scholarly journals The Skill Training of Resident Anesthesiologists During the Outbreak Of COVID-19

2021 ◽  
Author(s):  
Min Xie ◽  
Qin Zhou ◽  
Yuanyuan Kang ◽  
Ping Qing ◽  
Yang Guo ◽  
...  
Keyword(s):  
Skill Training ◽  
Video Feedback ◽  
Resident Training ◽  
Skill Assessment ◽  
Protective Equipment ◽  
Web Based ◽  
Face To Face ◽  
Epidemic Period ◽  
Significant Difference ◽  
Face To Face Instruction

Abstract Background: With the spread of the coronavirus disease 19 (COVID-19), Sichuan provincial people's hospital, at the frontline fighting this public health crisis, took a lead in the reception, diagnosis and treatment of patients with COVID – 19 in the greater Sichuan area. As an effort to prevent nosocomial infections among the medical staff, we switched from the traditional face-to-face instruction to a web-based multimodal teaching model in our resident training program. Specifically, we explored ways to provide remote training in the proper procedure of donning and doffing of personal protective equipment (PPE). The purpose of the study was to evaluate the effectiveness of various teaching methods in teaching clinical skills of our residents during the epidemic period.Methods: 72 resident anesthesiologists (1st to 3rd year) were recruited to receive remote skill training on donning and doffing of PPE. In this study, all participants received instructional videos/text for the proper protocol, in addition to watching a live-stream instructional video that simulated the procedure of donning and doffing of PPE. We matched the residents by year and divided them into two groups through a WeChat Draw Program. The video feedback (VF) group recorded and submitted videos of simulated donning and removing PPE followed by a debriefing session through a collaborative WeChat learning group. The independent learning (IL) group did not record videos, but were encouraged to consult with their instructors by WeChat or phone if they had any questions. Then the two groups completed questionnaire as well as theory tests and skill assessment. Results: The VF group responded positively to the additional video-recording/debriefing approach. We did not observe any significant difference between the two groups in theoretical test scores. However, the VF group had significantly higher performance than the IL group in skill assessment. Conclusion: The web-based teaching, simulation teaching and video feedback model is an effective alternative to the conventional face-to-face instruction as part of an adapted resident training curriculum involving donning and doffing of protective equipment during an epidemic outbreak.

A Case Study of Student Use of Asynchronous Bulletin Board Systems (BBS) to Support Reflection and Evaluation

2002 ◽  
Vol 30 (4) ◽  
pp. 365-377 ◽  
Author(s):  
Susan M. Land ◽  
Michele M. Dornisch
Keyword(s):  
Collaborative Learning ◽  
Bulletin Board ◽  
Discussion Forums ◽  
Computer Supported Collaborative Learning ◽  
Communication Tools ◽  
Web Based ◽  
Face To Face ◽  
Recent Interest ◽  
Face To Face Instruction

Recent interest in computer-supported collaborative learning (CSCL) has prompted educators to incorporate communication tools into their courses. This article reports findings of students' use of two Web-based discussion forums across two semesters to supplement face-to- face instruction. By tracking the discussions, we discovered that when students initiated reflection and integration of perspectives, they did so through concessions and oppositions to the postings of their peers. Findings point to the importance of explicit scaffolding of conversations to encourage student sharing and evaluation of perspectives.

scholarly journals Longitudinal Student Research Competency: Comparing Online and Traditional Face-to-Face Learning Platforms

2016 ◽  
Vol 17 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Jodi Constantine Brown ◽  
Hyun-Sun Park
Keyword(s):  
Research Methods ◽  
Self Efficacy ◽  
Longitudinal Research ◽  
Exploratory Research ◽  
Face To Face ◽  
Learning Platform ◽  
Significant Difference ◽  
Face To Face Learning ◽  
Face To Face Instruction

This exploratory research compares longitudinal research self-efficacy and retention between a completely asynchronous Master of Social Work (MSW) online cohort and its traditional face-to-face counterpart. This study used a non-equivalent comparison groups design with two groups: online instruction only (n=16) and traditional face-to-face instruction (n=32), with pretest (Time 1), posttest (Time 2) and follow-up (Time 3) standardized measures of practice evaluation knowledge (PEKS) and research self-efficacy (RSES) in a beginning research methods course. Results indicate that students’ knowledge and research self-efficacy improved between pretest and posttest and remained significantly improved at follow-up one year later, with no significant difference between online learners and traditional face-to-face students. Students gain and maintain confidence in research methods and evaluation regardless of the learning platform utilized.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

The Hybrid Course; Facilitating Learning through Social Interaction Technologies

2010 ◽  
pp. 540-552
Author(s):  
Lorraine D. Jackson ◽  
Joe Grimes
Keyword(s):  
Social Interaction ◽  
Web 2.0 ◽  
Course Design ◽  
Higher Learning ◽  
Discussion Boards ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
Face To Face Instruction ◽  
Data Mashups

This chapter surveys the benefits and challenges of hybridcourses, which blend face-to-face instruction with onlinelearning, and opportunities provided by the introduction of web-based social interaction technologies. It discusses thepedagogical implications of various Web 2.0 tools; that is, asynchronous discussion boards, blogs, wikis, podcasts, RSS, e-portfolios, folksonomies, educational gaming, data mashups, and simulations. The authors argue that ashybrid courses continue to evolve to meet the needs of students, instructors, and institutions of higher learning,the integration of Web 2.0 applications in a hybrid model requires thoughtful course design, clear educational objectives, and carefully planned activities.

Instructional Design and E-Training

2011 ◽  
pp. 223-240
Author(s):  
Julia D. Sweeny
Keyword(s):  
Instructional Design ◽  
Instructional Strategies ◽  
Online Training ◽  
Future Trends ◽  
Online Instructors ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Primary Focus ◽  
Based Instruction

Online training or, e-training, can be less expensive, more efficient, and more productive than traditional face-to-face instruction. This chapter reviews why businesses are adopting Web-based instruction, characteristics of exemplary e-trainers and skills online instructors must attain. The primary focus of the chapter is on the importance of instructional design in analyzing the online audience and context; developing instructional strategies and online materials; implementing a Web-based course; and evaluating an online training program. Future trends and a conclusion complete the chapter.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals A Web-based Tutorial May Produce the Same Cognitive Outcomes as Face to Face Instruction

2006 ◽  
Vol 1 (2) ◽  
pp. 30
Author(s):  
Gill Needham
Keyword(s):  
Self Efficacy ◽  
Library Instruction ◽  
Education Students ◽  
Post Intervention ◽  
Web Based ◽  
Face To Face ◽  
Group 3 ◽  
Group 2 ◽  
Face To Face Instruction ◽  
Library Skills

A review of: Beile, Penny M. and David N. Boote. “Does the Medium Matter?: A Comparison of a Web-Based Tutorial with Face-to-Face Library Instruction on Education Students’ Self-Efficacy Levels and Learning Outcomes.” Research Strategies 20 (2004): 57-68. Objective – To determine whether library skills self-efficacy levels and learning outcomes of postgraduate education students varied with different instructional delivery methods, specifically Web-based or face to face. Design – Pre- and post-intervention survey comparing three groups receiving different types of instruction. Setting – Department of Educational Studies at a large U.S. urban university. Subjects – Forty-nine masters, doctoral, and certificate-seeking education students enrolled in one of three sections of a research methods course. There were 40 female and 9 male students. Methods – Immediately before receiving library instruction, the three student groups were asked to complete a library skills self-efficacy questionnaire, comprising 30 items designed to measure students’ perceptions of their ability to successfully perform library research. They also completed a library skills test, consisting of 20 multiple choice questions, designed to assess conceptual knowledge, knowledge of database searching, and institution-specific knowledge. The intervention groups were: Group 1 (Sixteen students) – an on-campus class that received a face to face instruction session comprised of a 70-minute demonstration of key library databases followed by an activity that allowed students to practice their skills. Group 2 (Nineteen students) – an on-campus class that received a Web-based tutorial comprised of four interactive modules, requiring an average 80 minutes to complete. Group 3 (Nineteen students) - a Web-based class that received the same Web-based tutorial as Group 2. The survey and test were repeated six weeks after the instruction. Main results – Both self-efficacy scores and library skills test scores increased for all three groups post-intervention. Average self-efficacy levels increased from a mean of 68.88 (SD=19.92) to a mean of 91.90 (SD=16.24); library skills scores increased from an average score of 58.78 (SD=13.80) to an average of 73.16 (SD=12.65). There was no statistically significant difference between the post- intervention scores of the three groups on the library skills test. However, the Web-based students in Group 3 showed a statistically significant greater increase in self-efficacy score (78.86 to 102.36) when compared with Group 2 participants (64.74 to 83.68). Conclusion – The study provides evidence that library instruction is effective in increasing both skill levels and self-efficacy levels. It does not give a clear indication of the relative value of different modes of delivery, but it does support the contention that Web-based tutorials are at least as effective as face to face sessions.

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