scholarly journals Communication Strategies Used to Obtain Clinical Histories Before Remotely Prescribing Antibiotics for Postal Treatment of Uncomplicated Genital Chlamydia: Service Evaluation

10.2196/15970 ◽  
2020 ◽  
Vol 22 (6) ◽  
pp. e15970
Author(s):  
Hannah McCulloch ◽  
Jonathan Syred ◽  
Gillian Holdsworth ◽  
Chris Howroyd ◽  
Elena Ardines ◽  
...  
Keyword(s):  
Medical History ◽  
Clinical Assessment ◽  
Communication Strategies ◽  
Text Message ◽  
Service Evaluation ◽  
Remote Communication ◽  
Clinical Safety ◽  
Web Based ◽  
Significant Difference ◽  
The Web

Background Web-based services for testing of sexually transmitted infections are widely available across the United Kingdom. Remote prescriptions with medications posted home may support prompt treatment; however, the absence of face-to-face contact with clinicians raises clinical safety issues as medical history may not be accurately provided. Objective This service evaluation aimed to capture the use and explore the safety of 3 remote communication strategies employed within a web-based service offering remote prescriptions of antibiotics, delivered via post, for uncomplicated genital Chlamydia trachomatis. User acceptability and time-from-diagnosis-to-treatment were also obtained. Methods Three iterations of the service were compared, where medical history was collected via SMS text message, telephone, or a secure web form before a prescription was issued. We contacted users after they were issued a prescription and completed the medical history a second time via telephone, asking when they took their medication and how they felt about the service. The primary safety measure was agreement in information supplied at 2 assessments (ie, clinical and evaluation assessment) on key elements of safe prescribing: allergies, current medications, or contraindicating clinical conditions or symptoms. Agreement in information between clinical and evaluation assessment was summarized as a binary variable. Factors associated with the assessment agreement variable were explored using univariate and multivariate analysis. The secondary evaluation measures were recall of and adherence to instructions for taking medication, time-from-diagnosis-to-treatment, and acceptability of the web-based service. Results All web-based service users, resident in the London Boroughs of Lambeth and Southwark with a positive chlamydia diagnosis, who were eligible for and chose postal treatment between February 15, 2017, and October 24, 2017, were invited to participate in this service evaluation. Of 321 eligible users, 62.0% (199) participated. A total of 27.6% (55/199) users completed the clinical assessment via SMS text message, 40.7% (81/199) users via telephone, and 31.7% (63/199) users via a secure web form. Those who were assessed for prescription via SMS text message were less likely to have an agreement in safe prescribing information than those assessed via telephone (adjusted odds ratio [aOR] 0.22, 95% CI 0.08-0.61; P=.004). We found no statistically significant difference in odds of agreement between the web form and telephone assessment (aOR 0.50, 95% CI 0.17-1.43; P=.20). Median time-to-treatment was 4 days (IQR 3-5.5). In addition, 99.0% (196/199) of users reported understanding remote communication, and 89.9% (178/198) would use the service again. Conclusions Postal treatment is an acceptable and rapid treatment option for uncomplicated genital chlamydia. Clinical assessment via SMS text message before remote prescription may not be accurate or sufficient. As health care is delivered via the web, strategies that support safe remote prescribing are increasingly important, as is their evaluation, which should be robust and carefully considered.

scholarly journals Communication Strategies Used to Obtain Clinical Histories Before Remotely Prescribing Antibiotics for Postal Treatment of Uncomplicated Genital Chlamydia: Service Evaluation (Preprint)

2019 ◽  
Author(s):  
Hannah McCulloch ◽  
Jonathan Syred ◽  
Gillian Holdsworth ◽  
Chris Howroyd ◽  
Elena Ardines ◽  
...  
Keyword(s):  
Medical History ◽  
Clinical Assessment ◽  
Communication Strategies ◽  
Text Message ◽  
Service Evaluation ◽  
Remote Communication ◽  
Clinical Safety ◽  
Web Based ◽  
Significant Difference ◽  
The Web

BACKGROUND Web-based services for testing of sexually transmitted infections are widely available across the United Kingdom. Remote prescriptions with medications posted home may support prompt treatment; however, the absence of face-to-face contact with clinicians raises clinical safety issues as medical history may not be accurately provided. OBJECTIVE This service evaluation aimed to capture the use and explore the safety of 3 remote communication strategies employed within a web-based service offering remote prescriptions of antibiotics, delivered via post, for uncomplicated genital <i>Chlamydia trachomatis</i>. User acceptability and time-from-diagnosis-to-treatment were also obtained. METHODS Three iterations of the service were compared, where medical history was collected via SMS text message, telephone, or a secure web form before a prescription was issued. We contacted users after they were issued a prescription and completed the medical history a second time via telephone, asking when they took their medication and how they felt about the service. The primary safety measure was agreement in information supplied at 2 assessments (ie, clinical and evaluation assessment) on key elements of safe prescribing: allergies, current medications, or contraindicating clinical conditions or symptoms. Agreement in information between clinical and evaluation assessment was summarized as a binary variable. Factors associated with the assessment agreement variable were explored using univariate and multivariate analysis. The secondary evaluation measures were recall of and adherence to instructions for taking medication, time-from-diagnosis-to-treatment, and acceptability of the web-based service. RESULTS All web-based service users, resident in the London Boroughs of Lambeth and Southwark with a positive chlamydia diagnosis, who were eligible for and chose postal treatment between February 15, 2017, and October 24, 2017, were invited to participate in this service evaluation. Of 321 eligible users, 62.0% (199) participated. A total of 27.6% (55/199) users completed the clinical assessment via SMS text message, 40.7% (81/199) users via telephone, and 31.7% (63/199) users via a secure web form. Those who were assessed for prescription via SMS text message were less likely to have an agreement in safe prescribing information than those assessed via telephone (adjusted odds ratio [aOR] 0.22, 95% CI 0.08-0.61; <i>P</i>=.004). We found no statistically significant difference in odds of agreement between the web form and telephone assessment (aOR 0.50, 95% CI 0.17-1.43; <i>P</i>=.20). Median time-to-treatment was 4 days (IQR 3-5.5). In addition, 99.0% (196/199) of users reported understanding remote communication, and 89.9% (178/198) would use the service again. CONCLUSIONS Postal treatment is an acceptable and rapid treatment option for uncomplicated genital chlamydia. Clinical assessment via SMS text message before remote prescription may not be accurate or sufficient. As health care is delivered via the web, strategies that support safe remote prescribing are increasingly important, as is their evaluation, which should be robust and carefully considered. CLINICALTRIAL

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

How to motivate students to do a course project in design of experiments course from a web-based virtual learning material?

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Charnnarong Saikaew
Keyword(s):  
Design Of Experiments ◽  
Real Life ◽  
Quality Characteristic ◽  
Learning Material ◽  
Alternative Technique ◽  
Web Based ◽  
Content Type ◽  
Controllable Factors ◽  
Significant Difference ◽  
The Web

Purpose The purpose of this study is to develop a practical method for training students how to conduct statistical analysis and do a course project in design of experiments (DOEs) course through the Web-based virtual catapult simulation. Design/methodology/approach A step-by-step sequential DOE process for investigating the effects of controllable factors on quality characteristic responses was presented as a guideline for conducting a DOE course project. Each team was assigned to create an innovative teaching material and work on the term report by following the recommended guidelines for designing experiments through the Web-based virtual catapult simulation. Hypothesis was defined to test whether doing a course project based on this approach would impact students’ learning outcome. Findings The Web-based virtual material was an alternative technique for interactive teaching that could improve students’ understanding and achievement in DOE course projects. There was a significant difference in student learning and understanding before and after doing on the course project through the Web-based virtual catapult simulation. The students had improved communication and teamwork skills after following the recommended procedure for practicing DOEs. Practical implications Most students could effectively conduct designing experiments, carry out designed experiments, analyze data and gain valuable teamwork experience. After learning the DOE approach based on the catapult simulation, they enjoyed working on their course projects deploying to the innovative toys and other real-life situations with real measurements. Originality/value The use of Web-based virtual material, including catapult simulation, was an alternative technique for interactive DOE teaching to improve the students’ understanding and achievement in DOE course projects.

Assessing distance education students satisfaction with web-based services

2017 ◽  
Vol 41 (2) ◽  
pp. 202-218 ◽  
Author(s):  
Muhammad Arif ◽  
Kanwal Ameen ◽  
Muhammad Rafiq
Keyword(s):  
Web Services ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Systematic Sampling ◽  
Web Based ◽  
Content Type ◽  
Significant Difference ◽  
The University ◽  
Students Satisfaction ◽  
The Web

Purpose Universities across the globe are spending an increasing amount of their budgets to offer web-based services to cater information need especially off-campus students. However, the success of web-based services depends on how well the target users are satisfied with the use of the web services. The purpose of this paper is to assess students’ satisfaction with the use of the Allama Iqbal Open University (AIOU) web-based services. Design/methodology/approach Pilot tested questionnaire-based survey was administered to collect data from a sample of 388; selected through systematic sampling technique from the study’s population consisted of master level students belonged to 11 different academic departments of the Faculty of Social Science and Humanities at the AIOU from all over Pakistan. Findings Based on 318 useful questionnaires, response rate 82 percent, the results show that majority of the students were satisfied with the use of at the AIOU web-based services except for online mailing books tracking system, library web OPAC and web radio service. However, t-test analysis shows that no difference was found in the opinion of male and female respondents in terms of their satisfaction with the use of the web services. ANOVA results indicate that there was no significant difference depicted in satisfaction with the use of the web services among the respondents enrolled in different disciplines of the faculty. Similarly, no significant difference was found among different age groups. Moreover, the respondents belonging to all five provinces; Punjab, Khyber Pakhtunkhwa, Sindh, Baluchistan, Gilgit Baltistan, and Federal Capital territory showed the same level of satisfaction with the use of the services. The results of regression analysis (R2=0.226) denote that both perceived usefulness and perceived ease of use significantly predicted, 22.6 percent, in students’ satisfaction with the use the web services. Practical implications The study provides valuable recommendations which may be helpful for web administration of the university to improve AIOU web-based services. Originality/value To the best knowledge, this is the first study conducted to investigate the satisfaction with the use of the university web-based services in distance education’s perspective of Pakistan.

scholarly journals A Web-Based Course on Public Health Principles in Disaster and Medical Humanitarian Response: Survey Among Students and Faculty (Preprint)

2017 ◽  
Author(s):  
Greta Tam ◽  
Emily Ying Yang Chan ◽  
Sida Liu
Keyword(s):  
Public Health ◽  
Program Improvement ◽  
Completion Rate ◽  
Web Based ◽  
Face To Face ◽  
Humanitarian Response ◽  
Significant Difference ◽  
Quality Framework ◽  
Donabedian Model ◽  
The Web

BACKGROUND Web-based public health courses are becoming increasingly popular. “Public Health Principles in Disaster and Medical Humanitarian Response” is a unique Web-based course in Hong Kong. This course aimed to fill a public health training gap by reaching out to postgraduates who are unable to access face-to-face learning. OBJECTIVE The aim of this paper was to use a structured framework to objectively evaluate the effectiveness of a Web-based course according to Greenhalgh et al’s quality framework and the Donabedian model to make recommendations for program improvement. METHODS An interim evaluation of the first cohort of students in 2014 was conducted according to the Donabedian model and a quality framework by Greenhalgh et al using objective and self-reported data. RESULTS Students who registered for the first cohort (n=1152) from June 16, 2014 to December 15, 2014 (6 months) were surveyed. Two tutors and the course director were interviewed. The Web-based course was effective in using technology to deliver suitable course materials and assessment and to enhance student communication, support, and learning. Of the total number of students registered, 59.00% (680/1152) were nonlocal, originating from 6 continents, and 72.50% (835/1152) possessed a bachelor’s or postgraduate degree. The completion rate was 20.00% (230/1152). The chi-square test comparing students who completed the course with dropouts showed no significant difference in gender (P=.40), age (P=.98), occupation (P=.43), or qualification (P=.17). The cost (HK $272 per student) was lower than that of conducting a face-to-face course (HK $4000 per student). CONCLUSIONS The Web-based course was effective in using technology to deliver a suitable course and reaching an intended audience. It had a higher completion rate than other Web-based courses. However, sustainable sources of funding may be needed to maintain the free Web-based course.

scholarly journals The Efficacy of a Web-Based Logbook in the Monitoring of Educational Activities of Emergency Medicine Residents

2020 ◽  
Vol 19 (2) ◽  
Author(s):  
Ehsan Karimialavijeh ◽  
Javad Seyedhosseini ◽  
Ali Labaf ◽  
Maziar Ashrafi ◽  
Narges Mohammadrezaei
Keyword(s):  
Emergency Medicine ◽  
Faculty Members ◽  
P Value ◽  
Educational Activities ◽  
Web Based ◽  
Significant Difference ◽  
Training Courses ◽  
Training Activities ◽  
Work Shifts ◽  
The Web

Background: Regularly monitoring of educational activities is of undisputed importance in residency training programs. Various educational and training activities can be recorded in a logbook, including giving a lecture, participating in training courses, morning reports, providing particular procedures and skills. Objectives: The current study aimed to compare a newly launched web-based logbook to a paper-based logbook to identify potential strengths and weaknesses. Methods: Emergency medicine residents of postgraduate year 1 (PGY1) and 2 (PGY2) and faculty members participated in the present study. Electronically collected data from February-April 2014 were compared to those of paper logbooks for the same period in the previous year. Furthermore, to evaluate the perspectives of both students and faculty members on the web-based logbook, a survey was implemented. Results: In total 47 residents recorded their activities in the web-based logbook. For the same period in the previous year, logbooks of 40 residents were available. The frequency of work shifts in paper and web-based logbook was 668 and 1020, respectively (P = 0.4). However, a significant difference was observed concerning the work shifts recorded in the logbook and those confirmed by a faculty member [416 (62.3%) in the paper logbook and 945 (92.7%) in the web-based logbook, P value = 0.05]. Also, the frequency of unconfirmed procedures, review of medical cases, morning reports, rotations, and direct observation of procedural skills were significantly lower in the web-based logbook (P value = 0.0001). Based on the results of the survey, 55.55% of faculty members and 66.66% of residents reported the effectiveness of the web-based logbook. Conclusions: This study demonstrated the potential of web-based logbooks to improve recording activities of residents and assisting faculty members to precisely monitor their activities.

A secondary exploratory analysis of Physical Activity in COPD Patients Comparing Conventional and Web Based Pulmonary Rehabilitation: Is the Level of Supervision Important? (Preprint)

2021 ◽  
Author(s):  
Emma Chaplin
Keyword(s):  
Physical Activity ◽  
Pulmonary Rehabilitation ◽  
World Health Organisation ◽  
World Health ◽  
Moderate Intensity ◽  
Moderate Activity ◽  
Post Intervention ◽  
Web Based ◽  
Significant Difference ◽  
The Web

BACKGROUND Pulmonary Rehabilitation (PR) increases exercise capacity, with less clear evidence for Physical Activity (PA).The World Health Organisation (WHO) recommends at least 150-300 minutes of moderate intensity or 75-150 of vigorous intensity aerobic physical activity per week to reduce the risks of chronic disease. OBJECTIVE The objective of this study was to assess the effectiveness of conventional PR versus web-based PR with respect to changes in PA. METHODS Patients with COPD were randomised to either conventional PR classes (n=51) or a web-based PR programme (n=52) for 7 weeks in a feasibility study. Accelerometers (Sensewear®) were worn pre and post intervention, PA was measured as steps/day and mean bouts of moderate activity for ≥2, ≥5, ≥10 and ≥20 mins. Measures were derived for patients with ≥8 hrs of data/day for ≥4 days using R language statistical software. Variables were explored to examine relationships with bouts of activity. RESULTS Baseline characteristics did not differ significantly between groups. Complete PA data was available for web (n=20) and conventional (n=34) groups. The web group demonstrated a non-significant increase in steps/24hr which comprised mainly of short bouts of MVPA when compared with conventional PR (P=.2). The conventional group increased 20 min bouts of PA by 49.1% although this was not statistically significant (P=.07). At baseline, age (r =-0.21, P=.043), BMI (r=-0.311, P=.004) and FEV1% predicted (r=-0.248, P=.048) were significantly correlated with 10 min bouts of PA, however post intervention this was not observed. CONCLUSIONS The analysis detected a non-statistically significant difference in the pattern of PA between conventional and web-based PR groups, conventional PR being associated with an increase in 20 min bouts whilst the web group demonstrated an increase in steps/24hr. There appears to be a differing response emerging between the two interventions. CLINICALTRIAL ISRCTN03142263

Communication Technologies in E-Tourism

2019 ◽  
pp. 174-197
Author(s):  
Maria Matiatou
Keyword(s):  
User Experience ◽  
Communication Strategies ◽  
Full Range ◽  
Critical Role ◽  
Communication Technologies ◽  
User Preference ◽  
Web Based ◽  
Personalized Services ◽  
Website Features ◽  
The Web

Information-intensive and technology-driven environments like e-tourism need to be constantly oriented towards improvement of their communication strategies and infrastructure considering their immediate impact on user experience and customer behavior. The full range of available technologies is rapidly stretching from sophisticated website features to personalized services based on recommender systems that associate user preference with destinations and hospitality services. Despite the development of these technologies, many challenges remain in designing, applying, and evaluating the web-based services in their critical role between visitor and destination experience. This chapter addresses the problem of how to support management decisions on information technology solutions that best promote destination brands, support visitors' decision-making process, and enhance user experience of a place, service, or destination.

Web-Based versus Paper-and-Pencil Course Evaluations

2007 ◽  
Vol 34 (4) ◽  
pp. 259-261 ◽  
Author(s):  
Nicole M. Heath ◽  
Steven R. Lawyer ◽  
Erin B. Rasmussen
Keyword(s):  
Course Evaluations ◽  
The Internet ◽  
Web Based ◽  
Student Responses ◽  
Qualitative Feedback ◽  
Significant Difference ◽  
Administration Method ◽  
Paper And Pencil ◽  
The Web

Our study compared the quantitative and qualitative outcomes associated with course evaluations collected over the Internet with those collected using a paper-and-pencil method. We randomly assigned students to 1 of the 2 different formats. There was no significant difference in quantitative student responses based on administration method, but students who completed evaluations over the Internet were more likely to give qualitative feedback compared to students who completed their evaluations in the classroom. Moreover, students in the Web-based condition provided longer qualitative comments than students in the paper-and-pencil group. We discuss the implications of these findings.

The Impact of a Scaffolded Assessment Intervention on Students' Academic Achievement in Web-based Peer Assessment Activities

2016 ◽  
Vol 14 (4) ◽  
pp. 41-54 ◽  
Author(s):  
Chien-I Lee ◽  
Ya-Fei Yang ◽  
Shin-Yi Mai
Keyword(s):  
Peer Assessment ◽  
Learning Effectiveness ◽  
Web Based ◽  
Constructive Feedback ◽  
Significant Difference ◽  
Assessment Approach ◽  
Quasi Experimental ◽  
The Impact ◽  
The Web ◽  
Assessment Activities

Web-based peer assessment has been considered an important process for learning. However, students may not offer constructive feedback due to lack of expertise knowledge. Therefore, this study proposed a scaffolded assessment approach accordingly. To evaluate the effectiveness of the proposed approach, the quasi-experimental design was employed to investigate the effects of scaffolded assessment for self-critiques and peer assessment on students' learning effectiveness in the web-based assessment activities. A total of ninety 7th graders participated in the experiment, and divided into three groups with or without the scaffolding critique. The results show the use of the scaffolded assessment in the web-based peer assessment activities did not show a significant difference in the students' learning effectiveness. Even though the results show that learning effectiveness of the participants in the two experimental groups is significantly enhanced, there is no significant effect of providing the scaffolded assessment on the participants' learning effectiveness in the three groups. In addition, the participants showed a positive learning attitude toward the web-based assessment activities and agreed that the activities could enhance the participants' interactions between the peers and instructor.

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