scholarly journals Junior doctors rate online simulation as ‘good enough’ but not as good as face to face sessions

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S5-S5
Author(s):  
Josh Bachra ◽  
Anna Ludvigsen ◽  
Kehinde Junaid
Keyword(s):  
Junior Doctors ◽  
Face To Face ◽  
Virtual Group ◽  
Qualitative Feedback ◽  
East Midlands ◽  
The Face ◽  
Course Length ◽  
Online Format ◽  
Strongly Agree ◽  
Simulation Centre

AimsTo compare the feasibility and acceptability of delivering a simulation-based learning (SBL) programme for Junior Doctors virtually versus face to face.MethodThe Nottinghamshire Healthcare Simulation Centre has been delivering a SBL programme for Foundation Year 2 doctors on behalf of Health Education East Midlands for the past three years. Since face to face teaching was not possible during the COVID-19 pandemic the programme was delivered online using the same content and format as for prior cohorts. Feedback questionnaires from 128 face to face participants (F2F) and 133 virtual participants (V) were compared.ResultThere was a decrease in Likert scale ratings across all domains in the virtual group. This was most apparent when examining the ‘strongly agreed’ responses: the venue/remote format was suitable for the session 34% decrease, the course length was appropriate 24% decrease, the pace of the course was appropriate 20% decrease, the simulation was helpful and relevant 15% decrease, the content of the course was organised and easy to follow 13% decrease, the learning objectives were met 10% decrease, the presenters were engaging 6% decrease, the trainers were well prepared 3% decrease. The virtual group included responses in the ‘strongly disagree’ and ‘disagree’ categories relating to the virtual format, length and pace, which did not occur in any domain for the F2F group.Combining the ‘strongly agree’ and ‘agree’ statements also showed a decrease in satisfaction with 72.5% of responses falling into this category for the V group and 88.3% for the F2F group. Fewer participants in the V group would recommend the course to a colleague (98% V vs 99% F2F).ConclusionProviding the SBL programme using an online format was feasible while also being acceptable to most participants. However, participants did not rate this experience as highly as face to face teaching. The largest decreases in satisfaction were in areas related to the virtual format. An interesting finding is that participants rated the pace and length of the online course as less agreeable, despite the content and scheduling being the same as for the face to face group.Based on these findings face to face teaching should resume when practicable. In the meantime, the virtual delivery may be improved if the course length was reduced. Analysis of qualitative feedback may provide insights into why participants did not rate the virtual simulation as highly as the face to face equivalent.

scholarly journals Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

2019 ◽  
Vol 18 (1) ◽  
pp. ar8 ◽  
Author(s):  
Sat Gavassa ◽  
Rocio Benabentos ◽  
Marcy Kravec ◽  
Timothy Collins ◽  
Sarah Eddy
Keyword(s):  
Achievement Gap ◽  
Research University ◽  
Online Courses ◽  
Underrepresented Students ◽  
Closing The Achievement Gap ◽  
Course Structure ◽  
Hybrid Course ◽  
Face To Face ◽  
The Face ◽  
Online Format

Hybrid and online courses are gaining attention as alternatives to traditional face-to-face classes. In addition to the pedagogical flexibility afforded by alternative formats, these courses also appeal to campuses aiming to maximize classroom space. The literature, however, reports conflicting results regarding the effect of hybrid and online courses on student learning. We designed, taught, and assessed a fully online course (100% online) and a hybrid-and-flipped course (50% online 50% face-to-face) and compared those formats with a lecture-based face-to-face course. The three formats also varied in the degree of structure; the hybrid course was the most structured and the face-to-face course was the least structured. All three courses were taught by the same instructor in a large Hispanic-serving research university. We found that exam scores for all students were lowest in the face-to-face course. Hispanic and Black students had higher scores in the hybrid format compared with online and face-to-face, while white students had the highest performance in the online format. We conclude that a hybrid course format with high structure can improve exam performance for traditionally underrepresented students, closing the achievement gap even while in-person contact hours are reduced.

scholarly journals 951. Virtually the Same: Our Experience Teaching Abx Before and During the Pandemic

2021 ◽  
Vol 8 (Supplement_1) ◽  
pp. S568-S568
Author(s):  
Katherine R Schafer ◽  
E Shen ◽  
Timothy R Peters
Keyword(s):  
Group Discussion ◽  
Reference List ◽  
Face To Face ◽  
Virtual Group ◽  
Experience Teaching ◽  
Empiric Antibiotic ◽  
The Face ◽  
Interactive Session ◽  
Large Group Discussion ◽  
Jigsaw Technique

Abstract Background Understanding core principles of empiric antibiotic (abx) therapy is essential for abx stewardship. Pre-pandemic, the “Abx 101” workshop taught students an initial approach to empiric abx. Due to the pandemic, the session became virtual. We hypothesized that the face-to-face version (FTF) would be more effective and more positively reviewed by students compared to the virtual. Methods For the FTF, 3 faculty facilitated workshops of 50 3rd year medical students. The intro reviewed the typical microbiota of body areas (or common pathogens for community-acquired disease in sterile spaces). Student small groups were assigned a category of abx coverage (e.g. “MRSA drugs”), and completed a worksheet to identify abx in the assigned category from a reference list of abx. Groups taught back to the class (jigsaw technique) about abx for their respective categories. Next, faculty facilitated a large group discussion in which they matched initial abx therapy for each body area’s typical microbiome or pathogens. Finally, groups presented cases to the class and identified likely diagnosis, most likely organisms, and appropriate empiric abx to target those organisms. For the virtual version, the format was adapted for a 1 hour online interactive session with 1 MD facilitator, 20-25 students, and no breakout groups/jigsaw technique. The content was unchanged other than fewer cases. Results 26 of 140 (19%) students completed the survey (n=13 FTF, n=13 virtual). An independent-samples t-test compared FTF and virtual overall satisfaction scores. There were no significant differences in satisfaction from the FTF (M=8.54, SD=1.04) and virtual sessions (M=8.62, SD=1.94); t(24)=-.126. p=0.901. 100% of both groups rated the session as quite/extremely relevant to their training and 100% of respondents in both groups deemed the format of the sessions appropriate for the content. In the FTF group, 76% of respondents felt the session was quite/extremely effective for learning about abx spectra of activity, compared to 69% in the virtual group (X2 (1, N = 26) = .195, p = .658). Conclusion “Abx 101” was relevant, effective, and formatted well for learning about empiric abx, in FTF and virtual versions. These findings suggest that this curriculum is effective overall and adapts well for in-person and remote learning. Disclosures All Authors: No reported disclosures

scholarly journals Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Shantia Kerr-Sims ◽  
David Mc.Arthur Baker
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Perceptions ◽  
Spring Semester ◽  
Face To Face ◽  
Novice Faculty ◽  
And Performance ◽  
Online Format ◽  
Novel Coronavirus ◽  
Strongly Agree

As a result of the novel coronavirus (COVID-19) pandemic, many universities were required to make quick decisions to accommodate social distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or cancelled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face to face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching. Whereas, other novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwest Masters level university, examines the perceptions of faculty (n=158) regarding the quick adoption of their courses to an online medium during the Spring 2020 semester. The web-based survey instrument consists of two sections. Section I had 10 demographic questions, section II had 28 statements with a seven-point Likert-type scale measurement that ranged from 1 (strongly disagree) to 7 (strongly agree). Section II assessed perceptions and attitudes about the quick transition to online, and comparison of students’ engagement for the courses during the spring semester face-to-face vs the online format during COVID-19, and professors’ level of satisfaction with the transition. The data was analyzed using frequency, mean and ANCOVA with SPSS version 23. Findings revealed that generally faculty felt that course quality remained the same, that students’ engagement and performance declined during the pandemic and satisfaction levels with the transition were low.

scholarly journals Choose Your Own Adventure: Gamified Course Design in History of Science

2021 ◽  
Vol 12 (2) ◽  
pp. 40-48
Author(s):  
John Stewart ◽  
Kathleen Sheppard
Keyword(s):  
History Of Science ◽  
Teaching And Learning ◽  
Course Design ◽  
Distance Teaching ◽  
Long Distance ◽  
Traditional Grading ◽  
Face To Face ◽  
The Face ◽  
History Of ◽  
Online Format

To combat high dropout rates and low motivation for online courses, we gamified a history of science course. To do so, we used an online educational program called 3DGameLab to convert what had been a well-liked face-to-face lecture and discussion course to an online format, for the purposes of long-distance teaching and learning. Within 3DGameLab, we prepared approximately three times as much content as would be taught in a face-to-face class. Clear tasks and immediate rewards in the form of experience points (XP) contributed to a transparent motivational system as compared to traditional grading. In this course, students completed their assignments asynchronously. Sustaining engagement is challenging in this format due to student self-management, but, with the game mode, students could repeat their attempts to pass a quest (a lesson) until they succeed (submit a passable response). The feedback cycle was short, and we found that students tend to persevere in the face of failure when they get rapid feedback, rather than quit. To test the adaptability of the asynchronous, gamified format, we also designed this course as a hybrid course. Students remained engaged when the feedback was quick, and the tasks were clearly set. We did not perform a quantitative study; the purpose of this article is to share a design study of our methods and subsequent experience with these modalities.

scholarly journals The Educational Community in the Face of COVID-19 Discursive Analysis on Vulnerability and Education

2021 ◽  
Vol 18 (13) ◽  
pp. 6716
Author(s):  
Fernando López-Noguero ◽  
José Alberto Gallardo-López ◽  
Irene García-Lázaro
Keyword(s):  
Special Educational Needs ◽  
Face To Face ◽  
Classroom Activities ◽  
Discursive Analysis ◽  
Organization And Management ◽  
Communication Problems ◽  
The Face ◽  
Online Format ◽  
Attention To Students ◽  
The Relationship

This article presents the results of research the objective of which was to know the opinion of directors of different educational centers about the management carried out in their centers and the possible difficulties encountered during the suspension of face-to-face classes caused by the first wave of the COVID-19 pandemic. The research method is qualitative, exploratory, descriptive, and inductive. The study sample is made up of 43 managers of educational centers, who were selected by applying an intentional sampling based on criteria of age, experience, ownership of the center, teachings that are taught, and the socioeconomic context where it is located. A questionnaire was used to collect the information, previously designed and validated through the judgment of experts, to inquire about the organization and management from the management team, the development of the academic task with the students, and the relationship with the families during the course period of cessation of classroom activities. To make an adequate approximation to the reality studied, an exhaustive content analysis of the speeches issued by the participants was carried out. Among the main conclusions of the research are the difficulties they have experienced during the closure of schools in relation to the lack of strategic planning to reconvert face-to-face education to the online format, scarcity of technological resources in centers and homes, training deficit in digital skills, increasing the digital divide, attention to students with special educational needs or communication problems with students and their families.

scholarly journals A Comparison Of Student Outcomes And Student Satisfaction In Three MBA Human Resource Management Classes Based On Traditional Vs. Online Learning

2011 ◽  
Vol 5 (8) ◽  
Author(s):  
Jane Whitney Gibson
Keyword(s):  
Resource Management ◽  
Human Resource Management ◽  
Student Satisfaction ◽  
Student Performance ◽  
Human Resource ◽  
Private University ◽  
Discussion Boards ◽  
Face To Face ◽  
The Face ◽  
Online Format

The author taught three MBA Human Resource Management classes in the spring term of              2007 at a large private university in Florida. Two of the classes were taught in a 100% online format while the third was taught off campus in a university-owned building in Orlando where students met in a face-to-face, weekend setting. This traditional class was augmented by a WebCT classroom where students posted assignments, did exams, and communicated via email and discussion boards in the interims between classes. Comparisons were made regarding student performance and student satisfaction. In both areas, students in the face-to-face class scored just slightly better than their online counterparts.

scholarly journals Developing a virtual mock casc for trainees

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S158-S158
Author(s):  
Laura Somerville ◽  
Peter McMurray ◽  
Vivian Sing ◽  
Stephanie Campbell ◽  
Meta McGee
Keyword(s):  
Northern Ireland ◽  
Royal College ◽  
Clinical Teaching ◽  
Ease Of Use ◽  
Simulated Patients ◽  
Free Text ◽  
Face To Face ◽  
Qualitative Feedback ◽  
Digital Format ◽  
The Face

AimsThe restrictions experienced due to the COVID-19 pandemic had impacts on how clinical teaching and assessment is conducted. The Royal College of Psychiatrists decided to run the final part of the membership exam, the Clinical Assessment of Skills and Competencies (CASC) online for the first time in September 2020. We aimed to prepare candidates in the Northern Ireland deanery for this by developing a virtual mock examination using the Zoom platform.MethodIn previous years, higher psychiatry trainees in the Northern Ireland deanery have run successful face to face mock examinations to help pre-membership trainees prepare for the CASC. We adapted some of this material to our virtual examination. 16 stations were run in total, in two circuits of eight. These stations were mapped to the Royal College CASC blueprint. Higher trainees were recruited to act as examiners, with core trainees acting as simulated patients. The mock examination was advertised through the local deanery and all candidates sitting in September availed of the opportunity (a total of 8 trainees).Zoom was used as the platform due to ease of use, familiarity and breakout room function. Each station formed one breakout room, and a facilitator moved candidates between rooms and provided timing prompts. Instructions were emailed to candidates in advance.A comfort break was provided between circuits. At the end of the mock examination, everyone was returned to the main room and examiners gave general feedback and tips. Individual feedback was provided by collating mark schemes for each candidate, which included free text feedback, and sending these via email.ResultDespite the evident challenges involved, the mock CASC ran smoothly. There was one minor delay of approximately 3 minutes due to technical difficulties, which was easily recouped. We obtained qualitative feedback from candidates which was positive, with trainees commenting that they felt “more at ease … less worried” about a digital exam, and that it was “efficient and effective”.All candidates who sat the mock examination were successful in the face to face CASC sitting which followed in September.ConclusionWe were able to successfully adapt what was previously an in-person mock CASC exam to the new digital format in a way that reflected how the actual CASC exam will run, and it was considered beneficial preparation by the candidates who sat this mock. This has improved trainee experience at a time when many teaching opportunities have been suspended.

scholarly journals Evaluating virtual role play based learning to improve the confidence and competence of Junior Doctors undertaking on call shifts in inpatient Psychiatry

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S137-S137
Author(s):  
Katherine Gardner
Keyword(s):  
Ordinal Data ◽  
Clinical Skills ◽  
Role Play ◽  
Perceived Competence ◽  
Junior Doctors ◽  
Inpatient Psychiatry ◽  
Psychiatric Emergencies ◽  
Face To Face ◽  
Acute Psychiatry ◽  
Qualitative Feedback

AimsTo enable junior doctors to practice their clinical skills in managing psychiatric emergencies via virtual role plays, and to gain confidence and competence in their skills in acute psychiatry. Lecture based learning about psychiatric emergencies is a part of the induction programme for all junior doctors starting their placements however practical learning and practice of skills in this area is not. The COVID-19 pandemic has further exacerbated this issue by providing an additional challenge to the delivery of face to face teaching for junior doctors both in clinical and educational settings.MethodThe author offered a virtual role play based teaching session to two cohorts of Junior Doctors (GP trainees and foundation trainees) who were starting their psychiatric hospital placements at Surrey and Borders Partnership. The virtual sessions were conducted over Microsoft teams. This session had been run once before as face to face teaching (F2F) in January 2019 (N = 9) prior to the COVID-19 pandemic. Data from this session were compared to data obtained from the virtual sessions in November 2020 and January 2021 (N = 16).Pre and post study questionnaires were administered via Microsoft Forms. Each session lasted 1 hour and consisted of 3 different role play scenarios based around acute psychiatric emergencies. One junior doctor volunteer acted as the ‘patient’ in each scenario and another volunteer as the ‘doctor’. The other participants all acted as observers. Each scenario lasted 10 minutes with ten minutes for feedback from the researcher afterwards using the ALOBA framework.Categorical, ordinal data were collected using a Likert scale and general qualitative feedback was also gathered.ResultThe questionnaire return rate was 100% for F2F teaching and 57% for virtual teaching. 100% of participants felt that F2F role play was an acceptable way to practice skills in acute psychiatry vs 75% of participants who felt this about virtual role play. 100% of participants found that F2F role play was ‘quite’ or ‘very’ effective in improving their confidence and perceived competence in acute psychiatry vs 88% of participants who felt this about virtual role play.ConclusionVirtual role play based learning is an acceptable and effective method in improving the confidence and perceived competence of junior doctors undertaking on call shifts in inpatient psychiatry but it appears to be less effective than face to face role play based learning. The researcher will act upon the qualitative feedback obtained which suggested ways in which the virtual session could be improved.

scholarly journals Virtual clinical examinations: are they the new ‘normal'?

BJPsych Open ◽  
2021 ◽  
Vol 7 (S1) ◽  
pp. S125-S125
Author(s):  
Mahmoud Barakat ◽  
Hannah Slevin ◽  
Reshmi Nijjar ◽  
Kavitha Ramamurthy ◽  
Latha Hackett ◽  
...  
Keyword(s):  
Test Quality ◽  
Online Delivery ◽  
North West ◽  
Face To Face ◽  
Virtual Test ◽  
The North ◽  
Financial Costs ◽  
The Face ◽  
Technical Issues ◽  
Online Format

AimsThe North West School of Psychiatry run a yearly structured clinical examination to help Core Psychiatry Trainees develop their training competencies and prepare for the MRCPsych Clinical Assessment of Skills and Competencies (CASC). Historically, this has been face-to-face with logistical difficulties, high cost, low trainee uptake and challenging in recruiting examiners. Following the COVID-19 pandemic and the subsequent shift to virtual consultations and examinations, the team implemented an innovative virtual Skills test. The main aims were to improve the test's quality and the trainee uptake, adapt the test delivery to a Health Education England (HEE) online platform, and establish cost-effectiveness in the post-COVID world.MethodA working group was formed to develop the Skills test, and in May 2019, the test was delivered face-to-face, implementing 5 cycles of 8 stations over 3 days. The same group adapted the test for online delivery, and in August 2020, 3 cycles of 8 stations were delivered. Feedback was collected, with adaptations made for a second Skills Test in December 2020.Result96.4% of trainees rated their overall experience and the test organisation in the 2019 test as excellent or good (82.1% and 85.7 excellent, respectively). 93.5% of examiners rated their overall experience and the test organisation as excellent or good (45.1% excellent for both). In the August test, 95.8% of trainees rated their overall experience as excellent or good (58.3% excellent). 100% of trainees rated the test organisation and the online format as excellent or good (70.8% and 50% excellent, respectively). Although 100% of examiners rated the overall experience, the test organisation and online format as excellent or good, some felt the stations were not long enough to allow for technical issues. In the December test, higher proportions of trainees rated the overall experience (80%), organisation of the test (80%) and online format (70%) as excellent.ConclusionThe virtual test is shown to be a viable and successful alternative to the face-to-face test in preparing trainees for their CASC, and trainees felt it was excellent preparation for the new online CASC format. It had some clear advantages, such as saving on consumables, reducing the financial costs of running the test, improving the test quality, and increasing the trainee uptake. It is more eco-friendly and reduces fuel emission, raising the question of how the test should be delivered after the COVID-19 pandemic.

scholarly journals IVTH BRAZILIAN CONSENSUS CONFERENCE ON HELICOBACTER PYLORI INFECTION

2018 ◽  
Vol 55 (2) ◽  
pp. 97-121 ◽  
Author(s):  
Luiz Gonzaga Vaz COELHO ◽  
James Ramalho MARINHO ◽  
Robert GENTA ◽  
Laercio Tenório RIBEIRO ◽  
Maria do Carmo Friche PASSOS ◽  
...  
Keyword(s):  
Gastric Cancer ◽  
Helicobacter Pylori ◽  
Intestinal Microbiota ◽  
Adult Population ◽  
The United States ◽  
Consensus Conference ◽  
Face To Face ◽  
The Face ◽  
H Pylori ◽  
Strongly Agree

ABSTRACT Significant progress has been obtained since the III Brazilian Consensus Conference on H. pylori infection held in 2012, in Bento Gonçalves, Brazil, and justify a fourth meeting to establish updated guidelines on the current management of H. pylori infection. Therefore, the Núcleo Brasileiro para Estudo do Helicobacter pylori e Microbiota (NBEHPM), association linked to Brazilian Federation of Gastroenterology (FBG) held its fourth meeting again in Bento Gonçalves, RS, Brazil, on August 25-27, 2017. Twenty-six delegates, including gastroenterologists, endoscopists, and pathologists from the five regions of Brazil as well as one international guest from the United States, participated in the meeting. The participants were invited based on their knowledge and contribution to the study of H. pylori infection. The meeting sought to review different aspects of treatment for infection; establish a correlation between infection, dyspepsia, intestinal microbiota changes, and other disorders with a special emphasis on gastric cancer; and reassess the epidemiological and diagnostic aspects of H. pylori infection. Participants were allocated into four groups as follows: 1) Epidemiology and Diagnosis, 2) Dyspepsia, intestinal microbiota and other afections, 3) Gastric Cancer, and, 4) Treatment. Before the consensus meeting, participants received a topic to be discussed and prepared a document containing a recent literature review and statements that should be discussed and eventually modified during the face-to-face meeting. All statements were evaluated in two rounds of voting. Initially, each participant discussed the document and statements with his group for possible modifications and voting. Subsequently, during a second voting in a plenary session in the presence of all participants, the statements were voted upon and eventually modified. The participants could vote using five alternatives: 1) strongly agree; 2) partially agree; 3) undecided; 4) disagree; and 5) strongly disagree. The adopted consensus index was that 80% of the participants responded that they strongly or partially agreed with each statement. The recommendations reported are intended to provide the most current and relevant evidences to management of H. pylori infection in adult population in Brazil.

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