scholarly journals Perceptions of Medical and Allied Health Students Towards Online Education during the COVID-19 Pandemic Phases and Its Future Impact in India

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Manna Debnath ◽  
Santosh Ojha ◽  
Anupam Niraula ◽  
Dolly Sharma
Keyword(s):  
Online Education ◽  
Allied Health ◽  
Allied Health Students

scholarly journals Efficacy of Online Education during nCOVID- 19 pandemic lockdown among Medical and Allied Health Students in India

2021 ◽  
Author(s):  
Manna Debnath ◽  
Santosh Ojha ◽  
Anupam Niraula ◽  
Dolly Sharma
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Allied Health ◽  
Practical Knowledge ◽  
Good Method ◽  
World Health ◽  
World Population ◽  
Allied Health Students ◽  
The Government

Abstract The outbreak of COVID-19 has caused sensation and fear among the world population. World Health Organization (WHO) announced the COVID-19 outbreak as a pandemic on the 11th of March 2020 and India was one of the first countries to initiate the national pandemic lockdown. The teaching and learning process has been greatly impacted by this decisive step taken by the Government of India. Thereafter many institutes in India have adopted the online mode for the continuation of the teaching-learning process. A standard questionnaire was prepared and circulated among all participants within India via the online platform. A total of 1042 participants submitted their responses out of which 53% were females and 47% were males. 77% of students stated that they have attended online classes conducted by their respective educational institutes. The majority of the students were very much interested in online education (via Google platform, Zoom, etc.) but the practical knowledge was not adequate. Online education can be a good method of learning and improving the overall academic progress but it might not be as effective as a traditional education system for improving the practical aspect of learning in the case of the Medical and Allied Health students during the lockdown.

scholarly journals Peer feedback among interprofessional allied health students in the anatomy lab (722.3)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
Jared Dowdy ◽  
Charys Martin ◽  
Carol Nichols ◽  
Anna Edmondson
Keyword(s):  
Allied Health ◽  
Peer Feedback ◽  
Allied Health Students ◽  
Anatomy Lab

scholarly journals Assessing the Administrative Support Needs (Library and Technical) of Allied Health Students Enrolled in a Distance Education Program

2006 ◽  
Author(s):  
Amanda Carroll-Barefield
Keyword(s):  
Distance Education ◽  
Education Program ◽  
Support Services ◽  
Research University ◽  
Allied Health ◽  
Administrative Support ◽  
Student Support Services ◽  
Student Support ◽  
Distance Education Program ◽  
Allied Health Students

As more emphasis is placed on offering education to the distance student and monies are spent to provide these services, institutions must ensure they reap the rewards of the investment. One avenue to ensure success in distance education is the implementation of strong student support services. This is a task that will take the teamwork of educators, administrators, instructional technologists/designers, and support personnel. For institutions transitioning to a distance format, measures must be taken to ensure that the learner, no matter what the method of delivery, has access to equivalent student support services. One approach to measuring this aspect is the determination of student satisfaction with the support services offered to distance students. A study was conducted at a public health sciences research university in the Southeast to determine whether the administrative student support services (library and technical) offered at the institution met the educational needs of allied health students enrolled in a distance education program. Results from student questionnaires were analyzed to determine the satisfaction level of distance students with administrative (library and technical) student support services. Overall responses showed that allied health students enrolled in a distance education program were satisfied with the existing student support services (library and technical) offered by the institution. Narrative responses from the participants reinforced a common theme that although the students were satisfied with the services, more emphasis needed to be placed on library and technical support services that are available to distance education students during the program orientation.

scholarly journals Cultural safety training for allied health students in Australia

2020 ◽  
pp. 1-10
Author(s):  
Marion Gray ◽  
Yvonne Thomas ◽  
Marianne Bonassi ◽  
Jacinta Elston ◽  
Geraldine Tapia
Keyword(s):  
Cultural Identity ◽  
Allied Health ◽  
Cultural Safety ◽  
Cultural Humility ◽  
Indigenous Australians ◽  
Safety Education ◽  
Allied Health Students ◽  
Before And After ◽  
Education Workshop ◽  
Knowledge And Attitude

Abstract Culturally safe health practitioners are essential for effective service provision to culturally diverse populations, including Indigenous Australians. Therefore, cultural safety education during training as a health care professional is an essential component in helping improve the health of Indigenous Australians. This study examined whether the implementation of an Indigenous cultural safety education workshop increased self-rated cultural safety knowledge and attitudes of allied health students. The study employed a quantitative before-and-after design using pre- and post-surveys to determine the level of attitudinal change in students who attended a day long workshop. The study sample consisted of 1st year (n = 347) and 4th year (n = 149) allied health students at a regional Australian university over the years 2007–2011. Whilst the results of this current study are varied in terms of achieving positive change across all of the taught items of knowledge and attitude, they provide some evidence around the value of this type of curriculum intervention in helping develop culturally safe practitioners. An important finding was around the student's becoming self-aware about their own values and cultural identity, combined with acknowledging the importance of this cultural identity to interactions with clients. This form of ‘cultural humility’ appears to be an important step to becoming a culturally safe practitioner. These types of interventions would be enhanced through embedding and scaffolding throughout the curricula.

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