Organizing workflows of academic libraries with online digital educational resources

Accommodating lists of links to recommended online educational resources on the academic library websites is discussed. The author concludes that that is not quite efficient as it could be, as qualitatively heterogeneous resources often unadapted for learning purposes are included; their titles are complex, unintelligible, and elusive; or oriented toward different groups of users. The authors suggest to develop: methods to annotate and critically evaluate resource contents, to select resources efficiently so they meet user information needs; classification scheme to differentiate online educational resources by stage and field of study, and prospectively – by larger professional groups. It might be also helpful to design end-to-end navigator of resources suggestible for academic libraries and learning in every code of professional training field.

Assessment of available online educational resources for patients with atrial fibrillation (Preprint)

BACKGROUND A diagnosis of atrial fibrillation (AF) often leads patients to search online for information, which can expose them to information of varied quality. OBJECTIVE We conducted a qualitative systematic review of websites for patients that contain information regarding AF. METHODS The following terms were searched on 3 search engines (Google, Yahoo and Bing): AF for patients, What is AF, AF patient information, AF educational resources. Inclusion criteria were websites with a focus on comprehensive AF information, containing information about treatment options, and written in English. We excluded websites requiring membership subscription, linked to abstracts or manuscripts, or developed by private clinics. We used the Patient Education Materials Assessment Tool (PEMAT-P/PEMAT-AV) for printable/audio-visual material to assess understandability and actionability (score range 0-100). Those with PEMAT scores of >70 meaning acceptable understandability and actionability, underwent DISCERN score to assess information content quality and reliability (score range 0-80). RESULTS The search yielded a total 720 websites which underwent full review. After excluding duplicates and those not meeting the inclusion criteria, 48 underwent full scoring. Mean overall PEMAT-P score was 68.5±17.2. Mean PEMAT-AV score was 61.1±9.4. Of the websites that scored >70% PEMAT-P, 20 (42%) underwent DISCERN scoring. Mean DISCERN score was 54.7±4.5. CONCLUSIONS There is a wide variation in the understandably, actionability and quality of websites that provide information to patients with most websites not providing patient level materials. Knowledge of quality websites could provide an important adjunct for improving individuals’ knowledge about their condition

966. ID Fellows Cup: Leveraging Gamification and Social Media to Enhance Clinical Infectious Diseases Education

Background We hypothesized that we could leverage social media to recruit learners to a gamification-infused ID knowledge competition, and entice them to explore additional online educational resources. Methods We created the ID Fellows Cup, a knowledge-based trivia competition, to engage Infectious Diseases fellows. The game was crafted via Kaizen-Education, a software platform developed at the University of Alabama at Birmingham, that uses gamification to engage learners. Multiple choice questions including figures and/or text are presented to learners, followed by detailed teaching explanations. 60 questions emphasizing high-yield concepts were delivered over 4 weeks. Questions were written by fellows and reviewed by faculty at three programs. Elements of gamification (virtual rewards, leaderboards, etc.) were included to enhance engagement. Recruitment strategies included Twitter, program director emails, and peer-to-peer. We measured game statistics and participation. Learners were invited to complete a post-game survey about their experience. Results Table 1 shows our game statistics with broad geographic reach including 42 programs. Most fellows matriculated in 2019 or 2020; the number of US ID fellows equaled 17% of those completing ID in-training exam. Recruitment sources included 44% co-fellow, 42% Twitter, and 15% Program Director. Through 20 days with questions, we had 155 daily average users. Overall, fellows answered 11,419 total questions, representing 89% of all released questions. Of 103 responses to post-game survey (table 2) 97% would participate again and all felt the game was a good use of their time. Over 80% of participants reported some engagement with linked resources included in the answer explanations. In general, 78% felt engagement with online resources increased subsequent to participating in the game, including learning about at least one new online resource. Conclusion We leveraged social media and gamification to effectively engage, and stimulate ID learners to explore additional online educational resources. Technology enriched learning, helps supplement and globalize ID education, making it as diverse and engaging as our field. Disclosures Todd P. McCarty, MD, Cidara (Grant/Research Support)GenMark (Grant/Research Support, Other Financial or Material Support, Honoraria for Research Presentation)T2 Biosystems (Consultant) Prathit A. Kulkarni, M.D., Vessel Health, Inc. (Grant/Research Support)

Social media as a dissemination and knowledge translation strategy among health professions educators: A scoping review protocol

COVID-19 has arguably affected health professions education. Educators have rapidly transitioned to delivering educational sessions remotely while clinical training opportunities have been canceled, postponed or modified. Recent commentaries and reports have recommended leveraging existing online educational resources like pre-recorded lectures, blogs, and podcasts to facilitate health professions remote learning. However, the feasibility of doing so remains uncertain and the impacts thereof are also a matter for concern. In this work, we present our critical scoping review protocol. We aim to explore whether and how health professions educators have used social media as a mechanism of dissemination and knowledge translation to support evidence informed HPE approaches in the peer-reviewed and grey literature, drawing on Engeström's Activity Theory as a guiding theoretical framework.

A Novel Method for Integration of Online Educational Resources via Teaching Information Remote Scheduling

The traditional online education resource integration technology ignores the calculation of the characteristic variance contribution rate of online educational resources, and the evaluation of educational resources is biased, which leads to the low ability of resource integration. Therefore, the online education resource integration technology based on remote scheduling of teaching information is proposed. Based on the theory of remote scheduling of teaching information, the quantitative value of online educational resources integration is obtained. By calculating the integration probability of online educational resources, the influencing factors of online educational resources in the process of integration are determined. The principle of teaching information remote scheduling is integrated into the feature vector extraction of online educational resources, and the contribution rate of feature variance of online educational resources is calculated. By extracting the number of main factors of the online educational resources feature vector, the feature vector of online educational resources is decomposed. Taking the wavelet entropy of online educational resources as the fusion weight of online educational resources, the integration result of online educational resources is obtained through wavelet transform. The experimental results show that the online education resource integration technology based on remote scheduling of teaching information has ideal application performance in integration probability, the goodness of fit, and robustness.

Are family medicine residents trained to counsel patients on physical activity? The Canadian experience and a call to action

Physical inactivity is a leading risk factor for non-communicable diseases (NCDs) and early mortality. Family physicians have an important role in providing physical activity counselling to patients to help prevent and treat NCDs. Lack of training on physical activity counselling is a barrier in undergraduate medical education, yet little is known regarding physical activity teaching in postgraduate family medicine residency. We assessed the provision, content and future direction of physical activity teaching in Canadian postgraduate family medicine residency programs to address this data gap. Fewer than half of Canadian Family Medicine Residency Programme directors reported providing structured physical activity counselling education to residents. Most directors reported no imminent plans to change the content or amount of teaching. These results reflect significant gaps between the recommendations of WHO, which calls on doctors to prescribe physical activity, and the current curricular content and needs of family medicine residents. Almost all directors agreed that online educational resources developed to assist residents in physical activity prescription would be beneficial. By describing the provision, content and future direction of physical activity training in family medicine, physicians and medical educators can develop competencies and resources to meet this need. When we equip our future physicians with the necessary tools, we can improve patient outcomes and do our part to reduce the global epidemic of physical inactivity and chronic disease.

Use of online resources by undergraduate medical students at College of Medicine, Majmaah University, Kingdom of Saudi Arabia

The current pandemic has revolutionized medical education with a rapid shift to online teaching and learning strategies. The students have coped by turning to the online resources to keep pace with the change. To determine the type and practice of online resources used by undergraduate medical students and compare the use of online resources with gender and GPA. This was a cross-sectional study in which an online self-administered questionnaire was used to evaluate the type and practices of the online resources used by the medical students during the Covid-19 pandemic. Complete enumeration sampling method was used to collect the data from 180 medical students studying at College of Medicine, Majmaah University, Saudi Arabia. One hundred and thirty students (72.2%) were unaware of the free online resources offered by the University. Most students (58.3%, n = 105) consulted peers for online references. Male students preferred PowerPoint presentations and consulting online resources for studying as compared to the females, whereas females preferred to study textbooks predominantly as compared to males (p = 0.005). Male students significantly shifted to the online resources during the COVID-19 pandemic as compared to females (p = 0.028). Students with the highest GPA scores shifted to online educational resources during pandemic. A significant proportion of the undergraduate medical students at College of Medicine, Majmaah University used online educational resources for learning. We recommend that the college administration for deliberation with the medical educationalists for necessary curricular amendments and taking necessary steps to make the college Academic supervision and mentorship program more proactive to meet the challenges of students’ use of online educational resources.

The EduINAF revolution: how to transform a pandemic crisis in an outreach opportunity

<p>In the last year, the world experimented a world crisis that changed the approach to science communication and the needs of the worldwide audiences. EduINAF, the online monthly magazine of the National Institute for Astrophysics, dedicated in Italy to science education and public outreach, reacted to this pandemic undergoing a process of deep restructuring that led to new, effective forms and approaches to science communication, education and outreach.<br /><br />In this talk we will analyze EduINAF's last year of activity, showing the increase in online readers and analyzing them in detail, focusing on the substantial changes in their requests, expectations and reactions due to lockdown and to a changed school and society.<br />We will also present and analyze some of the innovative and interactive educational initiatives and tools and new editorial contents that have been proposed as an opportunity for this changing world and that we will continue to use in the future. </p> <p>In this presentation we will present the online archive of thematic online educational resources that was born with pandemic and that now hosts more than 200 resources. We will describe in detail the competitions and collaborative online calls to readers that, in the last year, have seen the participation of thousands of wanna-be astronomers, poets and artists from our audience. We will focus on innovation in education, both talking about innovative approaches to education and about innovative technical solutions and tools, such as Virtual Reality and how it can be used in astronomy education. Finally, we will also introduce INAF Online Labs, the outreach hands-on laboratories that were born in EduINAF as an answer to online Science Festivals.<br />Many of the tools and initiatives introduced in this talk will be presented more in deep in related talks at EPSC 2021.</p>