scholarly journals Pushed Across the Digital Divide: COVID-19 Accelerated Pathology Training onto a New Digital Learning Curve

2021 ◽  
Vol 8 ◽  
pp. 237428952199424
Author(s):  
Lewis A. Hassell ◽  
JoElle Peterson ◽  
Liron Pantanowitz
Keyword(s):  
Learning Curve ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Training Programs ◽  
Digital Pathology ◽  
Program Directors ◽  
Digital Learning ◽  
The Impact ◽  
Pathology Training

Bringing digital teaching materials into residency training programs has seen slow adoption, expected for many new technologies. The COVID-19 pandemic dramatically shifted the paradigm for many resident teaching modalities as institutions instituted social distancing to prevent spread of the novel coronavirus. The impact of this shift on pathology trainee education has not been well studied. We conducted an online survey of pathology trainees, program directors, and faculty to assess pre- and post-COVID-19 use of, and response to, various digital pathology modalities. Responses were solicited through both social media and directed appeals. A total of 261 respondents (112 faculty, 52 program directors, and 97 trainees) reported a dramatic and significant increase in the use of digital pathology-related education tools. A significant majority of faculty and program directors agreed that this shift had adversely affected the quality (59% and 62%, respectively) and effectiveness (66%) of their teaching. This perception was similar among learners relative to the impact on quality (59%) and effectiveness (64%) of learning. Most respondents (70%-92%) anticipate that their use of digital pathology education tools will increase or remain the same post-COVID. The global COVID-19 pandemic created a unique opportunity and challenge for pathology training programs. Digital pathology resources were accordingly readily adopted to continue supporting educational activities. The learning curve and utilization of this technology was perceived to impair the quality and effectiveness of teaching and learning. Since the use of digital tools appears poised to continue to grow post-COVID19, challenges due to impaired quality and effectiveness will need to be addressed.

scholarly journals Online residency training during the COVID-19 pandemic: a national survey of otolaryngology head and neck surgery program directors

2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Jade Chénard-Roy ◽  
Matthieu J. Guitton ◽  
François Thuot
Keyword(s):  
Head And Neck ◽  
Teaching And Learning ◽  
Online Survey ◽  
Neck Surgery ◽  
Program Directors ◽  
Head And Neck Surgery ◽  
Distance Teaching ◽  
Significant Drop ◽  
Academic Activities ◽  
The Impact

Abstract Background The COVID-19 pandemic has deeply impacted healthcare and education systems, including resident education. The impact of the pandemic on the different types of pedagogical activities, and the displacement of pedagogical activities to online modalities have not yet been quantified. We sought to evaluate the impact of the COVID-19 pandemic on formal pedagogic components of otorhinolaryngology–head and neck surgery (ORL–HNS) residency, the switch to distance learning and program director’s perceptions of the future of teaching and learning. Methods A nationwide online survey was conducted on Canadian ORL–HNS program directors. The use of standard didactic activities in-person and online, before and during the pandemic was rated with Likert scales. Perceptions of the pandemic were described with open-ended questions. Results A total of 11 of the 13 program directors contacted responded. The analysis were conducted using nonparametric statistics. There was a significant drop in overall didactic activities during the pandemic, regardless of the teaching format (3.5 ± 0.2 to 3.1 ± 0.3, p < 0.05). The most affected activities were simulation and in-house lectures. Online activities increased dramatically (0.5 ± 0.2 to 5.0 ± 0.5, p < 0.001), including attendance to lectures made by other programs (0.5 ± 0.3 to 4.0 ± 0.8, p < 0.05). Respondents stated their intention to maintain the hybrid online and in-person teaching model. Conclusions These findings suggest that hybrid online and in-person teaching is likely to persist in the post-pandemic setting. A balanced residency curriculum requires diversity in academic activities. The pandemic can have positive consequences if higher education institutions work to better support distance teaching and learning. Graphical Abstract

iPads in the Classroom

2017 ◽  
Vol 13 (4) ◽  
pp. 74-86 ◽  
Author(s):  
Janet M. Ferguson ◽  
James N. Oigara
Keyword(s):  
Middle School ◽  
New York ◽  
Middle School Teachers ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
Positive Impact ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Teaching Learning

In education, new technologies are used to improve the process of teaching and learning. This study examined middle school teachers' perceptions regarding the use of iPads for instruction. The participants, 53 middle school teachers in Western New York, responded to an online survey, asking them questions about how they felt about the 1:1 iPad initiative at their school. Data analysis included open and axial coding for identification of themes and patterns, as well as quantitative statistical analysis. The results showed mixed findings, as some teachers believed that iPads had a positive impact on the teaching-learning process by improving student engagement and communication, while some responded with concerns that iPads caused student distraction and allowed off-task behaviors in the classroom. The findings also suggest that teachers need targeted professional development on pedagogical and practical use of this technology to be able to successfully integrate it into their practice.

scholarly journals Using technology in teaching English at the S.S.C. level

2018 ◽  
Vol 23 (1-2) ◽  
pp. 142-152
Author(s):  
Sifat Ullah ◽  
Quazi Farzana
Keyword(s):  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Structured Interview ◽  
Teaching English ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Negative Impacts ◽  
The Impact

In this an era of technology, new technologies particularly computer, multimedia, mobile phone and the internet offer possibilities for overcoming geographical and cost barriers in teaching and learning. This study attempts to trace the use of technology in teaching English at the S.S.C. (Secondary School Certificate) level in Bangladesh. It also focuses on the impact of using technology in teaching and learning English. Eight teachers and 60 students from four private schools in Dhaka city were selected to survey the use of technology in teaching the English Language. The researchers employed the mixed methods research to carry out the study where two sets of questionnaires for the teachers and the students and a semi-structured interview only for the teachers were used to collect data. The findings showed that using technology in teaching has both the positive and the negative impacts. Teachers like to use technology in their classroom but limited time and lack of training and technical support from the authority hamper the mode of teaching. The students also feel comfortable in technology affiliated classroom, but sometimes they fail to catch the concept clearly as they become inattentive due to the lack of proper engagement of the teachers in the classroom.

scholarly journals Athletic Training Preceptors' Perceived Learning Needs Regarding Preceptor Development

2017 ◽  
Vol 12 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Dorice A. Hankemeier ◽  
Jessica L. Kirby ◽  
Stacy E. Walker ◽  
Ashley B. Thrasher
Keyword(s):  
Athletic Training ◽  
Clinical Setting ◽  
Teaching And Learning ◽  
Online Survey ◽  
Clinical Decision Making ◽  
Training Programs ◽  
Statistical Significance ◽  
Educational Background ◽  
Learning Needs ◽  
Perceived Learning

Context: Athletic training programs can develop their own content and mechanisms for developing preceptors. Ideally, preceptor development sessions should meet the needs of both the educational program and the preceptor; however, there is a gap in the existing literature regarding athletic training preceptors' perceived learning needs. Objective: To examine preceptors' perceived learning needs regarding preceptor development and determine if differences occur based on preceptor characteristics. Design: Cross-sectional. Setting: Online survey platform Qualtrics. Patients or Other Participants: Seventy-nine preceptors (31.66 ± 8.63 years, male = 32, female = 47, years certified = 9.46 ± 8.27, years as preceptor = 6.08 ± 5.88) affiliated with professional programs in National Athletic Trainers' Association District 4. Main Outcome Measure(s): The Preceptor Needs Assessment included 5 sections (Teaching and Learning in the Clinical Setting, Evaluating Students, Communication, Student Development, and Mentorship). Preceptors were asked to rate topics in each section on their perceived level of helpfulness (1 = not helpful, 2 = somewhat helpful, 3 = very helpful) if they were to be included in a preceptor development session. Descriptive statistics (ie, means) were used to examine the data, and differences in perceived needs based on demographic characteristics were assessed with χ2 analysis. Statistical significance was set a priori at P ≤ .05. Results: Topics in evaluating students (2.39 ± 0.47) and teaching and learning in the clinical setting (2.38 ± 0.41) were rated most helpful and concepts in mentorship (2.13 ± 0.59) least helpful. No significant differences in perceived helpfulness of any topics were noted in relation to participant characteristics, including years as a preceptor, clinical setting, and educational background (P &gt; 0.05). Conclusions: Learning needs of preceptors do not appear to be based on years of experience, clinical setting, or educational background. Athletic training programs should aim to offer preceptor development related to teaching and learning in the clinical setting while specifically providing guidance on developing students' critical thinking skills and teaching clinical decision making.

scholarly journals Epistemological and didactic aspects of elearning. The role of electronic models in teaching/learning

2018 ◽  
Vol 1 (1-2) ◽  
pp. 156-167
Author(s):  
Nicoleta Sămărescu
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
Teaching And Learning ◽  
New Technologies ◽  
Mathematical Thinking ◽  
The Usa ◽  
Scientific Practical ◽  
Teaching Learning ◽  
The Impact

The eLearning instruments that have been researched in the last few years represent a necessity for the Romanian primary school also within the development of the alternative learning sources. These cognitive instruments as D.H. Jonassen names them, are utilized in the USA and are researched in other countries, too (France) in order to be implemented. The aim of this article is to implement and to recommend the utilization of electronic models: text and image processing sheets, presentation sheets, spreadsheets in the teaching­learning process in primary school. According to this aim, the research hypothesis has been issued in keeping with which we anticipate to be able to offer a well thought training in the eLearning field by updating the teaching and learning process with the help of the implementation of a set of electronic models which will increase the intercepting coefficient, the motivation, stimulation, imagination and enthusiasm degree for the learning actors and will redefine the teacher-pupil relation. The main objectives which derive from the hypothesis of our study confine to establishing the impact of electronic models of the eLeaming Set that has been proposed to be implemented on the actors primary school in the teaching-learning process; rendering the teaching-learning process efficient by implementing cognitive models with electronic support; working out an operational guide that contains scientific-practical recommendations and lesson models that utilize PeL; enriching the mathematical thinking. The study sample covers a population that wishes to know, to participate in the implementing of the new technologies. The sample was composed as follows: 121 teachers in primary schools, most of them students of the University in Pite

scholarly journals Impact of Electronic Course Materials on Short Loan Libraries

2021 ◽  
Author(s):  
◽  
Namrata Banerjee
Keyword(s):  
Academic Libraries ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Online Survey ◽  
New Technologies ◽  
New Technology ◽  
Quantitative Research Methods ◽  
Course Materials ◽  
Research Findings ◽  
Library Staff

<p>The advent of Electronic Course Materials (ECM‟s) services in academic libraries has had a remarkable impact on academic libraries, since they provide new prospects for libraries, library staff and various new methods for accessing library services for its users. With the challenge for the librarians growing in multiple scope due to Information Communication Technologies (ICT) applications. This study will look at how and to what degree has the implementation of ECM‟s made an impact on staff‟s work in academic libraries. The purpose of this proposed research study is to explore how Electronic Course Materials (ECM‟s) have affected the work of librarians in academic short loan collection in New Zealand tertiary institutions. This study adopted a mixed-method approach and utilized both qualitative and quantitative research methods. An online survey was applied for this study where questionnaires were sent to the respondents via a URL. This study sought to find out whether ECM‟s have made any impact on staff‟s work. The resulted indicated that ECM‟s setting is in a state of transformation. This transformation has enabled the library staff to learn new technology to work with ECM‟s effectively and this has encouraged them to learn new skills in order to achieve the required results. There is very limited research in this area; this makes it beneficial to investigate this area. Research findings will prove beneficial to the librarians as they could look at the research findings and compare their services with the result. Academic libraries could use new technologies to improve their services, which may help them to support the teaching and learning process.</p>

scholarly journals Self-Reported Social Media Use among Ophthalmology Residents

2021 ◽  
Vol 13 (02) ◽  
pp. e195-e199
Author(s):  
Arjun Watane ◽  
Hasenin Al-khersan ◽  
Meghana Kalavar ◽  
Bilal Ahmed ◽  
Michael Venincasa ◽  
...  
Keyword(s):  
Social Media ◽  
Online Survey ◽  
Medical Information ◽  
Training Programs ◽  
Media Use ◽  
Social Media Use ◽  
Account Information ◽  
Physician Relationship ◽  
The Impact

Abstract Objective To assess ophthalmology trainees' self-reported use of and attitudes toward social media. Methods An online survey was distributed by email to ophthalmology residency applicants of the Bascom Palmer Eye Institute between September 2016 and January 2020. Results Of the 1,688 email recipients, the survey was filled by 208 ophthalmology trainees (12.3%). Nearly all trainees reported using social media for personal purposes (92.3%), while less than half used social media for professional purposes (43.4%). There were mixed sentiments regarding the impact of social media on the patient–physician relationship, with the majority feeling that it challenges a physician's authority (55.2%) but also empowers the patient (57.5%) and encourages shared care (92.8%). Twenty-five percent of trainees had reviewed professional social media guidelines, and most rated the quality of medical information on social media as “poor” (60.9%). There were low rates of trainees looking up patients (13.8%), providing their account information to patients (1.5%), responding to patients' messages (2.6%), following patients' accounts (2.6%), and being followed by patients (2.6%). Conclusion The majority of ophthalmology trainees are active on social media. As these trainees enter practice, ophthalmology will likely see a rise in social media use. Training programs should consider a formal social media policy that is shared with all trainees as part of their education.

scholarly journals Feasibility of learning dermatology among undergraduates through online means: the impact of COVID-19

2021 ◽  
Vol 12 (4) ◽  
pp. 354-358
Author(s):  
Sagar Pokhrel ◽  
Neelam Dahal ◽  
Dhan Kesar Khadka
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Large Scale ◽  
Online Survey ◽  
Learning Material ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Online Tools ◽  
The Impact

Background: The outbreak of the deadly disease COVID-19 has shaken the entire world. The pandemic has resulted in a global lockdown affecting all areas of life, including medical education. This has impeded the traditional way of teaching and learning activities and forced educational institutions such as medical universities to shift rapidly to distance and online learning. Aims and Objectives: The aim was to find out the impact of COVID-19 and the perception of undergraduate students of B.P. Koirala Institute of Health Sciences (BPKIHS) of learning dermatology through online means. Methods: A cross-sectional study was conducted with a self-administered online questionnaire. The inclusion criteria were all MBBS third and fourth years students of BPKIHS willing to participate in the study. Result: A total of 151 participants agreed to complete the online survey questionnaire. The overall attitude toward online education was positive. The majority of students agreed that online learning material should be of high quality for online education (66.2%) and that online learning will bring new opportunities for organizing teaching and learning (62.3%). Zoom and Dudal were the most common online tools used by students. The geographic location, lack of past experience in using online tools, and communication barriers such as a poor Internet connection and frequent electricity cutoffs were identified by students as the main barriers to online education. Conclusion: Although the COVID-19 pandemic culminated in the lockdown of medical universities, it provided opportunities for bringing innovations into effect. Such large-scale studies are missing in developing countries such as Nepal, thus further research is needed to explore these possibilities nationwide.

scholarly journals Technological Innovation or Educational Evolution? A Multi-disciplinary Qualitative Inquiry into Active Learning Classrooms

2018 ◽  
Vol 18 (2) ◽  
pp. 1-23 ◽  
Author(s):  
Xiaoshan Zhu Gordy ◽  
Ellen M Jones ◽  
Jessica H Bailey
Keyword(s):  
Active Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Comparative Method ◽  
Group Discussion ◽  
Qualitative Inquiry ◽  
Learning Enjoyment ◽  
Field Notes ◽  
Audio Video ◽  
The Impact

In recent years, many institutions have transformed traditional classrooms (TCs) into technology-rich active learning classrooms (ALCs) to accommodate the pedagogical concept of “active learning”. In order to investigate the impact of ALCs on teaching and teaching, we observed an instructor teaching in an ALC for an entire academic year, audio/video-recorded every class and took field notes. A focus group discussion was conducted with faculty from six allied health disciplines who taught weekly classes in the ALC and an online survey was distributed to students who took those classes. Data was then analysed using a qualitative constant comparative method (CCM). Findings indicated that the ALC generated greater teaching and learning enjoyment, deepened engagement, amplified interaction, enhanced group activity efficiency and fostered the development of creative ideas.  All these features were interrelated and created a synergistic effect on student learning.

scholarly journals Padrões de Uso da Tecnologia Digital no Aprendizado de um Curso de Medicina

2017 ◽  
Vol 25 (01) ◽  
pp. 1
Author(s):  
Giovanna Truyts Biscardi ◽  
João Marcelo Rondina
Keyword(s):  
Young People ◽  
Teaching And Learning ◽  
New Technologies ◽  
Digital Technologies ◽  
Digital Natives ◽  
Educational Institutions ◽  
The Internet ◽  
Know How ◽  
The Impact ◽  
De Medicina

The Y generation is understood as that born under the influence of the digital technologies. Now it’s represented by the young university students that created such a tight bond with the internet and its tools that uses them easily and frequently. Many works say that this generation of immediate young people accustomed to multitasking has developed a new kind of neuroplasticity entirely different of their antecessors and therefore possess peculiar habits and mechanisms of learning that should be respected and considered in the dynamics of teaching and learning, creating a pressure in the educational institutions to adequate in this reality. However, there are a few studies evaluating the real existence of these characteristics. Thus, we preset the conclusions of this descriptive qualitative project fulfilled with medicine students at Faculdade de Medicina de São José Rio Preto that aim to know how these students use digital technologies and the impact of their habits and behaviors regarding the involvement with technologies in their studies. The conclusion was that technologies are an important influence on student’s lifes, however continues to be one among several others, which allows the teachers to keep a fundamental role in the formation of these digital natives, especially helping and guiding them in the correct and full use of new technologies developed for learning.

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