of reality were considered as disadvantages. Inability to provide classroom management and discipline, ineffective teaching, lack of communication, technical problems, lack of music lesson materials, students’ indifference, and not participating actively in the lesson are encountered in the distance teaching practice course. For the process to be carried out in a better way, music teacher candidates made suggestions such as compulsory attendance, reliable assessment and evaluation, creating micro-groups, diversifying music activities, designing fun activities, course content, and materials, troubleshooting technical problems, cooperation, assessment of students’ requests and attitudes, providing psychological support, and accelerating the transition to face-to-face education.

Nonintensivist Training to Increase the Staff Capacity of Intensive Care Units During COVID-19 Pandemic Surge in Argentina.

The aim of this study was to report the results of a nationwide critical-care course for non-intensivists to increase staff capacity of intensive care units (ICUs) during the coronavirus disease 2019 (COVID-19) pandemic in Argentina. Three academic organizations, with special funding from 55 private companies, developed a short virtual course comprised of Web-based videos, virtual tutorials, and a forum chat. Each state assigned scholarships to non-ICU staff from public hospitals. Students received active follow-up for the completion of the course and took a survey upon course completion. After 4 m, there were 10,123 students registered from 661 hospitals in 328 cities. Of these, 67.8% passed the course, 29.1% were still ongoing, and 3.1% were inactive. Most students were female (74.2%) with a median of 37 y old (IQR 31-44). The group was composed of 56.5% nurses, 36.2% physicians, and 7.4% physiotherapists, of whom 48.3% did not have any experience in critical care. Mean overall satisfaction was 4.4/5 (standard deviation, 0.9), and 90.7% considered they were able to apply the contents to their practice. This course was effective for rapid training of non-ICU personnel. The assignment strategy, the educational techniques, and the close follow-up led to low dropout and high success rates and satisfaction.