Virtual Learning Programs Research Articles

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

COVID-19 Pandemic Impact on Practice and Education of Emergency Medicine Residents

Background: The coronavirus disease 2019 (COVID-19) pandemic has negatively influenced several aspects of medical education (ME). Objectives: We aimed to assess the perception of emergency medicine (EM) residents of COVID-19 impacts on the quality of ME and their wellness. Methods: This descriptive study was conducted in Tehran, Iran. A questionnaire consisting of 33 questions (5 on hospital experience, 5 on clinical experience, 12 on education, and 11 on wellness) and 1 open-ended question were designed based on the elements found in the existing literature. Face and content validity were determined by an expert panel. The baseline and demographic data were recorded, and the viewpoints of EM residents about different items in the questionnaire (ME and wellness) were evaluated. Results: The mean age of residents was 36.4 ± 7.3 years, and 64.8% and 71.8% of the participants were female and married, respectively. Most residents (81.7%) had a previous history of COVID-19 infection (mainly mild and outpatient). We observed that 90.1% of the residents had concerns about transmitting the virus to their families. Most residents agreed on the negative impacts of COVID-19 on the EM residency program and routine clinical care in hospitals. COVID-19 led to a decrease in the diversity of other diseases and bedside learning opportunities. They added that virtual learning and online programs were comfortable and flexible despite some unpleasant outcomes. EM residents experienced anxiety and stress due to the change in physical and social activities and sleep habits during the COVID-19 pandemic. Conclusions: Emergency medicine residents declared that despite the positive attitudes developed after the pandemic, COVID-19 had non-negligible and negative effects on ME. They were also exposed to greater anxiety and worriedness during the mentioned period.

Quality Care Program: Raise awareness, motivate and coach community-pharmacists to provide high-quality pharmaceutical care.

Apart from providing pharmaceutical care when dispensing prescribed medicines, responding to the demand for an OTC drug or advice, is another core task of the community pharmacist. By asking the correct questions, the pharmacist collects all the necessary information to accurately estimate a patient's specific health problem. Pharmacists have a social responsibility and guarantee the responsible delivery of health products and medicines at all times, especially when it concerns non-prescription medicines or in the context of self-care. By providing this person centered care, pharmacists can distinguish themselves from other dispensing channels and can justify why the dispensing of medicines, including OTC medicines, is reserved for the pharmacy. 
 This brought the Association of Pharmacists Belgium (APB), together with the training institutes for pharmacists, the local pharmacists' associations, and the Belgian universities, to set up the Quality Care Program. The aim of this program is to raise awareness, to motivate and to coach community-pharmacists to provide high-quality care. The program consists of 4 main components:
 1. Scientific education: knowledge is the foundation when it comes to quality of care. In addition to cooperation with the training institutes, the existing educational material is collected at a central location.
 2. A knowledge test that assesses the knowledge, skills and attitude of pharmacists. The test is intended to be constructive, to confirm that people are doing well or to indicate which points deserve more attention in the pharmacist's approach.
 3. Pharmacy Simulator, a serious game (educational video game), is a virtual learning program in which pharmacists learn in a playful way to ask their patients the right questions.
 4. A patient perception study aims to provide feedback to pharmacists about how they approach patients with their demand for an over-the-counter medicine in their pharmacy.
 The Quality Care Program was launched in 2021. Each year, the emphasis is on two therapeutic drug groups. Meanwhile, 4 cycles have already been organized on analgesics, laxatives, emergency contraception and reflux for which the global results have been published after each cycle. In the coming months we will investigate how the pharmacy simulator can be better applied and how pharmacists can learn from each other.

Investigating Online Engagement in a Fine Motor Exercise Program among Rock Steady Boxing Participants – An Exploratory Study

Objective This qualitative study examined motivators, facilitators, and barriers for individuals with Parkinson’s Disease (PD) in an online fine motor exercise program supplemental to Rock Steady Boxing. Design, Setting, and Participants A purposive sample of 6 individuals with PD underwent semi-structured interviews and follow-up member check sessions via Zoom. Data were analyzed through an inductive approach by developing generalizations from themes discovered during the interviews. Main Outcome and Measures Three common themes were identified: ‘acknowledging that participation in exercise can fight the disease’, ‘integrating and forming habits’, and ‘recognizing improvement in function’. Each theme categorized as a motivator, facilitator or barrier for engagement in the fine motor exercises program. Conclusions Understanding motivators, facilitators, and barriers for individuals with PD to improve engagement in an online fine motor exercise program may lead to better program planning for future virtual learning programs.

Virtual Anesthesiology Medical Student Learning Program Pilot Designed in Response to COVID-19.

This learning opportunity was designed to provide an interactive, virtual, educational anesthesiology program for interested medical students and to offer an opportunity to learn more about an institutional culture through a question and answer (Q&A) with program faculty preceptors for the 2020-2021 anesthesiology residency application cycle. We sought to identify if this virtual learning program was a valuable educational tool through a survey. A short Likert-scale survey was sent to medical students before and after participation in a session using REDCap electronic data capture tool. We designed the survey to assess the program's self-reported effect on participants' anesthesiology knowledge, and whether the program design was successful in creating a collaborative experience while also providing a forum to explore residency programs. All respondents found the call useful in building anesthesiology knowledge and networking, and 42 (86%) found the call helpful in deciding where to apply for residency. Overall, 100% of respondents found the call useful, collaborative, engaging, and important to define critical thinking skills. The framework used for this program-virtual asynchronous and synchronous problem-based learning-can be applied broadly with potential benefit to medical student participants challenged by the cancellation of clinical rotations.

Spatial repertoires and virtual communicative effectiveness: bilingual international students’ use of polysemiotic explicitness strategies to preempt and resolve English as a lingua franca miscommunication

ABSTRACT This study reports bilingual international students’ communicative strategies to preempt and resolve English as a lingua franca (ELF) miscommunication in an English-medium virtual learning program offered by an international university in times of the global pandemic. Drawing upon 18 hours of Zoom recordings and supplementary ethnographic data, this study follows a spatial orientation [Canagarajah, S. 2018a. “The Unit and Focus of Analysis in Lingua Franca English Interactions: In Search of a Method.” International Journal of Bilingual Education and Bilingualism 21 (7): 805–824. doi:10.1080/13670050.2018.1474850] to analyze international students’ polysemiotic meaning-making practices for virtual communicative effectiveness. Key findings highlight the students’ explicitness-raising strategic moves such as indexing and reflexive pointing, repetitive highlighting, visual contrasting mediated by the mouse cursor and screen-based resources while navigating moments of (potential) miscommunication. To remedy and preempt understanding problems, they coordinate and align polysemiotic spatial repertoires across expansive spatiotemporal scales to enhance the clarity of potentially ambiguous referents, communicative topics, and key information. This study advances current understanding of bi/multilinguals’ polysemiotic translingual pragmatic ability for communicative success in lingua franca scenarios, and provides implications that help prepare international higher education for effective virtual communication, teaching, and learning in the post-pandemic digital era.

AP-453071-2 SYNCHRONOUS AND ASYNCHRONOUS ATRIAL FIBRILLATION EDUCATION DIRECTED BY ALLIED PROFESSIONALS FOR IMPROVED PATIENT CARE

Patient education programs are an integral component of care, which helps promote patient engagement and improved clinical outcomes. The role and durability of virtual learning programs for patients (pts) with atrial fibrillation (AF) requires further study. To assess the utilization, acceptance, durability, and benefits of virtual learning for pts with atrial fibrillation as well as the impact on virtual care models. A comprehensive 3-hour virtual symposium on AF via an online video platform was offered to pts and family in 2021 and 2022. The program was sponsored by an academic teaching hospital free to pts and promoted through social media. Participants could watch live and the recorded presentation was also made available for future viewing. A follow up survey was sent to attendees that included questions on demographic information and opinions regarding virtual education and care. Comparisons were made between the 2022 and 2021 programs. A total of 465 participants registered for the 2022 program (48% increase from 2021) and 146 participants logged on (31% of registrants - down from 34% in 2021). A follow-up survey was sent to all registrants with 55 respondents, (89% watched the program live). Most respondents were >65 years old (58%); female (76%), Caucasian (89%), completed graduate school (40%) and lived 50+ miles away (36%). Four patients were from outside the US. Minority populations were under-represented relative to the local population demographics (black 0%, Hispanic 1.8%). The total cost of the program was $20/pt. The majority of respondents (58% - an increase of 22% from 2021) indicated they preferred a virtual program and if they had a choice, 61% preferred virtual (11% increase); and 53% indicated that program participation increased the likelihood of them performing a remote/virtual clinic visit with their provider. COVID was no longer an influence for most (57.4%). Presentations were made publicly available after the October 2022 program and have been viewed 247 times. Virtual education for pts with AF can be successfully offered, with a high enrollment rate at a fraction of the cost of an in-person program. Attendees generally prefer virtual over in person and can increase participation worldwide. This program influences future acceptance of virtual care as well as potential models of virtual care delivery. Greater efforts need to be made, however, to include under-represented populations.

The Impact of a Virtual Environment for Intergenerational Learning

Few intergenerational programs have focused on virtual learning. This paper explores the impact that a virtual intergenerational learning program had on primary school students and older adults at a residential aged care home. This study reports on the findings from a single case study design involving interactions across two sites, consisting of primary school students (n = 41), teachers (n = 2), a principal (n = 1), plus elders (n = 9) and staff (n = 4) from an aged care home. Questionnaires were completed by all participants, except for the school principal. Observations of the program interactions were captured via video ethnography. Data were also evaluated from semi-structured interviews of students (n = 16), parents (n = 2), teachers (n = 2), a principal (n = 1), elders (n = 9) and staff (n = 5) from the aged care home. The findings reveal that intergenerational programs must pay close consideration to the planned activities, participant characteristics, learning environment, equipment, and facilitator interactions and skills, particularly in a virtual space. In addition, this study finds continued evidence for the success of virtual intergenerational practice programs to reduce social isolation and exclusion, especially when we practice social distancing.

Current curricular trends after the COVID-19 pandemic: A national survey of psychiatry residency programs.

During the COVID-19 pandemic, many psychiatry residencies (academic, community, and hybrid programs) have adopted different learning modalities to preserve a high quality of educational training. There is minimal data on specific program adaptations, related change perspectives, and program type stratification. This study sought to examine trends in curriculum changes in accredited psychiatry residency programs in the United States. Program directors of accredited general psychiatry programs in the United States were surveyed to assess both general program details and changes in educational content, delivery, and perspectives with regard to program curricula. A total of 63 program directors out of 264 eligible programs completed the questionnaire (23.9%). There was a significant shift to integrate virtual learning post-pandemic (98.5%) compared to pre-pandemic (3%). However, there was no association between these modality changes and program type (p = 0.13). Furthermore, changes were noted with respect to didactic content (60%), decreased rotation sites (38%), and increased telemedicine exposure (84%) with no change of wellness days (67%) or protected time (97%). Again, the above changes had no association with program type. Use of virtual educational platforms was described as positive (59.7%) with 9 programs noting a future transition to a hybrid learning model for didactics and grand rounds. The findings suggest that pandemic-related curriculum adaptations occurred in all different types of psychiatry residencies and suggest a national trend to continue virtual educational platforms with regard to psychiatry didactics. However, future investigation of effectiveness of virtual learning programs in psychiatry residencies is warranted.

Media Pembelajaran Bahasa Arab Berbasis E-Learning

The e-Learning medium is a learning process in which the learning participants are separated from the teacher. There is also the use of electronic technology as a learning medium. The Arabic Online Program is an e-Learning-based Arabic language learning media for foreign speakers. Saudi Electronic University initiated this virtual Arabic learning program. Arabic-Online will enable non-native Arabic speakers to learn the language of the world. This website will also provide learning Arabic as a communication tool, which will include vocabulary as well as language skills.

Continuous quality improvement at the frontline: One interdisciplinary clinical team's four-year journey after completing a virtual learning program.

BackgroundThe Veterans Health Administration (VHA) is the largest integrated health system in the U.S. and has identified the learning health system as a strategic priority. Clinicians and staff engaging in active learning through continuous quality improvement (QI) is a key pillar for learning system maturity. An interdisciplinary frontline team at a VHA medical center participated in the Learn. Engage. Act. Process. (LEAP) virtual coaching program to learn how to conduct multidisciplinary team‐based QI cycles of change. These clinicians lead and deliver the MOVE! weight management program, an evidence‐based comprehensive lifestyle intervention. The team worked to continuously improve patient weight loss by engaging in incremental learning cycles of change. The aim of this study is to tell the story of this team's learning experience and the resulting positive reinforcing loop with patient outcomes.MethodsThis is a mixed methods case study description of one team that participated in the LEAP Program that provides hands‐on QI learning for frontline teams with virtual coaching and a structured curriculum. Autoethnographic qualitative descriptions of team experiences over time illustrate this team's continued engagement in learning loops. Multilevel linear modeling was used to assess patient outcomes before vs after the team's participation in LEAP.ResultsThe team's participation in LEAP provided a set of fundamental QI skills and established a commitment to continual learning. Incremental improvements led to significant weight loss for patients who participated in MOVE! after the team completed LEAP (mean = 9.80 pounds; SD 10.43) compared to the pre‐LEAP time period (mean = −6.83 pounds; SD 9.63).ConclusionsDespite competing priorities and time limitations, this team's experiences provide a positive vision of how team engagement in data‐driven continuous learning is feasible at the frontline and can lead to higher job satisfaction and stronger teams. These types of team activities provide much‐needed backbone to being a mature learning health system.

Enhancing business professional competencies in a virtual educational environment

This paper provides an example of the successful incorporation of a virtual project-based learning (PBL) assignment as a significant component of two business courses during the COVID-19 pandemic. In these courses, undergraduate accounting and global business students worked with local nonprofits to solve real-world business problems in a virtual environment. This collaboration afforded students the opportunity to practice professional competency skills while growing in their understanding of business and of nonprofits. This paper discusses the challenges and successes that occurred during the implementation of the virtual project, encourages the use of PBL and other innovative teaching projects when teaching online, and facilitates faculty design and implementation of virtual learning programs.

Impact of virtual ECG learning program on clinical judgement among baccalaureate nursing students

Professional courses like nursing has integrated theory with practical learning and involves the decision making and clinical judgement. As the life is being handled therefore errors need to be zeroed, in order to acquire skill of the clinical judgement and retaining it can be done with help of virtual learning program (VLP) where case scenarios are created and life like situations are projected in front of the learner. This not only helps to decrease the threat to life also helps learner to gain confidence with immediate evaluation. Thus the study was conducted with objective to identify the impact of virtual ECH learning program on clinical judgement of baccalaureate students. Intervention (VLP) & Tools were developed and validated by the experts, tool included demographic profile, clinical judgement tool. Method of data collection was self-reporting, study participants were given access to the virtual learning program (VLP) on first day and their demographic profile and pre test was administered from day two to day six, study participants learnt from the VLP on ECG interpretation and on seventh day post test was administered followed by time series post tests on 15th as well as 30th day.

Model Pembelajaran Problem-Based Learning Berbasis Daring di Masa Pandemi Covid-19

Coronavirus (Covid-19) is a disease that can be transmitted by the SARS-CoV-2 virus, this virus has attacked various countries including Indonesia. To minimize the spread of the virus, various online or virtual activities are carried out. In the field of education, which is the impact of the Covid-19 pandemic, is the creation of virtual learning programs (Online). Teachers as educators are very important as a determining factor for the smooth running of the learning process even though they are online and not face-to-face, as usual, one of which is by choosing a learning model. As educators, teachers are required to sort out suitable and appropriate learning models to deliver a concept to their students. One of the learning models that focuses on students and can be tried by teachers to improve student's critical thinking skills is the problem-based learning model or Problem-Based Learning (PBL) where this learning model can support students to relate directly to the surrounding environment. The method in this study uses a literature study by collecting references related to the research. Learning with a problem-based learning model can be supported by using media to maximize competition or learning outcomes that are expected, especially during Virtual (Online) learning. One of the suitable media to be applied in the problem-based learning model is to use PowerPoint media and this media can be displayed (share screen) while carrying out online classes such as virtual Zoom, Google Meet, and so on

Facilitated virtual learning for advanced geriatric education among nursing students during the COVID pandemic in Taiwan

PurposeThis study explored the students' perception of their adoption and acceptance of virtual learning (VL), the factors affecting the adoption of educational technologies and the correlation between their intention, perceived behavioral control and care competence in caring for older adults.Design/methodology/approachA cross-sectional survey was conducted. Surveys were administered to evaluate the participants who were involved in VL on geriatric care during coronavirus disease 2019 (COVID-19) pandemic. A total of 315 nursing students participated in the survey, and 287 valid questionnaires were collected (response rate: 91.11%).FindingsA total of 287 participants (mean age 21.09, SD 1.44 years; 242/287, 84.3% female) were included in the study. The variables of intention to use technologies were positively correlated with care competence (r = 0.59, p < 0.001). The results revealed that the major predictors were perceived ease-of-use (PEOU) (β = 0.28, 95% confidence interval (CI) 0.16–0.40) and perceived usefulness (PU) (β = 0.22, CI 0.09–0.35) which were significantly positive predictors of competence in geriatric care.Research limitations/implicationsNursing students lack in clinical knowledge and situational experience in geriatric care; therefore, their perceptiveness, expressions and reflection on the process of providing care to hospitalized older patients should be increased. These results indicated that students improved in geriatric healthcare after/during the VL program during COVID-19 pandemic.Originality/valueIt is hoped that the present study would make an invaluable contribution to existing research on education in general and on the quality of care in geriatric nursing as limited studies have been published so far.

ANALISIS PENERIMAAN PENGGUNA TERHADAP MANAGEMENT LEARNING SYSTEM VILEP BERBASIS M-LEARNING PADA MAHASISWA JURUSAN GIZI DI POLITEKNIK KESEHATAN PALANGKA RAYA

Absract – M-Learning (Mobile Learning) can be defined as mobile learning media using mobile devices in universities. The Indonesian Ministry of Health in the field of Center for Health Human Resources Education provides a Learning Management System (LMS), a new learning system using technology for students in the health sector. Likewise, in the Department of Nutrition, Health Polytechnic of Ministry of Health, Palangkaraya, also implements the Virtual Learning Program (VILEP) for teachers and students. This study examined the significance of the effect of student admission from Health Polytechnic of Ministry of Health Palangkaraya by of mobile-based VILEP. This study used a research model to describe the relationship between several variables that affect the acceptance of mobile learning as a new innovation at the Palangkaraya Health Polytechnic. For this reason, this study adopted and modified the model of The Unified Theory of Acceptance and Use of Technology (UTAUT) from Mahande and Malago (2016) and acceptance M-Learning as an extended UTAUT variable to determine the influenced factors of M-Learning VILEP acceptance of M-Learning VILEP as a new innovation at the Health Polytechnic of Ministry of Health Palangkaraya. Based on the evaluation results of VILEP M-Learning acceptance model, Effort Expectancy (EF), and Facilitating Condition (FC) have a significant effect on Behavioral Intention (BI), while Behavioral Intention (BI) and Facilitating Condition (FC) have a significant effect on acceptance. M-Learning (MA) VILEP. Students have easy access to VILEP system, supported by the infrastructure of the institution. The main intention and infrastructure encourage students to use VILEP as a learning tool.&#x0D; &#x0D; Keywords: M-Learning (Mobile Learning), Virtual Learning Program (VILEP), The Unified Theory of Acceptance and Use of Technology (UTAUT) model.

Políticas públicas educativas durante la pandemia: Estudio comparativo México y Ecuador

La situación atípica producida por la pandemia de Covid-19 ha llevado a los gobiernos a tomar decisiones en el sector educativo para solventar con inmediatez las contingencias producidas por la crisis sanitaria. Este estudio realiza una sistematización comparativa-descriptiva entre dos países, Ecuador y México, analizando 60 documentos oficiales con base en 4 unidades de análisis conectadas a las políticas públicas educativas: competencia social, diagnóstico, programa y acciones propuestas. Los resultados vislumbran que, si bien existen acciones comunes como la suspensión de clases y teletrabajo, programas de aprendizaje virtual - “Aprende en Casa” México y “Educación en Casa” Ecuador-, también existen acciones contrastables en ambos países, entre ellas se evidencia que la toma de decisiones sobre políticas educativas en Ecuador se encuentra más descentralizada que en México, y que las competencias sociales en Ecuador se orientan a personal administrativo, estudiantes, familias y docentes, mientras que en México, además de las mencionadas, incluye a los Medios de Comunicación y empleados gubernamentales de la Secretaría de Educación Pública. Estos hallazgos confirman que la operacionalización del marco legislativo expedido durante esta emergencia en el ámbito educativo servirá como recopilatorio de mejores lecciones para el regreso a las actividades pospandemia.

Virtual medical learning: a comprehensive study on the role of new technologies

PurposeHealthcare employs informatics to offer its services through information technology where the social network can aid virtual medical learning. Since the usage of the internet and other electronic tools for medical services delivery is at the initial stage, it is essential to examine the factors that condition patients and medical elements in a virtual environment can develop relationship models on the health services. So, the authors have systematically reviewed virtual medical learning and offered some suggestions for the upcoming works. The authors have also discovered gaps in the state-of-the-art papers and provided solutions for them.Design/methodology/approachNumerous novel advancements have changed the old exercise of therapeutic and analytic learning. Virtual spaces have quickly turned into a section of the learning technology vision. Given the importance of its achievements and endless low-cost expansion of the educational system, virtual education has been considered as one of the issues raised by the information communities. Medicine and health are some of the most important fields in virtual technologies. Hence, in this paper, we have used a systematic literature review to deeply examine virtual medical learning. After establishing exclusion and inclusion criteria, an independent systematic search in Google Scholar, ACM, Scopus, Eric, Science Direct, Springer link, Emerald, Global ProQuest and IEEE for relevant studies have been performed, and 21 papers have been analyzed. Detailed data have been mined out of the papers.FindingsThe authors have found that virtual medical learning improves and expands the knowledge core and meaningfully affects the exercise. Virtual learning (VL) has been used in many therapeutic zones, like therapeutic learning, surgery, diagnosing, combining and regularizing processes. It has presented a fundamental access point and a referral mechanism for all of a course's component communities. It can also simplify communicative education, allowing learners to get abilities before applying them in a real-world situation. Also, the communicative characteristics of different VL programs can somehow be like direct teaching.Research limitations/implicationsSome excellent work may be removed owing to applying the filters to select the primary papers. Surveying all the documents on the topic of virtual medical learning is impossible, too. Nevertheless, the authors have tried to present a perfect survey of virtual medical learning. The results will be helpful for scholars to propose better virtual medical learning techniques.Practical implicationsE-learning has become an indispensable additional learning tool in medical education. The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web can change the face of higher education. The results will be helpful for scholars for the upcoming works. The application of a literature review of partial least squares theory was useful for offering comprehensive literary coverage and completing the knowledge development analysis. The authors have backed scholars and experts for better understanding the development of virtual medical learning systems via presenting comparative data and scrutinizing the present advances.Originality/valueThe paper enhances intellectual knowledge by improving the conception of virtual medical learning. It informs the development, use of virtual medical learning and the upcoming works. The lack of comprehensive papers in this field has increased the importance of this paper. The present paper can handle the pace of publications.

A Study On Effectiveness Of Learning And Development With Reference To A Private Limited Company.,Chennai

In this research, the effectiveness of Learning and Development programs was carried out in a private limited company in Chennai. The different types of Learning and Development programs, under safety, technical, soft-skills, environmental, even the virtual Learning and Development programs, via Microsoft teams, Voice message training were studied. Learning is acquiring knowledge via both formal and informal training. Development is a long term process. Learning and Development program helps in self-improvement of employees, retention of employees, organizational development in the long run, increase the market share of the organization, if given in a sustainable way. The objectives of the study was to find the effect of Learning and Development on trainee skill and knowledge, after the training program and the effect the Learning and Development on employee motivation and satisfaction. In this study, we used Descriptive Research, with the Probability Sampling technique, under which Simple Random Sampling method is applied, for a sample of 128 respondents. In that, 94.5% respondents feel job knowledge before Learning and Development programs were challenging, compared with the same, 98.4% of respondents, who feel satisfactory after of Learning and Development programs. This fosters the pivotal of Learning and Development programs in the organization.&#x0D; Here, we used IBM SPSS Statistical tools, such as Correlation analysis, Simple Linear Regression, Multiple Regression, One-way ANOVA, Chi-square test etc have been used

Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

ABSTRACT Research Findings: The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted the current study examining the feasibility, social validity, and preliminary impacts of a virtual summer learning program. Ninety-one preschoolers and their caregivers participated in a 4-week program involving one weekly teacher-caregiver meeting, two weekly Watch Together home learning activities, two weekly Play Together home learning activities, one or two weekly Read Together home learning activities, and one or two weekly teacher-child video chat lessons. Recruitment and participation indicated high levels of interest. Caregivers reported high levels of satisfaction with the program and teachers reported moderate to high levels of child engagement during video chat lessons. Children showed significant gains on emotion knowledge, patterning, and alphabet knowledge. Practice or Policy: This study demonstrates the promise of a virtual kindergarten readiness program and suggests that the combination of educational media and video chat instruction may be effective for promoting children’s skills. A virtual intervention could be beneficial in other contexts, such as in rural areas where it would be challenging for families to participate in an in-person program or for immunocompromised or seriously ill children who are unable to attend in person.