scholarly journals Completing asthma action plans by screen-sharing in video-consultations: practical insights from a feasibility assessment

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Omer Hamour ◽  
Eve Smyth ◽  
Hilary Pinnock
Keyword(s):  
Action Plan ◽  
Action Plans ◽  
Face To Face ◽  
Feasibility Assessment ◽  
Global Pandemic ◽  
The Face ◽  
Vital Component ◽  
Asthma Action Plans ◽  
Screen Sharing ◽  
Remote Consultations

Abstract Supported self-management is a vital component of routine asthma care. Completion of an agreed personalised asthma action plan is integral to implementation of this care, and traditionally this requires a face-to-face consultation. We aimed to assess the practical feasibility and potential utility of using screen-sharing technologies to complete asthma action plans remotely. Assisted by people with diverse technological ability and using a range of devices, we tested the technological feasibility of completing action plans in remote consultations using two leading video-conference systems. We used a semi-structured topic guide to check functionality and lead feedback discussions. Themes were interpreted using the Model for ASsessment of Telemedicine applications (MAST). Discussions with ten participants (age 20–74 years) revealed that screen-sharing was practical on most devices. Joint editing of an action plan (as was possible with Zoom) was considered to encourage participation and improve communication. Attend Anywhere had less functionality than Zoom, but the NHS badging was reassuring. Most participants appreciated the screen-sharing and considered it enabled a meaningful discussion about their action plan. Online shared completion of action plans is feasible with only a few (potentially remediable) practical problems. These findings suggest this may be a fruitful approach for further study—made more urgent by the imperative to develop remote consultations in the face of a global pandemic.

scholarly journals Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

2020 ◽  
Vol 39 (4) ◽  
pp. 193-200
Author(s):  
Melinda Jones Ault ◽  
Ginevra Courtade ◽  
Sally A. Miracle ◽  
Amanda E. Bruce
Keyword(s):  
Online Teaching ◽  
Technical Assistance ◽  
The Novel ◽  
Free Appropriate Public Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Nontraditional Instruction ◽  
The Face ◽  
Face To Face Instruction ◽  
Problem Solve

In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

scholarly journals Patients’ Experiences of Remote Neurology Consultations during the COVID-19 Pandemic

2020 ◽  
pp. 1-4
Author(s):  
Mary Clare McKenna ◽  
Mahmood Al-Hinai ◽  
David Bradley ◽  
Elisabeth Doran ◽  
Isabelle Hunt ◽  
...  
Keyword(s):  
Standard Deviation ◽  
Continuity Of Care ◽  
Chronic Illnesses ◽  
Telephone Consultation ◽  
General Neurology ◽  
Face To Face ◽  
Global Pandemic ◽  
Neurology Clinic ◽  
The Mean ◽  
Remote Consultations

Telemedicine has been widely implemented during the COVID-19 global pandemic to enable continuity of care of chronic illnesses. We modified our general neurology clinic to be conducted using remote audio-only telephone consultations. We included all patients over a 10-week period who agreed to both a telephone consultation and a questionnaire afterwards in order to ascertain the patient’s perspective of the experience. There were 212 participants consisting of men (43.8%) and women (56.2%). The mean ± standard deviation of age was 47.8 ± 17.0 (range 17–93) years. For the most part, patients found remote consultations either “just as good” (67.1%) or “better” (9.0%) than face-to-face consultations. Those who deemed it to be “not as good” were significantly older (52.3 ± 17.9 years vs. 46.6 ± 16.6 years, <i>p =</i>0.045) or were more likely to have a neurological disorder that required clinical examination, namely, a neuromuscular condition (66.7%, <i>p =</i> 0.002) or an undiagnosed condition (46.7%, <i>p =</i> 0.031). At the height of the COVID-19 global pandemic, most patients were satisfied with remote consultations. The positive feedback for remote consultations needs to be verified outside of this unique scenario because the results were likely influenced by the patients’ apprehension to attend the hospital amongst other factors.

scholarly journals A Comparative Study on Teaching Methodologies Applied in Engineering and Manufacturing Process Subjects during the COVID-19 Pandemic in 2020 and 2021

2021 ◽  
Vol 11 (23) ◽  
pp. 11519
Author(s):  
Óscar López ◽  
Alfonso González ◽  
Francisco J. Álvarez ◽  
David Rodríguez
Keyword(s):  
New Product Development ◽  
Health And Safety ◽  
Manufacturing Processes ◽  
Teaching Methodologies ◽  
Face To Face ◽  
Additional Tool ◽  
Global Pandemic ◽  
Effective Delivery ◽  
The Face ◽  
Academic Year

Specific disciplines in engineering, such as manufacturing processes, require students in their academic stage to pay special attention, given the possible changes that may affect the acquisition of competencies. In an environment of uncertainty, such as a global pandemic, teaching must adapt without losing the effective delivery of content to students. The health and safety measures applied during the first months of the pandemic led to a different type of teaching to that which had customarily been applied, such as synchronous and asynchronous methodologies defined by the university’s governing bodies, where face-to-face and online methodologies coexisted in the same academic year. All of this avoided interrupting the academic year. This paper studies the results achieved in this uncertain environment, extends them and compares them with the following year, where only the face-to-face methodology was applied to the students enrolled in Manufacturing Processes 2 at the Centro Universitario de Mérida within the Bachelor’s Degree in Design Engineering and New Product Development (Grado en Ingeniería en Diseño y Desarrollo de Nuevos Productos -GIDIDP-). An analysis of variance (ANOVA) was applied to the data obtained to locate the significant differences between the samples taken in the first year with online and face-to-face teaching methodologies and those taken in the second year with an exclusively face-to-face methodology. When comparing the results, maintaining face-to-face teaching proved essential, as it contributes towards achieving better marks or maintaining the level. However, online methodologies also help as an additional tool to acquire other knowledge and specific skills in these technical engineering subjects, specifically those dealing with the manufacturing processes addressed in this study.

scholarly journals Evaluating the feasibility and effectiveness of e- OSCE in the COVID- 19 era

2021 ◽  
Author(s):  
Sarra Shorbagi ◽  
Nabil Sulaiman ◽  
Ahmad Hasswan ◽  
Mujtaba Kaouas ◽  
Mona M. Al-Dijani ◽  
...  
Keyword(s):  
Medical Students ◽  
Physical Examination ◽  
Clinical Training ◽  
Clinical Skills ◽  
Real Life ◽  
Procedural Skills ◽  
Face To Face ◽  
Global Pandemic ◽  
The Face

Abstract Background: The emergence of coronavirus disease 2019 (COVID-19) and its quick progress to a global pandemic has urged medical schools to shift from didactic to distance learning and assessment approaches. The quality of clinical training and assessment have been jeopardized due to the regulatory restrictions and potential hazards to human lives. The aim of this paper is to evaluate the feasibility and effectiveness of an electronic Objective Structured Clinical Examination (e-OSCE), which attempted to transform the format of a face-to-face OSCE to an e-OSCE.Methods: We conducted three end of clerkship e-OSCEs for final year medical students in Surgery, Medicine and Family Medicine using teleconferencing application of Microsoft Teams (MST). The e-OSCE blueprint included the assessment of all clinical skills except physical examination and procedural skills. Examiners supervised e-OSCE from the college campus while all students were remotely assessed through the MST channels. During the exam, the students stayed in their specified MST channels, examiners rotated across all students. The feasibility and effectiveness of e-OSCE was evaluated using a self-administered questionnaire to students, examiners and e-OSCE team. Results: The data analysis showed that 93.4% students and 92.2% examiners agreed with the quality and process of e-OSCE. Similarly, 83.6% students and 98% examiners agreed with the fairness, smoothness and organization of e-OSCE. As many as 45.9% students and 74.5% examiners agreed that e-OSCE was close to real life practice. Approximately one fifth of students and one third of examiners preferred e-OSCE over the face-to-face OSCE. The analysis of qualitative data generated themes of e-OSCE structure and technology. While majority of participants were satisfied with e-OSCE, students were concerned about examiners’ training and e-OSCE contents. Examiners and e-OSCE team recognized the paper-less, tech-savy, fast and reliable e-OSCE format. Conclusion: During and beyond COVID- 19 era, e-OSCE is a feasible and effective modality for assessing clinical competence except for physical examination and procedural skills. The planning and implementation of e-OSCE reflects an ingenuity in assessment of clinical competencies of medical students.

scholarly journals Video conferencing as a face-to-face online meeting app: user preference based on usability testing

2021 ◽  
Vol 5 (2) ◽  
pp. 98-104
Author(s):  
Astrid Wahyu Adventri Wibowo ◽  
Berty Dwi Rahmawati ◽  
Hasan Mastrisiswadi
Keyword(s):  
Virus Disease ◽  
Video Conferencing ◽  
User Preferences ◽  
User Preference ◽  
Online Video ◽  
Face To Face ◽  
Global Pandemic ◽  
System Usability Scale ◽  
The Face ◽  
Alternative Choice

The global pandemic of Corona Virus Disease (Covid-19) that hit Indonesia since March 2020 has changed the face-to-face system from offline to online. Video Conference (VC) becomes an alternative choice for delivering material, both learning and working. VC is a technology that allows users to hold face-to-face meetings at their respective places simultaneously. Various VC apps are becoming increasingly popular these days, such as Google Meet, Zoom, Youtube, Webex, Skype, GoTo Meeting, and Big Blue Button (BBB). This study is intended to provide a usability test of VC applications (such as Zoom, Google Meet, and BBB) and provide recommendations for VC as an online conference media based on user preferences. The usability measurement technique used is the System Usability Scale (SUS) and the USE questionnaire. The results of this study show that Zoom has the highest usability value compared to Google Meet and BBB, Google Meet is ranked second and BBB is ranked third.

scholarly journals Updating anatomy and physiology lab delivery: shifting from a paper-based to an online lab instruction platform, just in time for a global pandemic

2021 ◽  
Vol 45 (2) ◽  
pp. 290-298
Author(s):  
Jennifer A. Stokes ◽  
Dee U. Silverthorn
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Student Perception ◽  
Just In Time ◽  
Face To Face ◽  
Anatomy And Physiology ◽  
Learning Platform ◽  
Global Pandemic ◽  
The Face ◽  
Physiology Laboratory

This paper describes how an anatomy and physiology laboratory class transitioned from a paper-based lab to an online learning platform that updated the curriculum to rely more on face-to-face small group collaboration and peer teaching. Student perceptions of the new format were positive, but halfway through the transition a global pandemic challenged the new instruction method. The face-to-face curriculum had to be adjusted to a virtual format that lacked in-person interaction between the instructor and the students. This switch to virtual labs had an adverse effect on both student perception and student performance in the second half of the semester. Our observations underscore the importance of creating an interactive community when teaching virtually.

scholarly journals GIS Distance Learning during the COVID-19 Pandemic (Students’ Perception)

2021 ◽  
Vol 13 (8) ◽  
pp. 4484
Author(s):  
Jana Vojteková ◽  
Anna Tirpáková ◽  
Dalibor Gonda ◽  
Michaela Žoncová ◽  
Matej Vojtek
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Geographic Information Systems ◽  
Video Conferencing ◽  
Educational Materials ◽  
Face To Face ◽  
Video Tutorials ◽  
The Face ◽  
Face To Face Instruction ◽  
Screen Sharing

The paper deals with distance learning of geographic information systems (GIS) at the Department of Geography and Regional Development FNS CPU in Nitra using various educational materials and the JitsiMeet application during the COVID-19 pandemic. Students of bachelor study had GIS lessons in face-to-face instruction in a computer room for half of a semester. In the middle of the semester, the COVID-19 pandemic broke out in Slovakia and the face-to-face instruction had to be reoriented to the distance form of learning. The first month of distance learning took place with the help of textbooks and video tutorials, which were sent to students. The task of the students that month was to study a new subject, then students were sent a questionnaire where they had to express their opinion on learning GIS using video tutorials and textbooks, but also indicate whether they had facilities for online learning (PC, audio and video outputs, Internet) as well as to express their views and experiences with online learning as such. Although after evaluating the questionnaire, up to 71% of students answered that they had learned a new subject from the video tutorials and 57% also from GIS textbooks, several percent of students were still unfit for this form of learning. That is why we went to lessons with the free JitsyMeet app, which allows for video conferencing, screen sharing, chat, and more. The aim of the paper is to point out the perception of distance GIS learning by university students during the COVID-19 pandemic.

scholarly journals COVID-19 implication on higher education: case study at Medgar Evers College - what we have learned and realized through abrupt online conversion

2021 ◽  
Vol 12 (01) ◽  
Author(s):  
David Ahn ◽  
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Face Mask ◽  
Negative Consequences ◽  
Face To Face ◽  
Computer Information Systems ◽  
Global Pandemic ◽  
The Face ◽  
Substantial Decline

The unprecedented COVID-19 global pandemic radically changed the way we do things. The face mask is now a must to put on, and you do not handshake anyone. We are not even allowed to go near any person within six feet to maintain social distancing. The sudden pandemic lockdown forced all face-to-face classes into online classes overnight. It added immense pressure and stress to both instructors and students that brought many negative consequences. The sustained disruption has challenged higher education institutions to maintain academic continuity and put them into a grave financial situation due to a substantial decline in cash flow. This paper presents a case study of the transition to online learning for the Computer Information Systems classes at Medgar Evers College during the COVID-19 pandemic lockdown. We present the method we used to maintain academic continuity, examine the challenges of abrupt online transition, and assess what we learned from its outcome. In conclusion, we discuss the threats and opportunities for higher education institutions in the post-pandemic, which might change the entire landscape of higher education.

scholarly journals The Degree of Readiness to Total Distance Learning in the Face of COVID-19 - Teachers’ View (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine)

2020 ◽  
Vol 5 (2) ◽  
pp. 2-41 ◽  
Author(s):  
Natela Doghonadze ◽  
Aydin Aliyev ◽  
Huda Halawachy ◽  
Ludmila Knodel ◽  
Adebayo Samuel Adedoyin
Keyword(s):  
Distance Learning ◽  
Face To Face ◽  
University Teachers ◽  
Global Pandemic ◽  
Educational Situation ◽  
The Face ◽  
Research Populations ◽  
Optimal Efficiency ◽  
Additional Education ◽  
The 19Th Century

By distance learning we understand an educational situation in which a teacher and his/her students are not placed in one physical environment. Distance learning was first applied in the 19th century and has undergone a long way of technological improvement. It has become indispensable in the time of global pandemic. It is characterized by both advantages and challenges, and, correspondingly, in normal situations is used by adults for additional education or at any level /age in combination with traditional face-to-face education. The goal of this paper is to assess how ready we turned out to be to involuntary, caused by extreme situation of coronavirus, switching over to distance learning. The article presents results obtained from six countries – Azerbaijan, Georgia, Iraq, Nigeria, UK, and Ukraine - as well as some views of educators from several other countries. Although the samples were not representative by number of the research populations, they tried to take into consideration the strata involved (school/university teachers, younger than 30, 31-50, older than 50), in order to be trustworthy. The conclusion made is that the trend is that we (at least, in many countries, or many of us) are still rather far from ready to carry out so often declared and advertised distance learning with optimal efficiency and much work is needed to be able to switch to high-quality distance education.  

scholarly journals Evidence-Based Review of Smartphone Versus Paper Asthma Action Plans on Asthma Control

2019 ◽  
Vol 35 (3) ◽  
pp. 126-134 ◽  
Author(s):  
Julie A. Murphy ◽  
Jennifer M. Heisser ◽  
McKenzie Montgomery
Keyword(s):  
Asthma Control ◽  
Assessment Tool ◽  
Action Plan ◽  
Risk Of Bias ◽  
Published Data ◽  
Action Plans ◽  
Care Providers ◽  
The Impact ◽  
Asthma Action Plans ◽  
Asthma Action Plan

Objective: To summarize and evaluate existing literature regarding the impact of mobile asthma action plans (MAAPs) versus written asthma action plans (WAAPs) on degree of asthma control. Data Sources: PubMed, EMBASE, Web of Science, and ClinicalTrials.gov were searched (2000-January 2019) using the term asthma action plan with each of the following: smartphone, computers, handheld, mobile applications, portable electronic application, portable software application, tablet, or technology. Study Selection and Data Extraction: The search was limited to cohort and randomized controlled trials examining MAAP versus WAAP data. Data extracted included the following: study design, population, intervention, control, outcomes related to asthma control, and potential biases assessed using Cochrane Collaboration’s Risk of Bias Assessment Tool. Data Synthesis: Four of the 41 studies identified were included, each of which were randomized control trials. One study showed significant improvement using a non–asthma-specific assessment tool, 1 study showed improvement only for patients with uncontrolled asthma at baseline, and 2 studies showed no difference in asthma control scores. Overall risk of bias across all studies was low to moderate. Relevance to Patient Care and Clinical Practice: Health care providers should select an asthma action plan (AAP) format based on what the patient is most likely to understand and consistently use. Conclusions: Because of conflicting published data regarding the use of MAAPs versus WAAPs and risk of bias, it is unclear at this time whether one format of AAP is superior to the other for either adolescents or adults.

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