scholarly journals Telepsychiatry and face-to-face psychiatric consultations during the first year of the COVID-19 pandemic in Australia: patients being heard and seen

2021 ◽  
pp. 103985622110463
Author(s):  
Jeffrey CL Looi ◽  
Stephen Allison ◽  
Tarun Bastiampillai ◽  
William Pring ◽  
Stephen R Kisely
Keyword(s):  
Federal Government ◽  
First Year ◽  
Psychiatric Consultation ◽  
Total Patient ◽  
Face To Face ◽  
Service Data

Objective: The Australian federal government introduced additional Medicare Benefits Schedule (MBS) telehealth-items to facilitate care by private psychiatrists during the COVID-19 pandemic. Method: We analysed private psychiatrists’ uptake of video and telephone-telehealth, as well as total (telehealth and face-to-face) consultations for April 2020–April 2021. We compare these to face-to-face consultations for April 2018–April 2019. MBS-Item service data were extracted for COVID-19-psychiatrist-video- and telephone-telehealth item numbers and compared with face-to-face consultations for the whole of Australia. Results: Psychiatric consultation numbers (telehealth and face-to-face) were 13% higher during the first year of the pandemic compared with 2018–2019, with telehealth accounting for 40% of this total. Face-to-face consultations were 65% of the comparative number of 2018–2019 consultations. There was substantial usage of telehealth consultations during 2020–2021. The majority of telehealth involved short telephone consultations of ⩽15–30 min, while video was used more, in longer consultations. Conclusions: Private psychiatrists and patients continued using the new telehealth-items during 2020–2021. This compensated for decreases in face-to-face consultations and resulted in an overall increase in the total patient contacts compared to 2018–2019.

scholarly journals Greatly increased Victorian outpatient private psychiatric care during the COVID-19 pandemic: new MBS-telehealth-item and face-to-face psychiatrist office-based services from April–September 2020

2021 ◽  
pp. 103985622110061
Author(s):  
Jeffrey C L Looi ◽  
Stephen Allison ◽  
Stephen R Kisely ◽  
William Pring ◽  
Rebecca E Reay ◽  
...  
Keyword(s):  
Patient Care ◽  
Federal Government ◽  
Psychiatric Care ◽  
The State ◽  
Specialist Care ◽  
Total Patient ◽  
Face To Face ◽  
Video Telephone ◽  
Patient Assessments ◽  
Private Specialist

Objective: The Australian Federal government introduced new COVID-19-Psychiatrist-Medicare-Benefits-Schedule (MBS) telehealth-items to assist with providing private specialist care. We investigate private psychiatrists’ uptake of telehealth, and face-to-face consultations for April–September 2020 for the state of Victoria, which experienced two consecutive waves of COVID-19. We compare these to the same 6 months in 2019. Method: MBS-item-consultation data were extracted for video, telephone and face-to-face consultations with a psychiatrist for April–September 2020 and compared to face-to-face consultations in the same period of 2019 Victoria-wide, and for all of Australia. Results: Total Victorian psychiatry consultations (telehealth and face-to-face) rose by 19% in April–September 2020 compared to 2019, with telehealth comprising 73% of this total. Victoria’s increase in total psychiatry consultations was 5% higher than the all-Australian increase. Face-to-face consultations in April–September 2020 were only 46% of the comparative 2019 consultations. Consultations of less than 15 min duration (87% telephone and 13% video) tripled in April–September 2020, compared to the same period last year. Video consultations comprised 41% of total telehealth provision: these were used mainly for new patient assessments and longer consultations. Conclusions: During the pandemic, Victorian private psychiatrists used COVID-19-MBS-telehealth-items to substantially increase the number of total patient care consultations for 2020 compared to 2019.

scholarly journals Increased Australian outpatient private practice psychiatric care during the COVID-19 pandemic: usage of new MBS-telehealth item and face-to-face psychiatrist office-based services in Quarter 3, 2020

2021 ◽  
pp. 103985622199263
Author(s):  
Jeffrey CL Looi ◽  
Stephen Allison ◽  
Tarun Bastiampillai ◽  
William Pring ◽  
Rebecca Reay ◽  
...  
Keyword(s):  
Patient Care ◽  
Federal Government ◽  
Private Practice ◽  
Psychiatric Care ◽  
Specialist Care ◽  
Face To Face ◽  
Patient Assessments ◽  
Service Data ◽  
Private Specialist

Objective: The Australian federal government introduced new COVID-19 psychiatrist Medicare Benefits Schedule (MBS) telehealth items to assist with providing private specialist care. We investigate private psychiatrists’ uptake of video and telephone telehealth, as well as total (telehealth and face-to-face) consultations for Quarter 3 (July–September), 2020. We compare these to the same quarter in 2019. Method: MBS-item service data were extracted for COVID-19-psychiatrist video and telephone telehealth item numbers and compared with Quarter 3 (July–September), 2019, of face-to-face consultations for the whole of Australia. Results: The number of psychiatry consultations (telehealth and face-to-face) rose during the first wave of the pandemic in Quarter 3, 2020, by 14% compared to Quarter 3, 2019, with telehealth 43% of this total. Face-to-face consultations in Quarter 3, 2020 were only 64% of the comparative number of Quarter 3, 2019 consultations. Most telehealth involved short telephone consultations of ⩽15–30 min. Video consultations comprised 42% of total telehealth provision: these were for new patient assessments and longer consultations. These figures represent increased face-to-face consultation compared to Quarter 2, 2020, with substantial maintenance of telehealth consultations. Conclusions: Private psychiatrists continued using the new COVID-19 MBS telehealth items for Quarter 3, 2020 to increase the number of patient care contacts in the context of decreased face-to-face consultations compared to 2019, but increased face-to-face consultations compared to Quarter 2, 2020.

scholarly journals Private practice metropolitan telepsychiatry in smaller Australian jurisdictions during the COVID-19 pandemic: preliminary analysis of the introduction of new Medicare Benefits Schedule items

2020 ◽  
Vol 28 (6) ◽  
pp. 639-643 ◽  
Author(s):  
Jeffrey CL Looi ◽  
Stephen Allison ◽  
Tarun Bastiampillai ◽  
William Pring
Keyword(s):  
Private Practice ◽  
South Australia ◽  
Psychiatric Consultation ◽  
Australian Capital Territory ◽  
Face To Face ◽  
Australian State ◽  
Health Strategy ◽  
National Mental Health ◽  
Service Data ◽  
Second Wave

Objective: To analyse the smaller Australian state/territory service impact of the introduction of new COVID-19 psychiatrist video and telephone telehealth Medicare Benefits Schedule (MBS) items. Method: MBS item service data were extracted for COVID-19 psychiatrist video and telephone telehealth item numbers corresponding to the pre-existing in-person consultations for the Australian Capital Territory (ACT), Northern Territory (NT), South Australia (SA) and Tasmania. Results: The overall rate of consultations (face-to-face and telehealth) increased during March and April 2020, compared to the monthly face-to-face consultation average, excepting Tasmania. Compared to an annual monthly average of in-person consultations for July 2018–June 2019, total telepsychiatry consultations were higher for April than May. For total video and telephone telehealth consultations combined, video consultations were lower in April and higher in May. As a percentage of combined telehealth and in-person consultations, telehealth was greater for April and lower for May compared to the monthly face-to-face consultation average. Conclusions: In the smaller states/territories, the private practice workforce rapidly adopted COVID-19 MBS telehealth items, with the majority of psychiatric consultation shifting to telehealth initially, and then returning to face-to-face. With a second wave of COVID-19 in Australia, telehealth is likely to remain a vital part of the national mental health strategy.

scholarly journals Avaliação de um Ambiente Virtual de Aprendizagem de Imunologia

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Adriano Theodoro ◽  
Gerlinde Agate Platais Brasil Teixeira ◽  
Claudia Marcia Borges Barreto
Keyword(s):  
Learning Environment ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Ease Of Use ◽  
Classroom Teaching ◽  
First Year ◽  
Face To Face ◽  
Teaching Concept

Descrevemos o processo de criação colaborativa de um ambiente virtual de aprendizagem (AVA) de acordo com os princípios das metodologias ativas de ensino e a sua avaliação. O ambiente virtual foi usado no apoio ao ensino presencial. Participaram dessa experiência híbrida de aprendizagem estudantes da disciplina Imunobiologia, oferecida no primeiro ano de um curso tradicional de graduação em Medicina. Ao término da disciplina, foi aplicado um questionário para avaliar a facilidade de uso e a percepção dos estudantes sobre a qualidade do aprendizado adquirido. A maioria dos estudantes que avaliaram a intervenção pedagógica afirmou que o ambiente foi fácil de usar, atendeu às expectativas de apoio ao ensino presencial e as atividades didáticas foram importantes para o aprendizado de habilidades como reflexão, pesquisa e discussão. Portanto, o ambiente virtual desenvolvido foi bem-sucedido e bem-aceito pelos estudantes.Palavras-chave: Educação a distância, Moodle; Ensino de Imunologia, Mapa conceitual.? Evaluation of a Virtual Learning Environment of ImmunologyAbstractWe herein describe the process of collaborative creation and evaluation of a Virtual Learning Environment of Immunology according to the principles of active learning. The Web-based platform was used in support of face to face classroom teaching. First year Medicine undergraduate students attending Immunobiology? course participated in this blended learning experience. At the end of the course, a questionnaire was applied to evaluate the ease of use and the students' perception of the quality of the acquired learning. Most students assessed the educational intervention said that the environment was easy to use, supports the classroom teaching and the educational activities were important for learning skills such as reflection, research and discussion. Therefore, the developed virtual environment was successful and well accepted by the students. Keywords: Distance learning, Moodle, Immunology teaching, Concept map.

First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing

2020 ◽  
pp. 203-220
Author(s):  
Hiroshi Hasegawa ◽  
Julian Chen ◽  
Teagan Collopy
Keyword(s):  
Student Perceptions ◽  
Test Anxiety ◽  
Oral Proficiency ◽  
First Year ◽  
Oral Performance ◽  
Structured Interviews ◽  
Face To Face ◽  
Affective Factors ◽  
Japanese Learners

This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.

Teaching Large Groups

2011 ◽  
pp. 176-191
Author(s):  
Andrea. Chester ◽  
Andrew Francis
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Mixed Model ◽  
First Year ◽  
Research Issues ◽  
New Approach ◽  
Mixed Model Approach ◽  
Face To Face ◽  
Approach To Teaching ◽  
Large Groups

This chapter describes the experiences of the authors as lecturers in the development of a new approach to teaching large groups of first-year undergraduate students in psychology. Drawing on constructivist and instructivist approaches, our mixed model incorporates both face-to-face and online components, capitalising on the relative strengths of each. Online material, with a strong emphasis on active engagement, is used to introduce students to the content before undertaking a more detailed reading of the key theoretical and research issues in the textbook. With this introduction to the material, lectures function as a “Review and Discussion” session rather than a didactic monologue. Outcomes of the mixed method suggest no adverse effects on student performance, and staff and students evaluate the new approach favourably. The mixed model approach to teaching large groups is one that might be adapted for a range of disciplines and content.

scholarly journals A MODEL TO DEVELOP PEER FEEDBACK SKILLS IN FIRST-YEAR ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Stephen Mattucci ◽  
Jim Sibley ◽  
Jonathan Nakane ◽  
Peter Ostafichuk
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Face To Face ◽  
University Of British Columbia ◽  
Feedback Model ◽  
Poster Presentations ◽  
The University ◽  
Proper Interpretation

Abstract – Giving and receiving feedback is a necessary, but often difficult skill for young engineers to acquire. We developed and piloted the delivery of a feedback model as part of the first-year engineering experience at the University of British Columbia. The approach is based on recognizing feedback as a form of professional communication, and that it requires practice to improve. We wove different aspects of communication skill development through two large newly-designed first-year introduction to engineering courses, building towards face-to-face feedback through a staged series of communication experiences. The full feedback model highlighted the nuances of face-to-face communication, and was called the "3×3", since it includes the three components involved in face-to-face feedback (sender, message, and receiver), each with three associated aspects. The sender uses appropriate words and body language, ensures proper interpretation, and is empathetic; the message is objective and non-judgmental, sufficiently detailed, and contains suggestions for improvement; and the receiver remains open and listening, acknowledges to the sender that they are listening, and clarifies to ensure understanding. Students applied what they had learned through an activity reviewing poster presentations from a major course design project. In the activity, they each had an opportunity to craft a feedback message before delivering the message face-to-face to a peer. Students then reflected on the feedback they received by summarizing the message, recognizing how the sender delivered the feedback, and identifying why the feedback was helpful. Student reflections were analyzed for themes from the 3×3 model. Students found feedback from peers particularly helpful when it was delivered in an appropriate and courteous manner, checked for proper interpretation, provided clear suggestions for improvement, and was coupled with praise of something that was done well. Providing students with a structured model allows them to follow a process in both providing effective face-to-face feedback, but also better appreciate why receiving feedback is beneficial in helping them improve.  

Words or Images: Insights on How Engineering Students and Engineers Communicate in Practice

2014 ◽  
Author(s):  
Diana Bairaktarova ◽  
Mary Pilotte
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Data Sets ◽  
Communication Mode ◽  
Face To Face ◽  
Work Settings ◽  
Mechanical Object ◽  
Data Investigation ◽  
The Individual ◽  
Industry Professionals

This paper examines the use of language (text and verbal communication) across school and work settings. The participants of the study are from two distinct pools — 380 first-year engineering students and 355 industry professionals. To test the study predictions and interpret the results the individual data sets from both studies were reviewed and analyzed. Data suggests that for the professional engineering population, face to face communication was the preferred communication mode for sharing engineering evaluation, communicating difficult concepts, and describing their work product. Email and file sharing were also utilized communication options, but to a lesser extent. Data from students facing a simulated professional assignment (produce a fabrication instruction for assembling a mechanical object) indicated that 94% of the students’ chose to use language to produce fabrication instructions, compared to only 6% of students who used another tool of engineering representation in the form of sketches. Data investigation and outcomes are discussed in terms of prevalence and importance of language in engineering education.

scholarly journals Bmentoría: experiencia para los estudiantes nuevos en una universidad a distancia

2019 ◽  
Vol 30 (1) ◽  
pp. 93 ◽  
Author(s):  
Maria José Corral Carrillo ◽  
Ana María Martín Cuadrado
Keyword(s):  
Personal Development ◽  
Response Rate ◽  
First Year ◽  
Face To Face ◽  
Analysis Techniques ◽  
Quantitative Descriptive ◽  
The One ◽  
In Transit ◽  
The Relationship ◽  
Academic Year

RESUMENLos planes de orientación y acogida surgen en la universidad como una de las medidas facilitadoras en las situaciones de tránsito que sobrevienen en esta etapa educativa. Una estrategia reconocida como medida muy recomendable para acompañar a los estudiantes en su primer año de universidad es la mentoría entre iguales. Este artículo pretende, por un lado, ofrecer una panorámica sobre el programa piloto de bMentoría llevado a cabo en el Centro Asociado de la UNED en Sevilla iniciado en el curso académico 2014/2015; y por otro, presentar algunos de los resultados del primer año. La metodología se ha realizado mediante un estudio exploratorio, de carácter cuantitativo, descriptivo e inferencial que incorpora un análisis de conglomerados a fin de detectar grupos o perfiles en función de las dificultades encontradas al inicio de sus estudios. El tipo de necesidades detectadas corroboran los datos obtenidos en otras investigaciones (Callejo, 2001; García-Aretio, 1994; Sánchez-Elvira, Fernández y Amor, 2006; Sánchez, Manzano-Soto, Martín-Cuadrado, Oliveros, Rísquez, y Suárez, 2009), aunque despuntan otras necesidades relacionadas con las competencias digitales que les impide realizarse personalmente y participar en la comunidad educativa. Los medios electrónicos más usados en la relación de bMentoría son el WhatsApp y el e-correo, con un porcentaje de respuesta del 56% y el 40%, respectivamente. Los temas importantes se resuelven en el centro asociado, preferiblemente. El modelo de bMentoría muestra la importancia de combinar espacios formales e informales, presenciales y virtuales en la relación entre iguales.ABSTRACTOrientation and reception plans emerge in universities as one of the facilitating measures in transit situations arising in this educative stage. A strategy recognized as a highly recommended measure to accompany the students in their first year at university, is peer mentoring. This article intends, on the one hand, to offer an overview of the pilot program of bMentorship carried out in the Associated Center of the UNED (Spanish Open University) in Seville started during the 2014/2015 academic year; and on the other hand. The methodoly have been supported through exploratory study , as well as quantitative, descriptive and inferential , in the dame way It implement cluster analysis techniques in order to detect either groups or profiles according to the difficulties encountered at the start of their degrees. The type of detected needs corroborates the data obtained in other similar researches (Callejo, 2001; García-Aretio 1994; Sánchez-Elvira, Fernández and Amor, 2006; Sánchez, Manzano-Soto, Martín-Cuadrado, Oliveros, Rísquez, and Suárez, 2009), although other needs related to digital skills preventing them from personal development and participation in the educational community stand out. The most used social media in bMentoría's for communication are WhatsApp and email, with a response rate of 56% and 40%, respectively. The resolution of important issues is performed in the context of the associated center, preferably. The bMentoría model shows the importance of combining formal and informal spaces, both face-to-face and virtual, in the development of the relationship between peers.

scholarly journals From studio practice to online design education: Can we teach design online? | De l’enseignement pratique en studio à l’enseignement en ligne : peut-on enseigner le design en ligne ?

2019 ◽  
Vol 45 (1) ◽  
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Virtual Classroom ◽  
Future Research ◽  
First Year ◽  
First Year Students ◽  
Art And Design ◽  
Face To Face ◽  
Online Design ◽  
Studio Practice ◽  
Is Design

Digital technology is reshaping the way higher education subjects are taught, including design. Various design disciplines use studio teaching as a pedagogy to educate students for professions in art and design. Studio teaching bases a high premium on face-to-face interactions which guide learning through dialogue and feedback on individual work. Many design educators believe it is difficult or even impossible to teach design online because of studio-based interactions. Is design one of those disciplines that cannot be taught online because of the studio culture? This study explores that question by investigating the effectiveness of teaching design subjects that employ a virtual classroom to manage peer-to-peer critiques, instructor feedback, and assignments. Twenty-eight first-year students participated in two online design subjects that required them to interact with fellow students and the design instructor via a Learning Management System. The experienced benefits and challenges of students and instructors are presented, and future research is highlighted.La technologie numérique transforme la façon dont sont enseignées les disciplines de l’éducation postsecondaire, y compris le design. Différentes branches du design se servent de l’enseignement en studio comme pédagogie permettant de former les étudiants pour les métiers des arts et du design. L’enseignement en studio accorde une importance considérable aux interactions en personne qui orientent l’apprentissage par l’entremise du dialogue et de la rétroaction offerte sur le travail individuel. De nombreux enseignants de design croient qu’il est difficile, voire impossible, d’enseigner le design en ligne à cause des interactions en studio. Le design est-il l’une de ces disciplines que l’on ne peut pas enseigner en ligne à cause de la culture des studios? Cette étude explore la question en investiguant l’efficacité de sujets qui étudient le design à l’aide d’une salle de classe virtuelle, qui sert à gérer les critiques entre les pairs, les rétroactions de l’instructeur, ainsi que les travaux à effectuer. Vingt-huit étudiants de première année ont pris part à deux cours de design en ligne qui exigeaient d’eux qu’ils interagissent avec leurs camarades et avec l’instructeur par l’entremise d’un système de gestion de l'apprentissage. Les avantages et les défis dont les étudiants et les instructeurs ont fait l’expérience sont présentés, et des pistes sont proposées pour des études futures.

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